Asee peer logo

STEMChoice: An Examination of Program Evaluation Data in a STEM-Centered, Inquiry-Based Program

Download Paper |

Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Tagged Division

Pre-College Engineering Education Division

Page Count

15

DOI

10.18260/p.25875

Permanent URL

https://peer.asee.org/25875

Download Count

364

Request a correction

Paper Authors

biography

Terrance Denard Youngblood Texas Tech University

visit author page

Terrance D. Youngblood is a doctoral student in Educational Psychology at Texas Tech University, specializing in the effective evaluation and assessment of educational outreach programs and workforce development.

visit author page

biography

Ibrahim H. Yeter Texas Tech University Orcid 16x16 orcid.org/0000-0002-0175-2306

visit author page

IIbrahim H. Yeter is currently a PhD candidate in the Curriculum and Instruction program at the College of Education, and at the same time, he is pursuing his Master's degree in Petroleum Engineering at Texas Tech University. He is highly interested in conducting research within the Engineering Education framework. Mr. Yeter plans to graduate in December 2016 with both degrees and is looking forward to securing a teaching position within a research university and continuing his in-depth research on Engineering Education.

He is one of two scholarships awarded by NARST (National Association for Research in Science Teaching) to attend the ESERA (European Science Education Research Association) summer research conference in České Budějovice, Czech Republic in August 2016. In addition, he has been named as one of 14 Jhumki Basu Scholars by the NARST’s Equity and Ethics Committee in 2014. He is the first and only individual from his native country and Texas Tech University to have received this prestigious award. Furthermore, he was a recipient of the Texas Tech University President’s Excellence in Diversity & Equity award in 2014 and was the only graduate student to have received the award, which was granted based on outstanding activities and projects that contribute to a better understanding of equity and diversity issues within Engineering Education.

Additional projects involvement include: Engineering is Elementary (EiE) Project; Computational Thinking/Pedagogy Project; Rocket Project of SystemsGo; World MOON Project; East Lubbock Promise Neighborhood (ELPN) Project; and Robotics. Since 2013 he has served as the president of the Nu Sigma chapter of Kappa Delta Pi: International Honor Society in Education and was the founding president of ASEE Student Chapter at Texas Tech University. He can be reached at ibrahim.yeter@ttu.edu.

visit author page

biography

Casey Michael Williams Texas Tech University

visit author page

I am currently a second year PhD student in educational psychology. I spent 2 years teaching environmental science, chemistry and biology to high school students in Kansas City through Teach For America. My interests lie with designing educational initiatives that highlight the importance of STEM education for the future of learning and motivation.

visit author page

biography

Hansel Burley Texas Tech University

visit author page

Dr. Burley is a professor of educational psychology. His research focus includes college access, diversity, and resilience in youth. Recently he has served as the evaluator for multiple STEM projects.

visit author page

Download Paper |

Abstract

STEMChoice: An Examination of Program Evaluation Data in a STEM-centered, Inquiry-based Program (Research to Practice)

University of XYZ

On a national scale, there has been a call for improved instruction in science, technology, engineering, and mathematics (STEM) at all educational levels. In addition, claims have been made regarding the lack of a viable STEM workforce in certain critical areas. Consequently, many resources have been devoted to encouraging and motivating students in the secondary levels to pursue a STEM-related career.

This paper is centered on the efforts of an inquiry-based, STEM educational program that uses the conception, design, production, and deployment of rockets as a way to teach and improve students STEM-related workforce skills. The target population included high school students in one state in the southern region of the United States. Program evaluation data was collected via a student questionnaire grounded on two theories: Social Career Cognitive Theory (SCCT) and the Theory of Planned Behavior (TPB).

Based on program data collected during the 2014-2015 academic year, this paper will examine the effectiveness of the program in motivating students to pursue a STEM career, using the theoretical lens of Social Cognitive Career Theory (SCCT). The following research question will be addressed: What factors help predict student intentions to pursue a STEM career upon graduation of high school?

A stepwise multiple regression model was established to predict students’ inclination to choose a STEM career. Findings suggest a viable model which accounted for the most amount of variability in students’ inclination to pursue a STEM career, R = .40, F (4, 444) =20.885, p < .01. The predictors within this model were focused on teamwork, overall student evaluation of the program, and problem solving.

Youngblood, T. D., & Yeter, I. H., & Williams, C. M., & Burley, H. (2016, June), STEMChoice: An Examination of Program Evaluation Data in a STEM-Centered, Inquiry-Based Program Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25875

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015