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Community cultures: Broadening participation by understanding how rural communities support engineering as a college major choice

Community cultures: Broadening participation by understandin...

引用

2020 ASEE Virtual Annual Conference, ASEE 2020

作者： Vaziri, Stacey L. Paretti, Marie C. Grohs, Jacob R. Baum, Liesl M. Lester, Marlena McGlothlin Newbill, Phyllis Leary Virginia Tech Department of Engineering Education United States Virginia Polytechnic Institute State University United States Faculty Status in Biomedical Engineering and Mechanics and the Learning Sciences and Technologies Virginia Polytechnic Institute State University United States Professional Development Center for Excellence in Teaching and Learning Virginia Polytechnic Institute State University United States Virginia Tech United States

Project funded by the Division of engineering Education and Centers (EEC) Broadening participation in engineering is critical given the gap between the nation's need for engineering graduates and its production of them. Efforts to spark interest in engineering among PreK-12 students have increased substantially in recent years as a result. However, past research has demonstrated that interest is not always sufficient to help students pursue engineering majors, particularly for rural students. In many rural communities, influential adults (family, friends, teachers) are often the primary influence on career choice, while factors such as community values, lack of social and cultural capital, limited course availability, and inadequate financial resources act as potential barriers. To account for these contextual factors, this project shifts the focus from individual students to the communities to understand how key stakeholders and organizations support engineering as a major choice and addresses the following questions: RQ1. What do current undergraduate engineering students who graduated from rural high schools describe as influences on their choice to attend college and pursue engineering as a post-secondary major? RQ2. How does the college choice process differ for rural students who enrolled in a 4-year university immediately after graduating from high school and those who transferred from a 2-year institution? RQ3. How do community members describe the resources that serve as key supports as well as the barriers that hinder support in their community? RQ4. What strategies do community members perceive their community should implement to enhance their ability to support engineering as a potential career choice? RQ5. How are these supports transferable or adaptable by other schools? What community-level factors support or inhibit transfer and adaptation? To answer the research questions, we employed a three-phase qualitative study. Phase 1 focused on understanding

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Broadening the participation of rural students in engineering: Exploring community perspectives

Broadening the participation of rural students in engineerin...

引用

2020 ASEE Virtual Annual Conference, ASEE 2020

作者： Vaziri, Stacey L. Paretti, Marie C. Grohs, Jacob R. Baum, Liesl M. Lester, Marlena McGlothlin Newbill, Phyllis Leary Virginia Tech Department of Engineering Education United States Virginia Polytechnic Institute State University United States Faculty Status in Biomedical Engineering and Mechanics and the Learning Sciences and Technologies Virginia Polytechnic Institute State University United States Center for Excellence in Teaching and Learning Virginia Polytechnic Institute State University United States Department of Engineering Education Virginia Tech United States Virginia Tech United States

Interest in increasing both the number and diversity of students enrolling in engineering has resulted in significant research on students' career choice decisions. Notably, however, while general trends have emerged, many of the models that have been developed focus on majority students. But an increasing body of work on students from a variety of specific demographic groups highlight unique socio-cultural experiences that influence individuals' career choice decisions. Most relevant to this study, literature on rural students suggests that the lack of high-level STEM courses in rural schools and a desire to stay close to home played key roles in limiting students' consideration of engineering as a potential career. However, little work has explored how rural communities support and promote engineering as a career choice for their students. Therefore, this study explored the ways in which rural communities provide support to help students make fully informed decisions about engineering as a college major. The findings presented here come from Phase 2 of a three-phase study exploring engineering career choice among rural students. Using interview and focus group data collected from current engineering students in Phase 1, Phase 2 turned to community members, including high school personnel, local industry leaders, members of local governments, and members of key community organizations (e.g., 4-H). Using interviews with 16 participants across 3 communities, we address the following question: What beliefs, experiences, and practices characterize community members or organizations who support or encourage rural students to choose engineering? The interviews explored the participants' perceptions of their community overall, resources that helped students explore postsecondary options, barriers students faced to enrolling in postsecondary education/engineering, understanding of engineering as a field both generally and for students from that community, and ways Virginia

关键词： Students

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Changes in teacher self-efficacy through engagement in an engineering professional development partnership (RTP)

Changes in teacher self-efficacy through engagement in an en...

引用

2020 ASEE Virtual Annual Conference, ASEE 2020

作者： Schilling, Malle R. Paradise, Tawni Grohs, Jacob R. Matusovich, Holly M. Carrico, Cheryl Lesko, Holly Larson Kirk, Gary R. Virginia Tech United States Virginia Tech Department of Engineering Education United States Faculty Status in Biomedical Engineering and Mechanics and the Learning Sciences and Technologies Virginia Polytechnic Institute State University United States Department of Engineering Education Virginia Polytechnic Institute State University United States Cheryl Carrico Consulting LLC Program Virginia Tech United States Dickinson College United States

K-12 teachers serve a critical role in their students' development of interest in engineering, especially as engineering content is emphasized in curriculum standards. However, teachers may not be comfortable teaching engineering in their classrooms as it can require a different set of skills from which they are trained. Professional development activities focused on engineering content can help teachers feel more comfortable teaching the subject in their classrooms and can increase their knowledge of engineering and thus their engineering teaching self-efficacy. There are many different types of professional development activities teachers might experience, each one with a set of established best practices. VT PEERS (Virginia Tech Partnering with Educators and Engineers in Rural Communities) is a program designed to provide recurrent hands-on engineering activities to middle school students in or near rural Appalachia. The project partners middle school teachers, university affiliates, and local industry partners throughout the state region to develop and implement engineering activities that align with state defined standards of learning (SOLs). Throughout this partnership, teachers co-facilitate engineering activities in their classrooms throughout the year with the other partners, and teachers have the opportunity to participate in a two-day collaborative workshop every year. VT PEERS held a workshop during the summer of 2019, after the second year of the partnership, to discuss the successes and challenges experienced throughout the program. Three focus groups, one for each grade level involved (grades 6-8), were held during the summit for teachers and industry partners to discuss their experiences. None of the teachers involved in the partnership have formal training in engineering. The transcripts of these focus groups were the focus of the exploratory qualitative data analyses to answer the following research question: How do middle-school teachers develop t

关键词： Curricula

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