Board 120: Development of an Engineering Identity and Career Aspirations Survey for Use with Elementary Students (original) (raw)
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International Journal of STEM Education, 2020
Background Despite the increasing number of science, technology, engineering, and mathematics (STEM) jobs available, concern continues to grow over the low number of students who choose to study and enter STEM fields. Research suggests that children begin to identify their interests and career aspirations related to STEM as early as elementary school when they begin to shape their personal identities and start making decisions about who they are and could be in the future, their role identities (e.g., scientist, engineer). Existing surveys that assess identity target high school or post-secondary students, with less work on elementary and middle school students. This paper describes the development and validation of survey instruments to assess engineering identity in elementary students and its adaptation to a more general STEM context. Results The role identity survey in engineering (RIS-E) was developed across four phases of pilot testing where it was administered to 634 students...
2014 ASEE Annual Conference & Exposition Proceedings
She works on an evaluation of the Golden LEAF Foundations' K12 STEM Initiative, a scale research study on the "Students Discover" National Science Foundation Math and Science Partnership grant, an evaluation of the Golden LEAF Foundation's Essential Skills workforce development initiative involving K12 schools and community colleges,and the evaluation of North Carolina's Race to the Top initiative.
2019 ASEE Annual Conference & Exposition Proceedings
in 2006. She managed a consulting business for 10 years working on evaluations that focused primarily in the areas of education and STEM for middle and high school students, especially women and minority students. Her research interests include student engagement and interest in STEM and STEM careers as well as the development of instruments and evaluation tools to assess these constructs.
Pre-college exposure to Science Technology Engineering and Math (STEM) concepts can generate enthusiasm and encourage students to pursue careers in these fields. This work describes an approach to teach STEM concepts to minority high school students via hands on activities and seminars in an after-school program at Tri-Cities High School located in East Point, Georgia. The primary objective of this after-school program is to use hands on activities and seminars to stimulate interest in STEM fields and invoke college pursuits. This paper discusses the activities and seminars conducted during the 6 th programmatic year. The weekly activities and seminars promote skills in four key areas: academic excellence, leadership, technical/professional development, and teamwork.
He holds a Ph.D. degree in Engineering Education from Utah State University. Also, he has BSc and MSc degrees in mechanical engineering. His research interests include student engagement, design thinking, learning environment, evidence-based pedagogy, e-learning, broadening participation in STEM education, sustainable energy, and material characterization. This work was conducted while he was a postdoctoral research associate in the Department of Engineering Education at
The Influence of Out-of-school High School Experiences on Engineering Identities and Career Choice
2015 ASEE Annual Conference and Exposition Proceedings
Her research focuses on increasing female enrollment in engineering, how students' attitudes and beliefs affect their choices and their learning, and how to improve engineering education for all students-especially those from underrepresented groups. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. She is the recipient of a 2014 American Society for Engineering Education Educational Research and Methods Division Apprentice Faculty Grant. She also was an NSF Graduate Research Fellow for her work on female empowerment in engineering which won the National Association for Research in Science Teaching 2015 Outstanding Doctoral Research Award.
The Development of the STEM Career Interest Survey (STEM-CIS)
Internationally, efforts to increase student interest in science, technology, engineering, and mathematics (STEM) careers have been on the rise. It is often the goal of such efforts that increased interest in STEM careers should stimulate economic growth and enhance innovation. Scientific and educational organizations recommend that efforts to interest students in STEM majors and careers begin at the middle school level, a time when students are developing their own interests and recognizing their academic strengths. These factors have led scholars to call for instruments that effectively measure interest in STEM classes and careers, particularly for middle school students. In response, we leveraged the social cognitive career theory to develop a survey with subscales in science, technology, engineering, and mathematics. In this manuscript, we detail the six stages of development of the STEM Career Interest Survey. To investigate the instrument's reliability and psychometric properties, we administered this 44-item survey to over 1,000 middle school students (grades 6–8) who primarily were in rural, high-poverty districts in the southeastern USA. Confirmatory factor analyses indicate that the STEM-CIS is a strong, single factor instrument and also has four strong, discipline-specific subscales, which allow for the science, technology, engineering, and mathematics subscales to be administered separately or in combination. This instrument should prove helpful in research, evaluation, and professional development to measure STEM career interest in secondary level students.
2018 ASEE Annual Conference & Exposition Proceedings
Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering students' identity development. She is the recipient of a 2014 American Society for Engineering Education (ASEE) Educational Research and Methods Division Apprentice Faculty Grant. She has also been recognized for the synergy of research and teaching as an invited participant of the 2016 National Academy of Engineering Frontiers of Engineering Education Symposium and 2016 New Faculty Fellow for the Frontiers in Engineering Education Annual Conference. She also was an NSF Graduate Research Fellow for her work on female empowerment in engineering which won the National Association for Research in Science Teaching 2015 Outstanding Doctoral Research Award.