Do After-School Robotics Programs Expand the Pipeline into STEM Majors in College?
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| Title: | Do After-School Robotics Programs Expand the Pipeline into STEM Majors in College? |
|---|---|
| Language: | English |
| Authors: | Burack, Cathy, Melchoir, Alan, Hoover, Matthew |
| Source: | Journal of Pre-College Engineering Education Research. 2019 9(2):85-97. |
| Availability: | Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jpeer/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Robotics, After School Programs, STEM Education, College Students, Student Attitudes, Career Choice, Intention, Majors (Students), Program Effectiveness, Internship Programs, Middle School Students, High School Students |
| Geographic Terms: | Massachusetts |
| DOI: | 10.7771/2157-9288.1244 |
| ISSN: | 2157-9288 |
| Abstract: | One result of the growing concerns over the numbers of young people moving into science, technology, engineering and mathematics (STEM)-related careers has been the expansion of formal and informal STEM education programming for pre-college youth, from elementary school through high school. While the number of programs has grown rapidly, there is little research on their long-term impacts on participant education and career trajectories. This paper presents interim findings from a multi-year longitudinal study of three national after-school robotics programs that engage students in designing, building, and competing complex robots with the goal of inspiring long-term interest in STEM. Focusing on the subset of study participants who had enrolled in at least one year of college (approximately 480 students in 2017), this paper examines program impacts on student attitudes towards STEM and STEM careers; participation in STEM-related college courses; intention to major in STEM-related fields; and involvement in STEM-related internships and other activities. Findings include positive, statistically significant impact on multiple measures of STEM engagement in college for program participants. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1235187 |
| Database: | ERIC |
| Abstract: | One result of the growing concerns over the numbers of young people moving into science, technology, engineering and mathematics (STEM)-related careers has been the expansion of formal and informal STEM education programming for pre-college youth, from elementary school through high school. While the number of programs has grown rapidly, there is little research on their long-term impacts on participant education and career trajectories. This paper presents interim findings from a multi-year longitudinal study of three national after-school robotics programs that engage students in designing, building, and competing complex robots with the goal of inspiring long-term interest in STEM. Focusing on the subset of study participants who had enrolled in at least one year of college (approximately 480 students in 2017), this paper examines program impacts on student attitudes towards STEM and STEM careers; participation in STEM-related college courses; intention to major in STEM-related fields; and involvement in STEM-related internships and other activities. Findings include positive, statistically significant impact on multiple measures of STEM engagement in college for program participants. |
|---|---|
| ISSN: | 2157-9288 |
| DOI: | 10.7771/2157-9288.1244 |
