The Skyline TEAMS Model: A Longitudinal Look at the Impacts of K-12 Engineering on Perception, Preparation and Persistence

Autor/inn/en	Zarske, Malinda S.; Yowell, Janet L.; Ringer, Heidi L.; Sullivan, Jacquelyn F.; Quiñones, Patricia A.
Titel	The Skyline TEAMS Model: A Longitudinal Look at the Impacts of K-12 Engineering on Perception, Preparation and Persistence
Quelle	In: Advances in Engineering Education, 3 (2012) 2, (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Engineering Education; College School Cooperation; Partnerships in Education; Elementary Secondary Education; College Faculty; Secondary School Teachers; Disproportionate Representation; STEM Education; Program Effectiveness; Program Evaluation; Design; Longitudinal Studies; Academic Persistence; Mathematics Instruction; Hands on Science; Gender Differences; Teacher Effectiveness; Minority Group Students; High School Students; Statistical Analysis; Qualitative Research; Student Surveys; Focus Groups; Likert Scales; Pretests Posttests; Colorado + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Hochschulpartnerschaft; Fakultät; STEM; Programme evaluation; Programmevaluation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematics lessons; Mathematikunterricht; Geschlechterkonflikt; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse; Qualitative Forschung; Schülerbefragung; Likert-Skala
Abstract	This paper describes the longitudinal impacts of a partnership between the University of Colorado Boulder's K-12 Engineering Education initiative and the St. Vrain Valley School District. Together, university and high school educators created a replicable pre-college engineering model in a nine-school feeder system, which serves many Colorado students who are traditionally underrepresented in the engineering profession, and culminates with a high school STEM (science, technology, engineering, and mathematics) Academy whose graduates are motivated to thrive in engineering colleges. However, the following question, "Is this an effective model for increasing student STEM persistence and performance?" remains a driver for our investments as we refine the K-12 engineering program based on partner school feedback and quantitative and qualitative assessment results. Data show that our K-12 engineering program has positively impacted student perception, preparedness, and persistence in engineering based on regular, pre-college hands-on engineering design experiences. A description of the multi-year K-12 engineering model and longitudinal analysis of students' concurrent math course choices is presented. Also, subsequent student persistence in and from the STEM Academy is addressed. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01