Strengthening the STEM Pipeline for Elementary School African Americans, Hispanics, and Girls by Scaling Up Summer Engineering Experiences

这是全国黑人工程师协会（NSBE），弗吉尼亚理工大学和普渡大学之间的合作提案，提交给学生和教师创新技术经验（ITEST）计划的成功项目扩展和传播链。它旨在扩大NSBE支持的计划“儿童暑期工程体验”的实施范围，从2016年的14个地点到2019年的31个地点;从2015年的3，825名3 - 5年级非洲裔美国人，西班牙裔和女学生，在该项目的三年期间，全国累计27，000人。到2019年，自2007年成立以来，共有42，000名学生将受到该计划的影响。该项目将推进ITEST计划的努力，以更好地理解和促进提高学生的动机和能力的做法，以追求科学，技术，工程或数学（STEM）领域的职业生涯，通过让他们参与暑期课程，通过动手，以团队为基础的工程设计项目，由大学导师教师领导。该项目将使用“运动中的世界”-由汽车工程师协会为小学和中学儿童开发的工程课程，以及将在各地点纳入的其他STEM课程。参加者将通过选定的活动体验应用工程和计算机编程学习机会，包括工程原理和相关的数学和科学概念和实践。在扩大该计划的同时，合作伙伴关系的研究人员将调查促进或限制其实施的背景因素，以开发一个有可能在各种学习环境中使用的原型。因此，这项工作的总体假设是，组织环境使，抑制和塑造学生的经验，从而影响他们的结果。三个研究问题将是：（1）对于每个站点和所有站点，学生的STEM相关学术和职业身份，概念知识以及人际和自我技能的变化是什么？(2)学生的学习动机（即，授权，有用性，成功，兴趣，关怀）和他们的STEM相关的学术和职业身份，概念知识，以及人际和自我的技能？（3）组织情境因素如何影响学生的体验和结果？为了解决第一个问题，结果测量将以前测-后测的形式进行，以确定学生在课程过程中STEM相关结果的变化。为了解决第二个研究问题，该项目将使用多层次建模，将网站特定的上下文变量。为了解决第三个研究问题，该项目将采用多案例研究方法，调查每年各地点可用资源和实施战略的变化。本研究将透过多种数据收集方法，捕捉不同地点的影响情境因素，以及它们与学生体验和成果的关系。一个由工程教育、工程推广计划和研究领域的学者和从业人员组成的咨询小组将监督项目的进展情况，并建立一个独立的评估机制。一名外部评估员将负责项目的形成和总结方面。这项工作的主要成果将是一个研究知情和实地测试的模型，以提高非洲裔美国人，西班牙裔和女学生的成就和参与STEM学科。

This is a collaborative proposal among the National Society of Black Engineers (NSBE), Virginia Tech, and Purdue University, submitted to the Successful Project Expansion and Dissemination strand of the Innovative Technology Experiences for Students and Teachers (ITEST) program. It aims to expand the implementation of a NSBE-supported program, "Summer Engineering Experiences for Kids", from 14 sites in 2016, to 31 by 2019; from 3,825 3rd-5th grade African American, Hispanic, and female students in 2015, to cumulatively 27,000 across the nation over the three-year duration of the project. By 2019, a total of 42,000 students will have been impacted by the program since its inception in 2007. The project will advance efforts of the ITEST program to better understand and promote practices that increase students' motivations and capacities to pursue careers in the fields of science, technology, engineering, or mathematics (STEM) by engaging them in a summer program through hands-on, team-based engineering design projects led by collegiate mentor-teachers. The project will use "A World in Motion"--an engineering curriculum for elementary and middle school children developed by the Society of Automotive Engineers, in addition to other STEM curricula to be incorporated across sites. Participants will experience applied engineering and computer programming learning opportunities, including engineering principles and related mathematics and science concepts and practices through selected activities. While expanding the program, researchers in the partnership will investigate the contextual factors that facilitate or constrain its implementation in order to develop a prototype with a potential to be used in various learning environments. Thus, the overall hypothesis of the work will be that organizational contexts enable, inhibit, and shape the experiences that students have, and consequently influence their outcomes. The three research questions will be: (1) For each site and across all sites, what is the change in students' STEM-related academic and career identity, conceptual knowledge, and interpersonal and intrapersonal skills?; (2) What is the relationship between students' academic motivation (i.e., empowerment, usefulness, success, interest, caring) and their STEM-related academic and career identity, conceptual knowledge, and interpersonal and intrapersonal skills?; and (3) How do organizational context factors influence students' experiences and outcomes? To address the first question, outcome measures will be administered in a pretest-posttest format to identify changes in students' STEM-related outcomes over the course of the program. To address the second research question, the project will use multilevel modeling to incorporate site-specific contextual variables. To address the third research question, the project will employ a multi-case study approach to investigate variation in available resources and implementation strategies across sites each year. Through multiple data collection methods, the research will capture the influential contextual factors of different sites and their relationship with students' experiences and outcomes. An advisory panel comprising scholars and practitioners in engineering education, engineering outreach programs, and research will provide oversight of the project's progress and an independent mechanism for evaluation. An external evaluator will conduct both formative and summative aspects of the project. The key outcome of the effort will be a research-informed and field-tested model to increase African American, Hispanic, and female students' achievement and engagement in STEM disciplines.