Do After-School Robotics Programs Expand the Pipeline into STEM Majors in College?

Autor/inn/en	Burack, Cathy; Melchoir, Alan; Hoover, Matthew
Titel	Do After-School Robotics Programs Expand the Pipeline into STEM Majors in College?
Quelle	In: Journal of Pre-College Engineering Education Research, 9 (2019) 2, S.85-97, Artikel 7 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-9288
Schlagwörter	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; Massachusetts + Suchen Sie Ihr Suchwort? Robotertechnik; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; STEM; Collegestudent; Schülerverhalten; Berufspraktische Ausbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Master-Studiengang
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. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01