Assessing K‐12 Pre‐Engineering Outreach Programs*

Abstract

Motivated by a desire to excite K‐12 students about the joys of engineering and spark their interest in pre‐engineering subjects, the Integrated Teaching and Learning (ITL) Program at the University of Colorado at Boulder has developed a pre‐engineering outreach program targeted at K‐12 teachers and students. To supplement anecdotal success indicators, ITL developed several assessment tools to measure the impact of these programs. Assessment strategies consist of three key components: 1) assessment of workshop participant feedback (teachers and students), 2) assessment of long‐term outcomes (teachers), and 3) assessment tools developed for the teachers' classroom use (i.e., embedded assessment). This paper reviews the process used to develop the assessment plans and tools. Examples of the tools used to assess participant feedback and preliminary outcomes are provided. Additionally, the process used to develop embedded assessment tools is described, including development of performance criteria and assessment tools that are linked to the learning goals, objectives, and K‐12 State educational standards.

High school students' perspective to university CS1

“…Accordingly, several ways of reinforcing the CS pipeline have been established, such as teacher workshops [13], broad partnerships with schools involving a variety of outreach strategies [19], and dual enrollment models [3]. Methods for assessing the success of outreach programs have also been proposed [17].…”

Work in progress - perceptions of education students of engineering

“…Many studies [for example [2][3][4] show the implementation of engineering activities in K-12 curriculum. These are focused at either the students or professional development for experienced teachers.…”

The Effect of Teacher Professional Development on Implementing Engineering in Elementary Schools

“…Currently, several engineering outreach programs exist to teach young children about engineering. These outreach programs have a common goal of increasing the pool of potential future engineers by active learning through handson activities, inquiry-based learning, curriculum supplements, engaged role models, and K-12 teacher involvement (Jeffers, Safferman, & Safferman, 2004;Poole, Degrazia, & Sullivan, 2001). Even though multiple approaches to K-12 engineering outreach exist, including activities held on college campuses, activities held in K-12 schools, and sponsored engineering contests (Jeffers et al, 2004), not all students have the opportunity or time to participate in these programs.…”