An ROI Comparison of Initiatives Designed to Attract Diverse Students to Technology Careers

This study examines two alternative interventions designed to attract diverse students to pursue information technology or, more generally, STEM (science, technology, engineering, and math) careers from a Return on Investment (ROI) perspective. More specifically, this study examines the effectiveness and efficiency of single-day and multi-day program formats by comparing students’ propensity to pursue computer information systems and technology related careers. Using an ROI perspective of comparing relative costs to students’ perceived outcomes, our findings suggest that the single-day model is equally effective as the multi-day model at moving students’ propensity to pursue information technology careers, albeit at a lower cost. This suggests that the single day model is a better choice from an ROI perspective and offers the best investment opportunity for choosing which program format to use for future interventions. These findings, while specific to a single comparison of two alternative information technology interventions, are useful as they contribute valuable knowledge and may be applicable to the design and evaluation of other STEM-influencing programs

Mapping the Field: Out-of-School-Time STEM Programs for K-12 Females

Out-of-school-time (OST) STEM (science, technology, engineering, and mathematics) programs for females serve as one strategy to increase females’ interest and dispositions in STEM and as a proposed intervention to address the underrepresentation of women in STEM fields. The purpose of this study was to extend previous OST research by investigating OST STEM programs for the subpopulation of females in grades kindergarten through 12. This research contributes to efforts to investigate OST programming by mapping a national sample of OST STEM programs for K-12 females. To determine common features and practices of programs the researcher analyzed 115 websites, 51 survey responses and six interviews with program directors from 38 states. Additionally, it represents all grade levels K-12 and a variety of residential and day-only programs. The findings from this study elaborate on aspects of program design, structure, content, evaluation, funding, staffing and youth audience and thus strengthen knowledge of effective OST practices and the research base on OST STEM programming for females

Evaluation of Reasons that May Affect whether Academically Capable Females Choose to Major in STEM

The purpose of this research was to study the reasons why academically capable females choose to pursue majors in STEM (science, technology, engineering, and math) fields. A mixed-methods approach using focus groups and a survey were used. Data were gathered from the focus group sessions and used to develop the survey that was then validated and checked for reliability. After some edits, the survey was administered to female freshmen attending Western Kentucky University. Unfortunately, all female students who completed the survey except one indicated they were pursuing STEM majors. The results from this study suggest that the reasons surrounding the decision to pursue a degree in STEM are complex and multi-faceted. The reasons found to be most important for respondents centered on the need to help others, salary, room for advancement, future salary, and job security. As a result of the research compiled during this study, a survey was designed that could be utilized to gather information concerning the reasons particular female students have chosen to pursue degrees in STEM fields. The collected data from the survey could then be used to provide female students in middle and high school with the necessary supports to increase the numbers of females pursuing STEM degrees in the future

Old Dominion University\u27s Engineering Summer Camp\u27s Effect on Students Interest in Engineering

The problem of this study was to determine parents\u27 perceptions of their child\u27s experience in Old Dominion University\u27s engineering summer camps to determine if their child generated an interest in engineering as a career choice

Efficacy of Online Training for Improving Camp Staff Competency

Preparing competent staff is a critical issue within the camp community. This quasi-experimental study examined the effectiveness of an online course for improving staff competency in camp healthcare practices among college-aged camp staff and a comparison group (N = 55). We hypothesized that working in camp would increase competency test scores due to opportunities for staff to experientially apply knowledge learned online. Hierarchical linear modeling was used to analyse the cross-level effects of a between-individuals factor (assignment to experimental or comparison group) and within-individual effects of time (pre-test, post-test #1, and post-test #2) on online course test scores. At post-test #2, the difference in average test scores between groups was ~30 points, with the treatment group scoring lower on average than the comparison group. Factors that may have influenced these findings are explored, including fatigue and the limited durability of online learning. Recommendations for research and practice are discussed

Cybersecurity, Digital Forensics, and Mobile Computing: Building the Pipeline of Next-generation University Graduates through Focused High School Summer Camps

To prepare the next generation of skilled university graduates that would help in filling the national need for cybersecurity, digital forensics, and mobile computing professionals, a team of minority/under-represented graduate students, the University Upward Bound Program (a federally funded program and part of the U.S. Department of Education; one of 967 programs nationwide) staff, and faculty from the Computer Science (CS) department got together and proposed a focused 10-week long funded summer camp for two local high schools with the following objectives: 1. Provide graduate students to instruct in the areas of` mobile application development, forensics and cyber Security. 2. Provide CS one-on-one mentors for students while conducting their work-based learning experience in Computer Science. 3. Assign hands-on interdisciplinary projects that emphasize the importance of STEM fields when using and developing software applications. 4. Promote and develop soft skills among participants including leadership, communications skills, and teamwork. The proposal was funded, by DOE and the summer camps were conducted in the summer of 2019 with participation of more than 40 students from two local high schools. The paper will present our efforts in each of the above areas: 1. The criteria/application/selection of high school student based on interest and needs. 2. The criteria/specification for purchased equipment 3. The selection and hiring of graduate students as instructors who can not only teach, but also serve as role models for the incoming students. 4. The development of course material into two parts: foundational material required by everyone, and specialized material where the student selects his/her area of interest. Presented results will show how the summer-camps benefited the students through the focused instruction given by graduate students, and how the students gained valuable knowledge and problem-solving skills in certain STEM fields. 5. The mentorship provided by the CS faculty to the instructors and the students through scheduled visits and an agile approach for the software projects assigned. 6. The development of soft skills to complement technical one

Using STEM Camps to Improve Female Interest in Technology Careers

Science, technology, engineering, and math (STEM) fields have been traditionally entered by men, often establishing women as underrepresented in many of these fields. This research study focuses on participants at a STEM camp for middle- and high-school girls designed to introduce them to technology. The camp was held 4 times over 3 years, with many of the participants from rural areas, underrepresented by race and economic status. Sixty camp attendees completed pre- and post-camp surveys and are referred to as the intervention group. A control group of 200 middle- and high-school girls who did not attend the camp also took the survey. This paper focuses on a subset of the survey results that sought to determine the impact on camp participants in the areas of technology self-efficacy and technology career interest as it related to management information systems (MIS). Analysis of the data collected found a significant difference in MIS self-efficacy between the intervention group and control group but no significant difference in choices of MIS-related careers. Results also include recommended improvements to STEM camp design

The Experiences of Female High School Students and Interest in STEM: Factors Leading to the Selection of an Engineering or Computer Science Major

STEM (Science, Technology, Engineering and Math) education creates critical thinkers, increases science literacy, and enables the next generation of innovators, which leads to new products and processes that sustain our economy (Hossain & Robinson, 2012). We have been hearing the warnings for several years, that there simply are not enough young scientists entering into the STEM professional pathways to replace all of the retiring professionals (Brown, Brown, Reardon, & Merrill, 2011; Harsh, Maltese, & Tai, 2012; Heilbronner, 2011; Scott, 2012). The problem is not necessarily due to a lack of STEM skills and concept proficiency. There also appears to be a lack of interest in these fields. Recent evidence suggests that many of the most proficient students, especially minority students and women, have been gravitating away from science and engineering toward other professions. (President’s Council of Advisors on Science and Technology, 2010). The purpose of this qualitative research study was an attempt to determine how high schools can best prepare and encourage young women for a career in engineering or computer science. This was accomplished by interviewing a pool of 21 women, 5 recent high school graduates planning to major in STEM, 5 college students who had completed at least one full year of coursework in an engineering or computer science major and 11 professional women who had been employed as an engineer or computer scientist for at least one full year. These women were asked to share the high school courses, activities, and experiences that best prepared them to pursue an engineering or computer science major. Five central themes emerged from this study; coursework in physics and calculus, promotion of STEM camps and clubs, teacher encouragement of STEM capabilities and careers, problem solving, critical thinking and confidence building activities in the classroom, and allowing students the opportunity to fail and ask questions in a safe environment. These themes may be implemented by any instructor, in any course, who wishes to provide students with the means to success in their quest for a STEM career

Through the Lens of Latinas: The Influences of an Out-of-School Time STEM Program

Science, Technology, Engineering, and Mathematics (STEM) have been the foundation for discovery and technological innovation in the United States. The United States considers STEM education as a national priority to compete in the global economy and protect the nation’s innovation ecosystem. The high demand for careers in STEM fields promotes the importance of STEM education. However, Latinos, as the fastest-growing ethnic group in the United States, face many challenges in STEM education relating to a lack of progress, degree attainment, and participation in STEM professions. This research aimed to explore the learning experience in an out-of-school (OST) STEM program, called “Girls in STEM”, and how it influenced Latinas’ self-efficacy, interest, and career development. The research focused on a single-case study of a STEM OST program in South Texas and utilized eight embedded cases to explore three research questions. The sample for this study consisted of 41 middle school and high school girls (grades 7 to 12) who had long-term participation experiences in the STEM program. The data for this qualitative study consisted of in-depth interviews, presentations from art-based activities, and visual arts. Followed by the case study design, the researcher purposefully sought in-depth information from embedded “unit of analysis,” which represented eight participants in the study (Yin, 2013, p. 23). Each case presented different aspects to answer research questions. The researcher analyzed interviews and art-based activities from participants through the lens of social cognitive theory and social cognitive career theory (Bandura, 2001; Lent et al., 1994). The findings explored Latinas’ learning experiences in an OST STEM program. Participants expressed the program created a beneficial learning environment for them, where they engaged in various activities and interacted with adults in the program. The learning experience, as the starting point of SCCT model, had influences on the development of self-efficacy and the formation of interests. In this study, the integration of different subjects, opportunities for collaborative work and conversational interactions with professionals, are three characteristics of cultivating Latinas’ interest in STEM. Additionally, many girls in this study noticed the stereotypes of women in STEM, and gender bias exists in many STEM fields. Socioeconomic status may limit Latina’s options and affected their career development