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The Design of an Out-of-School Program Focused on Community-Centered Engineering Challenges

The Design of an Out-of-School Program Focused on Community-Centered Engineering Challenges

Joni M. Lakin, Daniela Marghitu, Edward W. Davis, Virginia A. Davis
Copyright: © 2023 |Pages: 26
ISBN13: 9781668477717|ISBN10: 1668477718|ISBN13 Softcover: 9781668477755|EISBN13: 9781668477724
DOI: 10.4018/978-1-6684-7771-7.ch003
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MLA

Lakin, Joni M., et al. "The Design of an Out-of-School Program Focused on Community-Centered Engineering Challenges." Developing and Sustaining STEM Programs Across the K-12 Education Landscape, edited by Jessica L. Spott, et al., IGI Global, 2023, pp. 45-70. https://doi.org/10.4018/978-1-6684-7771-7.ch003

APA

Lakin, J. M., Marghitu, D., Davis, E. W., & Davis, V. A. (2023). The Design of an Out-of-School Program Focused on Community-Centered Engineering Challenges. In J. Spott, L. Sobehrad, & R. Hite (Eds.), Developing and Sustaining STEM Programs Across the K-12 Education Landscape (pp. 45-70). IGI Global. https://doi.org/10.4018/978-1-6684-7771-7.ch003

Chicago

Lakin, Joni M., et al. "The Design of an Out-of-School Program Focused on Community-Centered Engineering Challenges." In Developing and Sustaining STEM Programs Across the K-12 Education Landscape, edited by Jessica L. Spott, Lane J. Sobehrad, and Rebecca L. Hite, 45-70. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7771-7.ch003

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Abstract

This chapter describes a partnership of a non-profit offering afterschool K-12 STEM programming and a team of academic researchers in both education and engineering departments. The partners designed out-of-school programs that allowed students to learn about engineering through the lens of important societal challenges, such as access to fresh water and climate-change related to carbon emissions. The experiences were designed to be engaging for students who have pro-social career values, which are more prominent values among girls and the predominantly Black community the non-profit served. Evaluation questions focused on how pro-social framing of engineering might enhance the perception of goal congruity and support students' formation of a STEM career identity. Qualitative and quantitative data were used to explore how students conceptualized engineering before and after the programs and how they described their career plans with respect to STEM. Both residential camps and community-based afterschool programs demonstrated important benefits to students' STEM career identity.

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