Abstract
By recognizing disconnects between practitioner conceptions of engineering outreach with young people (specifically a lack of focus on cultural relevance), and researcher conceptions of a culturally relevant approach to engineering outreach, we set out to bridge theory and practice by iteratively designing and implementing interventions. We engaged in a cycle of research-informed practice and practice-informed research to develop more culturally relevant approaches to broadening participation in engineering. Research-based findings focused on the importance of understanding common misconceptions of engineering that intervention participants and facilitators may possess. Such understanding enables iterative improvement of activities and research instruments that yield meaningful results. Practice-based insights included findings regarding intervention structure such as needs for different facilitator-to-student ratios for different age groups, and providing volunteer facilitators with a list of “helpful hints” to consider and/or open-ended questions to ask.
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This paper is based on research supported by the National Science Foundation under Grant Nos. 1232629 and 1657263.
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.
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Drs. Grohs and Matusovich have several grants from the National Science Foundation in addition to the two listed in the acknowledgements for this particular paper. Dr. Matusovich received a fellowship award from Virginia Tech and used some of the associated monetary award to support some of this work. Dr. Grohs has also received internal Virginia Tech funding. Dr. Carrico has a consulting business and works for a variety of people and companies.
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Gillen, A., Carrico, C., Grohs, J. et al. Using an Applied Research-Practice Cycle: Iterative Improvement of Culturally Relevant Engineering Outreach. J Form Des Learn 2, 121–128 (2018). https://doi.org/10.1007/s41686-018-0023-7
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DOI: https://doi.org/10.1007/s41686-018-0023-7