Work in progress: Gender impacts of relevant robotics curricula on high school students' engineering attitudes and interest

Benjamin S. Terry, Brandi N. Briggs, Stephanie Rivale

Research output: Chapter in Book/Report/Conference proceedingConference contribution

6 Citations (Scopus)

Abstract

This study compares gender differences on Likert scale pre/post assessments of engineering interest, identity, and knowledge in three " traditional" introductory function- and task-oriented robotics courses and two biomedical robotics courses. In addition, the STEM Academy at a local high school is surveyed to identify their preferences given six hypothetical robotics curricula: three traditional function- and task-oriented courses and three contextualized courses consistent with helping society and gender-friendly messaging. The students are asked to rate each hypothetical course from least to most preferred. ANOVA is used to test our hypothesis that the biomedical robotics curriculum will result in higher gains in engineering interest and identity for all students, especially for the girls in the sample. This study adds to the literature base by empirically testing the role that the design problems and contexts we choose as engineering educators plays in the gender inclusiveness of K-12 engineering education efforts.

Original languageEnglish (US)
Title of host publication41st Annual Frontiers in Education Conference
Subtitle of host publicationCelebrating 41 Years of Monumental Innovations from Around the World, FIE 2011
DOIs
StatePublished - Dec 1 2011
Event41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World, FIE 2011 - Rapid City, SD, United States
Duration: Oct 12 2011Nov 15 2011

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565

Conference

Conference41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World, FIE 2011
CountryUnited States
CityRapid City, SD
Period10/12/1111/15/11

Fingerprint

Curricula
Robotics
Students
engineering
curriculum
gender
school
student
Engineering education
Analysis of variance (ANOVA)
academy
gender-specific factors
educator
Testing
education

Keywords

  • Gender friendly messaging
  • High school
  • Robotics curriculum

ASJC Scopus subject areas

  • Software
  • Education
  • Computer Science Applications

Cite this

Terry, B. S., Briggs, B. N., & Rivale, S. (2011). Work in progress: Gender impacts of relevant robotics curricula on high school students' engineering attitudes and interest. In 41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World, FIE 2011 [6143090] (Proceedings - Frontiers in Education Conference, FIE). https://doi.org/10.1109/FIE.2011.6143090

Work in progress : Gender impacts of relevant robotics curricula on high school students' engineering attitudes and interest. / Terry, Benjamin S.; Briggs, Brandi N.; Rivale, Stephanie.

41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World, FIE 2011. 2011. 6143090 (Proceedings - Frontiers in Education Conference, FIE).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Terry, BS, Briggs, BN & Rivale, S 2011, Work in progress: Gender impacts of relevant robotics curricula on high school students' engineering attitudes and interest. in 41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World, FIE 2011., 6143090, Proceedings - Frontiers in Education Conference, FIE, 41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World, FIE 2011, Rapid City, SD, United States, 10/12/11. https://doi.org/10.1109/FIE.2011.6143090
Terry BS, Briggs BN, Rivale S. Work in progress: Gender impacts of relevant robotics curricula on high school students' engineering attitudes and interest. In 41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World, FIE 2011. 2011. 6143090. (Proceedings - Frontiers in Education Conference, FIE). https://doi.org/10.1109/FIE.2011.6143090
Terry, Benjamin S. ; Briggs, Brandi N. ; Rivale, Stephanie. / Work in progress : Gender impacts of relevant robotics curricula on high school students' engineering attitudes and interest. 41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World, FIE 2011. 2011. (Proceedings - Frontiers in Education Conference, FIE).
@inproceedings{8594bf91f5d444a2857e5976e66d3864,
title = "Work in progress: Gender impacts of relevant robotics curricula on high school students' engineering attitudes and interest",
abstract = "This study compares gender differences on Likert scale pre/post assessments of engineering interest, identity, and knowledge in three {"} traditional{"} introductory function- and task-oriented robotics courses and two biomedical robotics courses. In addition, the STEM Academy at a local high school is surveyed to identify their preferences given six hypothetical robotics curricula: three traditional function- and task-oriented courses and three contextualized courses consistent with helping society and gender-friendly messaging. The students are asked to rate each hypothetical course from least to most preferred. ANOVA is used to test our hypothesis that the biomedical robotics curriculum will result in higher gains in engineering interest and identity for all students, especially for the girls in the sample. This study adds to the literature base by empirically testing the role that the design problems and contexts we choose as engineering educators plays in the gender inclusiveness of K-12 engineering education efforts.",
keywords = "Gender friendly messaging, High school, Robotics curriculum",
author = "Terry, {Benjamin S.} and Briggs, {Brandi N.} and Stephanie Rivale",
year = "2011",
month = "12",
day = "1",
doi = "10.1109/FIE.2011.6143090",
language = "English (US)",
isbn = "9781612844671",
series = "Proceedings - Frontiers in Education Conference, FIE",
booktitle = "41st Annual Frontiers in Education Conference",

}

TY - GEN

T1 - Work in progress

T2 - Gender impacts of relevant robotics curricula on high school students' engineering attitudes and interest

AU - Terry, Benjamin S.

AU - Briggs, Brandi N.

AU - Rivale, Stephanie

PY - 2011/12/1

Y1 - 2011/12/1

N2 - This study compares gender differences on Likert scale pre/post assessments of engineering interest, identity, and knowledge in three " traditional" introductory function- and task-oriented robotics courses and two biomedical robotics courses. In addition, the STEM Academy at a local high school is surveyed to identify their preferences given six hypothetical robotics curricula: three traditional function- and task-oriented courses and three contextualized courses consistent with helping society and gender-friendly messaging. The students are asked to rate each hypothetical course from least to most preferred. ANOVA is used to test our hypothesis that the biomedical robotics curriculum will result in higher gains in engineering interest and identity for all students, especially for the girls in the sample. This study adds to the literature base by empirically testing the role that the design problems and contexts we choose as engineering educators plays in the gender inclusiveness of K-12 engineering education efforts.

AB - This study compares gender differences on Likert scale pre/post assessments of engineering interest, identity, and knowledge in three " traditional" introductory function- and task-oriented robotics courses and two biomedical robotics courses. In addition, the STEM Academy at a local high school is surveyed to identify their preferences given six hypothetical robotics curricula: three traditional function- and task-oriented courses and three contextualized courses consistent with helping society and gender-friendly messaging. The students are asked to rate each hypothetical course from least to most preferred. ANOVA is used to test our hypothesis that the biomedical robotics curriculum will result in higher gains in engineering interest and identity for all students, especially for the girls in the sample. This study adds to the literature base by empirically testing the role that the design problems and contexts we choose as engineering educators plays in the gender inclusiveness of K-12 engineering education efforts.

KW - Gender friendly messaging

KW - High school

KW - Robotics curriculum

UR - http://www.scopus.com/inward/record.url?scp=84858195284&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84858195284&partnerID=8YFLogxK

U2 - 10.1109/FIE.2011.6143090

DO - 10.1109/FIE.2011.6143090

M3 - Conference contribution

AN - SCOPUS:84858195284

SN - 9781612844671

T3 - Proceedings - Frontiers in Education Conference, FIE

BT - 41st Annual Frontiers in Education Conference

ER -