GK-12 Fellows Research Articles

What Does an Engineer Do? Conceptual Changes and Effects of Fellow Engagement on Middle School Students Involved in a GK-12 Program

This study investigates students’ conceptions of engineering at the beginning and end of their involvement in a National Science Foundation funded Graduate STEM Fellows in K-12 Education (GK-12) program. It examines whether students involved in the program exhibited greater conceptions of engineering from beginning to end, whether differences exist among males and females, and if students’ engagement and satisfaction with their Fellows affects growth in conceptions of engineering. Pre-survey and post-survey data were collected annually over four years from 1,522 participants in grades 7 and 8 who had a GK-12 Fellow. Statistical analyses indicated students gained significantly in their conceptions of engineering during a year of GK-12 involvement. Those with a second year benefitted more, and the initial conception of engineering gap that occurred between males and females was closed by the end of students’ involvement in GK-12. The greater the degree of student engagement and satisfaction with their GK-12 Fellows, the more accurate were their conceptions of engineering. This study suggests STEM-focused partnership programs may positively affect students’ career conceptions, and there is value in value placing resident scientists who can facilitate student engagement in classrooms. Recommendations to program coordinators are provided.

Revitalizing Achievement by Using Instrumentation in Science Education (RAISE), a GK-12 Fellows Project

Revitalizing Achievement by using Instrumentation in Science Education (RAISE) was a National Science Foundation (NSF) funded project in which undergraduate and graduate engineering students (fellows) assisted high school science teachers with sensor-based experiments as lab exercises to expand on concepts taught in the classroom. By using sensors and computerized data acquisition, the RAISE project sought to enhance students’ academic achievement; excite them about science, technology, engineering, and math (STEM); and inspire them to pursue STEM careers. Fellows assisted the teachers in presenting the lab experiments and helped students to understand the lab assignments. Despite difficulties in establishing appropriate baseline grades and comparison groups, analysis of available test scores of students involved in the RAISE versus non-RAISE classes indicates that (1) a slightly larger percentage of RAISE project students took standardized exams; (2) a larger percentage of RAISE project students passed t...

NSF Program Benefits Schools in Need

We are among the many scientists “shocked and upset” by the recent decision by the U.S. National Science Foundation (NSF) to terminate the successful GK-12 (Graduate Science, Technology, Engineering, and Mathematics Fellows in K–12 Education) program (“Outrage greets NSF decision to end STEM Fellows program,” J. Mervis, News & Analysis, 4 March, p. [1127][1]). Our use of these funds provides one example of the program's value. Our program deploys graduate student Fellows to rural Oregon elementary schools, where they live as scientists-in-residence with hosts for 2 weeks per academic quarter, during which they co-teach children alongside teachers, implementing professionally developed inquiry-based science curriculum kits (lesson plans, materials, and equipment). Because these schools are far from universities and other centers of science or technology, the GK-12 Fellows are in many cases the only scientists the students have ever met. The teachers also have poor connections to experts and have little prior training in teaching hands-on, inquiry-based science; working with Fellows is crucial for adopting tools that will be effective after the Fellows' departure. The program benefits the Fellows by providing valuable training in communication and organization. Ours is just one of many GK-12 programs nationwide that share the goal of improving science education. We find it remarkable that the entirety of GK-12 will be terminated, with focus redirected to “NSF programs that… partner academic scientists with local school districts.” The local environs of universities are arguably the places least in need of additional outreach efforts. The publicly funded U.S. research infrastructure has been extremely successful in advancing scientific knowledge, but largely unsuccessful in developing a public understanding of science. The nation needs more, not fewer, programs like GK-12. [1]: http://www.sciencemag.org/content/331/6021/1127.full

A K‐12/University Partnership: Creating Tomorrow's Engineers*

AbstractSupported by the National Science Foundation, the GK‐12 Fellows program at the University of Colorado at Boulder explores innovative ways for engineering graduate students to use engineering as the vehicle to provide K‐12 classroom instruction and hands‐on experiences that integrate physical sciences, mathematics, engineering and technology. Engineering “Fellows” fill a crucial gap in the two‐way exchange of content and pedagogy between the College of Engineering and Applied Science and the K‐12 community of learners. The active presence of real world, engineering role models in K‐12 classrooms improves the quality of math and science content, and introduces engineering to teachers and young students as a potential career path. Working through the University's graduate program legitimizes K‐12 outreach as a valid, and satisfying, academic endeavor for graduate students.