Project Evaluation

The project was evaluated with both formative and summative instruments, such as pre- and post-survey of teachers, pre-and post-survey of the students in the teacher’s classes, and classroom observations of students. By all accounts, the 3-year RET program that directly served over 1,650 high school students was a great success. Multiple data sources reflect that all 8 of the project goals were met. The following are some highlights that reflect direct and synergistic outcomes: (1) 16 of 26 teachers (62%) were from underrepresented groups; (2) teachers overwhelmingly agreed that RET program was one of the best professional development opportunities they had; (3) 24 of 26 teachers (92%) agree/strongly agree that the RET program resulted in lesson plan(s) that teachers can use, enhanced knowledge and experience to use/share in STEM classes, enhanced knowledge and experience in engineering research, in culturally relevant pedagogy and/or ethics, access to and opportunity to develop professional publications, and opportunities to attend and present at conferences; (4) 22 of 24 teachers (92%) indicated that one of the benefits was developing a relationship with UTA and faculty; (5) 23 of 24 teachers (96%) agreed/strongly agreed that networking with other area STEM teachers was one of the resulting benefits; (6) 35 enhanced lesson plans were generated and disseminated; (7) 16 field trips were taken to UTA by the STEM students; (8) 10 workshops were held by the teachers at their own schools involving non-RET teachers to publicize their lesson plans and findings; (9) 15 RET teachers attended conferences and presented papers or posters; and (10) enhanced lesson plans from 5 teachers were submitted for publication in TeachEngr.org. Assessment of outcomes also yielded positive results. The majority of the students of participating teachers were underrepresented minorities (> 50% underrepresented ethnic minorities, roughly 50% female and 7% with disabilities). Pre- and post-test data indicated that exposure to the RET enhanced lesson plans significantly increased student interest in majoring in STEM fields (including engineering as a career), for overall student body, ethnic minorities, females and persons with disabilities. The student pre- and post-survey results conclusively indicated that a large number of students were considering STEM fields as career choices as a result of the RET knowledge exposure in the classrooms. The overall numbers of engineering-bound students jumped by 35% in classrooms with enhanced modules.