• DOI:10.1007/S41686-018-0023-7
• Corpus ID: 158347992

Using an Applied Research-Practice Cycle: Iterative Improvement of Culturally Relevant Engineering Outreach

@article{Gillen2018UsingAA,
  title={Using an Applied Research-Practice Cycle: Iterative Improvement of Culturally Relevant Engineering Outreach},
  author={Andrew L. Gillen and Cheryl Carrico and Jacob R. Grohs and Holly M. Matusovich},
  journal={Journal of Formative Design in Learning},
  year={2018},
  volume={2},
  pages={121-128}
}

• Andrew L. Gillen, Cheryl Carrico, +1 author H. Matusovich
• Published 7 November 2018
• Psychology
• Journal of Formative Design in Learning

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.