| NSF Org: |
DUE Division Of Undergraduate Education |
| Recipient: |
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| Initial Amendment Date: | April 2, 2018 |
| Latest Amendment Date: | April 2, 2018 |
| Award Number: | 1745674 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Virginia Carter
vccarter@nsf.gov (703)292-4651 DUE Division Of Undergraduate Education EDU Directorate for STEM Education |
| Start Date: | April 1, 2018 |
| End Date: | March 31, 2023 (Estimated) |
| Total Intended Award Amount: | $766,364.00 |
| Total Awarded Amount to Date: | $766,364.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
3848 SW TEMPLE SALT LAKE CITY UT US 84115-4427 (801)538-8680 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
60 E South Temple UT US 84111-1111 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | Advanced Tech Education Prog |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
Currently, many fields of Career and Technical Education (CTE) align with fast growing high-tech and STEM-related industries, such as computing, cybersecurity, advanced composites and materials, and engineering. CTE also supports greater understanding of science, technology, engineering, and math (STEM) content and development of STEM competencies for a broad range of students. Access to careers in high demand CTE areas is especially important for students in rural areas and in poverty. Building a strong talent pool in rural areas could increase the economic growth of these communities. Unfortunately, overall enrollments are low in many CTE programs that educate students for high demand technical career pathways (e.g., computer science and information technology). Although they are limited in scope, studies suggest that the low enrollment may result from student misperceptions that make pursuing CTE programs undesirable.
This project will: (1) use surveys and regional workshops to identify misperceptions and biases within a comprehensive group of stakeholders; (2) collect and analyze information to develop a new CTE communication and outreach strategy; (3) implement the new communication and outreach strategy; and (4) create an analytics platform to regularly evaluate and assess the effectiveness of this implementation. The proposed activities could increase knowledge about challenges that are common across all states, as well as issues that may be unique to Utah. The resulting implementation plan has the potential to replace misperceptions about CTE with more realistic perceptions about the high value of CTE for specific target audiences. The ability to assess whether the new communication strategy changes behavior, including decision making by stakeholders, may be relevant for developing effective communication and outreach strategies for communicating the overall value of STEM.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
Linking Attitudes and Behaviors for Student Success (LABS2) explored the motivations for why and how students make choices to participate (or not) in technician-based classes and pathways. This project aimed to shift to data-driven communications strategies to support student participation in secondary and post-secondary technician classes and programs.
The project partners developed survey tools to collect qualitative data from students, teachers and parents. The analysis of the data, and subsequent results, were used to pilot data-driven communication strategies.
The LABS2 project provides qualitative data that advances our knowledge of how students make choices for academic and career pursuits. A better understanding of what motivates and influences student decisions can support and improve recruiting and retention strategies for any high demand and critical technical programs and pathways. The knowledge that many students make decisions for their academic careers with a rational or intuitive approach can inform communication and recruitment strategies at educational institutions. This ultimately can help serve students as they are making these lifelong decisions. The broader impacts of collecting data on how students make decisions for their education and training opportunities can support a more diverse student population. Data-driven communication strategies can result in messages and activities that are more meaningful and resonate with students that may want a more personal and immersive experience (i.e., intuitive decision-making style). Understanding decision-making styles can influence where and how information is provided and take advantage of peer-based influences that can relate more to students that rely on their friends for support of making decisions (i.e. dependent decision-making style). This knowledge can address differences in how students from diverse communities are impacted by their culture and socioeconomic environment as they make choices regarding education and training.
What did we learn?
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Assumptions of negative bias towards technical education and careers are not correct; all groups are positive bout CTE/ATE but do not have access to information and lack a feeling of inclusion.
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Nearly 90% if students aligned to a rational-, intuitive- or dependent -style of decision-making* (44%, 22% and 22%, respectively) when choosing classes.
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Decision-making styles predicted student interest; rational and intuitive were more likely to be interested in CTE/ATE than avoidant-style
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Decision-making styles predicted student valuing of CTE/ATE; rational, intuitive and dependent are more likely to value CTE/ATE than avoidant- or spontaneous-styles
Resulting activities
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AR/VR-Based Counseling: A pilot with counselors focused on immersive approaches to engagement with intuitive-styles
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Review of Communication Materials: A review of existing CTE materials allowed for greater alignment with rational, intuitive and dependent styles
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How’d You Think of That? With Temple Grandin podcast: The podcast highlights the importance of diverse thinking in problem-solving (with a focus on ATE investigators)
*Scott, S. G., and Bruce, R. A. (1995). Decision-Making Style: The Development and Assessment of a New Measure. Educational and Psychological Measurement, 55(3), 818-831. DOI: 10.1177/0013164495055005017
Last Modified: 06/30/2023
Modified by: Tamara Goetz
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