Project care: The effect of enrichment of academic impact skills on Academic Performance Improvement (API) for stem careers

Abstract

Critical and Analytical Reasoning Enrichment (CARE) program under the Pitt Engineering Access Program (PECAP) identified analytical skill deficiency and motivation for mathematics and science courses at the pre-college level as major causes of the poor preparation and low enrollment of students from the under-represented groups into science, technology, engineering and mathematics (STEM) fields. The Project CARE strategy of the solution of the identified problem is based on four fundamental premises: (1) enrichment of the Academic Performance Improvement (API) skills - critical thinking, analytical reasoning, quantitative literacy, and problem solving skills will minimize the barriers that hinder students' performance and attraction to STEM careers, (2) use of collaborative learning (such as learning-by-design using engineering projects, hands-on-science and engineering, and technology) contribute to students' motivation and interest in STEM careers, (3) enrichment of API skills to prepare students for science and engineering should begin earlier, during the middle and high school grades, and (4) support services for these students must also continue through college until STEM degree completion. The project defines Academic Performance Improvement (API) skills index as the difference between the pre and post tests results. The three-year pilot program overwhelmingly indicates that CARE was 65% effective in preparing high school students for college level math and science instructions, as well as enriching their Academic Improvement skills and ability to excel in their senior year of high school. CARE contributed to 86% educational growth and 35% academic performance improvement among those students who scored lowest on the pre-test compared to 25% improvement among those that scored highest in the pre-test. Project CARE resulted in a systemic change in the way students are given access to an engineering career. The lessons learned in the course of the three program years are also discussed in details. © American Society for Engineering Education, 2007.