Metrics for efficacy in FIRST robotics programs: Aligning ABET engineering student outcomes with K-12 STEM educational practices

Abstract

Robotics programs for youth are critical to the nation's overall science, technology, engineering, and mathematics (STEM) development. However, little research has focused on broader impacts and efficacy of national robotics initiatives. Metrics for standardizing assessment have not been established. Currently, evaluation practices among K-12 STEM programs or FIRST® robotics impact reports have done little to align with national post-secondary educational practices. To understand their long-term impact, it is essential that K-12 STEM education programs, especially robotics, begin to utilize standard assessment and evaluation practices that align with college and career readiness outcomes. Since 2007, researchers in Arizona have been evaluating and assessing FIRST® robotics programs across the state. The purpose of evaluation was to indicate the 1) overall success and program impact on students, teachers and mentors; 2) the impact of hands-on learning to interest students in STEM subjects; 3) the impact of developing workplace skills that can be transferred to the classroom; and 4) impact on career choice. In addition to compiling data to understand increasing students' technical skills, research methods embedded ABET student outcomes in the assessment of AZ FIRST® programs. This paper will present an overview of FIRST programs and use excerpts from seven years of compiled research (2007-2013) to expose trends in previous assessment of AZ FIRST® robotics initiatives. Methods used to assess broader impacts of FIRST® robotics programs and their significance when mapped to ABET student outcomes will be discussed.