Running head: RIR STEM EDUCATION DAY PROGRAM EVALUATION
RICHMOND INTERNATIONAL RACEWAY STEM EDUCATION DAY
PROGRAM EVALUATION
Submitted to the
2014 RIR STEM Education Day
Capstone Committee:
Dr. Barbara Driver
Dr. Hollee Freeman
Dr. Rosalyn Hobson-Hargraves
By
Ingrid Granberry Grant
Seth Robert Hickerson
Timothy Carter Lampe
William Thomas Noel, Sr.
Virginia Commonwealth University
School of Education
Monroe Campus
Richmond, Virginia
April 9, 2014
1
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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Acknowledgements
The authors cannot express enough appreciation to Dr. Barbara Driver, VCU School of
Education and Committee Chair, for her support and encouragement. We also offer our sincere
gratitude to Dr. Hollee Freeman, Executive Director – MathScience Innovation Center, and Dr.
Rosalyn Hobson-Hargraves, VCU School of Engineering. We are extremely grateful for your
time, commitment, and expertise on this project.
Special thanks and love go to:
--------------------My daughters Sekani and Allhana Grant and special friends Milton Rawles and Shanika
Robinson. I appreciate your encouraging words and support, I love you.
Dr. Ingrid Granberry Grant
--------------------My wife Alison Noel, daughter Micah Moss Jackson, and son William Noel, Jr.
I cannot thank you enough for your patience and support.
I love you all.
Dr. William T. Noel, Sr.
--------------------Brenna Lampe, Nichole, Carter, and Brayden Smithson
I love you more than words can express…thank you for being there for me!
Dr. Timothy C. Lampe
--------------------To my wonderful and supportive wife Dr. Lindsay Hickerson and our amazing son
Hudson. Thank you for your confidence in me throughout this journey.
Dr. Seth R. Hickerson
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Table of Contents
Section One - Introduction ............................................................................................................8
Context .......................................................................................................................................11
Historical Considerations .......................................................................................................12
Policy Considerations .............................................................................................................13
Logic Model ...........................................................................................................................15
Conclusion ..................................................................................................................................17
Section Two – Literature Review ...............................................................................................18
Improving the Appeal of STEM.................................................................................................19
Student Perceptions ................................................................................................................20
Student Motivation .................................................................................................................21
Student Engagement ...............................................................................................................23
Student Exposure to STEM ....................................................................................................25
Female and Minority Students in STEM....................................................................................27
Supporting Female and Minority Students in STEM .............................................................28
An Identifiable Role Model ....................................................................................................29
A Supportive Role Model .......................................................................................................29
Providing a Positive STEM Classroom Experience ...............................................................30
Collaboration Needed .................................................................................................................31
The Importance of University Partnerships ............................................................................33
Business and Community Partnerships ..................................................................................35
Collaborative Efforts ..............................................................................................................36
Conclusion ..................................................................................................................................36
Section Three - Methods ..............................................................................................................38
Evaluation Focus ........................................................................................................................38
Evaluation Design ......................................................................................................................39
Participant Characteristics ..........................................................................................................40
Data Collection ...........................................................................................................................41
Quantitative ............................................................................................................................41
Survey ................................................................................................................................42
Participants .........................................................................................................................42
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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Instrument ..........................................................................................................................42
Data Analysis .....................................................................................................................43
Qualitative ..............................................................................................................................44
Focus Groups .....................................................................................................................45
Teacher Focus Groups .......................................................................................................46
Teacher Participants ...........................................................................................................46
Teacher Focus Group Questions ........................................................................................47
Teacher Data Analysis .......................................................................................................47
Student Focus Groups ........................................................................................................48
Student Participants ...........................................................................................................48
Student Focus Group Questions.........................................................................................49
Student Data Analysis ........................................................................................................50
Student Survey Comments .....................................................................................................50
Data Analysis .....................................................................................................................50
CTE Teacher Feedback ..........................................................................................................50
Data Analysis .....................................................................................................................51
Strategies for Enhancing Credibility and Dependability............................................................51
Potential Limitations ..................................................................................................................52
Time Lapse .............................................................................................................................52
Teacher Retention ...................................................................................................................52
Student Survey........................................................................................................................53
Section Four - Findings ...............................................................................................................54
Themes ..................................................................................................................................55
Theme 1: Awareness ..........................................................................................................56
Theme 2: Making Connections ..........................................................................................57
Theme 3: Role Models .......................................................................................................58
Theme 4: Time ...................................................................................................................59
Summary of Themes .............................................................................................................60
Answering the Evaluation Questions .............................................................................................60
Evaluation Question One .......................................................................................................61
RIR STEM Education Day Field Trip Survey ...................................................................61
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CTE Teacher Feedback ......................................................................................................62
Student Focus Groups ........................................................................................................62
Teacher Focus Groups .......................................................................................................63
Evaluation Question Two .......................................................................................................64
RIR STEM Education Day Field Trip Survey ...................................................................64
CTE Teacher Feedback ......................................................................................................65
Student Focus Groups ........................................................................................................66
Teacher Focus Groups .......................................................................................................66
Evaluation Question Three .....................................................................................................68
RIR STEM Education Day Field Trip Survey ...................................................................68
Student Focus Groups ........................................................................................................69
Teacher Focus Groups .......................................................................................................69
Evaluation Question Four.......................................................................................................70
RIR STEM Education Day Field Trip Survey ...................................................................71
Student Focus Groups ........................................................................................................72
Teacher Focus Groups .......................................................................................................72
Evaluation Question Five .......................................................................................................73
Student Focus Groups ........................................................................................................74
Teacher Focus Groups .......................................................................................................74
Summary ........................................................................................................................................76
Section Five - Recommendations ................................................................................................78
Evaluation Question 1 ............................................................................................................78
Recommendation 1a. Increase Hands-on Activities ..........................................................79
Recommendation 1b. Invite Non-CTE Students ...............................................................79
Evaluation Question 2 ............................................................................................................80
Recommendation 2a. Provide Teachers with Pre and Post Event Materials .....................80
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Recommendation 2b. Collaborate with Local Education Organization ............................81
Recommendation 2c. Allocate More Time at Hands-on Stations......................................82
Evaluation Question 3 ............................................................................................................82
Recommendation 3. Invite 6th or 7th Graders .....................................................................82
Evaluation Question 4 ............................................................................................................83
Recommendation 4a. Collaborate with Local Businesses .................................................83
Recommendation 4b. Expose Students to Career Options ................................................84
Evaluation Question 5 ............................................................................................................84
Recommendation 5. Continue to Highlight Females and Minorities ................................85
Summary of Recommendations .................................................................................................86
Recommendations for Future Evaluations .............................................................................87
Conclusion .................................................................................................................................88
References .....................................................................................................................................91
Appendices
Appendix A CTE 8403 Block Demographics ...............................................................................98
Appendix B 8403 Course Description and Competency-Based Task List ..................................100
Appendix C RIR STEM Education Day Field Trip Survey ........................................................105
Appendix D Student Survey Response Percentage Conversion ..................................................125
Appendix E Student Survey Questions ........................................................................................127
Appendix F RIR STEM Education Day Program Floor Diagram ...............................................128
Appendix G Coded Student Survey Comments...........................................................................129
Appendix H Coded CTE Teacher Feedback ................................................................................134
Appendix I Evaluation Questions ................................................................................................135
Appendix J Teacher Focus Group Interview Questions ..............................................................136
Appendix K Student Focus Group Interview Questions..............................................................137
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Appendix L Focus Group Transcriptions ....................................................................................138
Appendix M Focus Group Key Words and Phrases ....................................................................188
Appendix N How Data Relates to Evaluation Questions ............................................................203
Appendix O Focus Group Protocol..............................................................................................208
Appendix P Teacher Focus Group Script ....................................................................................211
Appendix Q Program Evaluation Subject Consent Form ............................................................213
Appendix R Program Evaluation Parental Permission Form ......................................................214
Appendix S Program Evaluation Student Assent Form ...............................................................215
List of Tables
Table 1. RIR STEM Education Day - Logic Model ......................................................................16
Table 2. Focus Group Themes and Associates Evaluation Questions Components......................60
Table 3. Data Sources: Evaluation Question One ..........................................................................61
Table 4. Data Sources: Evaluation Question Two .........................................................................64
Table 5. Data Sources: Evaluation Question Three .......................................................................68
Table 6. Data Sources: Evaluation Question Four .........................................................................71
Table 7. Data Sources: Evaluation Question Five .........................................................................73
List of Figures
Figure 1. Sequential Mixed Methods Design ................................................................................39
Figure 2. Sequential Steps for Collecting Data ..............................................................................40
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SECTION ONE
Introduction
In an effort to increase students’ interest and literacy in science, technology, engineering,
and math (STEM), the idea of creating an Educational Day program at Richmond International
Raceway (RIR) was born. The primary focus was to create a program that would provide a
mechanism to connect classroom theory with real-world relevance through motorsports. The
goal of the RIR STEM Education Day program was to provide a program that would build
interest in STEM, as well as inspire and motivate middle school students to learn and understand
STEM through motorsports. The focus of this evaluation was to determine to what degree the
RIR STEM Education Day program increased interest in STEM, improved understanding of
STEM, increased interest in STEM educational and career opportunities, and if there are
differences in STEM interest and understanding based on gender and ethnicity.
In researching STEM education there are varying definitions. For the purpose of this
program evaluation, the working definition of STEM is an education that provides students with
science, technology, engineering, and math in sequences that build upon each other and used
with real-world applications (Eberle, 2010). Furthermore, “STEM should be taught in an
integrated and cross-curricular manner, not just in ‘silos’ where the individual subject areas
dominate and the other subjects are only afterthoughts” (Dugger, 2011, p. 2).
RIR’s inaugural STEM Education Day program took place on April 25,
2013. Collaborating with a local suburban school district, local university, and Arena Racing
USA, RIR worked with eighth grade students from all twelve middle schools where they
participated in a twenty-station program that introduced students to numerous STEM aspects
through the National Association for Stock Car Auto Racing (NASCAR) and Arena Racing. The
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evaluation of this program was the first of its kind and included post-program survey responses,
student write-in comments on the post-program survey, teacher feedback immediately following
the event, and focus group interviews with students and teachers who participated in the RIR
STEM Education Day program.
The evaluation team employed Stake’s (1975) Responsive evaluation model for this
evaluation. Responsive evaluation supports observing how the program works and requires
getting to know stakeholders at various levels of the program. The program was observed on
April 25, 2013 and numerous conversations and informal meetings were held with key RIR
administrators to determine what questions needed to be answered by this evaluation. This
mutual process of determining evaluation questions occurred primarily to gain a better
understanding of what RIR and the program stakeholders wanted to know. For a responsive
evaluation to be effective, the evaluation process needs to be responsive to the concerns of the
stakeholders for the main purpose of understanding the program (Mertens & Wilson, 2012).
The focus of this evaluation was to determine to what degree the RIR STEM Education
Day program increased interest and improved understanding of STEM, STEM educational and
career opportunities, and if there were differences in STEM interest and understanding based on
gender and ethnicity regarding the RIR STEM Education Day program. The following questions
emerged from extended discussions with key administrators and a thorough review of literature:
1.
To what degree did the RIR STEM Education Day program increase middle
school students’ interest in STEM education?
2.
To what degree did the RIR STEM Education Day program improve students’
understanding of STEM education?
3.
To what degree did the RIR STEM Education Day program increase
students’ interest in STEM educational opportunities?
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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To what degree did the RIR STEM Education Day program increase
students’ interest in STEM-related careers?
5.
Are there differences in STEM interest and understanding based on gender and
ethnicity regarding the RIR STEM Education Day program?
10
After-school and community-based events similar to the RIR STEM Education Day
program have been effective in helping students make the connection between STEM-related
classroom content and the real-world application of STEM education. “These programs present
innovative ways to engage students who may be detached and disinterested during the traditional
school day” (Afterschool Alliance, n.d.). By making this connection through early exposure to
STEM and through exciting hands-on activities, it is anticipated that middle school students’
interest and engagement in STEM-related education will persist throughout their high school and
college years.
This program evaluation allowed for the hermeneutic process to transpire which is
needed in order to generate discourse between program participants. From an ontological
perspective, this is an important design element because multiple realities from the RIR STEM
Education Day participants, within various levels of the program, needed to be uncovered to
appropriately evaluate the program from diverse viewpoints. Using the evaluation questions as
a base-point, actual focus group questions were formulated that will bring these different
viewpoints forward.
The sequential mixed methods design was utilized for this evaluation. This design
allowed for the analysis of the quantitative data portion of the evaluation and then using the
discoveries from this analysis to inform the qualitative design portion of the evaluation (Mertens
& Wilson, 2012). The rationale behind the use of sequential mixed methods design for this
evaluation was to integrate the qualitative data from the focus group interviews, student
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comments, and teacher feedback with the quantitative data collected from student surveys.
Context
The idea of developing the RIR STEM Education Day program was initiated during the
summer of 2012. With the help of Arena Racing, USA, a local school district, the Center for
Sport Leadership at Virginia Commonwealth University, and the Richmond International
Raceway organization, the first RIR STEM Education Day program was created and then
implemented on April 25, 2013.
What started out as a quest for ideas to promote the sport of auto racing, specifically
NASCAR, original RIR marketing concepts turned to educational concepts primarily through the
vision of Arena Racing, USA’s Ricky Dennis. RIR was looking for ideas to get a younger and
more diverse fan base interested in motorsports and Arena Racing was looking for a way to tie
the science, technology, engineering, and math of the sport in a way that would appeal to youth
groups through the sport of arena racing. These ideas brought the two organizations together in a
unified effort with help from the Center for Sport Leadership at VCU.
RIR is a well-established organization with deep community ties because of events such
as Richmond International Raceway Cares, Marine Toys for Tots, and other notable programs.
Due to their long-standing community-based mindset, RIR quickly saw the value and benefit of
an educational-based program such as the Education Day idea, and how it could help them get in
front of a younger and more diverse audience. Through a pre-existing relationship, RIR solicited
and received the help and support from the superintendent of a local school district, establishing
and solidifying a robust collaborative group that implemented the first RIR STEM Education
Day program.
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To garner a more broad ranging appeal to middle-school aged students and to give the
program maximum visibility, Education Day moved under the auspices of RIR with Arena
Racing, the Center for Sport Leadership at VCU, and a local school district as collaborative
partners to help bring the program from the idea stage to the implementation stage. The location
would be the Richmond International Raceway Complex and the date would be during raceweek when the community’s attention on racing would be at its peak.
Historical Considerations. Even before the acronym STEM was coined by Dr. Judith
Ramaley, former Assistant Director of the Education and Human Resources Directorate at the
National Science Foundation (Chute, 2009), the topic of STEM had been a hot-button topic
among educators and government officials. Previously known as SMET, the former acronym
was not as vocally appealing to say as STEM, nor did it carry the underlying important message
that the acronym STEM supports. The former term implies that science and math came first or
were more important; however, the term STEM suggests a meaningful connection among the
components and demonstrates how the math and science disciplines support the other two
disciplines of technology and engineering (Chute, 2009).
Regardless of which term is used, the issue in the U.S. education system remains the
same; a better method of educating America’s youth has to be identified if the United States is to
compete in the global economy in the future. Awareness of this issue became prevalent during
the Clinton administration and gained momentum throughout the Bush and Obama
administrations as it became more and more obvious that the educational system in the United
States was not adequately preparing our youth for STEM-related education, degrees, and careers.
As the United States searches for innovative ways to educate its youth through creative and
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collaborative teaching methods, RIR decided to bring its rich background of science, technology,
engineering, and math disciplines to the classroom.
Richmond, Virginia was already a part of the racing scene as early as 1946 when the
Atlantic Rural Exposition Fairgrounds, currently known as the Richmond International Raceway
Complex, opened in Henrico County, Virginia. Richmond hosted its first NASCAR race in 1953
(Repsys, 2009). Since that first NASCAR race, RIR has grown into one of the premier
NASCAR race tracks in the United States. RIR’s notoriety, combined with the organization’s
commitment to its local community, makes RIR a perfect platform from which to engage middle
school students and to get them interested in STEM education and careers. With the evolution
and the worldwide popularity of the sport, the potential learning opportunities motorsports can
provide are virtually limitless.
Policy Considerations. In November of 2009, the Obama administration announced the
launch of the “Educate to Innovate” campaign to increase students’ interest and improve their
understanding of STEM subjects. The goal of the campaign was to help improve American
students’ test scores and to be among the best in the world in science and math achievement by
2020. To help achieve this goal, President Obama announced numerous partnerships designed to
unite major companies, universities, foundations, non-profit organizations and government
agencies on a mission that would attract, develop, reward, and retain outstanding educators in
science, technology, engineering, and mathematics.
In 2013, the United States Senate Committee on Health, Education, Labor, and Pension’s
(HELP) supported the Strengthening America’s Schools Act, a bill that supports the Elementary
and Secondary Education Act. United States Senate support effectively demonstrated that the
nation was trying to move forward with legislation to improve our K-12 schools. “The
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Strengthening America’s Schools Act clearly recognizes that STEM education is closely linked
with our nation’s economic prosperity in the modern global economy and that strong STEM
skills are a central element of a well-rounded education” (Brown, 2013, p.1). Elevating STEM
education as a national priority through education reform policies creates a much needed urgency
toward innovation and federal spending.
In the same year, the Senate also passed STEM legislation as a part of the Border
Security, Economic Opportunity, and Immigration Modernization Act (S.744), better known as
the Immigration Bill, further validating the overwhelming importance STEM plays in today’s
education policies. The STEM Education Coalition, an organization that works to support
STEM programs for teachers and students at the U.S. Department of Education, the National
Science Foundation, and other agencies that offer STEM related programs, acknowledged that
the immigration reform bill contained requirements that supported systematic improvements in
STEM education. “Our nation’s future depends in great measure on our ability to prepare
American students to succeed in the best, high-paying jobs of the future, which are increasingly
in STEM fields” (Brown, 2013, p. 1). The bill supported improvements in U.S. STEM education
to prepare students for the best jobs in order to improve American global competitiveness.
In addition to the two examples of Senate support, the STEM Education Coalition lists all
legislative updates being sponsored by each state on its website. In May 2013, there were 17
states sponsoring legislation in support of STEM education. A total of 64 STEM-related
legislative bills were being introduced in state legislatures nationwide, with only New York (8)
and Texas (10) sponsoring more STEM-related bills than the Commonwealth of Virginia (7).
Logic Model. To clearly identify the diverse resources, various activities, and the
desired outputs of the program, it was necessary to establish a logical framework, or logic model.
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The design of the logic model for the RIR STEM Education Day program exhibits how several
different components work together to accomplish desired outcomes (Mertens & Wilson, 2012).
The “Inputs” in this logic model show key resources such as personnel, organizations, funding,
and data. Items appearing as inputs are those that were required to make the program work and
come from each of the various organizations involved in the implementation of the RIR STEM
Education Day program.
The “Activities” reflect the actual day, as well as any lead-up activities that took place in
order to create and implement the program. The activities listed are comprehensive in nature and
consider many of the ancillary activities such as sponsorship package presentations, the
collection of items for gift-bags, and the selection and planning of the program location, which
are in addition to the actual program day activities.
The combined inputs and activities establish the “Outputs” in the logic model. These
items include the participants from middle schools, various staff and administrators from each of
the participating organizations, as well as survey data and teacher feedback received from middle
school teachers and administrators.
“Outcomes” in the logic model display the expected changes resulting from the RIR
STEM Education Day program. These expected changes included increased awareness and
interest in STEM, motivating middle school students to pursue STEM education, and survey data
results. There are immediate outcomes from the program as well as the anticipated outcomes
after repeated exposure to STEM-related programs like the RIR STEM Education Day.
The “Impact” in this logic model lists the expected long-term influence of the RIR STEM
Education Day program. Long-term impact of the program includes, but is not limited to, a
sound understanding of STEM, an improved performance in STEM related courses, an increased
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enrollment in STEM electives, an increased pursuit of STEM-related degrees and/or careers, and
a possible increase in earning potential and therefore an improved standard of living.
Logic Model
Table 1
RIR STEM Education Day - Logic Model
Inputs
RIR
Arena Racing,
USA
Local School
District Central Office,
12 middle
schools (CTE
8th grade
classes)
Activities
Outputs
Activity
stations
500 student
Interest in
participants from STEM
12 middle schools
Live track time
Motivation to
50 local school
pursue STEM
district
education
Lead-up
staff/admin
activities
(Arena
Survey data
Racing/CSL)
RIR staff/admin
results
Sponsor
package
presentation
Thirty-five CSL
student/program
coordinators
Collection of
gifts for “gift
bags”
Twenty activity
stations
CSL @ VCU
Virginia 529
(financial)
Outcomes
Program/space
planning for
stations
Lunch/food
donations
Transportation
coordination
Yes/No data from
student survey
Student survey
comments
Teacher feedback
Improve the
appeal and
perception of
STEM
Increased
awareness of
STEM in
everyday life
Impact
Understanding
of STEM
Improved
performance in
STEM related
courses
Increased
enrollment in
STEM
electives
Personal
increased
earning
potential
Improved
standard of
living
STEM-related
degrees and/or
careers
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Conclusion
The goal of the RIR STEM Education Day program was to provide real-world relevance
to classroom curriculum by creating hands-on experiences through motorsports. The focus of
this evaluation was to determine to what degree the April 25, 2013 RIR STEM Education Day
program increased interest and understanding of STEM, STEM educational and career
opportunities, and if there were differences in STEM interest and understanding based on gender
and ethnicity regarding the RIR STEM Education Day. Taking into account the context,
historical background, and goals of the client, the evaluation team employed a responsive
evaluation consisting of the collection and analysis of quantitative and qualitative data in a
sequential mixed method design that helped answer the evaluation questions.
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SECTION TWO
Literature Review
In a letter to President Barack Obama from the National Science Board, Chairman Steven
C. Beering (2009) wrote, “Our national economic prosperity and security require that we remain
a world leader in science and technology. Pre-college STEM education is the foundation of that
leadership and must be one of our highest priorities as a Nation.” The definition of STEM
education is an education that provides students with science, technology, engineering, and math
in sequences that build upon each other and are used in real-world applications (Eberle, 2010).
Chairman Beering went on to write that “it is essential that we act now to ensure all of our
children and American society as a whole can continue to prosper in the 21st century technologybased economy” (Beering, 2009, p. 1).
Beering’s comments underscore the immense and long-term importance of STEM
education for all “pre-college” (high school) students; however, if the United States is to
continue to be a world leader in technology innovation then Beering’s use of the word ‘precollege’ may not be specific enough. For example, a Metlife Foundation Afterschool Alert
(September 2010), stated that “middle school is a ‘make or break’ time for young adolescents
academically” and that “it is during middle school that many youth…turn away from math and
science” (Metlife Afterschool Alert, 2010, p. 2). The report went on to emphasize the
importance of exposure to STEM education during middle school years (Metlife Afterschool
Alert, 2010).
Strengthening this view, a study by Whitehead (2011) noted that positive attitudes
regarding STEM education decreased for eighth grade students because of the disconnection
between classroom practices and real-world applications. Yet another pitfall of postponing
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STEM education until high school is that students do not have adequate time to acquire the
prerequisite skills necessary to be successful in college courses that lead to STEM careers
(Whitehead, 2011). The RIR STEM Education Day experience provided middle school students
with an introduction to STEM-related activities through exposure to the field of motorsports.
This literature review examined literature on STEM education and programs that
effectively promote interest and understanding of middle school students related to STEM. Key
words and phrases (collaboration in STEM, what defines STEM, STEM careers, STEM and
motivation, STEM middle school interest) were used for researching in the following databases;
Educational Resources Information Center (ERIC), Elton B. Stephens Company (EBSCO) Host
using SPORTDiscus, Education Research Complete, and the American Psychological
Association (Psych NET), as well as peer-reviewed articles presented through Google
Scholar. A graphic organizer was used to list the research articles with key words for use in the
literature review and to analyze and derive themes from the literature. Three overarching themes
emerged from this process:
1. Improving the Appeal of STEM
2. Female and Minority Students in STEM
3. Collaboration Needed
Improving the Appeal of STEM
Why is STEM education so important for 21st Century education? What is the reasoning
behind the “push” for increasing STEM awareness? How can we get our students to become
more enthusiastic about STEM? The answers to these questions may lie within the research and
perhaps provide a guide to the development and implementation of STEM intervention programs
for the future.
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Student Perceptions
Students may begin developing less than positive perceptions of science, technology,
engineering, and math as early as middle school and perhaps this disinterest could ultimately
lead to a shortage in STEM workers for the United States. Many researchers feel the need to
move from less content driven and lecture style teaching to more of an inquiry based approach
and group projects if a stronger connection to STEM is to be achieved.
To illustrate this point, a study by McNally (2012) examined innovative approaches to
augmenting science lessons taught in middle school by delving deeper into STEM initiatives and
programming with the intention of changing the perception of STEM to make it more
understandable, relatable, and appealing to young students in our school systems. McNally
stated, “U.S. Science education begins primarily during middle school. Studies show that this is
typically where we start to see test scores begin to wane, where the emphasis shifts from the
elementary schools focus on animals, weather, and the local landscape, to lab experiments and
difficult terminology, that is perceived to be distant from everyday life” (McNally, 2012, p. 50).
The traditional lecture style of teaching may be partly to blame because of the lack of creativity
and student engagement, that may diminish student perceptions that they are capable of
understanding STEM. Reaffirming this notion for a shift in teaching styles, a study by the
National Educational Longitudinal Study (NELS) cited attitudes formed in early adolescence,
primarily from out of school experiences, as the single most important influence on the choice of
a science career (Falk & Dierking, 2010).
Student Motivation
Motivation to learn is crucial to influencing both student engagement and achievement
(Jang, Reeve, & Deci, 2010). Accordingly, course content should connect directly to students’
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interest and to what motivates them to learn. If attitudes regarding STEM are to change then the
natural conclusion is that teachers must work toward making curriculum and lessons relevant to
students. “Through collaboration between STEM content areas and activities that are relevant,
students are able to observe the natural correlations between STEM areas and the everyday
applications” (Whitehead, 2010, p. 27).
To demonstrate this point, a Faculty Learning Community in Western Massachusetts took
the initiative to make a stronger connection with their students by integrating active-learning
methods into course design by revamping their professional development-training program. By
developing a learning community and teacher-preparation model, schools can create substantial
change in how their faculty teaches, and as a result, improve learning for all involved.
To evaluate this, O’Meara (2007) assessed the effects that the Faculty Learning
Community had on improving student learning and concluded that the program had significant
positive effects on teachers’ familiarity and use of active-learning methods, and that student
learning substantially improved by making the changes to their courses that incorporated relevant
projects. The result of the assessment demonstrated that student motivation, as it relates to
STEM, can be enhanced if effective active-learning methods and relevancy were added to course
curriculum and faculty are accordingly trained.
Gannod, Burge, and Helmick (2008) further validated this premise through what they
referred to as an “inverted classroom” where learning activities, such as reviewing new content
typically done in class, are done outside of class thus freeing up time for in-class discussion and
hands-on, active engagement. Conversely, passive activities such as listening to lectures are
performed outside of the classroom through platforms such as online voiceover PowerPoint
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presentations. The result is valuable and engaging teacher ‘face’ time with students when they
are involved in in-depth learning activities.
This hands-on style of teaching invariably takes the emphasis off the teacher and places it
appropriately on the student. Because of this, the focus is no longer on lectures and notes but on
active-learning activities and hands-on applications that result in improved student-teacher
interaction and stronger reinforcement of STEM. Active-learning activities, hands-on
applications, and increased student-teacher interactions are essential ingredients that help lead to
a more thorough understanding of STEM and increase students’ motivation in learning about
STEM-related careers.
Additional methods to increase motivation lie within the context of social frameworks
and cognitive theories. For instance, a study by Bryan, Glynn, and Kittleson (2011) set out to
see what motivates girls and boys ages 14-16 to learn science in their introductory science
courses in high school. The researchers worked from the framework of social cognitive theory to
assess intrinsic motivation, self-efficacy, and self-determination, as these are all attributes that
should foster a positive perception of STEM if addressed accordingly.
To better understand the Bryan Study, social cognitive theory, intrinsic motivation, selfefficacy, and self-determination are defined as follows: social cognitive theory supports that
learning can be done through observing others behaviors; intrinsic motivation refers to one’s
internal drive to succeed or improve; self-efficacy refers to one’s ability to successfully perform
a given task; and self-determination refers to one’s ability to make decisions without external
influence.
The Bryan study, conducted in a suburban public high school located in the Southeastern
United States, included 288 first and second year students consisting of 146 females and 142
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males. The participants completed a three part online survey with each part of the survey asking
questions that addressed the areas of intrinsic motivation, self-efficacy, and selfdetermination. Researchers found that of the three components, self-efficacy was the one most
related to achievement and motivation.
Additionally, they found that many of the students had aspirations of becoming science
teachers or pursuing a career in STEM but were lacking sufficient learning opportunities to
enhance their interest. In order to change student’s perception of STEM, the findings suggested
that science teachers use social modeling, which provides observable behaviors where students
are more likely to replicate the actions of the classroom teachers.
Collaborative learning activities and interactive engagement on common activities also
help enhance students’ interest in STEM education and careers. The understanding is that the
perceptions of middle school students concerning STEM can improve if educators address the
three cognitive areas of intrinsic motivation, self-efficacy, and self-determination.
Student Engagement
An additional effective strategy for increasing positive perceptions of young students, and
to change negative perception that science is boring or too difficult, is to make learning
experiences engaging. If students are enjoying a task or looking forward to working on an
assignment then the likelihood of them gaining a better understanding of the subject at hand
increases (Angle, 2011). Teachers should utilize pedagogical strategies that focus on projectbased learning that concentrate on games and manipulatives that are creative, while blending a
real-world element into the curriculum or instructional activity.
Teachers can promote student engagement and make it fun in numerous ways. In
particular, the following two examples illustrate principles and techniques of effective
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pedagogical strategies related to project-based learning and real-world application. One unique
classroom teaching activity described by Angle (2011) had teachers and students build stock cars
out of pasta and hot glue. The goal for the students was to learn about physics concepts that deal
with motion by building a car that could travel down a ramp. By planning and constructing their
stock cars using only the pasta at hand, they not only needed to think about how it would look,
but also how it would move (Angle, 2011). Activities such as this might better stimulate the
interest of young learners and, as a result, get them to inquire more about STEM and ultimately
facilitate a change in attitudes.
In a second example described by Wilcox, Roberts, and Wilcox (2010), a group of
educators used a similar technique to capitalize on students’ natural curiosity about the world
around them by exploring the concept of motion. Through implementing a weeklong series of
STEM activities using a 21st century instructional approach, they encouraged the students to
explore, explain, engage in, and elaborate on the project. Students received multiple objects that
had different moving parts and were challenged to build a “gravity racer” that would successfully
travel down a ramp.
The goal was to have the students realize that every movement is caused by a push or pull
and to develop a basic understanding of the concepts of inertia and friction. Breaking down the
science of this experiment into related terminology and practices may be an effective way to
engage students and to motivate them to pursue STEM education. For example, Angle (2011)
stated, that student learning is enhanced when they are given ownership to test their own ideas
during inquiry-based instruction.
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Student Exposure to STEM
In order to increase the number of young people entering the job market with the
appropriate technological literacy and skills, exposure to STEM education may motivate students
to be interested in STEM as it relates to real life experiences. Getting students excited is a key to
getting students engaged.
In his article Technology Education, Lacey (2010) discussed the importance of getting
students excited about STEM. According to Lacey, just 4% of American college graduates
major in engineering, compared with 13% of students in Europe, and 20% of students in Asian
countries. According to Lacey, educators must inspire and convince students in a fun and
meaningful way of the value and benefits of working with STEM before they leave the K-12
environment. The lecture-based style of teaching may not work for many students; therefore,
educators and programmers need to be creative with the development of their plans for teaching
STEM.
Exposing students at an early age to STEM and providing them with varying teaching
and learning environments could prove beneficial. “Schools have the power to create the
conditions under which students can achieve highly; become motivated for learning” (ASCD,
2009; Yassie-Mintz, 2010, p. 55).
Providing exposure through non-traditional teaching can be done in numerous ways. In
one example described by Hylton (2010), a teacher at Indiana University-Purdue University in
Indianapolis (IUPUI), Indiana taught STEM-related concepts by connecting them with
motorsports through the development of a program involving both motorsports engineering and
motorsports technology.
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Hylton (2010) demonstrated the significance that topics such as friction, traction, speed,
force, torque, and energy-absorption can have if implemented into the curriculum by using reallife motorsports examples in conjunction with STEM course material. For instance, by
demonstrating the use of a mechanical advantage to lift a car, via a mechanical jack,
demonstrated that the smallest of students in the class could lift an object that was too heavy for
the strongest students. Examples such as this can positively affect student awareness and interest
in STEM topics and can be an excellent way to connect middle school students to various STEM
concepts and possible careers (Hylton, 2010).
A second example is of a similar program with a focus on robotics, conducted in
Pennsylvania, that had the goal of improving middle school students’ attitudes toward three of
the four STEM areas, technology, engineering, and mathematics (TEM) through inquiry based
learning. Instead of introducing STEM to students through motorsports, this program introduced
TEM by implementing robots in the classroom to enhance curriculum understanding. The idea
was to improve the educational experience while learning information related to technology,
engineering, and mathematics with the hope of also increasing the classroom inquiry level.
To determine whether this program was effective, a study by Whitehead (2011) focused
on robotics and student interest in which the goal was to demonstrate how robotic activities
designed around math content could influence middle school students’ interest in
TEM. Whitehead’s study investigated whether or not the use of robotics, along with
collaboration between mathematics and technology education teachers, could aid in curtailing the
documented decline in students’ interest toward TEM from middle school forward.
Nine schools participated in the study comprised of 107 students (71 males and 36
females). Data was collected over one semester from classrooms of 18 teachers who also agreed
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to participate in the study. Data analysis of 107 completed pre and post surveys indicated that
middle school students developed a positive interest in technology, engineering, and math. The
findings revealed that robotic centered activities along with classroom collaboration can aid to
reverse middle school students’ negative beliefs and interest towards TEM.
Female and Minority Students in STEM
The United States has experienced a steady decline in students pursuing an education or
career with an emphasis in science, technology, engineering, and math (STEM). Of those
students who did pursue STEM-related education and careers, relatively few are female or
minority students. This underrepresentation of females and minorities in American STEM
education is a contributing factor to our nation’s decline as a global leader; therefore, the task for
educators in the United States is to increase female and minority students’ interest to pursue
STEM education by providing support, and to making it a positive experience.
America’s overall participation in STEM education has been on a decline, and female and
minority students are particularly scarce in STEM-related education and careers. For instance,
the number of African-American students in the areas of engineering and technology has
declined when compared to other ethnicities (STEM Connector, 2012). In addition, female
students are three times less likely to pursue STEM-related majors and careers when compared to
male students. This information serves as a call to action for educators and policy makers to
promote the importance of STEM education and careers from K-12 education to the university
level.
To promote STEM-related subjects to a wider audience, organizations like the Virginia
Advanced Study Strategies (VASS) exist in order to increase the number of female and minority
students who participate in Advanced Placement (AP) classes (Nichols, 2008). Participation in
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advanced classes in science, technology, and math help prepare tomorrow's workforce by
shifting the focus of K-12 education from meeting minimum competencies to a culture of
advanced academics. This culture shift promotes rigorous career and college academia and skill
development in K-12, especially in the areas of STEM education (VASS Website).
Supporting Female and Minority Students in STEM
Research indicates that female and minority students have been discouraged at some
point from pursuing STEM careers (Bayer Corporation, 2012). A Bayer Corporation online
survey of 413 STEM department chairs found that, “40% of the country’s female and
underrepresented minority (URM) chemist and chemical engineers working in their field today
faced discouragement from pursuing their STEM career at some point in their lives” (Bayer
Corporation, 2012, p. 323). Rather than discouraging female and minority students from
participating in STEM education, educators would be wise to recruit these two missing
demographics.
In an article by Kramer (2011), First Lady Michelle Obama stated, “If we’re going to outinnovate and out-educate the rest of the world, we’ve got to open doors for everyone. We need
all hands on deck, and that means clearing hurdles for women and girls as they navigate careers
in science, technology, engineering, and math.” To increase female and minority representation
in STEM education, the Obama Administration introduced a number of initiatives such as Race
to the Top, Educate to Innovate, and Change the Equation.
If successful, these initiatives will have a favorable impact on America’s STEM future;
however, these initiatives alone may not be enough to ensure female and minority students’
success in STEM. Females and minorities benefit from seeing and having supportive teachers
who act as role models. A role model, in this context, is not only someone who female and
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minority students can easily identify with, but also as someone who possesses high expectations
for student success.
An identifiable role model. Female and minority students are scarce among STEM
majors, and female and minority teachers in STEM are practically non-existent (Beasley &
Fischer, 2012). If female and minority students do not have role models in which to make a
connection, they stand a chance of not receiving the necessary support for success. According to
Stephanie Hill (2013), president and general manager of Lockheed Martin's Information
Systems, it is important for students in STEM to have a stimulating curriculum, outstanding
teachers, and real-world experiences; however, another important piece of the puzzle for female
and minority students interested in STEM is to have role models who "look like them".
Lockheed Martin supports K-12 STEM education across the nation, but a specific
example is in Baltimore County, Maryland, where the company committed to send “STEM
ambassadors” into middle schools to collaborate with teachers, visit classrooms, and provide that
career role model that many young students are seeking (Hill, 2013). According to Reeve and
Jang (2006), teachers who serve as role models and who create positive interpersonal
relationships with their students, produce academic and developmental benefits for their
students.
A supportive role model. To demonstrate the significance of a supportive role model, a
study by Garibaldi (1992) of the New Orleans Public School system found that AfricanAmerican male and female students scored in the lower quartile on the math section of the
California Test of Basic Skills. One possible explanation for these disappointing results might be
the level of student expectations held by the teachers. For example, female and minority
students benefit from having a supportive teacher who has high academic expectations. When
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teachers have high expectations of their students, the students are generally more successful.
Conversely, if low expectations are the norm, students will have a difficult time succeeding
(Garibaldi, 1992). Garibaldi stated that teachers often have lower expectations for AfricanAmerican students, particularly African-American boys; these low expectations help explain
why many minority students are underachieving (Garibaldi, 1992).
Supportive teachers can have a positive impact on student academic achievement, as
demonstrated by Reeve and Jang (2006) in a study about how teachers’ instructional behaviors
can create a self-directed learning environment. The researchers found that social support in the
form of a facilitative teaching style resulted in improved academic achievement among middle
school students and, in the process, provided supportive role models who promoted and
encouraged students to continue in STEM education.
Providing a Positive STEM Classroom Experience
It is essential that female and minority students feel welcomed and a valued part of
STEM classrooms. Traditionally STEM classrooms have often not been a positive experience
for females and minorities, and as a result, they shy away from STEM majors (Beasley &
Fischer, 2012). For instance, a study by Torres and Charles (2004), found that white students
viewed African-American students as academically unqualified for STEM at the college level,
and attend only because of affirmative action quotas or athletics. When asked about black
students, white students reported that they are more musically inclined and/or athletic, but less
equipped for more cerebral pursuits (Torres & Charles, 2004). K-12 organizations such as
VASS reject such stereotypes and encourage female and minority students to take the academic
challenge of becoming involved in STEM education.
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In a similarly discouraging example, Rinehart and Watson (1998) concluded that female
students in STEM classrooms sense discriminatory behaviors from their professors’ more than
male students. These concerns inevitably affect the performance of female students in STEM
disciplines (Steele, James & Barnett, 2002). For that and other reasons, it is vital for educational
leaders to create and promote an academic environment that welcomes all students to STEM
education and not just the academically elite.
In an effort to gauge student views on perceptions, feelings, and beliefs about their K-12
experiences, Yazzie-Mintz (2010) administered the High School Survey of Student Engagement
(HSSSE) to high school students. The results from the 2009 survey revealed that a disconnection
exists between what students actually experience in class and what the instructors thought they
were experiencing. Students reported that they felt bored and not respected by their instructors,
which indicated a need for a stronger student-school connection. Furthermore, “creating a
stronger student-school connection involves listening to students without prejudice and altering
the school environment to meet their needs” (Yazzie-Mintz, 2010, p. 54).
Results from the survey suggested that listening to students about their needs and making
changes to the classroom created a more engaging learning environment. “Bridging the gulf
between students and adults is a great challenge for school leaders, but it is key to strengthening
both student engagement and the connection between students and school” (Yazzie-Mintz, 2010,
p. 56).
Collaboration Needed
Collaboration in STEM Education is a means to maximize problem solving to improve
and enhance the future success of students in STEM-related education regardless of gender and
ethnicity. A strong connection between schools, universities, business, and community partners
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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could enhance students’ educational experiences (Epstein, 1995). The importance of teachers
collaborating with local universities, businesses, and communities can provide optimal learning
experiences for students. In addition, a strong partnership between schools and universities can
provide teachers with professional development programs to produce strong outcomes for
students in STEM education. This is particularly true with STEM-related curriculum giving
opportunities to all stakeholders to strengthen and inspire learning within their own communities
(Clark & Button, 2011). With schools being challenged to increase the number of students
graduating with science, technology, engineering and math-related degrees, connections with
colleges and universities, as well as community partners and local businesses, are important.
The need for collaboration among school districts, colleges, and corporate partners within
communities is essential to increase students’ interest in STEM education. Through
collaborative partnerships with other schools, districts, and states, STEM education can enhance
their instructional programs. This is accomplished by providing relevant classroom experiences
derived from within the collaborative community. Collaborative relationships between school
districts, local businesses, and universities are necessary if the United States is to keep the focus
on math and science and compete in a global economy. Finding collaborative ways to integrate
real hands-on experiences within the community may increase students’ interest and
understanding of STEM.
Collaboration with community partners also ensures students receive better preparation
for a future in STEM, which will create economic growth and alleviate outsourcing of jobs to
other countries (Office of the Press Secretary, 2009). Focused collaboration among community
stakeholders can increase opportunities for students to gain relevance and real-world application
of STEM curriculum. The 1983 report, A Nation at Risk, brought to the public’s attention what
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the authors described as complacency of the educational system in the United States. Relying too
heavily on past successes, America became complacent and failed to keep pace with
technological innovations and, as a result, a decline in science and math was evident (Ornstein,
2010). President Obama announced in 2010 his plans for the Educate to Innovate program to
increase the nation’s focus on STEM (White House, 2010). The White House introduced private
and public partnerships to mobilize resources for STEM throughout the U.S. In addition, Obama
called for 200,000 federal workers in the field of science and technology to volunteer to work
with educators to improve STEM education (White House, 2010) through community
collaboration.
The Importance of University Partnerships
The role of local universities is paramount in increasing interest, participation, and
targeting more women and minorities in STEM. Schools might collaborate by partnering with
universities to improve the quality of content and experiences. For example, Hofstra
University’s Center for Technology Literacy (CTL) goal is to improve middle school students’
achievement through rigorous researched based strategies in math and science through
developing partnerships with public schools to promote and support STEM learning. In addition,
Hofstra initiated collaboration with International Technology and Engineering Educators
Association (ITEEA) to provide professional development giving teachers opportunities to
integrate real-world simulations into the curriculum (McKay, Klein-Gardner, Yoder, Moskal, &
Hacker, 2011). Partnerships with various stakeholders can play an important role addressing
issues in increasing the interest, participation and awareness of STEM for women and minorities.
To help address the issues facing STEM teachers, Virginia Polytechnic Institute and State
University (VT) has developed a collaborative relationship by coordinating and bridging a
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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strategic partnership through VT’s Science, Technology, Engineering, and Mathematics K-12
Education Outreach Initiative (VT-STEM). The program serves as a connection between the
state university and Virginia’s PK- 12 schools to create meaningful learning experiences
involving students throughout the state. This collaboration also facilitates professional
development for teachers with intentions of increasing student achievement and student interest
in STEM-related fields.
As an example, two school districts in Virginia, Arlington and Loudoun County Public
Schools, enrolled teachers and administrators in VT’s online Integrative STEM Education
Certificate Program to assist them in changing the culture of STEM education within their
district (Sanders, 2009). Sanders (2009) asserts, “professional development is most effective
when site-based and sustained over an extended period of time” (p. 22). The intention of the
program is to introduce STEM education across disciplines and not in silos. The opportunity for
VT to provide high-quality professional development, research based best practices for teaching
and learning, and support for teachers will ultimately influence student achievement and add
relevance to the curriculum. Sanders (2009) concurs that, “technology education’s future in
American education will depend upon its ability to demonstrate relevance to the school
curriculum” (p. 25).
An example closer to home is the university, business, and public schools collaborative
partnership that made the RIR STEM Education Day program possible. Richmond International
Raceway and Arena Racing, USA were brought together by the Center for Sport Leadership
(CSL) at Virginia Commonwealth University through existing relationships. RIR brought the
local public schools to the table through an existing relationship to help make the program a
reality; however, it seems certain that this collaborate project would not have gotten off the
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35
ground if it were not for the thirty graduate students that CSL provided. The other members of
the team simply did not have the staff or the time to take on such a program.
Business & Community Partnerships
“The issue of attracting more young people to choose careers related to STEM has
become critical for the United States” (Merrill, & Daugherty, 2010). Business and community
partnerships can foster excellence in K-12 STEM education (President's Council of Advisors on
Science and Technology (US), 2010). By collaborating with schools, these partnerships can give
students increased opportunities to “learn by doing,” or through hands-on experiences. In
addition, providing more input and feedback to schools to improve STEM curriculum increases
students’ awareness of business and community opportunities. By engaging in strategic
partnerships and aligning resources to enhance STEM education programs in schools,
collaboration is needed to increase students’ knowledge through real-world STEM opportunities
(President's Council of Advisors on Science and Technology (US), 2010). These experiences
help inspire students to pursue STEM-related curriculum during their secondary years in school
(Packard, 2012).
Supportive business/community partnerships are important because they provide STEM
opportunities by providing students with role models and possible internship possibilities that
might steer them into STEM related careers. Koch, D., Johnson, M. E., & Marshall, B. H.
(2013) suggest that, “a student’s choice to pursue STEM careers is also impacted by an
awareness of career opportunities” (p.55).
Business/community partnerships can provide resources for laboratories by giving
students opportunities to engage in innovative solutions to solve real-world challenges
(Carraway, Rectanus, & Ezzell, 2012). Financial resources can give schools opportunities to
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actively engage students in inquiry based research practices to enhance teaching and learning.
Business/community partnerships can ignite the next generation of STEM-workforce to pursue
interest in STEM education.
Collaborative Efforts
The process of bringing hands-on activities into the classroom needs to be coordinated
with STEM curriculum designers. Accordingly, STEM instructors need to participate in
professional development that is “aligned and designed to train the teachers to use integrated
curriculum” (Rockland, Bloom, Carpinelli, Burr-Alexander, Hirsch, & Kimmel, 2010, p. 1). If
done properly, learning can be simplified so that students are motivated to probe deeper into
STEM topics that interest them on an individual level.
Active hands-on learning activities can be designed to create more student engagement
that will subsequently deepen student understanding, build interest in STEM, and motivate
students to want to pursue a degree or career in a STEM related field; therefore, allowing for
increased opportunities for student learning beyond the classroom. Collaborative efforts between
school districts, colleges, universities, and businesses can ensure that students are exposed to
STEM-related curriculum and relevant hands-on experiences designed within the community.
Conclusion
As technology brings our world closer together, we find ourselves moving toward a more
global economy. Policy makers worldwide understand the importance of a country’s position in
this global economy and each is working to improve their economic position. Leaders in the
United States have taken notice of the rapid decline in our country’s position and are launching
initiatives and programs to address this challenge.
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Several factors may have contributed to this decline. The lack of focus on STEM
education as it relates to the United States being contributors to the global economy, as well as
antiquated, inefficient, and discriminatory methods educators have used to teach STEM
curriculum seem to propagate this decline. An additional factor identified by the literature
review was the need to change the appeal of STEM-related education and careers. For instance,
one perception is that STEM classes are boring, lack engagement, and are only for the “smart
kids”.
STEM opportunities are not readily available to female and minority students. Creating a
mindset that female and minority students are fully capable of succeeding in STEM settings is
profoundly important if the United States is to meet the task before them. To accomplish this
task, leaders in education need to continue to develop and implement non-traditional programs.
Collaborating with community partners to present STEM curriculum in a setting outside of the
traditional classroom environment has proven to enhance student learning. If the United States is
serious about tackling this issue and moving our country forward then a paradigm shift is
paramount. Leaders and educators can improve the appeal of STEM by building bridges with
community partners that creates a strategic collaborative relationship between students, schools,
and communities, as well as encouraging and inspiring women and minorities to participate in
STEM-related programming.
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38
SECTION THREE
Methods
This section describes the evaluation design and methods, the participants and how they
were selected, the data collection methods, the data analysis used, and strategies that enhanced
credibility and dependability of the evaluation. In this section, program evaluators also addressed
potential limitations.
Evaluation Focus
The focus of this evaluation was to determine to what degree the April 25, 2013 RIR
STEM Education Day program increased interest and understanding of STEM, STEM
educational and career opportunities, and if there were differences in STEM interest and
understanding among female and minority students. For the purpose of this evaluation, the
working definition of STEM is an education that provides students with science, technology,
engineering, and math in sequences that build upon each other and used with real-world
applications (Eberle, 2010). This working definition accepted that the components of “STEM
should be taught in an integrated and cross-curricular manner, not just in ‘silos’ where the
individual subject areas dominate and the other subjects are only afterthoughts” (Dugger, 2011,
p. 2).
The following evaluation questions emerged from extended discussions with key
program administrators and information gleaned from the review of literature:
1.
To what degree did the RIR STEM Education Day program increase middle
school students’ interest in STEM education?
2.
To what degree did the RIR STEM Education Day program improve students’
understanding of STEM education?
RIR STEM EDUCATION DAY PROGRAM EVALUATION
3.
39
To what degree did the RIR STEM Education Day program increase
students’ interest in STEM educational opportunities?
4.
To what degree did the RIR STEM Education Day program increase
students’ interest in STEM-related careers?
5.
Are there differences in STEM interest and understanding based on gender and
ethnicity regarding the RIR STEM Education Day program?
Evaluation Design
The evaluation team employed Stake’s (1975) Responsive evaluation model for this
program evaluation. Responsive evaluation supported observing how the program worked and
required getting to know stakeholders at various levels of the program. The design for this
evaluation was mixed-methods. Creswell (2009) described mixed-methods designs as those that
include both quantitative and qualitative design elements. Mixed method designs combine both
quantitative and qualitative strengths into a single research method. Each method has unique
strengths but by bringing them both together, more benefits are realized. This point was
highlighted by Connelly (2009) who wrote, “the goal of mixed methods research is to draw on
the strengths to minimize the weaknesses of both types of research” (p. 31). Accordingly, the
mixed-methods design specifically selected for this program was sequential mixed-methods.
Figure 1 illustrates how the quantitative data provided information to inform the collection of the
qualitative data in a sequential manner.
Quantitative
Results
Figure 1. Sequential mixed methods design.
Qualitative
Results
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40
The rationale behind using the sequential mixed methods design for the RIR STEM
Education Day program evaluation is further detailed in Figure 2. Figure 2 demonstrated how
quantitative data collected from the student survey was first supplied to the evaluation team.
This data was used to help develop the focus group questions from which qualitative data was
obtained. The qualitative data obtained through student and teacher focus groups, along with
student and teacher comments made on the day of the program, was then used to help answer the
evaluation questions.
Student
Survey
Comments
Student
Surveys
Quantitative
Results
Student
Focus
Groups
Qualitative
Teacher
Feedback
Results
Teacher
Focus
Group
Figure 2. Sequential steps for collecting data for the RIR STEM Education Day program.
Participant Characteristics
Two groups of participants were involved in this evaluation. They included the teachers
and students who participated in the RIR STEM Education Day program.
There were 12 middle school teachers involved with the RIR STEM Education Day
program. Of the 12 participating teachers, only seven were still teaching in their respective
schools; the other five were unavailable. The role of the teachers during the program was to
make each station students’ experienced at education day applicable to lessons taught in the
classroom. As teachers took students from station to station, they helped bridge the gap between
classroom theory and real-world application. In initial meetings, the Career and Technical
Education (CTE) Educational Specialist agreed to invite the seven remaining middle school
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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teachers to participate in the focus group interview process in order to provide valuable
information regarding the inaugural program.
Additionally, there were approximately 500 students who attended the RIR STEM
Education Day program. CTE administrators supplied the evaluation team with demographic
information pertaining to the students who participated in the RIR STEM Education Day
program (see Appendix A). The information revealed that the 87.5% of the students were male,
12.5% of the students were female, and of these male and female students, 43% were minorities.
Data Collection
To answer the evaluation questions, a sequential mixed methodology using both
quantitative and qualitative data sources were used for this evaluation. Quantitative data
consisted of information gleaned from the RIR STEM Education Day student survey responses.
Qualitative data collected for this program evaluation consisted of transcribed interview
responses from student and teacher focus groups, student comments from the RIR STEM
Education Day survey, as well as CTE teacher feedback received at the conclusion of the
program. Additionally, an analysis of a public document, Competency List for CTE 8403
Technology Foundations (see Appendix B), was performed to affirm the CTE curriculum was
relevant to STEM education and the RIR STEM Education Day program.
Quantitative Data
Quantitative data consisted of information collected from the RIR STEM Education Day
field trip survey completed by the students who participated in the program. Survey information
was provided to the evaluators by the CTE administrators who collected the completed surveys
from participating teachers.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
42
Survey. The Center for Sport Leadership and CTE administrators developed a survey to
capture information from the students about their experience at the RIR STEM Education Day
program. Teachers were responsible for administering and facilitating the survey immediately
upon completion of the program. Completed surveys were provided to program evaluators.
Information from the survey was received in a spreadsheet that listed “yes” or “no”
responses from students regarding the five survey questions as well as student comments (see
Appendix C). Responses did not identify students by name but did identify the school attended
and included the students’ written feedback. Evaluators de-identified the school attended by
assigning each school an alphabetic letter (see Appendix C). Written feedback provided by
students was addressed in the qualitative portion of this document.
This survey, which was a secondary data source, allowed for analysis of data already
collected. Secondary data sources are commonly collected by educational institutions and are
geared toward improving student experiences (King, Hernandez, & Lott, 2012). According to
Royse (2008), secondary data analysis involves analysis of an existing data set that results in
additional knowledge, interpretations, and conclusions” (p. 201), and allows an unobtrusive
means of gathering data.
Participants. There were approximately 500 students who participated in the program,
of which 249 sufficiently completed the survey with usable information, producing a yield of
49%. Students from all 12 middle schools who attended the program were represented on the
survey.
Instrument. A paper survey consisted of five questions, to which students responded
“yes” or “no”, was developed by the Center for Sport Leadership and CTE administrators. The
survey addressed student’s awareness, interest, and understanding of STEM as well as
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43
educational and career opportunities related to STEM. Following the program, students were
divided into groups by school and their teachers administered the survey. Teachers then
collected the completed surveys and returned them to the CTE administrators.
Data analysis. Evaluators received a spreadsheet from CTE administrators, via email,
that represented the raw data collected from students following the RIR STEM Education Day
survey. This raw data was in the form of an unorganized spreadsheet with checked boxes and
student comments (see Appendix C). Evaluators organized the data by grouping student
responses by school and tabulated “yes” and “no” responses, as well as converting responses into
percentages (see Appendix D). This allowed evaluators to analyze and interpret data among
individual schools as well as a collective group to see whether the program increased interest in
career opportunities, improved understanding of STEM, and increased interest in educational
opportunities.
After reviewing the survey questions, evaluators determined that only three of the five
survey questions were applicable to help answer the evaluation questions (see Appendix E). The
three survey questions (two, three, and four) specifically pertained to measuring student
awareness and interest in career opportunities within STEM, student understanding of STEM
because of the program, and interest in educational programs that are specific to STEM.
Therefore, the evaluators ensured that adequate focus group questions were developed to provide
further information to answer the evaluation questions.
The evaluation team cleaned up the survey data by first removing responses from
question one and five from the survey because they did not pertain to the evaluation questions
(see Appendix D). They then organized, analyzed, and interpreted the quantitative data from
questions two, three, and four from the survey to determine to what degree the RIR STEM
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Education Day program addressed student’s awareness, interest, and understanding of STEM,
and educational and career opportunities related to STEM. To do this, results were formulated
into percentages to demonstrate how the students answered survey questions. Results were
reported as a simple means of the frequency of how the yes or no answers were distributed (see
Appendix D). Responses were then broken out by each school so that the results could be
converted into bar charts, which allowed for a comparison between the participating schools (see
Appendix D). This data may reveal differences and/or trends between each school as it pertained
to gender and ethnicity. The data also informed evaluators of the direction needed to develop
focus group questions to obtain qualitative data that would delve deeper into student responses as
they pertain to the evaluation questions.
Qualitative Data
Qualitative data consisted of written feedback obtained from the student survey, teacher
feedback obtained from CTE administration, as well as data collected through student and
teacher focus groups interviews. The dynamic nature of focus groups provided insightful
information through questions asked by the evaluators and produced a level of awareness rarely
derived from unidirectional information collection devices such as observations and surveys
(New York State Teacher Centers, 2008).
Methods of recording and analyzing information gathered during focus groups, and
strategies for collecting unbiased information, helped focus group researchers gain credibility as
an accurate and useful source of information (Creswell, 2009). Due to the nature of this
particular evaluation, and the varying perspectives that the participants had about the program,
program evaluators determined that focus groups were the optimal choice of qualitative data
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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collection because of “what they can add to other qualitative and quantitative data collection
strategies” (Morgan & Spanish, 1984).
Focus groups. The evaluators’ goal was to conduct only three focus group interviews.
One group consisted of the seven remaining teachers and the other two consisted of students.
The ideal situation was to form one student group that consisted of male students that included
minority students and the other that consisted of female and minority students; however, program
evaluators conducted more student and teacher focus group interviews because of the inability to
get all of the students, and teachers, together at the same time.
The number and location of the student focus group interviews depended on which
school the students attended at the time of the evaluation. The hope was that the proper number
of students who reflected pre-selected ethnic and gender criteria, based on purposeful sampling,
became available at one or two schools, rather than spread out across all nine high schools.
Evaluators ultimately conducted student focus group interviews at several different schools
during the students’ lunch period. Evaluators provided food for the students to eat while
conducting the interview. The focus group interviews lasted no more than 30 minutes and were
facilitated by two evaluators.
To begin each focus group interview, evaluators made introductions, explained the
purpose of the focus group, and provided a historical perspective of the RIR STEM Education
Day program through the use of pictures taken the day of the program, as well as diagrams of the
program layout (see Appendix F). This reminded and re-familiarized participants of the program
and activities that occurred at the Richmond International Raceway on April 25, 2013.
Following the introductions and historical perspective of the program, the primary
evaluator facilitated each of the focus group interviews by asking open-ended questions and
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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audio-recording participant responses. The secondary evaluator took notes and documented each
participant’s location in the room, their gender and ethnicity (based on information provided by
the school district), and any nonverbal communications. This information was coded to
accurately document who said what and how it was said without revealing the identity of the
participants.
Prior to conducting the focus group interviews, focused-coding was established to ensure
that the essence of the evaluation questions was addressed. This was done by establishing codes
that pertained to each of the five evaluation questions in order to determine that each one was
addressed through the open-ended questions being asked by the primary facilitator. The
secondary facilitator assigned codes to responses, based on gender, ethnicity, and key words or
phrases related to the evaluation questions. As the interviews progressed, the secondary
facilitator prompted the primary facilitator if an area was not addressed.
Teacher focus group. Teachers were provided informed consent forms that fully
explained the purpose of the evaluation, a description of the evaluation, as well as possible risks
and benefits of the evaluation. Focus group questions were clearly written and open ended;
answers were audio recorded and transcribed for analysis by program evaluators. Information
recording strategies were utilized, such as a combination of note taking and audio recording, to
accurately know who said what regarding gender, ethnicity, or any other factors that surfaced.
Evaluators ensured that note taking did not interfere with or distract from the dynamic of the
focus group process. Program evaluators conducted the teacher focus group interviews in
various middle schools within the local school district.
Teacher participants. Seven teachers from the participating schools were asked to
participate in the focus group. The Career and Technical Education (CTE) Educational
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Specialist agreed to solicit the 12 teachers who participated in the RIR STEM Education Day
program; however, only seven remained in their respective schools at the time of the evaluation.
These seven teachers participated in the focus group interview process and provided valuable
information regarding the inaugural program. Program evaluators had to conduct individual
teacher interviews because they were not able to assemble as one group. While the number of
teachers was small, the seven teachers represented 100% of the teachers who were available.
Teacher focus group questions. Teacher focus group interview questions were
designed to solicit detailed answers to the evaluation questions. The formation of the focus
group questions was based on information obtained from the quantitative results of the RIR
STEM Education Day survey and from the information from the literature review. The focus
group questions were carefully considered by the evaluators and the responses served as an
adjunct to the quantitative data, as well as provided information on perceptions, insights,
attitudes, and beliefs regarding experiences at the RIR STEM Education Day program.
Evaluators developed coding schemes that categorized teacher responses that related to
the five evaluation questions as well as topics that were of particular interest. Illustrative
statements and detailed codes denoting specific in-depth information were used along with notes
on non-verbal communication.
Teacher data analysis. Upon completion of the focus group interviews, evaluators
conducted a post-session wrap up to debrief among themselves. Evaluators transcribed audio
recordings and reviewed their notes using key words, codes, or themed comments. Evaluators
analyzed the data and noted their observations as they pertained to the evaluation questions. The
intention of the qualitative data collection was to seek supporting information from the focus
groups that addressed each of the evaluation questions.
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Student focus group. Permission from parents of each student was secured prior to
conducting focus group interviews. Students were provided with informed assent forms to
ensure they fully understood the purpose of the evaluation, description of the evaluation, as well
as possible risks and benefits of the evaluation. Focus group questions were clearly written and
open ended. Answers were audio recorded and transcribed for analysis by the program
evaluators.
Information recording strategies were utilized such as a combination of note taking and
audio recording to accurately know who said what regarding gender, ethnicity, or any other
factors that surfaced. Evaluators ensured that the note taking did not interfere with or distract
from the dynamic of the focus group process. Program evaluators conducted the student focus
group interviews in the schools while students were at lunch.
Student participants. Students who participated in the RIR STEM Education Day
program were asked to participate in the focus group. For this evaluation, parental consent forms
were sent home with every student who attended the April 2013 RIR STEM Education Day
program as eighth graders, but who attended high school as ninth graders at the time of this
evaluation. This process enabled the evaluation team to cast a wide net with the intent of
capturing as many RIR STEM Education Day participants who were willing to contribute in the
focus group process. The local school district assisted the program evaluators in selecting
students who met the demographic needs for the student focus groups. This provided the
evaluation team with the largest possible pool of potential focus group participants. Program
evaluators utilized purposeful sampling to select focus group participants from this pool
according to preselected criteria, also known as quota sampling.
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Purposeful sampling was used for the development of the student focus groups.
Specifically, the use of quota sampling was based upon the demographic information that most
closely represented the number of males, females, and diverse ethnicities who attended the RIR
STEM Education Day program (see Appendix A). Quota sampling is a method of gathering
representative data from a group. This method required that representative individuals be chosen
out of specific sub-groups, such as gender and ethnicity (Woolley, 2009). Quota sampling
allowed evaluators to collect meaningful information and an accurate representation of the total
number of participants without having to acquire a large sample size. CTE administrators
wanted to keep the numbers small as it was extremely difficult to get students in one place
because of school policies, parental permission, and transportation concerns.
Student focus group questions. The development of the questions for the focus groups
was designed to provide detailed answers to the evaluation questions. Focus group questions
were formed based on information obtained from the quantitative results of the RIR STEM
Education Day survey and from information from the literature review. Focus group questions
were carefully considered by the evaluators, and the responses served as an adjunct to the
quantitative data, as well as provided information on perceptions, insights, attitudes, and beliefs
regarding experiences at the RIR STEM Education Day program.
Evaluators developed coding schemes that categorized student responses that related to
the five evaluation questions as well as topics that may be of particular interest. Illustrative
statements and detailed codes denoting specific in-depth information were used along with notes
on non-verbal communication.
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Student data analysis. Upon completion of the focus group interview, evaluators
conducted a post-session wrap up to debrief among themselves. Evaluators transcribed audio
recordings and reviewed their notes using key words, codes, or themed comments. The
evaluators analyzed the data and noted their observations as they pertained to the evaluation
questions. The intention of the qualitative data collection was to seek supporting information
from the focus group that addressed the evaluation questions.
Student Survey Comments
In addition to the five “yes or no” questions that were asked of the students on the RIR
STEM Education Day field trip Survey there was a section that allowed for students to provide
comments about the program. The program evaluation team analyzed these comments to seek
information that might further inform the direction and development of the focus group questions
and to answer evaluation questions.
Data analysis. Student comments were first isolated by removing the “yes or no”
responses from the survey. Evaluators identified common key words or phrases from the
comments that allowed them to recognize patterns in the responses that were specific to the
evaluation questions. Coded responses were then tabulated (see Appendix G).
CTE Teacher Feedback
CTE administrators sent an email to the 12 participating teachers upon conclusion of the
program inviting teachers to comment on the RIR STEM Education Day program. The email
asked teachers if they had any comments or feedback they would like to share regarding the
program. The program evaluation team analyzed these comments to seek information that might
further inform the direction and development of the focus group questions.
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Data analysis. Comments from teachers were copied and pasted to a word document
and forwarded to evaluators by CTE administrators. Evaluators received comments from 7 of
the 12 teachers who participated in the program (see Appendix H). Evaluators analyzed these
comments to identify common key words or phrases that allowed them to recognize patterns in
the responses that were specific to the evaluation questions. Coded responses were then
tabulated (see Appendix H).
Strategies for Enhancing Credibility and Dependability
Multiple steps were taken to enhance credibility and dependability of the program
evaluation. Peer debriefing and member checks were used to enhance credibility. Thorough
documentation of the entire evaluation process, as well as periodic audits of the documentation,
were done to enhance dependability.
Peer debriefing occurred among the four evaluators throughout the course of the
evaluation. This allowed the evaluators to challenge viewpoints and share ideas with each other
throughout the process. As an additional step, member checks were performed which allowed
the team to share data and information among the four evaluators as well as with key
stakeholders such as RIR, Arena Racing, and the CTE administrators. Member checks
conducted with the capstone review team further enhanced credibility of the evaluation. These
member checks were conducted throughout the evaluation process so valuable feedback could be
shared among stakeholders along the way. Moreover, member checks provided the evaluation
team with insight and feedback from individuals who were knowledgeable on the subject matter
but who were not directly involved with the program evaluation.
Evaluators enhanced dependability by establishing a system for documenting each step of
the evaluation process that included any changes that occurred. Evaluators stored all relevant
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documentation on WordPress, an online management site, established specifically for this
purpose. The evaluation team met numerous times each week for the duration of the evaluation.
Audits of the program evaluation documentation were performed at each meeting in order to
keep track of any updates and/or procedural changes made during the evaluation process. Any
procedural changes were discussed with the team prior to implementation.
Potential Limitations
Potential limitations of this evaluation included the amount time between the date of the
program and the evaluation, the number of teachers who participated in the program who were
available to participate in the focus group, and the student survey that was conducted at the
conclusion of the program.
Time Lapse
This evaluation took place eight months after the date of the program. This lapse in time
resulted in some participants not being able to retrospectively recall all of the specifics of the
program; however, recall was aided by displaying poster-sized pictures of the program in the
interview room, as well as diagrams that displayed the activity stations and program layout.
Additionally, the evaluators began each focus group session with a general prompt that asked
participants to recall the RIR STEM Education Day activity stations topics, content, and
speakers. Responses from multiple students and teachers were obtained that allowed individual
responses to be comparatively cross-checked.
Teacher Retention
Another possible limitation in this program evaluation was that only seven of the 12
original teachers remained available for the focus group interview; however, these seven teachers
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53
represented 100% of the teachers who were available. The teachers were a valuable component
of this program evaluation and offered diverse viewpoints and opinions.
Student Survey
The student survey could potentially be another limitation to this program evaluation.
While it did offer valuable information that helped answer the evaluation questions, the survey
was developed prior to the formulation of this program evaluation and the related evaluation
questions; therefore, the survey was a secondary data source. Secondary data sources are data
that were developed for a purpose other than helping to evaluate the RIR STEM Education Day
program. The survey was developed and administered by individuals other than the evaluators;
therefore, additional data that helped answer the evaluation questions was not developed by the
evaluators specifically for this program evaluation. The evaluators determined that only three of
the five survey questions were applicable to help answer the evaluation questions (see Appendix
E). Evaluators ensured that adequate focus group questions were developed to provide further
information to answer the evaluation questions.
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SECTION FOUR
Findings
This section presents the findings for the evaluation of the Richmond International
Raceway (RIR) Science, Technology, Engineering, and Math (STEM) Education Day program.
These findings highlight information obtained from quantitative and qualitative data sources to
determine the degree to which the RIR STEM Education Day program increased interest in
STEM, improved understanding of STEM, increased STEM educational and career
opportunities, and to determine if there were differences in STEM interest and understanding
based on gender and ethnicity.
These findings, which form the basis for recommendations, are provided in the sections
that follow. Both quantitative and qualitative data were collected which provided information
that informed the answers to each evaluation question.
Quantitative data consisted of information collected from the RIR STEM Education Day
field trip survey which was completed by students who participated in the event. The survey was
a secondary data source; however, it was determined that the results from three of the five survey
questions were valuable in answering the evaluation questions.
Qualitative data consisted of student comments from the RIR STEM Education Day field
trip survey, Career and Technical Education (CTE) teacher feedback, and information received
from student and teacher focus group interviews. The collective analysis of these qualitative
data sources were used in establishing overall themes and were also used in addressing the
evaluation questions. These themes, derived from focus group interview data, will be discussed
first. Following this discussion, each evaluation question will be addressed individually and will
be based on both quantitative and qualitative data.
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Themes
To answer the five evaluation questions related to the RIR STEM Education Day
program, evaluators analyzed student comments from the RIR STEM Education Day field trip
survey, CTE teacher feedback, and transcriptions from the student and teacher focus group
interviews. Prior to considering all data sources collectively, evaluators thoroughly examined
the focus group transcriptions to identify key words or phrases that appeared with regularity or
stood out as interesting or significant. Each of the evaluators did this examination process
independently in order to obtain four unique perspectives.
Once this process was completed, commonly identified key words and phrases from all
four evaluators were combined into one document. That document, which was a list of key
words and phrases by school, was then used to identify initial themes. These themes were then
examined and similar ideas were combined. The following list represents an amalgamation of
those themes:

“Awareness” of educational and career opportunities

“Making connections” through real-world hands-on activities

Exposure to “role models”

More “time” at stations to learn
Evaluators further refined the list to the following themes:

Awareness

Making Connections

Role Models

Time
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Theme 1: Awareness. The word “Awareness” appeared often throughout the focus
group transcriptions. Teachers especially used this word when referring to how the program was
effective at making students more aware of how STEM is applicable to the real world. One
teacher specifically talked about awareness of STEM in motorsports and the connection it
provided back to classroom content by stating, “I absolutely think their awareness increased. I’m
glad we got a chance to see the show car because it was the most direct relationship between
what we learned in class…it was very, very technical”.
When asked about how the event helped raise awareness of career opportunities, one
teacher talked about how students became more aware of career pathways and job opportunities
surrounding the motorsports industry. He said, “I was able to connect it in the form of
employability skills in business orientation and awareness…meaning, we talked about it, they
experienced it…”
These comments were significant for two reasons. First, they provided evidence that
suggested the program was effective at creating an awareness of STEM, which was the main
purpose of the event. Secondly, comments like these helped evaluators recognize that the
success of the program extended beyond the organizers goal of creating awareness; the program
was also effective at increasing students’ awareness of STEM career opportunities.
Events such as the RIR STEM Education Day program that offer opportunities for
students to be more aware of STEM can positively affect student interest (Hylton, 2010).
Students felt like the experience introduced “…all the details and helped me understand what is
really going on and basically get to know more about [STEM].” One student who “really did like
it”, also added that it “showed me a lot more that I did not know. I wasn’t aware of [everything]
they had.”
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Theme 2: Making Connections. “Making Connections” also surfaced as a theme
primarily because of the importance of connecting the science, technology, engineering, and
math experienced at the event back to classroom content. One particular teacher’s response was
illustrative of this by saying, “They were able to see all of those things that I talked about
because they came back and said, ‘… we now understand more about what you are talking about
because that’s what we saw, and that’s what we heard.’”
This was especially true when it came to the importance of “hands-on activities”, which
was described by both teachers and students in the focus group interviews. Teachers spoke about
how they appreciated the hands-on nature of the event and how hands-on activities help students
better understand what was being taught in the classroom. One teacher commented, “Sometimes
kids need to see a hands-on…they really need to see a visual. They need to have a hands-on
experience, and they got that.” While addressing a question regarding the relationship between
the event activities and classroom content, one teacher specifically talked about how “making
connections through hands-on activities,” brings classroom content to life in a real-world setting
and can make all the difference in the world when it comes to students retaining key STEM
concepts.
Students also shared their appreciation of the hands-on aspect of the event. One
particular student mentioned, “I feel like people learn better when it’s hands-on because they can
actually see and feel what they are doing and as they are doing it. So they can learn easier and
better from doing hands-on and actually doing it rather than having somebody telling them how
to do it.” Evaluators found numerous student comments in the transcriptions that addressed the
fun and excitement of the hands-on activities. Students talked specifically about hands-on
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activities that increased their interest, calling those activities “fun” and “cool”. For example, one
student commented, “The simulation was really cool,” and “It was fun because it was hands-on”.
Theme 3: Role Models. The RIR STEM Education Day program provided additional
opportunities for students to make connections by seeing individuals in nontraditional roles.
Specifically, an African-American female was the facilitator of one station. Students took notice
and commented that this particular station helped erase perceived limitations regarding gender
and ethnicity related to STEM. Students made comments indicating that this individual
“overcame barriers” and was “an inspiration” to them. As one student put it, “I really liked [her]
station, ‘cause actually she was like, she was like an inspiration for real. She showed you that
girls could do anything a man could do clearly.”
A teacher even stated that, “the kids need to see that” when referring to exposing students
to stations with role models such as the African-American female racer. A different teacher
reinforced the impact of this individual station by saying, “They saw that girl . . . we need more
of that . . . the kids need to see that they can do these things.” A teacher’s response that
highlighted the impact of the African-American female driver’s station as a role model for
students was, “[She] herself broke down so many double barriers, again by being a female and
being an African American and there were so many African-American students in the group and
I think they were very impressed.” Another teacher’s comment similarly spoke to the
importance of having a role model:
“[She] had a big impact on kids, especially the females,
because females will look at this as if you see like all guys
there, okay this is not for me. By having her in there and she
had a lot of energy, a whole lot of enthusiasm, so I think
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having her there really brought it home for our kids.”
Theme 4: Time. “Time” was also identified as a theme, especially from students. As
students talked about some of the “cool” and “fun” activities, they spoke about how they would
have liked to have had more time to spend at these activities. For starters, one student was
critical of the opening comments by stating during a focus group interview, “I would probably
leave out, you know when you are in the center stage, the guest speakers, because that took a lot
of time, [we wanted] more time at the stations.” Some students were more specific about where
they would have liked to spend more time. For instance, one student said, “more time on the
simulator”, and another student indicated that, “my class didn’t get to like maybe five or six”,
when referring to the number of stations they were able to visit.
Data gleaned from the focus group interviews and student comments from the RIR
STEM Education Day field trip survey provided additional insight that was related to time. A
number of the students made comments about how they did not have enough time at the stations.
For example, one student reported, “[the program] could be longer . . . we didn’t learn enough at
the stations,” and another student added, “We could learn a little more about the pit crews and
stuff like that. Make it a little longer so we have more time to learn.” These comments suggest
that student learning did take place, but a deeper more meaningful understanding of STEM is
possible if students had more “time” to spend at each station.
Allowing more time for hands-on learning is important. Hands-on activities actively
engages learning and leads to better understanding than more passive-learning activities such as
listening to lectures and note taking (Gannod, Burge, and Helmick, 2008). The RIR STEM
Education Day program presents an opportunity for more time on in-depth learning activities that
can help students better understand real-world application of STEM.
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Summary of Themes
Four themes emerged from the focus group interview process: Awareness, Making
Connections, Role Models, and Time. They provided evaluators with insight into what students
and teachers perceived to be valuable concerning the RIR STEM Education Day program. The
themes spoke to the effectiveness of the overall program through the eyes of the participants by
making authentic connections to the real world and by helping students increase interest and gain
a better understanding of STEM. Obtaining student and teacher perspectives was an important
step in achieving a comprehensive evaluation of the program and to provide answers to the
evaluation questions, as well as to offer meaningful and attainable recommendations for the
future. Table 2 displays the four themes in the left column and their association with the key
component of each evaluation question in the right column.
Table 2
Focus Group Themes and Associated Evaluation Question Components
Themes
Evaluation Question Key Components
Awareness
Interest
Making Connections
Educational and Career Opportunities
Understanding
Role Models
Educational and Career Opportunities
Gender and Ethnicity
Time
Understanding
Answering the Evaluation Questions
Program evaluators analyzed each data source to answer the five evaluation questions. A
detailed analysis of the data is presented which will answer each evaluation question.
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Evaluation Question One: To what degree did the RIR STEM Education Day program
increase middle school students’ interest in STEM education?
To answer this evaluation question, data was obtained from the RIR STEM Education
Day field trip survey and CTE teacher feedback solicited by the local school district’s CTE
administrators. Additional data was obtained when students and teachers were asked during
focus group interviews how effective they thought the RIR STEM Education Day program was
at increasing interest in STEM education. Collectively, information gathered from each of these
data sources helped determine that the RIR STEM Education Day program was effective at
increasing interest in STEM education. Table 3 consists of the questions used to most accurately
answer evaluation question one.
Table 3.
Data Sources: Evaluation Question One
Survey Question Four
Do you have an interest in
learning more about the
technical education
programs offered within the
local public school district?
Student Focus Group
Question One
Think back to the RIR
Education Day. What did you
find interesting about that
day?
Teacher Focus Group
Question Four
What did students say or
do following the RIR
STEM Education Day
program that may have
indicated an increased
interest in STEM
educational opportunities?
RIR STEM Education Day field trip survey. To arrive at this determination,
evaluators first analyzed data from the RIR STEM Education Day field trip survey (See
Appendix C) which indicated that 73 percent of the student respondents answered “Yes” to
survey question four: Do you have an interest in learning more about technical education
programs offered through your school? The responses to this question were particularly
important because they immediately came from the students on the day of the event, contrasting
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with the eight-month time lapse between the date of the event and the student focus group
interviews. The immediacy of the information collected from this survey was important as it
allowed students to demonstrate how they felt about the program directly upon its conclusion.
Furthermore, student comments from the RIR STEM Education Day field trip survey
indicated a high interest in STEM education. For instance, a student shared these thoughts from
the comments section of the survey, “The stations had some very interesting concepts that were
interesting to learn about.” Other students echoed the same sentiment, such as, “It was really
cool, I’ve learned a lot since I’ve been there”, “It was fun and a great experience”, and “The
event was fun and informative.”
When responding, a majority of the student participants frequently mentioned the word
“fun” when describing their experience; however, one specific written comment that spoke
directly to the program’s effectiveness came from a student who emphasized, “The field trip was
excellent. I was already thinking about something like mechanical engineering and the
mechanical engineer I talked to during a station helped to solidify my viewpoint.”
CTE teacher feedback. Reinforcing the value of the RIR STEM Education Day, one
CTE teacher’s feedback stated, “To sum it up, I will quote what one challenging student said to
another on the bus on the way home, ‘THIS WAS THE BEST FIELD TRIP I HAVE EVER
BEEN ON.’” These glowing remarks, and the frequency at which they were made,
demonstrated an increased interest in STEM education among students because of this program.
Student focus groups. Similarly, information collected from the student focus group
interviews offered comments which led evaluators to conclude the RIR STEM Education Day
program was effective at increasing students’ interest in STEM education. A major indication of
the program’s success was the number of student comments regarding the hands-on stations that
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promoted interest and awareness such as, “The simulation was really cool,” and “It was fun
because it was hands-on” support this point.
Another student shared the same enthusiasm by stating, “It was interesting how we got to
actually do the hands-on stuff and we got to try everything.” That same student went on to
suggest that, “Because some people don’t necessarily like things, and once you try new things
you get to know it and we got to do the hands-on things.” The majority of student responses to
focus group question one indicated an interest in STEM education.
Teacher focus group. Likewise, teacher focus group comments suggested that teachers
were able to precisely recall the educational value of the event and its ability to spark student
interest. Through separate interviews, teachers consistently displayed enthusiasm in describing
how the event affected their students. For example, one highlight from the transcriptions came
from a teacher who mentioned how a student asked a question that demonstrated an increase in
interest regarding STEM in which the student said, “How can I get into this [racing], if I wanted
to become a racecar driver? I want to do this, how can I get this?” and how, “seeing people in the
industry got them much more excited” about STEM education. Another teacher responded by
saying, “All of them came back more aware of what opportunities and possibilities they have.”
Speaking more directly to how the program increased student interest in STEM
education, one teacher reflected how the program was influential in shaping a student’s decision
for their future:
There was one student in the class, to augment the power of the
event, who was very negative, he was the most negative student I
have ever taught in my 30 years of teaching and I found out later on
that he went over there [to the Engineering Center].
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In essence, the majority of the comments from teacher interviews indicated that the students had
a positive attitude toward the event and that interest levels in STEM had risen.
Evaluation Question Two: To what degree did the RIR STEM Education Day program
improve student understanding of STEM education?
Students and teachers were asked to reflect on how effective they thought the RIR STEM
Education Day program was at improving students’ understanding of STEM education. Table 4
consists of the questions used to most accurately answer evaluation question two. Similar to the
first evaluation question, evaluators used information provided by CTE teacher feedback and
focus group transcriptions to help answer this evaluation question. The combination of these
data sources helped determine that the RIR STEM Education Day program was effective at
improving students’ understanding of STEM education.
Table 4.
Data Sources: Evaluation Question Two
Survey Question Three
Do you better understand
the science, technology,
engineering, and math
components of racing
because of this program?
Student Focus Group
Question One
Think back to RIR Education
Day. What did you find
interesting about that day?
Teacher Focus Group
Questions Two and Three
TFGQ2: In what ways
were you able to connect
your class content to what
students experienced that
day?
TFGQ3: What changes did
you see in how students
talked about STEM
following the RIR STEM
Education Day?
RIR STEM Education Day field trip survey. The results from the survey (See
Appendix C), which were immediately collected from students at the completion of the event,
indicated that 84 percent of the student respondents answered, “Yes” to the question, “Did you
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better understand the science, technology, engineering, and math components of racing because
of this program?” This percentage indicated the majority of students thought the program helped
them better understand STEM education as a result of their experience at the program.
When students were presented with an opportunity to provide written comments on the
student survey regarding their experience at the RIR STEM Education Day program, a number
of their comments specifically addressed ways to improve learning. As an example, one student
said, “[the program] could be longer . . . we didn’t learn enough at the stations,” while another
student made a similar suggestion by saying, “We could learn a little more about the pit crews
and stuff like that. Make it a little longer so we have more time to learn.” The fact that the
students said, “we did not learn enough” suggested that student learning did take place, but that a
deeper understanding of STEM might be achieved if students had more time to spend at each
station.
While some comments provided program improvement suggestions, other comments
were complimentary, “[The event] was really cool, I’ve learned a lot since I’ve been there, and
stuff” and, “The stations had some very interesting concepts that were interesting to learn about.”
Additional comments from the survey that addressed the program’s effectiveness at improving
understanding of STEM were, “We got to see how all the engineering concepts we learned
applied to the sport in an exciting way,” and “I love what you guys did, I learned so much while I
was there,”. Another student commented, “I am so happy I had the opportunity to be there and
learn things I never knew.” Comments such as these demonstrate the program’s effectiveness at
improving students’ understanding of STEM education.
CTE teacher feedback. Teacher feedback obtained by CTE administrators was also
supportive of improved student understanding as a result of the field trip experience. One
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teacher stated, “I believe that these types of experiences are life changing for many of our
students and help them critically view and understand the functioning world outside the
classroom.” A second teacher supported this notion by sharing, “Kids really enjoyed it and
learned a lot.” Teachers communicated that the program was beneficial in making connections
to classroom content. Results from the student survey administered at the conclusion of the
event also showed a high percentage of students believed the program increased their
understanding of STEM education.
Student focus group. During focus group interviews, students were asked to think back
to the RIR STEM Education Day program and share what they found interesting about that day.
Students who reflected back to the event indicated that the program may have helped to make a
connection by sharing comments like, “seeing all the tires and how they work . . . that was really
cool.” Likewise, other students stated, “The speakers were talking about the application of math
and science with racing and stuff and how the fuels, and the car, and tires work”, and “I learned a
bit more of how STEM applies to racing.”
Teacher focus group. Focus group interview transcriptions revealed that teachers spoke
favorably about the program’s effectiveness regarding the improvement of students’
understanding of STEM. Teachers made comments that suggested the RIR STEM Education
Day program improved students’ understanding of STEM education because students began to
make connections to classroom content and real-world experiences. For instance, one middle
school teacher summarized this point by saying, “[The students] came and said, ‘We now
understand more about what you are talking about because that’s what we saw”’ and “what we
learned at the raceway, we were able to tie into the classroom.”
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Two additional teachers supported these statements by saying, “When you go to an event
like this [students] start answering some more questions by themselves and you can start
challenging their minds” and this program “gives the kids an opportunity to see real-world
applications of what we are learning.” These comments reiterate the event’s relevance and
importance to increasing students’ understanding of STEM curriculum.
When asked what changes teachers saw in how students talked about STEM following
the RIR STEM Education Day, one teacher commented, “You could see that they understood
why we do things a certain way; why we go through a certain process and problem solving.”
This level of understanding can help students see the bigger picture by making the connection
between what is being taught in the classroom and how it relates to real-world application.
When asked the same question regarding what changes teachers saw in students, another
teacher expressed a deep appreciation of the program and the impact it had on students by
saying, “This is where the real learning takes place. This [real-world application] was the heart
of the matter as far as learning and STEM.” Another teacher reinforced this comment:
“[Students] see how math, science, and technology…all those things kind of interrelate, not only
in racing but in the different facets of their lives.” Correspondingly, another teacher stated,
“[students] were able to see that you had physics involved. There was math involved, more than
just banging metal together and nuts and bolts. There is a lot more that goes into it.” Overall,
the analysis of the student survey comments, CTE teacher feedback, and student and teacher
focus group interview data indicated that the program did increase students’ understanding of
STEM.
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Evaluation Question Three: To what degree did the RIR STEM Education Day program
increase students’ interest in STEM educational opportunities?
It was determined that the questions shown in Table 5, combined with information
obtained through student comments from the field trip survey would answer evaluation question
three.
Table 5.
Data Sources: Evaluation Question Three
Survey Question Four
Student Focus Group
Question Three
Teacher Focus Group
Questions One and Four
Do you have an interest in
learning more about the
technical education
programs offered within the
local public school district?
Were there stations where you
would have liked to spend
more time? Was there
anything you did that made
you think that you would like
to learn more about STEM?
TFGQ1: What did the
students think about RIR
STEM Education Day?
What did they say about it
afterwards?
TFGQ4: What did students
say or do following the
RIR STEM Education Day
program that may have
indicated an increased
interest in STEM
educational opportunities?
RIR STEM Education Day field trip survey. When students were asked on the survey
whether they had an interest in learning more about the technical education programs
immediately following the RIR STEM Education day event, 73% percent responded “Yes” (See
Appendix C). This percentage speaks to the initial effectiveness of the event at increasing
students’ interest in educational opportunities.
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Student comments from the RIR STEM Education Day field trip survey were also
analyzed and a couple of students shared comments regarding educational opportunities. One
student stated, “I can improve by going to [one of the specialty centers] to learn more about
motors and other stuff”, and another student added, “I was already thinking about something like
mechanical engineering, and the mechanical engineer I talked to during a station helped to
solidify my viewpoint.”
Student focus group. Evaluators also asked students about their experience at the event.
Specifically, students were asked if there were stations where they would have liked to have
spent more time and whether they experienced anything at the event that sparked an interest to
learn more about STEM. While students did not provide in-depth comments they did reveal
some encouraging points concerning the program’s effectiveness.
One student spoke about the impact the program had on their level of interest in STEM
when they shared, “[the program] did kind of help me think about getting a STEM degree. They
talked about how smart the drivers are and how they have all these degrees in technology and
engineering.” An even more telling comment about the program’s capability to increase interest
in STEM educational opportunities came from a student who indicated, “[the program] gave me
an interest in different types of fields, and this was one of the more mechanical fields of
engineering and it gave me a good idea in what field I want to go in.”
Teacher focus group. When evaluators asked teachers about what students thought
regarding the event and what they said about it afterwards, they agreed that students’ interest in
educational opportunities increased. One teacher’s comment addressed the impact the event had
on introducing educational opportunities by stating, “He is really interested in getting into, not
necessarily the racing itself, but the industry” which indicated the program did present new
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educational opportunities that may have been unfamiliar to this particular student prior to the
event.
Teachers were also asked in the focus group interviews what students said or did
following the event that may have indicated an increased interest in STEM educational
opportunities. In response to this question, one teacher revealed that following the RIR STEM
Education Day program, “One student was ready to get into the Technology Student Association
(TSA) or technical event…anything that had to do with motors, speed, etc.” A second teacher
commented, “In my class, they wanted to know what jobs can they get into, what path would
they need to go into in order to get that particular job.” Another teacher spoke directly to the
effectiveness of the program at increasing students’ interest in STEM educational opportunities
provided by their school district by stating:
I know after the program, I know two students who were in my
program who were walking the fence about whether to go that had
been accepted at other specialty centers, said hey, ‘I’m going to [one
of the specialty centers].’ I think I can say that was the icing on the
cake after they went to that program.
Based on student and teacher comments, evaluators determined the program was effective at
generating students’ interest in STEM educational opportunities.
Evaluation Question Four: To what degree did the RIR STEM Education Day program
increase students’ interest in STEM-related careers?
In order to gauge student’s interest in STEM-related careers, evaluators analyzed multiple
data sources they anticipated would reveal student interest levels regarding career opportunities
in STEM. Table 6 consists of the questions that were posed to students and teachers asking them
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to reflect on how effective they viewed the RIR STEM Education Day program when it came to
increasing students’ interest in STEM-related careers.
Table 6.
Data Sources: Evaluation Question Four
Survey Question Two
From these experiences,
have you developed an
interest/awareness of career
opportunities within the
motorsports industry?”
Student Focus Group
Question Three
Were there stations where
you would have liked to
spend more time? Was there
anything you did that made
you think that you would like
to learn more about STEM?
Teacher Focus Group
Questions Five and Six
TFGQ5: What did students
say or do following the
RIR STEM Education Day
program that may have
indicated an increased
interest in STEM career
opportunities?
TFGQ6: In what ways did
the RIR STEM Education
Day program promote
female and minority
students’ interest in STEMrelated education and
careers?”
RIR STEM Education Day field trip survey. The results from the RIR STEM
Education Day field trip survey (See Appendix C) indicated that 63 percent of the respondents
answered “Yes” to the question that asked if the program helped them develop an increased
awareness of career opportunities within the motor sports industry. This percentage was a strong
indicator that the program was effective; however, qualitative data such as student comments
from the survey and data from the focus group transcriptions helped evaluators come to this
conclusion. A written comment from the student survey spoke directly to the impact the event
had on STEM-related careers by saying, “I thought the field trip was excellent, it really opened
my eyes to careers involving [STEM].”
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Student focus groups. The aforementioned comment was consistent with a student
focus group interview remark that stated, “It gave me an interest in different types of fields, and
this was one of the more mechanical fields of engineering and it gave me a good idea in what
field I want to go in.” Comments such as these provided evidence that the RIR STEM Education
Day program did have an influence and was effective at increasing students’ interest in STEMrelated careers.
Teacher focus group. Upon completion of the teacher focus group interviews,
evaluators identified comments that spoke to the program’s effectiveness at increasing students’
interest in STEM-related careers. The following teachers’ comments suggested the program did
introduce different career pathways to students who attended the event. One teacher said, “[The
event] opened their eyes that they can do this.” Likewise, another teacher stated, “If you expose
them to…greater career choices, it just makes you more excited about your future.”
Comments from two additional teachers helped evaluators determine the program was
effective at increasing students’ interest in STEM-related careers. In particular, one teacher
noted, “We talked about careers more from an educational standpoint and used this event in my
discussions about career opportunities, how many of these jobs deal with STEM, deal with
technology.” A second teacher displayed similar enthusiasm by saying, “They want to go to
mechanics school . . . they’re on it but they just need to find out what to do to prepare themselves
. . . all of our talk is about careers.” These comments demonstrated to the evaluators that
teachers discussed careers with students and that the RIR STEM Education Day program helped
to stimulate career discussions, thereby increasing students’ interest in STEM-related careers.
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Evaluation Question Five: Are there differences in STEM interest and understanding
based on gender and ethnicity regarding the RIR STEM Education Day program?
There was initial concern that answering evaluation question five would be challenging
as there was only limited information from the five data sources; however, the analysis of the
information from the focus group transcriptions exposed extremely rich and stimulating insight,
from both teachers and students, which revealed there was a difference in “interest” based on
gender and ethnicity. There was not, however, evidence found among the data based on gender
and ethnicity which would suggest that the program had any effect on “understanding” of STEM.
Although survey question three from the RIR STEM Education field trip survey asked students
“Do you better understand the science, technology, engineering and math components of racing
as a result of this program”, the survey did not provide demographic information. Therefore,
the evaluators were not able to compare and contrast a particular level of understanding among
students based on race and gender for this particular data set.
Table 7 displays questions in which evaluators asked teachers and students during focus
group interviews to reflect on whether there were differences in STEM interest and
understanding based on gender and ethnicity.
Table 7.
Data Sources: Evaluation Question Five
Student Focus Group
Question Five
What station made the biggest
impact on you?
Teacher Focus Group
Question Six
In what ways did the RIR
STEM Education Day
program promote female
and minority students’
interest in STEM-related
education and careers?
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Student focus groups. When evaluators asked students which station made the biggest
impact on them, they made several comments about a variety of stations. Specifically, AfricanAmerican females from all focus groups universally mentioned the same driver who facilitated a
particular station. African-American female students consistently mentioned how that driver’s
gender impressed upon them that women can participate in male-dominated careers. For
example, one female student commented that “. . . the fact that she was a women and she knew
how to do all of that stuff just like the men,” influenced her by shattering the misperceptions that
STEM careers are less suitable for females. Another female student shared her enthusiasm by
stating, “[She]... was an inspiration for young ladies all around the world!”
Teacher focus group. When asked in what ways the program promoted female and
minority students’ interest in STEM-related education and careers, teachers overwhelmingly
responded with comments associated with the importance of exposure to “role models”, and
were emphatic in their support concerning this point. One very animated teacher shared his
enthusiasm by referring to his students’ reaction to a station facilitated by the young AfricanAmerican female driver. He said, “Once my girls saw [her] . . . you guys can forget it!” This
response implied how the attention of his students (all African-American females) was extremely
heightened and positive because of their experience at this particular station.
When answering a question pertaining to evaluation question one regarding increasing
interest in STEM education, one of the teachers had this to say:
The young lady really helped. Seeing that she was young, she was
African American, and she was a female, the girls were like,
ahhhhh, I don’t know if it’s something I want to do, I said,
“just go and let’s see” and they saw her and they got excited.
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A couple of my little girls went up to her and asked ‘how can
we get into it?’
In a separate interview, a different teacher reinforced the impact of this individual station
by saying, “They saw that girl . . . we need more of that . . . the kids need to see that they can do
these things.” The most noteworthy and demonstrative teacher response that highlighted the
impact of the African-American female driver’s station was, “[She] herself broke down so many
double barriers, again by being a female and being an African-American and there were so many
African-American students in the group and I think they were very impressed.”
Interestingly, when responding to a focus group question that was intended to address
improving students’ understanding of STEM, a veteran teacher responded with this comment:
We talked in class about gender misperceptions in Tech. Ed. and
CTE. There‘s still that 250 year old Horace Mann philosophy that
girls need to sew and guys need to cut wood and do things like that.
We’re bringing down those barriers and the best thing for both
ethnically and gender wise was when they saw that young girl.
Responses such as these from the African-American female students, as well as from
teachers, led the evaluators to determine that there were differences in interest based on gender
as it uniquely related to this single station. In contrast, none of the male students made any
mention of the station facilitated by the female driver. This specific station provided an
opportunity for students who participated in the event, regardless of gender or ethnicity, to see an
African-American female in a nontraditional career.
Evaluators also noticed general differences in interest based on ethnicity. This was made
evident during the student focus group interviews and the subsequent data analysis in which the
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evaluators noticed that minority students were much more enthusiastic and appreciative of the
opportunity to attend the event. Minority students recalled specific detailed information about
stations, speakers, and activities. For example, one student said, “When I was there, I liked when
they were teaching you about the insides of the car. I wanted to learn more about the engines
and stuff. It seemed cool.”
While non-minority students were excited about the event, some did not seem as
passionate as all of the minority students. Some non-minority students even appeared
disinterested in the event. An example is when one non-minority female student stated, “trying
to figure out. I really don’t remember this day. I just can’t.” Similarly, a non-minority male
student stated, “I really don’t remember” when asked what he really liked about the event. The
culmination of these data sources and the information obtained led to the determination that there
were differences in interest based on ethnicity.
Summary
The main purpose of this evaluation was to determine the effectiveness of the RIR STEM
Education Day program at increasing interest in STEM, improving understanding of STEM,
increasing interest in STEM educational and career opportunities, and to determine if there were
differences in STEM interest and understanding based on gender and ethnicity. Upon
completion of the data analysis, the program was not only found to be effective at meeting the
client’s original goal of creating “awareness” of STEM, but was also found to be effective at
increasing interest, improving understanding in STEM, and increasing interest in STEM
educational and career opportunities. Additionally, evaluators found that there was a difference
in “interest” based on gender and ethnicity; however, no evidence was found that would suggest
that the program had any effect on “understanding” of STEM.
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The findings revealed that students held a favorable opinion of the program based on the
quantitative data acquired from the RIR STEM Education Day field trip survey. The survey
revealed that 73% of the students indicated an increased interest in STEM and STEM-related
educational opportunities, while 84% had an improved understanding of STEM, and 63% had an
increased interest in STEM-related career opportunities.
The findings, particularly qualitative data obtained from the student and teacher focus
groups, also revealed that there are opportunities to further enhance the program and build on its
current success. The themes that emerged from the focus group transcriptions: Awareness,
Making Connections, Role Models and Time, provided insight into what students and teachers
perceived to be valuable concerning the RIR STEM Education Day program. These themes
spoke to the effectiveness of the overall program through the eyes of the participants and were
paramount to obtaining a comprehensive evaluation of the program.
Although the focus group data was collected eight months after the program, most
students and teachers were able to recall the specifics of the day and could discuss stations that
were meaningful and impactful. This type of recollection demonstrates the significance of the
program and the lasting impact it made on many of the students and teachers. The program
proved that a coordinated and collaborative event such as the RIR STEM Education Day
program has the ability to accomplish the goals of the client and meet the needs of the
stakeholders. Evaluators concluded that participation in the program was successful at
increasing student awareness by making authentic connections to the real world and helping
students better understand STEM.
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SECTION FIVE
Recommendations
The following recommendations evolved from the “Findings” section of the Richmond
International Raceway (RIR) Science, Technology, Engineering, and Math (STEM) Education
Day program evaluation. These recommendations address each evaluation question for the
purpose of improving the program’s overall effectiveness. Recommendations are ordered by
evaluation question, and address how the RIR STEM Education Day program might improve in
the areas of, Interest, Understanding, Educational and Career Opportunities, and
Gender/Ethnicity for participating students.
Evaluation Question One: To what degree did the RIR STEM Education Day program
increase middle school students’ interest in STEM education?
After-school and community-based programs similar to the RIR STEM Education Day
program have been effective in helping students make the connection between STEM-related
classroom content and the real-world application of STEM education. “These programs present
innovative ways to engage students who may be detached and disinterested during the traditional
school day” (Afterschool Alliance, n.d.). By making this connection through early exposure to
STEM and through exciting hands-on activities, it is anticipated that middle school students’
interest and engagement in STEM-related education will persist throughout their high school and
college years.
The following recommendations are proposed to increase students’ interest in STEM
education: (a) Increase the number of stations with hands-on activities and (b) invite non-Career
and Technical Engineering (CTE) students to participate at the event.
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Recommendation 1.a: Increase hands-on activities. The inaugural RIR STEM
Education Day program presented 20 stations that included interesting topics that captured
students’ attention. This was made evident by the many positive comments received during
focus group interviews that spoke to increased interest. While this information suggested the
event was effective at increasing middle school students’ interest in STEM education, many
students advocated for more hands-on activities at the next event. This would allow students to
not only see, but to also touch, feel, and observe the key STEM components that station
presenters are conveying.
When asked about ways to improve the next event, one student enthusiastically
commented, “more touchy-touchy and less talky-talky”. That student’s comment resonated with
the program evaluators throughout the “Findings” section of this evaluation and perfectly
summed up the point for this particular recommendation. Providing students with engaging
hands-on activities and staying away from lecture-style stations establishes an environment
where the focus is on the student and not the presenter. Student’s comments made it clear that
stations that provided hands-on activities were more memorable and impactful than stations that
did not offer hands-on activities.
Recommendation 1.b: Invite non-CTE students. The second recommendation to RIR
involves inviting different students to the event. Under the current arrangement, the event is
limited in its catchment and may not be introducing enough students from diverse subject areas
to STEM education. In general, middle school students who take CTE classes already have
some awareness of STEM and know whether they are interested in this type of education;
however, students in non-CTE classes may not be aware that STEM education exists as a viable
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option. Exposing non-CTE middle school students to events like the RIR STEM Education Day
program increases the likelihood that the experience could spark an interest in STEM education.
Evaluation Question Two: To what degree did the RIR STEM Education Day program
improve student understanding of STEM education?
Literature on improving understanding of STEM shows that if students are enjoying a
task or looking forward to working on an assignment then the likelihood of them gaining a better
understanding of the subject at hand increases (Angle, 2011). A strong partnership between
schools and universities can provide teachers with professional development programs to
produce strong outcomes for students in STEM education. This is particularly true with STEMrelated curriculum giving opportunities to all stakeholders to strengthen and inspire learning
within their own communities (Clark & Button, 2011).
The following recommendations offer guidance to improve students’ understanding of
STEM by creating and maintaining a firm connection to classroom activities and real-world
experiences. Evaluators suggest: (a) provide teachers with pre and post event materials; (b)
continue collaborating with key community partners; and (c) allocate more time at each station.
Recommendation 2.a: Provide teachers with pre and post event materials. Teacher
responses to focus group questions suggested that the program could improve students’
understanding of STEM education if RIR provided pre and post event materials to the schools.
Providing middle school teachers with pre-event materials would give them an opportunity to
connect classroom content to the stations’ topics before the event takes place. Teachers
mentioned that having information pertaining to program activities ahead of time will help them
plan classroom content accordingly.
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Acquiring post-event materials was also mentioned by teachers. A follow-up packet that
describes the program content and how the different areas of STEM related to each station topic
would enhance the program significantly. The follow-up packet would help make a stronger
connection between what students experienced at the event and what they learn in the classroom,
as well as how these STEM components relate to real-world application.
Pre and post event materials could also act as a two-way communication system between
schools and program administrators. Through this type of collaboration, middle school teachers
could inform program administrators about what topics to present at the event. These topics
could help drive home important elements of classroom curriculum specific to STEM. This type
of collaboration would also assist administrators with getting appropriate STEM-related
resources into the hands of middle school teachers before and after the event.
Recommendation 2.b: Collaborate with local educational organizations. Evaluators
also recommend that RIR continue to collaborate with local educational organizations such as
the local school district, Communities in Schools, and the MathScience Innovation Center. This
recommendation will not only enhance the academic quality and validity of the program, but will
also provide a higher level of educational expertise and rigor to the development of station
content to enrich student understanding.
Educational support and guidance from these groups would help bring community
members to the table who can help sustain events such as the RIR STEM Education Day
program. A strong connection between schools and community partners could enhance students’
educational experiences (Epstein, 1995). Specifically, the importance of teachers collaborating
with local schools and educational organizations can provide optimal learning experiences for
students.
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Recommendation 2.c: Allocate more time at hands-on stations. It is recommended
that more time be allocated to each hands-on station to improve students’ understanding of
STEM. Time can be approached from different perspectives. More time for student engagement
at the stations can be accomplished in several ways. First, reduce wait time at the beginning of
the event and the time taken by guest speakers to open the event. This will allow more time for
students to be directly engaged in the station experiences. Secondly, increase event time and
time participating at hands-on stations. Lastly, reducing the amount of transition time between
stations would decrease the time students are idle and unengaged, and allow for recoupment of
time to be allotted to each station.
Evaluation Question Three: To what degree did the RIR STEM Education Day program
increase students’ interest in STEM educational opportunities?
Research indicates “middle school is a ‘make or break’ time for young adolescents
academically” and “it is during middle school that many youth…turn away from math and
science” (Metlife Afterschool Alert, 2010, p. 2). Postponing STEM education until high school
does not provide students adequate time to acquire the prerequisite skills necessary to be
successful in college courses that lead to STEM careers (Whitehead, 2011). By the time eighth
graders attend the RIR event they are only months away from entering high school which might
indicate that the most formative years are already behind them. With the goal of increasing
students’ interest in STEM educational opportunities as the guiding force, it is recommended that
the program be extended to a younger audience.
Recommendation 3: Invite 6th or 7th graders. Evaluators recommend extending an
invitation to 6th or 7th graders. Evaluators recognized that the RIR STEM Education Day
program increased interest in STEM educational opportunities among eighth grade participants;
RIR STEM EDUCATION DAY PROGRAM EVALUATION
83
however, eighth graders have already selected their high school academic path prior to the date
the event.
Teacher comments supported the idea that more students might take advantage of the
school district’s STEM-related specialty centers if they had the opportunity to experience the
RIR event prior to their eighth grade year. This recommendation would provide more awareness
of educational opportunities as students begin to think about life beyond middle school.
Evaluation Question Four: To what degree did the RIR STEM Education Day program
increase students’ interest in STEM-related careers?
Although increasing interest in STEM-related careers was not the focus of the event, with
minor program modifications there is an opportunity to be more effective at increasing interest in
this area. Through the review of the literature it was found that collaboration with community
partners ensures students receive better preparation for a future in STEM, which will create
economic growth and alleviate outsourcing of jobs to other countries (Office of the Press
Secretary, 2009). Focused collaboration among community stakeholders can increase
opportunities for students to gain relevance and real-world application of STEM curriculum.
In order to increase interest in STEM-related careers, evaluators offer the following two
recommendations. First, bring together local businesses that are associated with the motorsports
industry to discuss ways to create interest in STEM-related careers. Secondly, provide graphic
displays to provide exposure to career options at the event that list various STEM-related careers
that are available throughout the motorsports industry.
Recommendation 4.a: Collaborate with local businesses. The primary
recommendation associated with increasing interest in STEM-related careers is for RIR to
consider initiating community roundtable events that would bring local business partners
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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together in support of improving interest in STEM-related careers. The focus would be on
creating innovative ways to encourage more students to study and pursue careers in STEMrelated fields, which could also serve as a logical pathway for developing a more skilled
workforce in STEM. Research suggests that business and community collaboration can provide
resources and real-world experiences that give students more opportunities to engage in
innovative solutions to solve real-world challenges (Carraway, Rectanus, & Ezzell, 2012).
Recommendation 4.b: Expose students to career options. Evaluators recommend that
RIR create graphic displays that list possible STEM-related career opportunities within the
motorsports industry. The displays would include eye-catching images of the numerous jobs
related to the motorsports industry and associated salary ranges. The displays would be posted in
prominent locations throughout the event venue where students congregate between station
rotations. Providing this information would expand students’ awareness of STEM-related career
opportunities by expanding their knowledge of each career path.
Evaluation Question Five: Are there differences in STEM interest and understanding
based on gender and ethnicity regarding the RIR STEM Education Day program?
Female and minority students are scarce among STEM majors, and female and minority
teachers in STEM are practically non-existent (Beasley & Fischer, 2012). America’s overall
participation in STEM education has been on a decline, but female and minority students are
particularly uncommon in STEM-related education and careers. For instance, the number of
African-American students in the areas of engineering and technology has declined when
compared to other ethnicities (STEM Connector, 2012). In addition, female students are three
times less likely to pursue STEM-related majors and careers when compared to male
RIR STEM EDUCATION DAY PROGRAM EVALUATION
85
students. This information serves as a call to action for educators and policy makers to promote
the importance of STEM education and careers from K-12 education to the university level.
During the analysis of the collected data, the evaluation revealed a difference in “interest”
based on gender and ethnicity, especially among the African-American female participants.
Because if this, evaluators recommend that RIR continue to include stations that highlight the
accomplishments of females and minorities and to invite diverse groups to this program.
Recommendation 5: Continue to highlight females and minorities. Evaluators
recognized the importance of having females and minorities represented at the program and
recommend that RIR continue to highlight the importance of females and minorities in the
motorsports industry, particularly females and minorities in STEM-related education and careers.
By having more females and minorities as station facilitators, RIR will continue to make a
connection between female and minority students as well as STEM-related opportunities within
the motorsports industry. This recommendation is supported by Lockheed Martin’s Stephanie
Hill (2013), who pointed out the importance for students in STEM classes to have a stimulating
curriculum, outstanding teachers, and real-world experiences; however, another important piece
of the puzzle for female and minority students interested in STEM is to have role models who
"look like them.”
While emphasizing the accomplishments of females and minorities is important to
increasing interest in STEM, it is recommended that RIR take an additional step by purposefully
inviting diverse participants. In doing so, more female and minority students will gain additional
exposure to STEM education, which might inspire students to learn and understand more about
STEM-related educational and career opportunities. This is an additional important step
because, “40% of the country’s female and underrepresented minority…engineers working in
RIR STEM EDUCATION DAY PROGRAM EVALUATION
86
their field today faced discouragement from pursuing their STEM career at some point in their
lives” (Bayer Corporation, 2012, p. 323).
Summary of Recommendations
The program was found to be effective at meeting the client’s goals of increasing
students’ interest in STEM education, improving students’ understanding of STEM, and
increasing students’ interest in STEM educational and career opportunities. Evaluators also
found that there were differences in students’ “interest” in STEM related to gender and ethnicity;
however, no differences were found regarding students’ “understanding” of STEM as it relates to
gender and ethnicity.
Evaluators propose these recommendations to provide the client with the opportunity to
enhance the delivery and subsequent outcome of the RIR STEM Education Day program. In
order to deliver the most effective and comprehensive program, evaluators made the following
nine recommendations:
1. Increase hands-on activities;
2. Invite non-CTE students;
3. Provide teachers with pre and post event materials;
4. Collaborate with local educational organizations;
5. Allocate more time at hands-on stations;
6. Invite 6th or 7th graders;
7. Collaborate with local businesses;
8. Expose students to career options;
9. Continue to highlight females and minorities.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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Recommendations for Future Evaluation
The following recommendations for future evaluation suggest ideas that RIR may want to
consider when planning the second STEM Education Day program. Recommendations include
obtaining permission from the participating school district to conduct the evaluation, making
arrangements to conduct student and teacher focus group interviews within 30 days after
program, and creating a field trip survey specific to this evaluation.
Due to challenges evaluators encountered during the collection of qualitative data for this
evaluation, it is recommended that RIR obtain permission from the school district’s Department
of Research and Planning prior to the date of the next program. In order to meet school district
policy guidelines, the process for obtaining permission to conduct the program evaluation must
be started early. This will allow for future evaluators to begin the evaluation process
immediately following the program.
By obtaining permission early, future evaluators will be able to schedule student and
teacher focus group interviews in advance of the program. This will provide students and
teachers an opportunity to share their thoughts and experiences with the program still fresh in
their mind. This step is essential due to the limited amount of time between the date of the
program and the end of the academic school year. If evaluators are unable to conduct focus
group interviews within the April-June timeframe, qualitative data collection will be prolonged
until the next academic school year.
It is recommended that a survey be created specifically for the next program evaluation.
This should be done to adequately address the client’s goals for future programs and should be
administered to students immediately upon the conclusion of the event. This will allow future
evaluators to capture valuable data specific to future evaluation questions. Lastly, it is suggested
RIR STEM EDUCATION DAY PROGRAM EVALUATION
88
that future program evaluators carefully examine the recommendations proposed in this
evaluation in order to determine if the recommendations were successful at increasing interest in
STEM education, improving students’ understanding of STEM, increasing students’ interest in
STEM-related educational and career opportunities, and if the program continued to be
successful at increasing interest among females and minorities.
Conclusion
The goal of this program evaluation was to determine the degree in which the RIR STEM
Education Day program increased students’ interest in STEM, improved students’ understanding
of STEM, increased students’ interest in STEM educational and career opportunities, and to
determine if there were differences in STEM interest and understanding based on gender and
ethnicity. The first step toward accomplishing this goal was a comprehensive review of
literature. Emerging from the review of literature were three overarching themes; Improving the
Appeal of STEM, Female and Minority Students in STEM, and the Need for Collaboration.
To improve the appeal of STEM, literature indicated that course content should connect
directly to students’ interest and to what motivates them to learn. If attitudes regarding STEM
are to change, teachers must work toward making curriculum and lessons relevant to
students. Teachers should utilize pedagogical strategies that focus on hands-on experiences and
project-based learning that concentrate on creative games and manipulatives, while blending a
real-world element into the curriculum or instructional activity.
The second literature review theme addressed females and minorities in STEM.
Research indicated that female and minority students are underrepresented in STEM education
and was a contributing factor to America’s decline as a global leader; therefore, the task for
educators in the United States is to increase female and minority students’ participation in STEM
RIR STEM EDUCATION DAY PROGRAM EVALUATION
89
education by providing support and making it a positive experience. It is vital for educational
leaders to create and promote an academic environment that welcomes all students to STEM
education.
The need for collaboration is essential to effectively develop a program that would
accomplish the goals of RIR and program stakeholders. A strategic collaboration between
schools, universities, business and community partners could enhance students’ educational
experiences and foster excellence in K-12 STEM education. Schools can collaborate with
universities to improve the quality of content and experiences. By collaborating with schools,
these partnerships give students increased opportunities to “learn by doing” through hands-on
activities. Furthermore, by collaborating with business and community partners, schools can
provide students with real-world hands-on experiences that far exceed the traditional classroom
environment. As a result, learning can be simplified so that students are motivated to probe
deeper into STEM topics that interest them on an individual level.
If the United States is serious about addressing the decline of the country’s position as a
global leader, a paradigm shift is paramount. Educators and community leaders can improve the
appeal of STEM by making it more understandable, relatable, and appealing to young students.
Leaders should encourage and inspire female and minority students to participate in STEMrelated programming, as well as to build bridges with community partners to establish a strategic
collaborative relationship between students, schools, and communities.
Upon completion of the literature review and the subsequent analysis of the data
collected, the findings revealed that participating students held a favorable opinion of the RIR
STEM Education Day program based on quantitative data acquired from the RIR STEM
Education Day field trip survey. Qualitative data obtained through student and teacher focus
RIR STEM EDUCATION DAY PROGRAM EVALUATION
90
group interviews also revealed that the program was effective at increasing student interest and
that there are opportunities to further enhance the program and build on its current success. The
themes that emerged from the focus group interview transcriptions: Awareness, Making
Connections, Role Models and Time, provided additional insight into what students and teachers
perceived to be valuable concerning the RIR STEM Education Day program. These themes
spoke to the effectiveness of the overall program through the eyes of the participants and were
paramount to obtaining a comprehensive evaluation of the program. The evaluation found that a
coordinated and collaborative event such as the RIR STEM Education Day program was
effective at accomplishing the goals of RIR, as well as meeting the needs of the program
stakeholders.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
91
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Appendix A – CTE 8403 Block Demographics
School
Block
Total #
Students
2nd
14
14:0
5th
20
18:2
2nd
17
13:4
2nd
17
12:5
1st
22
17:5
Male: Female
Racial Demographics
School A
72%
14%
7%
7%
45%
35%
15%
5%
African American (10)
Hispanic (2)
Caucasian (1)
Asian (1)
African American (9)
Caucasian (7)
Asian (3)
Hispanic (1)
88%
12%
88%
6%
6%
Caucasian (15)
Asian (2)
Caucasian (15)
Asian (1)
Hispanic (1)
School B
School C
86% Caucasian (19)
14% African American (3)
School D
No data
School E
3rd
12
10:2
59%
25%
8%
8%
5th
13
12:1
70% Caucasian (9)
15% Hispanic (2)
15% Asian (2)
6th
21
19:2
62%
19%
9.5%
9.5%
Caucasian (13)
African American (4)
Hispanic (2)
Asian (2)
4th
29
22:7
5th
28
25:3
59%
31%
7%
3%
61%
21%
14%
4%
Caucasian (17)
African American (9)
Asian (2)
Hispanic (1)
Caucasian (17)
Asian (6)
African American (4)
Hispanic (1)
Caucasian (7)
Asian (3)
African American (1)
Hispanic (1)
School F
School G
School H
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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2nd
22
21:1
91% Caucasian (20)
4.5% African American (1)
4.5% Hispanic (1)
2nd
25
19:6
4th
15
15:0
6th
19
16:3
96%
4%
80%
20%
95%
5%
1st
24
22:2
4th
24
23:1
2nd
21
19:2
5th
24
21:3
6th
25
25:0
School I
African American (24)
Caucasian (1)
African American (12)
Caucasian (3)
African American (18)
Hispanic (1)
School J
67%
12.5%
12.5%
4%
4%
75%
13%
8%
4%
Caucasian (16)
Am. Indian/Alaska Native (3)
Hispanic (3)
African American (1)
Asian (1)
Caucasian (18)
Am. Indian/Alaska Native (3)
Asian (2)
African American (1)
71%
19%
5%
5%
63%
17%
12%
8%
56%
20%
16%
8%
Caucasian (15)
African American (4)
Hispanic (1)
Asian (1)
Caucasian (15)
Hispanic (4)
African American (3)
Asian (2)
Caucasian (14)
African American (5)
Hispanic (4)
Asian (2)
School K
School L
No data
Summary
A total of 392 eighth grade students took the Technology Foundations course across 10
(should be 12, but no data for Fairfield or Wilder) schools in Henrico County. More than half of
these students were Caucasian, representing 57 percent. An overwhelming majority of the
students were male, with only 49 females out of the total 392 students.
o
o
o
o
o
o
o
28%
African American (109)
1.5%
American Indian/Alaska Native (6)
8%
Asian (30)
57%
Caucasian (222)
5.5%
Hispanic (25)
87.5% males (343)
12.5% females (49)
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Appendix B - 2013/2014 CTE 8403 Course Description
and Competency-Based Task/Competency List
All tasks are considered essential statewide and are required of all students.
Course Description
Course Code:
8403
Duration:
36 weeks
Suggested Grade Levels:
9–11 (http://teachers.henrico.k12.va.us/CTE/home.htm)
In this beginning high school course, students acquire a foundation in technological resources
including material, energy, and information and apply processes associated with the
technological thinker. Challenged by laboratory activities, students create new ideas and
innovations, build systems, and analyze technological products to learn further how and why
technology works. They work in groups to build and control systems using engineering design in
the development of a technology.
Career Clusters and Pathways
For federal reporting (choose one)

Manufacturing
o
Health, Safety, and Environmental Assurance
o
Logistics and Inventory Control
o
Manufacturing Production Process Development
o
Production
o
Quality Assurance

Science, Technology, Engineering and Mathematics
o
Engineering and Technology
o
Science and Mathematics
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Demonstrating Workplace Readiness Skills: Personal Qualities and People
Skills
1. Demonstrate positive work ethic.
2. Demonstrate integrity.
3. Demonstrate teamwork skills.
4. Demonstrate self-representation skills.
5. Demonstrate diversity awareness.
6. Demonstrate conflict-resolution skills.
7. Demonstrate creativity and resourcefulness.
Demonstrating Workplace Readiness Skills: Professional Knowledge and Skills
8. Demonstrate effective speaking and listening skills.
9. Demonstrate effective reading and writing skills.
10. Demonstrate critical-thinking and problem-solving skills.
11. Demonstrate healthy behaviors and safety skills.
12. Demonstrate an understanding of workplace organizations, systems, and climates.
13. Demonstrate lifelong-learning skills.
14. Demonstrate job-acquisition and advancement skills.
15. Demonstrate time-, task-, and resource-management skills.
16. Demonstrate job-specific mathematics skills.
17. Demonstrate customer-service skills.
Demonstrating Workplace Readiness Skills: Technology Knowledge and Skills
18. Demonstrate proficiency with technologies common to a specific occupation.
19. Demonstrate information technology skills.
20. Demonstrate an understanding of Internet use and security issues.
21. Demonstrate telecommunications skills.
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Examining All Aspects of an Industry
22. Examine aspects of planning within an industry/organization.
23. Examine aspects of management within an industry/organization.
24. Examine aspects of financial responsibility within an industry/organization.
25. Examine technical and production skills required of workers within an
industry/organization.
26. Examine principles of technology that underlie an industry/organization.
27. Examine labor issues related to an industry/organization.
28. Examine community issues related to an industry/organization.
29. Examine health, safety, and environmental issues related to an industry/organization.
Addressing Elements of Student Life
30. Identify the purposes and goals of the student organization.
31. Explain the benefits and responsibilities of membership in the student organization as a
student and in professional/civic organizations as an adult.
32. Demonstrate leadership skills through participation in student organization activities, such
as meetings, programs, and projects.
33. Identify Internet safety issues and procedures for complying with acceptable use standards.
Using Information as a Technological Resource
34. Obtain information through interviews, computer databases, and media resource centers.
35. Convey three-dimensional objects on a two-dimensional surface, using conventional and
computer technology.
36. Use various technologies to prepare and present information regarding technological
solutions.
37. Identify career opportunities in a variety of technological systems.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
103
Using Materials as a Technological Resource
38. Identify materials by the major family groups.
39. Trace materials used in common products to their source.
40. Use tools, machines, and processes to change materials.
41. Select materials for specific applications according to their properties.
42. Recycle materials for useful means.
43. Apply safety procedures and practices.
Using Energy as a Technological Resource
44. Identify the sources of energy used in technological devices.
45. Describe major forms of energy.
46. Control the use of energy with mechanical, electrical, fluidic, and thermal systems.
47. Conserve energy through technological modification.
Analyzing Consumer Products
48. Identify ways that consumer products have impacted people, society, and the environment.
49. Select a consumer product to analyze.
50. Gather product information.
51. Record information about the product, using computer technology.
52. Present information about the product, using computer technology.
53. Analyze how the product works, using mathematical and scientific concepts.
54. Identify an innovation that would improve the product.
55. Draw illustrations or construct models of the improved product.
56. Construct a display to explain the improved product, emphasizing mathematical and
scientific concepts.
57. Report results of data collection, product analysis, and product improvement.
Understanding Technological Systems
58. Explain the concept of a technological system.
59. Distinguish between a system and a subsystem.
60. Describe the impacts of technological systems on people, society, and the environment.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
104
Designing and Building a System Controlled by Computers or Electronics
61. Analyze a problem whose solution uses computer or electronic controls.
62. Obtain information on the computer- or electronically-controlled options for solving the
problem.
63. Design the computer- or electronics-controlled application to be used for solving the
problem.
64. Construct a model of the application.
65. Control the application with computers or electronics.
66. Present information about the application, demonstrating how the controls work.
Designing a New or Improved Product to Solve a Problem
67. Identify the needs and wants of people in school, home, community, or world that could be
solved through technological change.
68. Write a statement of the technological problem to be solved.
69. Gather information about the technological problem to be solved.
70. Create ideas, sketches, notes, and graphics of alternative solutions.
71. Select the best solution by applying knowledge of mathematics, science, technology, and
other subjects.
72. Build a prototype of the best solution.
73. Evaluate the solution by comparing it with the problem statement.
74. Present the new or improved product to others.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
105
Appendix C – RIR STEM Education Day Field Trip Survey
1. Has
your
experienc
e through
3. Do you
classroo
better
m
understan
discussio
d the
ns and
science,
multiple
technolog
racing
2. From these
y,
programs experiences,
engineeri
increased
have you
ng, and
your
developed an
math
interest interest/awaren compone
or
ess of career
nts of
awarenes opportunities racing as
s in the
within the
a result of
Timesta sport of
motor sports
this
mp
racing?
industry?
program?
4. Do
you
have an
interest
in
learning
more
about
the
technic
al
educati 5. Do
on
you
progra
plan
ms
on
offered contin
within
uing
the
your
Henrico educat
County
ion
Public
after
6. The
School
high
middle
District school school I
?
?
attend is:
4/29/201
3 8:18:38 Yes
Yes
4/29/201
3 8:24:10
4/29/201
3 8:24:13
4/29/201
3 8:25:43
4/29/201
3 8:25:45
4/29/201
3 8:27:23
4/29/201
3 8:28:21
4/29/201
3 8:35:57
4/29/201
3 8:36:47
4/29/201
3 8:40:54
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
No
No
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
No
Yes
7. Additional
Comments about
the fieldtrip and
how it could be
improved:
School C
School C
School C
There could be more
Nascar racers to
attend and say what
it is like.
School C I liked getting to sit in
the car.
School C
N/A
School C
School C
less talking
School C
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
School C
Yes
Yes
Yes
Yes
Yes
School J
School J
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
4/29/201
3 8:41:07 Yes
4/29/201
3 8:41:09 Yes
School J
more food
it should be planned
out to the second
Make the stations a
little bit more
interesting.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
4/29/201
3 8:41:22 Yes
4/29/201
3 8:41:22 No
106
School J
Yes
Yes
Yes
Yes
No
Yes
No
Yes
School J
School J
4/29/201
3 8:41:36 Yes
4/29/201
3 8:41:39 Yes
Yes
Yes
Yes
Yes
Yes
No
No
Yes
School J
School J
4/29/201
3 8:41:40 Yes
Yes
Yes
No
Yes
School J
4/29/201
3 8:41:42 Yes
No
Yes
Yes
Yes
School J
4/29/201
3 8:41:42 Yes
Yes
Yes
Yes
Yes
School J
4/29/201
3 8:41:51 Yes
No
Yes
No
Yes
School J
4/29/201
3 8:41:57 Yes
No
Yes
Yes
Yes
School J
4/29/201
3 8:42:00 Yes
Yes
Yes
Yes
Yes
School J
4/29/201
3 8:42:09 Yes
Less blatant
sponsorship
Make the students
actually met one of
the people on the
track and go on the
track.
Yes
Yes
Yes
Yes
I have grown a great
interest in Nascar
Racing after this feild
trip.
Better
communication, I
could not hear when
to change stations
and when to go to
the race track. This
caused a lot of
confusion between
the students.
Try to make time for
kids to see how an
actual pit stop works
and perform one in
front of them.
If there was
someway that they
could make it warmer
while we watch the
cars race that would
make the field trip a
lot better. Because
we couldn't enjoy
watching the cars go
by because it was
too cold.
Make the time for the
different stattions
shorter. That way we
would have more
time to see different
stations.
The groups could
have been more
orgainized which
would have given me
a better oppertunity
to learn more.
Very fun and
informative. Provide
earplugs/headphone
RIR STEM EDUCATION DAY PROGRAM EVALUATION
107
s for observing race.
4/29/201
3 8:42:13 Yes
School J
No
Yes
Yes
Yes
School J
4/29/201
3 8:42:20 Yes
Yes
No
No
Yes
School J
4/29/201
3 8:42:41 Yes
Yes
Yes
Yes
Yes
School J
4/29/201
3 8:43:03
4/29/201
3 8:44:07
4/29/201
3 9:18:50
4/29/201
3 9:19:54
4/29/201
3 9:20:17
4/29/201
3 9:21:42
4/29/201
3 9:21:45
Yes
Yes
Yes
Yes
Yes
Yes
No
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
School J
Yes
Yes
School A
School A
Yes
Yes
Yes
No
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
It was really fun.
i think it would better
if we had the chance
during the field trip to
watch an arena race
or if we had other
food options other
than pizza and water
There didnt need to
be any improvements
because it was a
great trip.
maybe last a little
longer, or we could
get to meet a driver.
also we could get
more than one peice
of pizza because i
was really hungery
It was great
School A
School A
School A
School A
4/29/201
3 9:21:51 No
4/29/201
3 9:23:04 Yes
4/29/201
3 9:23:04 Yes
No
No
Yes
Yes
No
Yes
No
Yes
Yes
Yes
Yes
Yes
School A
School A
School A
4/29/201
3 9:23:06 Yes
4/29/201
3 9:24:22 Yes
No
Yes
No
Yes
Yes
Yes
Yes
Yes
It was really cool, i've
learned alot since
i've been there & the
stuff i learned has
been a great time
and it is making me
realize how great
national racing is.
School A
School A
4/29/201
3 9:24:27 Yes
One of the
administraters where
stalking me and my
group
Yes
Yes
Yes
Yes
- I think their should
be more hands on
activities other than
RIR STEM EDUCATION DAY PROGRAM EVALUATION
108
that it was a great
fieldtrip
4/29/201
3 9:24:27
4/29/201
3 9:24:39
4/29/201
3 9:25:18
4/29/201
3 9:25:45
4/29/201
3 9:26:04
Yes
No
Yes
Yes
No
School A
it was fun
Yes
No
Yes
Yes
Yes
School B
School B
couldn't go
No
No
Yes
Yes
Yes
School B
No
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
the pizza was a good
to eat
MORE TIME AND
TALK TO RACERS
It was pretty much all
good, I wouldn't
change anything.
School B
School B
4/29/201
3 9:26:28 Yes
4/29/201
3 9:26:38 Yes
4/29/201
3 9:26:45 Yes
No
Yes
Yes
Yes
No
Yes
Yes
Yes
No
Yes
No
Yes
School B
School B
School B
4/29/201
3 9:26:56 Yes
4/29/201
3 9:27:20 Yes
No
Yes
Yes
Yes
Yes
Yes
No
Yes
School B
School B
4/29/201
3 9:27:25 No
4/29/201
3 9:27:29 Yes
4/29/201
3 9:27:33 Yes
4/29/201
3 9:27:45 Yes
4/29/201
3 9:28:10 Yes
4/29/201
3 9:28:14 Yes
No
Yes
No
No
No
No
No
Yes
Yes
Yes
No
Yes
Yes
Yes
No
Yes
No
Yes
Yes
No
Yes
Yes
Yes
Yes
School B
School B
School B
School B
School B
School B
4/29/201
3 9:28:16 No
4/29/201
3 9:28:57 Yes
4/29/201
3 9:29:09 No
4/29/201 No
You should have
tissues at the
stations because my
nose was running
could it be more
hands on?
It was super dooper
fun learning about
racing. Vroom Vroom
A closer look at how
these cars go.
Make it more handson for the students.
have an actual race
to experience what
its like
We could have could
gone down on the
track
No
No
No
No
Yes
No
Yes
Yes
No
No
No
No
No
Yes
No
Yes
The field trip is longer
If you let us stay the
whole day at the race
track and gave us
more pizza, soda,
and water thanks =3
School A
School B
School B
It was awful, it made
me want to stab my
ear drums and
shake. Thanks for
the hurtful trip. love
brett
Less stations more
RIR STEM EDUCATION DAY PROGRAM EVALUATION
3 9:29:15
4/29/201
3 9:29:39
4/29/201
3 9:30:21
4/29/201
3 9:30:45
4/29/201
3 9:30:49
racing
Yes
Yes
Yes
Yes
Yes
Yes
Yes
School B
No
No
No
No
No
School E
Yes
Yes
Yes
Yes
Yes
School B
4/29/201
3 9:32:44 Yes
4/29/201
3 9:32:45 Yes
4/29/201
3 9:32:54 No
4/29/201
3 9:33:08 Yes
4/29/201
3 9:33:20
4/29/201
3 9:33:27
4/29/201
3 9:33:27
4/29/201
3 9:33:28
4/29/201
3 9:33:39
109
School J
I think it made me
gay
It was good but we
needed some
earplugs
I think it was fun and
a great experience.
Even though I might
not want that in my
future i know it could
help me in some way
or another
Yes
Yes
Yes
Yes
School H
No
Yes
No
Yes
School B
No
No
No
No
School H
School H
more food selection
No
Yes
No
Yes
School H
I would recommend
to have more time in
the stands and less
time walking around
the stations. Also, it
would have been
nice to have an
opportunity to buy
earplugs.
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
Yes
No
Yes
Yes
Yes
Yes
School H
School H
School H
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
School H
School H
4/29/201
3 9:33:51 Yes
4/29/201
3 9:34:01 Yes
4/29/201
3 9:34:29 Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
School H
School H
The field trip should
be form the very
begining of school to
the very end and get
to into a real race
car.
I would have had
less stations because
they all looked good
and we only got to go
through 3 of them
before lunch. the gift
bags were sweet!
Try and let kids go
into the pits next time
RIR STEM EDUCATION DAY PROGRAM EVALUATION
4/29/201
3 9:34:38 Yes
110
School H
No
Yes
Yes
Yes
School H
4/29/201
3 9:34:43 No
No
No
No
Yes
School H
4/29/201
3 9:34:45 Yes
4/29/201
3 9:34:47 Yes
4/29/201
3 9:34:58 No
Yes
Yes
Yes
Yes
No
No
No
Yes
School H
I liked the goodybag
School H
No
Yes
Yes
Yes
School H
4/29/201
3 9:34:59 Yes
4/29/201
3 9:36:06 Yes
4/29/201
3 9:36:35 No
4/29/201
3 9:37:54 No
I would add more
interactive things
could be longer, we
didn't learn enough
at the stations
The wait time for
other schools to get
there was about 36
minutes. There
should have been
some activity to do
while we waited.
No
Yes
No
Yes
Yes
Yes
Yes
No
School H
Yes
Yes
Yes
Yes
School B
No
Yes
Yes
Yes
School H
More food
We could learn a little
more about the pit
crews and stuff like
that. Make it a little
longer to so we have
more time to learn.
The wait time before
it started was 45
minutes long. You
could have had us do
something while we
were waiting.
i think it is already
good for now.
I was alright because
I don't have much
interest of car racing.
When the field trip
has started, we exit
the bus and recieved
different colored
wristbands. I had the
red one, so I had to
stay with the others
that has red
wristbands. After
every red colored
station, I went with
my technology class
and walked to the
racing stadium. It
was very loud and
cold and I covered
my ears and try to
cover myself to warm
up. I waited five
minutes for my two
slices pizza and I
recieved a bottle of
RIR STEM EDUCATION DAY PROGRAM EVALUATION
111
water. When we left
the stadium, it was
finally warming up
and we recieved
goodie bags and a Tshirt. I would have
more fun if it was
more quiet and
warm.
4/29/201
3 9:41:09 No
Yes
No
Yes
Yes
4/29/201
3 9:41:42 No
No
No
No
Yes
4/29/201
3 9:53:43 Yes
Yes
Yes
Yes
Yes
School A
The feild trip was
very unorganised
and the racing trials
were not enjoyable
ue to weather. I only
got to go to four
stations and one i
didn't even get to
enjoy(Racing
simulation) due to
and overwhelming
amount of rude, and
bellergerant high
school kids. I feel as
though it would be
more enjoyable to go
to a newpaper
printing facility and
take a tour. Watching
the cars go in circles
was not enjoyable
either. It was too cold
and winding and
smelled of gas and
oil. Maybe some ear
plugs would of
helped for the
expirence of
watchign thirty cars
drive in circles. I feel
even worse about the
"sport". Thanks for
the expirence and i
wish you all a great
School G day.
I love Nascar. Its the
best sport eva. I
wanna go fast and
loud won day like
Dale Earnhardt Jr.. I
got to meet a car
driver. It was sooo
cool. That was the
best pizza evur.
School I Great job on
RIR STEM EDUCATION DAY PROGRAM EVALUATION
112
organizing the car
timing. I love the
sound of v8 in da
mornin. Thanks for
tha trip and i can't
wait to go back for a
race.
4/29/201
3
11:14:54 Yes
4/29/201
3
11:15:04 Yes
4/29/201
3
11:15:26 No
4/29/201
3
11:16:03
4/29/201
3
11:16:10
4/29/201
3
11:16:20
4/29/201
3
11:16:28
Yes
No
No
Yes
School G
Yes
Yes
Yes
Yes
School G
No
No
No
No
School J
Yes
Yes
Yes
No
Yes
School J
Yes
No
Yes
Yes
Yes
School G
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
School J
School J
School J
4/29/201
3
11:16:37 No
4/29/201
3
11:16:50 Yes
4/29/201
3
11:16:51 Yes
No
Yes
No
Yes
Maybe more stations
about the actual
science and
technolgy of the cars
and less about the
history.
Go to the actual race
instead of the
practice.
Maybe we could of
been inside when we
eated and not
outside in the
freezing weather.
And maybe we could
get earplugs for
those who have
sensitive ears and
you should choose if
you want to see them
practice.
School J
Yes
No
Yes
Yes
No
Yes
Yes
Yes
School J
I thought that the
field trip was very
interesting, but it
could be improved.
First of all, I think that
we should be allowed
to go to more than
just four or five
stations. Second, I
RIR STEM EDUCATION DAY PROGRAM EVALUATION
113
think that we should
be allowed to stay at
the stations for a
longer amount of
time. Otherwise, I
think the field trip
was overall great.
4/29/201
3
11:16:52 Yes
4/29/201
3
11:16:55 Yes
School J
Yes
Yes
Yes
Yes
School J
Yes
Yes
Yes
Yes
School J
4/29/201
3
11:16:55
4/29/201
3
11:17:07
4/29/201
3
11:17:12
4/29/201
3
11:17:18
4/29/201
3
11:17:25
4/29/201
3
11:17:27
4/29/201
3
11:17:40
4/29/201
3
11:17:44
It was a very
intresating
expierence and it
improved my
awerness and
expierence with
profensional racing
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
Yes
More Good Looking
School G RaceCar Drivers.
Yes
Yes
Yes
Yes
Yes
School J
Yes
No
No
No
Yes
School G
School J
No
No
Yes
No
Yes
give everyone more
than 2 slices of pizza
School J
No
No
Yes
No
Yes
School J
Yes
No
Yes
Yes
Yes
give everyone more
than 2 slices of pizza
I wish their was
somewhere where I
can buy earplugs
School J
No
No
Yes
Yes
Yes
School J
4/29/201
3
11:18:09 No
4/29/201
3
11:18:23 Yes
4/29/201
3
11:18:28 Yes
No
Yes
No
Yes
I thought it was a fun
day at the race way,
but it was very windy
and cold.
School J
No
Yes
Yes
Yes
No
No
Yes
Yes
School J
I thought the program
was very fun and
informative. I thing
that we should be
able to select our
own food or pay for
it.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
114
School J
4/29/201
3
11:18:44 Yes
Yes
Yes
No
Yes
School J
4/29/201
3
11:18:56 Yes
4/29/201
3
11:19:12 Yes
Yes
Yes
Yes
Yes
School J
Yes
Yes
Yes
Yes
School J
4/29/201
3
11:19:26 Yes
4/29/201
3
11:19:32 Yes
4/29/201
3
11:21:12 Yes
4/29/201
3
11:22:00 Yes
I think it could be
improve by letting us
learn more about the
actual race cars
Have people go and
talk to the actual
drivers and pit crew
and learn about how
the program is run.
also have more onhands stuff and
better lectures for
each station
Yes
Yes
Yes
Yes
I thought that the
field trip was
excellent. It really
opened my eyes to
careers involving
racing. I was already
thinking about
something like
mechanical
engineering, and the
mechanical engineer
I talked to during a
station helped to
solidify my viewpoint.
The only thing that I
thought could be
improved was to
have more food for
us during the lunch
portion of the
program.
School J
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
it was a little boring
at the begining
i think we should
have gone done in to
School G the inter circle
The field trip was
very organized and it
was a pleasant
experience to attend.
The stations had
some very interesting
concepts that were
interesting to learn
about. One thing that
could be improved
about the stations
School G was how we were
RIR STEM EDUCATION DAY PROGRAM EVALUATION
115
organized around it.
Sometimes, it was
hard to see over
taller people or other
things like that were
distrtacting
occasionally.
However the overall
experience was fun.
The racing componet
of the field trip was
also fun as we got to
see how all the
enginnering concepts
we learned applied to
the sport in an
exciting way.
4/29/201
3
11:22:57 Yes
4/29/201
3
11:24:40 Yes
4/29/201
3
11:24:57 Yes
4/29/201
3
11:25:46 Yes
4/29/201
3
11:26:20
4/29/201
3
11:48:28
4/29/201
3
11:49:59
4/29/201
3
11:52:09
4/29/201
3
11:54:14
4/29/201
3
11:54:22
No
No
No
Yes
Yes
Yes
Yes
Yes
School G
School G
School G
No
Yes
No
Yes
Yes
Yes
Yes
Yes
No
No
No
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
No
Yes
School G The field trip was
great. i am so happy
that i had the
oppurtunity to be
there and to learn
things that i never
knew. thank you for
allowing me to be
there
School G The trip was very
intresting and fun, it
was cool that we got
to meet some of the
K&N Racers Pro.
You need to give
more food to us. And
School A do more stuf.
School A
More pizza.
School A
Yes
No
Yes
Yes
Yes
School A
Yes
No
No
Yes
more hands on
experience
Yes
School A
Yes
Yes
Yes
Yes
Yes
it was kind of
confusing
RIR STEM EDUCATION DAY PROGRAM EVALUATION
116
School A
4/29/201
3
11:54:42 Yes
No
Yes
No
Yes
School A
4/29/201
3
12:13:07 Yes
Yes
Yes
Yes
Yes
School A
4/29/201
3
12:13:25 Yes
Yes
Yes
Yes
Yes
School A
4/29/201
3
12:13:25 Yes
4/29/201
3
12:21:09 Yes
Yes
Yes
Yes
Yes
School A
No
Yes
No
Yes
School A
4/29/201
3
12:24:19 Yes
4/29/201
3
12:27:49 Yes
4/29/201
3
12:28:38 No
4/29/201
3
12:55:51 Yes
4/29/201
3 Yes
My trip to the IRS
was an once in a
lifetime oppourtunity.
I really enjoyed
exploring the tract
and speaking to the
racers. Hopefully
next time we could
have a chance to ride
the cars.
the staff disrespected
me and judged me
on my religon and
beliefs. i am highly
disatisfide.
the staff disrespected
me and judged me
on my religon and
beliefs. i am highly
disatisfide.
the staff disrespected
me and judged me
on my religon and
beliefs. i am highly
disatisfide.
Yes
Yes
Yes
Yes
School A
Yes
Yes
Yes
Yes
No
No
No
No
School L
Yes
No
No
Yes
School G
No
No
Yes
Yes
School G
I think that fieldtrip
could been better.
But I loved how some
how the race car
driver came and told
us how it is when you
get in a car that goes
200 or 191 mph. I
think it would of been
better if some of the
racers pulled a little
piece of the car and
signed the part.
This lady was on
stalker mode, so give
people more freedom
Change everything it
was terrible and the
seats were too high
which made it cold
and yall were stingy
as fuck
RIR STEM EDUCATION DAY PROGRAM EVALUATION
117
13:01:14
4/29/201
3
13:07:31
4/29/201
3
14:26:08
4/29/201
3
14:26:18
4/29/201
3
14:27:05
4/29/201
3
14:27:18
4/29/201
3
14:28:37
4/29/201
3
14:28:53
4/29/201
3
14:30:30
4/29/201
3
14:30:50
No
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
No
Yes
No
Yes
Well, I know that the
cars are meant to be
loud, but after I left
my head hurt, it also
doesn't help that I
can hear the raceway
School G from my bedroom.
School C
School C
It was good.
School C
No
No
Yes
No
Yes
School C
Yes
No
Yes
Yes
Yes
School C
Yes
Yes
No
Yes
Yes
None
School C
No
No
Yes
Yes
Try going on a
warmer day.
Yes
School C
Yes
Yes
No
No
Yes
School C
Yes
Yes
Yes
Yes
Yes
School C
4/29/201
3
14:31:05 Yes
4/30/201
3 7:36:39 Yes
4/30/201
3 8:43:54 Yes
4/30/201
3
10:17:28 Yes
4/30/201
3
11:02:17 Yes
Yes
Yes
Yes
Yes
No
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
School I
Yes
Yes
Yes
Yes
School K
School F
let us get in a car
next time
I really did like it,
showed me a lot
more that i didnt
know. i wasn't aware
of the real car they
had, if they would
have let us talk to a
real nascar driver it
would have been a
lot cooler.... but i had
a really good time!
More hands on
activities /
compatitions.
School L
it was awesome
The time and
efficiency food was
delivered. this could
improve by having a
RIR STEM EDUCATION DAY PROGRAM EVALUATION
4/30/201
3
11:06:54 Yes
4/30/201
3
11:14:49 Yes
4/30/201
3
11:18:16 Yes
4/30/201
3
11:23:21
4/30/201
3
11:46:44
4/30/201
3
11:46:47
4/30/201
3
11:46:58
4/30/201
3
13:12:53
4/30/201
3
13:13:27
4/30/201
3
13:13:38
4/30/201
3
13:13:54
4/30/201
3
13:14:03
4/30/201
3
13:14:12
118
Yes
Yes
Yes
Yes
School K
Yes
Yes
Yes
Yes
School K
Yes
Yes
Yes
Yes
School K
delivery plan and
giving ii section by
section row by row,
instead of giving it
out randomly
Provide ear buds so
our ear drums don't
deteriorate next time.
Yes
Yes
Yes
Yes
Yes
School K
It was very
interesting but I
suggest to get lots
more food (ie. junk
food) and also let the
students participate
by actually racing the
cars.
Yes
Yes
Yes
Yes
Yes
School F
I give the students
more food
No
No
No
Yes
Yes
School F
make the trip longer
No
No
Yes
Yes
Yes
School F
Make the trip all day
Yes
Yes
Yes
Yes
Yes
School E
School E
Yes
No
Yes
No
Yes
School E
Yes
Yes
Yes
Yes
Yes
School E
Yes
Yes
Yes
No
Yes
School E
Yes
Yes
No
Yes
No
i liked racing
School E
Yes
Yes
Yes
Yes
Yes
School E
4/30/201
3
13:15:24 Yes
4/30/201
3 Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
No
School E
Some people wanted
earplugs and we did
not know where
could get them.
It was so cool I got to
meet Ryan Grifford.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
119
13:15:30
4/30/201
3
13:16:30
4/30/201
3
13:18:20
4/30/201
3
13:56:14
4/30/201
3
13:56:15
4/30/201
3
13:56:16
4/30/201
3
13:56:17
4/30/201
3
13:56:17
4/30/201
3
13:56:20
4/30/201
3
13:56:22
4/30/201
3
13:56:22
4/30/201
3
13:56:38
4/30/201
3
13:57:19
4/30/201
3
13:57:34
4/30/201
3
13:57:48
4/30/201
3
13:58:04
4/30/201
3
14:00:48
4/30/201
3
14:03:43
4/30/201
Can you get some
Sprint Cup drivers
next time?
Yes
No
Yes
No
Yes
School E
Yes
Yes
No
Yes
Yes
School E
Yes
Yes
Yes
Yes
Yes
School D
School D
Yes
Yes
Yes
Yes
No
More time at stations
School D
Yes
Yes
Yes
Yes
Yes
School D
Yes
Yes
Yes
Yes
Yes
School D
Yes
Yes
Yes
Yes
Yes
School D
Yes
Yes
Yes
Yes
I WILL LIKE TO BE A
DRIVER
Yes
School D
Yes
Yes
Yes
Yes
Yes
School D
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
School D
School D
School D
Yes
Yes
Yes
Yes
Yes
School D
Yes
Yes
Yes
Yes
Yes
School D
Yes
Yes
Yes
Yes
Yes
School D
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
School F
School F
I hated the stations!
I hated the stations!
RIR STEM EDUCATION DAY PROGRAM EVALUATION
3
14:03:54
4/30/201
3
14:04:53
4/30/201
3
14:05:18
4/30/201
3
14:05:38
4/30/201
3
14:06:05
4/30/201
3
14:07:38
4/30/201
3
14:19:32
120
Yes
Yes
Yes
Yes
No
School F
Yes
No
Yes
Yes
Yes
School F
School F
Yes
Yes
Yes
No
Yes
#funtimes
School F
Yes
No
Yes
Yes
Yes
School F
Yes
Yes
Yes
Yes
Yes
School F It was
Yes
Yes
Yes
Yes
Yes
School F
4/30/201
3
14:24:50 Yes
No
Yes
Yes
Yes
School F
4/30/201
3
14:24:57 Yes
4/30/201
3
14:27:29 Yes
4/30/201
3
14:30:08
4/30/201
3
14:58:15
4/30/201
3
14:58:50
4/30/201
3
14:59:33
4/30/201
3
15:01:40
4/30/201
3
15:04:01
4/30/201
TIM WHITING
HATES BLACK
PEOPLE
No
Yes
Yes
Yes
School F
aweeeesommmmme
eeee
i think that when they
are teaching you
about the nascar that
they should be faster
in changing people to
different parts
i think that when they
are teaching you
about the nascar that
they should be faster
in changing people to
different parts
It was really
educational and fun.
More Pizza
i think i could be
improved by having
more time in each of
the stations.
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
School F
Yes
Yes
Yes
Yes
Yes
School I
Yes
Yes
Yes
Yes
Yes
School I
Yes
Yes
Yes
Yes
Yes
School I
..................
Yes
Yes
No
No
Yes
School I
If we cou drive the
cars
No
Yes
No
No
Yes
Yes
No
Yes
Yes
Yes
School I
School I
passing out food
RIR STEM EDUCATION DAY PROGRAM EVALUATION
121
3
15:05:35
4/30/201
3
15:23:03 Yes
4/30/201
3
15:26:31 Yes
5/1/2013
8:35:06 Yes
5/1/2013
9:24:21 Yes
5/1/2013
9:25:49 Yes
5/1/2013
9:26:36 Yes
5/1/2013
9:35:43 Yes
5/1/2013
11:36:37 Yes
5/1/2013
11:36:55 Yes
5/1/2013
11:37:07 Yes
better
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
Yes
Yes
Yes
Yes
School E
School E
School E
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
School L
School L
5/1/2013
11:41:03 No
Thank you for
allowing us to attend
the Raceway
program.
School L
School L
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
School I
School I
School I
Yes
Yes
Yes
Yes
School I
5/1/2013
11:37:26 Yes
5/1/2013
11:39:29 Yes
I think that the
groups shoiuld be
elimintated. I wished
that anyone could
walk to any station
they wanted to.
I really liked the field
trip but I think that
this field trip could be
improved if we could
get inside of a
racecar and or have
someone explain to
us all of the
components and
inner workings of a
racecar.
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
I found the field trip
to be very
educational, but it
could be improved by
putting the classes
with classes instead
of by wrist band
color.
more hands on stuff
no i don't have any
comments
this field trip can be
improved by actullay
having people teach
you the different
componets of the
engine and the cars
School I
School F
more hands on stuff
We should have had
more time to do more
stations.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
5/1/2013
11:41:59
5/1/2013
11:42:01
5/1/2013
11:42:30
5/1/2013
11:42:54
Yes
Yes
No
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
Yes
122
School F
School F
School F
Free race car rides
School F
School F
5/1/2013
11:43:00 Yes
5/1/2013
11:43:11 Yes
5/1/2013
11:43:23 Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
School F
Yes
Yes
Yes
Yes
No
No
Yes
Yes
Yes
No
Yes
Yes
No
Yes
No
Yes
Yes
No
Yes
No
No
Yes
No
Yes
No
Yes
Yes
No
Yes
free racecar rides
Should have been
warmer.
Don't make the
students eat in the
cold bleachers during
lunch
School F
it was badass
School F
it was cool
School F
School F
School F
5/1/2013
11:44:48
5/1/2013
11:44:52
5/1/2013
11:46:16
5/1/2013
11:46:47
5/1/2013
11:47:18
5/1/2013
11:48:55
5/1/2013
11:54:34
soda instead of water
I thought that the
field trip was cool, I
wish that we had
more time to see
more displays, and
that we could chose
our own groups.
School F
School F
5/1/2013
11:43:33
5/1/2013
11:43:44
5/1/2013
11:44:03
5/1/2013
11:44:07
5/1/2013
11:44:17
The stations could be
longer and all the
class could stay
together
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
Yes
Yes
Yes
Yes
Yes
Yes
No
No
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
It was cool.
Well instead of just
sitting and watching
the cars go in circles
they should've really
raced so we could
watch it. Because
sometimes we can
always make it to the
real race.
School F
the field trip was fun
School F
Riding in the cars
School F
School F
School F
School D
less blacks, more
food
RIR STEM EDUCATION DAY PROGRAM EVALUATION
5/1/2013
11:55:57 Yes
5/1/2013
11:58:03 Yes
5/1/2013
12:05:35 Yes
5/1/2013
12:12:06 Yes
5/1/2013
12:15:33 Yes
5/1/2013
12:17:08 Yes
5/1/2013
12:18:34 Yes
123
No
Yes
Yes
Yes
School D
Yes
Yes
Yes
Yes
School F
No
Yes
Yes
Yes
School D
Yes
Yes
Yes
No
School I
School I
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
...
School I
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
School I
5/1/2013
12:26:22 Yes
5/1/2013
12:28:41 Yes
5/1/2013
12:29:48 Yes
5/1/2013
12:37:55 Yes
I really like the
fieldtrip because like
to know about race
cars because i want
to built one and work
on cars.
Let everybody see all
the stations
Have a better variety
of lunches to choose
from, bring more
racers to meet/race
cars to see. Last
Chances for students
to ride in race car as
driver drives around
track once or twice.
School I
School I
5/1/2013
12:22:06 Yes
I love what you guys
did. I learned so
much while i was
there. It was so much
fun and thanks for
everything.
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
I can improve by
going to Highland
Springs to learn more
about motors and
other stuff.
It can be improved by
letting use go see the
car on the race track
School I
School I
Yes
Yes
Yes
Yes
School I
we could have tried
some of the different
equipment on. some
of the speakers did
not talk loud enough.
allow us to buy our
own pizza. besides
that i had alot of fun
and it was
interesting. i certainly
have a different feel
towards nascar. they
could have had more
racers. i think nascar
RIR STEM EDUCATION DAY PROGRAM EVALUATION
5/1/2013
12:48:19
5/1/2013
12:52:45
5/1/2013
13:26:15
5/1/2013
13:27:54
5/1/2013
13:36:14
5/1/2013
13:37:00
5/1/2013
13:38:11
Yes
Yes
No
No
Yes
Yes
No
Yes
Yes
Yes
124
School D
School D
is much different
when your watching
it live then on t.v. i
would like to thank
everyone who made
that trip possible. on
a scale of 1 to ten
with ten being the
highest and one
being the lowest i
would give it an eight
I think the field tour
was great being
there. I was amazed
that i learn things
about race track. I
want to learn more
while we was there
for a limited time. Im
hoping i have that
opportunity again.
nothing really
School D
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
School D
School D
School D
School D
School D
5/1/2013
13:39:41 Yes
5/1/2013
13:54:16 Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
School I
It was fun
i thought they could
let us wear the gear
do the stuff they
experienced.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
125
Appendix D – Student Survey Responses Percentage Conversion
Respondents by
School
K
2%
N/A
0%
L
2%
A
9%
J
17%
B
10%
C
7%
I
9%
D
10%
H
8%
G
6%
E
6%
F
14%
RIR STEM EDUCATION DAY PROGRAM EVALUATION
126
Question 2: From these experiences, have you
developed an interest/awareness of career
opportunities within the motor sports industry?
YES
100%
80%
55%
46%
56%
74%
71% 65%
44%
83%
67%
53%
0%
A B
C D
E
F
G H
I
J K (5)L (6) N/A
(22) (24) (18) (25) (14) (34) (16) (19) (23) (42)
(1)
Question 3: Do you better understand the
science, technology, engineering, and math
components of racing as a result of this
program?
YES
82% 79% 83% 88% 79% 85%
79%
100%
96% 90% 100%
83%
44%
A B
C D
E
F
G H
I
J K (5)L (6) N/A
(22) (24) (18) (25) (14) (34) (16) (19) (23) (42)
(1)
Question 4: Do you have an interest in learning
more about the technical education programs
offered within the Henrico County Public School
District?
YES
92%
73%
58%
72%
64%
100%
91%
76%
56%
68%
100%
83%
60%
RIR STEM EDUCATION DAY PROGRAM EVALUATION
127
Appendix E – Student Survey Questions
Question 1:
Has your experience through classroom discussions and multiple racing programs
increased your interest or awareness in the sport of racing?
Question 2:
From these experiences, have you developed an interest/awareness of career
opportunities within the motor sports industry?
Question 3:
Do you better understand the science, technology, engineering, and math
components of racing as a result of this program?
Question 4:
Do you have an interest in learning more about the technical education
programs offered within the Henrico County Public School District?
Question 5:
Do you plan on continuing your education after high school?
RIR STEM EDUCATION DAY PROGRAM EVALUATION
128
Appendix F – RIR STEM Education Day Program Floor Diagram
Restrooms
Arena
Racing
Weather
Channel
REV
Driver
(Women)
Business
of
NASCAR
Safer
Wall
Goodyear
REV
Racing
(Hispanics)
Arena
Racing
(Dystany)
Stage
FORD
Showcar
(3M)
Arena
Racing
REV
Racing
Showcar
Doors
Doors
Rouch
ZEST
Showcar
Impact
Racing
REV
Racing
Simulator
Dr.
Diandra
REV
Racing
(AfricanAmerican)
Chevy
Showcar
Arena
Racing
Doors
Safety
Kleen
REV
Racing
(Fuel)
RIR STEM EDUCATION DAY PROGRAM EVALUATION
129
Appendix G – Coded Student Survey Comments
COMMENT
I liked getting to sit in the car
Make stations a bit more interesting
I have grown a great interest in NASCAR racing after this trip
Make the students actually meet one of the people on the track and go on the track
Better communication, I could not hear when to change stations and when to go to the race track.
This caused a lot of confusion between the students.
There could have been more NASCAR racers to attend and say what it is like
Less talking
More Food
It should be planned out to the second
Less blatant sponsorship
Try to make time for the kids to see how an actual pit stop works and perform one in front of
them
If there was some way that they could make it warmer while we watch the cars race that would
make the field trip a lot better
Because we could not enjoy watching the cars go by because it was too cold
Make the time for the different stations shorter. That way we would have more time to see
different stations.
The groups could have been more organized which would have given me a better opportunity to
learn more.
Very fun and informative. Provide earplugs/headphones for observing the race
It was really fun
I think it would be better if we had the chance during the field trip to watch an arena race or if
we had other food options other than pizza and water
There didnt need to be any improvements because it was a great trip.
maybe last a little longer, or we could get to meet a driver. also we could get more than one
peice of pizza because i was really hungery
It was great
One of the administraters where stalking me and my group
It was really cool, i've learned alot since i've been there & the stuff i learned has been a great
time and it is making me realize how great national racing is.
it was fun
couldn't go
the pizza was a good to eat
MORE TIME AND TALK TO RACERS
It was pretty much all good, I wouldn't change anything.
You should have tissues at the stations because my nose was running
could it be more hands on?
It was super dooper fun learning about racing. Vroom Vroom
A closer look at how these cars go.
Make it more hands-on for the students.
have an actual race to experience what its like
CODE
I
I
I
I
N
I
I
N
I
N
I, U
I
N
I
I, E
I
I
I
I
I
I
N
I, U, E
I
N
N
I
I
N
I
I, U, E
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We could have could gone down on the track
The field trip is longer
If you let us stay the whole day at the race track and gave us more pizza, soda, and water thanks 3
It was awful, it made me want to stab my ear drums and shake. Thanks for the hurtful trip. love
brett
Less stations more racing
It was good but we needed some earplugs
I think it was fun and a great experience. Even though I might not want that in my future i know
it could help me in some way or another
more food selection
I would recommend to have more time in the stands and less time walking around the stations.
Also, it would have been nice to have an opportunity to buy earplugs.
The field trip should be form the very begining of school to the very end and get to into a real
race car.
I would have had less stations because they all looked good and we only got to go through 3 of
them before lunch. the gift bags were sweet!
Try and let kids go into the pits next time
I would add more interactive things
could be longer, we didn't learn enough at the stations
The wait time for other schools to get there was about 36 minutes. There should have been some
activity to do while we waited.
I liked the goodybag
More food
We could learn a little more about the pit crews and stuff like that. Make it a little longer to so
we have more time to learn.
The wait time before it started was 45 minutes long. You could have had us do something while
we were waiting.
i think it is already good for now.
I was alright because I don't have much interest of car racing. When the field trip has started, we
exit the bus and recieved different colored wristbands. I had the red one, so I had to stay with the
others that has red wristbands. After every red colored station, I went with my technology class
and walked to the racing stadium. It was very loud and cold and I covered my ears and try to
cover myself to warm up. I waited five minutes for my two slices pizza and I recieved a bottle of
water. When we left the stadium, it was finally warming up and we recieved goodie bags and a Tshirt. I would have more fun if it was more quiet and warm.
The feild trip was very unorganised and the racing trials were not enjoyable ue to weather. I only
got to go to four stations and one i didn't even get to enjoy(Racing simulation) due to and
overwhelming amount of rude, and bellergerant high school kids. I feel as though it would be more
enjoyable to go to a newpaper printing facility and take a tour. Watching the cars go in circles was
not enjoyable either. It was too cold and winding and smelled of gas and oil. Maybe some ear
plugs would of helped for the expirence of watchign thirty cars drive in circles. I feel even worse
about the "sport". Thanks for the expirence and i wish you all a great day.
I love Nascar. Its the best sport eva. I wanna go fast and loud won day like Dale Earnhardt Jr.. I
got to meet a car driver. It was sooo cool. That was the best pizza evur. Great job on organizing
the car timing. I love the sound of v8 in da mornin. Thanks for tha trip and i can't wait to go back
for a race.
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Maybe more stations about the actual science and technolgy of the cars and less about the
history.
Go to the actual race instead of the practice.
Maybe we could of been inside when we eated and not outside in the freezing weather. And maybe
we could get earplugs for those who have sensitive ears and you should choose if you want to see
them practice.
I thought that the field trip was very interesting, but it could be improved. First of all, I think that
we should be allowed to go to more than just four or five stations. Second, I think that we
should be allowed to stay at the stations for a longer amount of time. Otherwise, I think the
field trip was overall great.
It was a very intresating expierence and it improved my awerness and expierence with
profensional racing
More Good Looking RaceCar Drivers.
give everyone more than 2 slices of pizza
give everyone more than 2 slices of pizza
I wish their was somewhere where I can buy earplugs
I thought it was a fun day at the race way, but it was very windy and cold.
I thought the program was very fun and informative. I thing that we should be able to select our
own food or pay for it.
I think it could be improve by letting us learn more about the actual race cars
Have people go and talk to the actual drivers and pit crew and learn about how the program is
run. also have more on-hands stuff and better lectures for each station
I thought that the field trip was excellent. It really opened my eyes to careers involving racing.
I was already thinking about something like mechanical engineering, and the mechanical
engineer I talked to during a station helped to solidify my viewpoint. The only thing that I
thought could be improved was to have more food for us during the lunch portion of the program.
it was a little boring at the begining
i think we should have gone done in to the inter circle
The field trip was very organized and it was a pleasant experience to attend. The stations had
some very interesting concepts that were interesting to learn about. One thing that could be
improved about the stations was how we were organized around it. Sometimes, it was hard to see
over taller people or other things like that were distrtacting occasionally. However the overall
experience was fun. The racing componet of the field trip was also fun as we got to see how all
the enginnering concepts we learned applied to the sport in an exciting way.
The field trip was great. i am so happy that i had the oppurtunity to be there and to learn things
that i never knew. thank you for allowing me to be there
The trip was very intresting and fun, it was cool that we got to meet some of the K&N Racers
Pro.
You need to give more food to us. And do more stuf.
More pizza.
more hands on experience
it was kind of confusing
My trip to the IRS was an once in a lifetime oppourtunity. I really enjoyed exploring the tract
and speaking to the racers. Hopefully next time we could have a chance to ride the cars.
the staff disrespected me and judged me on my religon and beliefs. i am highly disatisfide.
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I think that fieldtrip could been better. But I loved how some how the race car driver came and
told us how it is when you get in a car that goes 200 or 191 mph. I think it would of been better
if some of the racers pulled a little piece of the car and signed the part.
This lady was on stalker mode, so give people more freedom
Well, I know that the cars are meant to be loud, but after I left my head hurt, it also doesn't help
that I can hear the raceway from my bedroom.
It was good.
None
Try going on a warmer day.
let us get in a car next time
I really did like it, showed me a lot more that i didnt know. i wasn't aware of the real car they
had, if they would have let us talk to a real nascar driver it would have been a lot cooler.... but i
had a really good time!
More hands on activities / compatitions.
it was awesome
The time and efficiency food was delivered. this could improve by having a delivery plan and
giving ii section by section row by row, instead of giving it out randomly
Provide ear buds so our ear drums don't deteriorate next time.
It was very interesting but I suggest to get lots more food (ie. junk food) and also let the students
participate by actually racing the cars.
I give the students more food
make the trip longer
Make the trip all day
i liked racing
Some people wanted earplugs and we did not know where could get them.
It was so cool I got to meet Ryan Grifford. Can you get some Sprint Cup drivers next time?
More time at stations
I WILL LIKE TO BE A DRIVER
I hated the stations!
#funtimes
It was aweeeesommmmmeeeee
i think that when they are teaching you about the nascar that they should be faster in changing
people to different parts
It was really educational and fun. More Pizza
i think i could be improved by having more time in each of the stations.
If we cou drive the cars
passing out food better
I think that the groups shoiuld be elimintated. I wished that anyone could walk to any station
they wanted to.
I really liked the field trip but I think that this field trip could be improved if we could get inside
of a racecar and or have someone explain to us all of the components and inner workings of a
racecar.
Thank you for allowing us to attend the Raceway program.
I found the field trip to be very educational, but it could be improved by putting the classes with
classes instead of by wrist band color.
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more hands on stuff
I
no i don't have any comments
N
this field trip can be improved by actullay having people teach you the different componets of
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the engine and the cars
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more hands on stuff
We should have had more time to do more stations.
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The stations could be longer and all the class could stay together
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Free race car rides
soda instead of water
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I thought that the field trip was cool, I wish that we had more time to see more displays, and that
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we could chose our own groups.
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free racecar rides
Should have been warmer.
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Don't make the students eat in the cold bleachers during lunch
N
I
it was badass
I
it was cool
I
It was cool.
Well instead of just sitting and watching the cars go in circles they should've really raced so we
N
could watch it. Because sometimes we can always make it to the real race.
I
the field trip was fun
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Riding in the cars
I love what you guys did. I learned so much while i was there. It was so much fun and thanks
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for everything.
I really like the fieldtrip because like to know about race cars because i want to built one and I,U,E,C
work on cars.
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Let everybody see all the stations
Have a better veriaty of lunches to choose from, bring more racers to meet/race cars to see. Last
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Chances for students to ride in race car as driver drives around track once or twice.
I can improve by going to Highland Springs to learn more about motors and other stuff.
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It can be improved by letting use go see the car on the race track
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we could have tried some of the different equipment on. some of the speakers did not talk loud
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enough. allow us to buy our own pizza. besides that i had alot of fun and it was interesting. i
certainly have a different feel towards nascar. they could have had more racers. i think nascar is
much different when your watching it live then on t.v. i would like to thank everyone who made
that trip possible. on a scale of 1 to ten with ten being the highest and one being the lowest i would
give it an eight
I think the field tour was great being there. I was amazed that i learn things about race track. I
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want to learn more while we was there for a limited time. Im hoping i have that opportunity
again.
nothing really
Legend
I Interest
U Understanding
E Education
C Career
R Race
G Gender
N None
Total Responses
Interest
Understanding
Education
Careers
Gender
Race
None
142
101
10
16
3
0
0
39
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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Appendix H – Coded CTE Teacher Feedback
COMMENT
I thought things went smoothly. Bus drop off in the a.m. could have been better for other schools.
We were the first ones there and I guess the wait time was getting to me. Program started about 20
minutes late – but that’s OK. Program speakers were good but the kids were ready to see some
action at the stations. Stations were good…some better than others. Pizza (free) was nice. Sitting in
the covered overhang was cold, but hey, weather is weather…I should have worn a jacket!!! Kids
really enjoyed it and learned a lot. We had a class discussion the next time we met and filled out the
survey.
This was truly a worthy initiative and it was executed in a very organized and professional
manner. I appreciate the drive and support that is displayed by the leadership in this County. I
believe that these types of experiences are life changing for many of our students and help them to
critically view and understand the functioning world outside the classroom. I am a believer
because I remember how these types of lessons impacted me when I was a CTE student many years
ago. The students were extremely positive after debriefing. To sum it up, I will quote what one
challenging student said to another on the bus on the way home. “THIS WAS THE BEST FIELD
TRIP I HAVE EVER BEEN ON “. Great work Gentlemen.
Overall the program was very good & the kids had a good time.
Maybe some kind of a prep activity for the bus ride to the track.
Have some kind of a program or agenda for the kids to look at, at the beginning of the day.
Also, fewer people on the stage at the beginning of the program. This was good, but perhaps geared
to a more adult audience
Make the round-robins more interactive for the kids. Have some presenters provide more visual
aids. I’m not sure a sales presentation on air filters was what the kids were looking for. My kids
were a little bummed that they didn’t have a chance to try the race simulator (Either a better plan or
more crowd control was needed there).
Combine some round-robin activities, such as the African- and Latin-American driver signing.
The kids were really interested in the Toyota Monster Truck parked outside, but didn’t get a chance
to check it out. There were also lots of other cool stuff around the parking lot that the kids didn’t
get a chance to see. Get the kids out of the barn sooner & keep the small groups moving. This will
have to be done if additional school districts participate.
Have some kind of a note card for the kids to use while doing the round-robins. If kids complete
the card, they could turn it in for a chance for a prize to be awarded at the end of the day. Also,
allow the kids to provide feedback, what they liked best (other than pizza) … etc…
During the practice runs, have someone explain to the kids what they are seeing. Provide a map wit
fill in the blanks as to what is going on at different points inside the track. Talk about what to
expect in an actual race. Add some facts & figures about the cars, drivers
Legend
I Interest
U Understanding
E Education
C Career
R Race
G Gender
N None
Total Responses
Interest
Understanding
Education
Careers
Gender
Race
None
11
4
2
0
0
0
1
6
CODE
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Appendix I - Evaluation Questions
E1.
To what degree did the RIR STEM Education Day program increase middle
school students’ interest in STEM education?
E2.
To what degree did the RIR STEM Education Day program improve students’
understanding of STEM education?
E3.
To what degree did the RIR STEM Education Day program increase
students’ interest in STEM educational opportunities?
E4.
To what degree did the RIR STEM Education Day program increase
students’ interest in STEM-related careers?
E5.
Are there differences in STEM interest and understanding based on gender and
ethnicity regarding the RIR STEM Education Day program?
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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Appendix J – Teacher Focus Group Interview Questions
1. What did the students think about RIR STEM Education Day? What did they say
about it afterwards?
2. In what ways were you able to connect your class content to what students
experienced that day?
Possible follow up: How have you adapted lesson plans that tied back to STEM
components such as force, speed, etc.
3. What changes did you see in how students talked about STEM following the RIR
STEM Education Day?
Possible follow up: Did their grades improve? Were students engaged and/or
interested in STEM? Was there increased participation?
4. What did students say or do following the RIR STEM Education Day program that
may have indicated an increased interest in STEM educational opportunities?
5. What did students say or do following the RIR STEM Education Day program that
may have indicated an increased interest in STEM career opportunities?
6. In what ways did the RIR STEM Education Day program promote female and
minority students’ interest in STEM-related education and careers?
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Appendix K – Student Focus Group Interview Questions
1. Think back to RIR Education Day. What did you find interesting about that day?
Possible follow up: It was fun how? What made it boring? In what ways did it help
you understand STEM?
2. What did you do that you really liked?
Possible follow up: What did you like about the hands-on activities? Did that make
you better understand STEM? Did any activities relate back to classroom material?
3. Were there stations where you would have liked to have spent more time? Was there
anything you did that made you think that you would like to learn more about STEM?
Possible follow up: Would you like to be a scientist/engineer, etc. one day?
4. What do you think would have made it better?
Possible follow up: Was there anything you would leave out?
5. What station made the biggest impact on you?
Possible follow up: Why do you remember this station the most?
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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Appendix L – Focus Group Transcriptions
Teachers
School B
Interviewee 1: I thought it worked out pretty good. The kids were excited when we brought
them back. They all had a lot of fun. I’m sure all of them are much more aware what goes on in
racing.
Interviewer 1: You actually answered the first question.
Interviewee1: Perfect
Interviewee 2: Raised the awareness
Interviewee 1: Yeah it did, the middle school kids, the way I thought of it; they had no clue what
they were going to see. All of them came back more aware of what opportunities and
possibilities they have.
Interviewer 2: What did they say that would lead you to believe that?
Interviewee 1: They saw the girl from Highland Springs and they said that they could do
something like that.
Interviewer 2: Okay
Interviewee 1: And there was one girl that we had, and her dad has something to do with sports.
He does the medical helicopter. She wanted to do something on those lines.
Interviewer: ok
Interviewee1: So when we took her done there, she loved it. She had a good time.
Interviewee 2: The way the program set up, like when we went down to the Arena racing the
kids realized that there is more to it. Like what you was saying, there is more to it than just
driving the car and there is a business side of it that they can get into. The found that they their
interest in NASCAR just as watching the race, that it could be more to it.
Interviewer2: And that was the point of the program.
Interviewer 1: In what ways were you able to connect what you teach in class to what the kids
saw that day? From the classroom to actually the hands on side of it when they got to RIR that
day.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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Interviewee 2: We have those mega dragster cars that our kids are making. We race them. It’s a
contest of technology contest. It’s a National contest and they start with a 2 x 4, they have to
make these cars, a 70 foot track and they travel the lanes in about 1 second.
Interviewer 1: Wow
Interviewee 1: We’re in the process of racing these right now. So I tell the kids that all the cars
have the same engines. All of the cars have to travel the same distance. So the lighter the cars
the faster they go.
Interviewer 1: Aerodynamic
Interviewee 1: Exactly
Interviewer 1: The power is the same, as well as the car, but the design is what’s going to make
it go faster.
Interviewee 1: I have Highland Springs and some of the middle school that will cut these.
brings that Technology aspect into them. Our kids use all hand tools.
That
Interviewer 1: Is that the 3d imaging?
Interviewee 1: yes, they use the 3d imaging machine, they draw it, the c & c machine cuts it
out and all these are done by hand. We use drill press and the band saw. It’s mostly just
handsaws.
Interviewer 1: Do you have a wind tunnel here.
Interviewee1: Yes we do, we actually just got the wind tunnel. It’s in the closet. It’s hooked up
on the computer so you can record on the computer.
Interviewer2: What changes did you see in how students talked about STEM following that
program. The day seemed to be more understanding of the entire aspects of STEM or the
different components of STEM.
Interviewee 1: I think they were able to see that you had physics involved. There was Math
involved, more than just banging metal together and nuts and bolts. There is a lot more that goes
into it. Same with these cars, they figure out that the lighter cars run faster than the heavier cars.
Looking at the cars, there’s nothing to the cars. Just the frame and the body, and it’s the weight
of the car. People try to make it lighter and lighter.
Interviewer 1: Did you find yourself adapting any of your curriculum based on the program and
go back to the classroom to make a connection to maybe what you were teaching. Do you think
it hit home a little bit or for some of the kids was it just a fun thing?
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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Interviewee1: I tried to emphasize more the weight of the cars more so this year than I have any
other year. In years past, the kids would just design a car, just make a car. I started telling them,
the lighter the car the faster it’s going to go. That’s what I really emphasize to the kids this year.
In the races that we’ve see, we noticed that they have been a lot closer. Before there was a wide
margin.
Interviewer 2: I would like to see that.
Interviewee1: What we learned here at the raceway, we were able to tie in the classroom.
Interviewer 2: From the program, did you notice the students grades improve at all or were they
more engaged in the classroom following the program?
Interviewee 1: I didn’t notice a big change in my class. The kids that went were already the kids
that are engaged in class. It was our 9th grade credit class. So they are a little more advanced
than most of the kids we teach. I didn’t see much difference in my class.
Interviewee 2: I didn’t notice much difference either. Last year was the first year the county
offered to take us on a field trip. I think it’s big that the county is stepping up and doing
something different and I appreciate that and I’ll talk that up.
Interviewee 2: I love it; I thought it was a great program. The pizza got people talking about
that pizza. They just thought it was great that they got free pizza. Nobody had to pay anything
for it. The got to see the racing and the cars, it was a little cold that day.
Interviewer 2: What did you students say or do following the program that may have indicated
an increase interest in STEM educational opportunities? Did they say anything about going to
any of the specialty centers following middle school?
Interviewee1: We had some kids that actually went out to those races that we gave tickets to. So
they liked what they saw, and they used their time to go to see the races. They were more
involved in the sport than going to the specialty centers. We’re down here, we don’t hear much
of that. At least I don’t.
Interviewer 2: Did they talk about any career opportunities in STEM. If they went to the race
and they may of want to go back then they may be interested in other things.
Interviewer 1: To be recognized, there are hundreds of career opportunities, do you think that
came out in this program. Was there any talk from the students?
Interviewee1: I think they were more aware that there is more involved. Like how athletic the
pit crews have to be. The fact that it’s just not driving the car. It’s stuff in making the track.
Just so many aspects, just about anything you can think of. There’s a spot in racing
Interviwer2; Design
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Interviewee 1: Design, there’s the design architecture of the track, the stadium, the business side
of it, someone has to be the business manager
Interviewer 2: It’s not how NASCAR looked in the 70’s and how it look today. You don’t know
how they going to look in another 20 years.
Interviewer 2: In what ways did the RIR STEM Education Day promote female and minority
students interest in STEM, or STEM education or STEM careers?
Interviewee 1: Generally in the past we haven’t had a lot of females in our programs. Last year
and this year, I noticed, we have been getting more. I think it’s because of engineering. How
technology is associated with engineering. I had a girl in here yesterday, she wanted to build this
windmill for a Science Fair. She wants to win a contest. The girls are a lot more driven at this
age. So we are seeing more females.
Interviewer 1: Anything as far as ethnicity
Interviewee 1: I know that one girl her dad flies a helicopter for the rescue squad over there and
she told me she is looking for something to do.
Interviewer 2: I asked about minority.
Interviewee 1: No, No, she wants to be in racing or something. She wants to get involved.
Interviewee 2; I’ve heard that, not from our students but friends of mines kids that want to get
into a program where they can do more than just turn a wrench. They want to make a career out
of NASCAR. With the way of this and the more kids we can get involved, the sport can grow
and what the program is designed to do and be successful.
Interviewee 2: I think it’s going to help the tech centers also. Our guidance department takes a
field trip to the Hermitage Technical Center and I think when they did that, they had these cars
there. So all the kids came back and said they saw that. I had some 6th and 7th grade kids come
up to me and said are you the guy that takes the kids to the race track. It’s sparking interest in
the lower grades.
Inerviewer2: Research says we should start early
Interviewee 2: Good, then I can say it.
School C
TL - I have six questions for you.
1. What did the students think about RIR STEM Education Day? What did they say about it
afterwards?
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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I know they all had a good time. Not just for days but for weeks. They were all talking about
the field trip the kids that didn’t go on the field trip were upset that they didn't go. We drummed
it up but the kids coming back talking about it got everyone else involved in it...the ones who
went really liked the arena car because one of their peers was there and they got to see him in his
fire suit and all. The kids really liked the FORD show car (cutaway car) that was a big hit. What
I picked up on was that it was more technical. When we are in here in tech class we focus on the
whys'...how does this piece of equipment work and what is it designed to do...and that more than
everything else seemed to be geared that way...we are trying to generate down force...this is how
we how we do it at this portion and how we do it at this portion....it was more of a direct
engineering relationship than any of the other things we’ve got here ...I think that that direct
technical application really got the kids thinking about...I understand how this works now...I see
how they designed this part this way because this is what they’re trying to accomplish.
2. In what ways were you able to connect your class content to what students experienced that
day?
We build race cars...I’ve got a couple over there on the end of the table....Co2 dragsters...before
we even go on the trip the kids are familiar with their dynamics with reducing friction...a lot of
the key elements of building a successful race car...and going to something like this the
education day at RIR gives the kids an opportunity to see real world applications of what we are
learning and not just building a 50, 60, 70 gram race car they see a real race car here where
something small like the arena car where they see what we are learning are applies outside of
these walls. When I was in school I would always ask when am I going to need to know or use
this stuff again...this is right in their face how they can use these skills beyond the classroom.
- How have you adapted lesson plans that tied back to STEM components such as force, speed,
etc.?
We are already doing it and I will probably come back to doing a car...come up with a
transportation thing to have this fresh in their mind before education day.
3. What changes did you see in how students talked about STEM following the RIR STEM
Education Day?
STEM is just an acronym but you could see how they're appreciating for what we were doing in
the classroom...we always try tie in what they’re learning in their core classes to what they are
doing in here and to the outside world. This program gave them the opportunity to feel and
touch ...how this effect these skills we are learning...these concepts and how they are used in the
real world...it was a big deal...the kids came back and you could see that they understand what
we do things a certain way...why do we go through this process and problem solving...if you are
car engineer and you are trying to generate more down force...you do something like this and put
the spoiler up on the back of the car ...that makes sense to me.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
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- Did their grades improve?
I don't. But I do think that it was advantageous.
- Were students engaged and/or interested in STEM? Was there increased participation?
I absolutely think their awareness increased. I'm glad we got a chance to see the show car
because it was the most direct relationship between what we learn in class...it was very, very
technical.
4. What did students say or do following the RIR STEM Education Day program that may have
indicated an increased interest in STEM educational opportunities?
I don't recall anybody saying anything about educational opportunities...we were working on
rockets at the time... it had nothing to do with racing...we had finished our cars...having just been
to this and seeing people in the industry got them much more exciting...when we got back they
even more engaged with their projects.
5. What did students say or do following the RIR STEM Education Day program that may have
indicated an increased interest in STEM career opportunities?
They all wanted to be race car drivers after that! They were really excited about going to this
and there was a lot of really neat stuff they got to see that I would not have been able to show
them...you can show them picture and videos but it's not the same as standing up against this car
to see in there...there is the carburetor...there is the radiator...this is how all this stuff is tied
in....we got to go out there and see the cars run...they were really excited...there is a lot to be said
for being able to put your hands on these things...having something right in front of you instead
of pics and video and me describing it.
6. In what ways did the RIR STEM Education Day Program promote female and minority
students' interest in STEM-related education and careers?
The girls that I took were surprised to see the Highland Springs girl with the motorcycle...she
rides a motorcycle??...they thought it was a guy thing...it opened their eyes that they can do this
too.
Ethnicity?
No. But a bunch of them were surprised that there was a girl there. She was not a vender, not
support...she was a rider...the star of the show.
School D
Interviewer: What did the student think about the RIR Stem Education Day and what did they
say afterwards.
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Interviewee 1: My students we talked about it when we came back from visiting, They were
very excited, they saw that they had greater possibilities outside of basketball, you know sports,
and that they were able to go into another area, something that would be more interesting to
them. Its fast paced, you know a lot of them, you know very quick ethics, it has to be quick
done. They loved that. The students I talked to wanted to come back they wanted more, and
wanted to know when they could do this again. They were telling other students that won’t in
the classroom about it. They really loved it.
Interviewee 2: I think a lot of my kids, they really did enjoy it. We had a conversation, in one
class, the class afterwards, A lot of them said they didn’t know that the industry was as big as it
was. A lot of times when they look at images on TV and they only see the cars racing they
didn’t know like the transportation of the trucks, all those things, they didn’t know about the
technology. I think one kid, one kid talked about the fire suit and how much technology went
into creating the fire suit itself and how hot it could withstand heat and things of that nature. But
overall a lot of them liked it and a lot of them didn’t know about the racing industry in general
and they want to know more information about it.
Interviewee 1: There was another thing. They didn’t know that blacks were actually into racing.
They said ‘Oh, that’s not our sport, we don’t do that” until they actually went in and saw. The
young lady really helped. She, seeing that she was young, she was African American , and she
was a female, the girls were like, ahhhhh, I don’t know if it’s something I want to do, I said, “just
go and let’s see” and they saw her and they got excited. A couple of my little girls went up to
her and asked “how can we get into it?”
Interviewer 2: Very good
Interviewee 2: One kid asked me about, I forgot what is was, He is really interested into getting
into, not necessarily racing itself but getting into the industry itself So it’s all different types of
things. You look at the design on the side of the trucks and things. The design of the cars, that’s
something you can get into. There are so many different graphics and the kids don’t realize that
it’s a part of racing. The small detail things.
Interviewer 2: You talked about the fire proof suits, and I don’t quite understand, I know the
fire proof underwear was a big hit with the students.
Interviewee 2: Oh Yeah, Oh Yeah
Interviewer: Can’t be too safe! In what ways were you able to connect your class content with
what students experienced today?
Interviewee1: I teach Business. For them to learn, to see the real world, this is an aspect of
what I’ve been teaching them in the classroom. We talked about Finance in the classroom, and
they saw how much money it cost to get into it. They learned about, excuse me, I’m trying to get
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it all back together. Everything we touched on besides finances beside learning how to run a
business , because by that point in time we were talking about entrepreneurship, so this really
tied in for them on how can they get involved, what does it take to get started. They already put
together a business plan by this point and time in the classroom and they were just asking a lot of
questions geared to what we had learned in the classroom financially are mainly what they were
excited about.
Interviewee 2: I had like one or two kids from my class who actually went, I do remember
having this conversation with this one particular kid, I said that everything we do relates to the
racing industry. In terms of, my kids do like a lot of things working with their hands and I said,
“when you working with cars, you developing those skills that will help you to, you know, work
with your hands and things like that. That’s how I can relate it to it.
Interviewer 2: Do you teach Technology
Interviewee 2: yes
Interviewer 2: And you teach Business?
Interviewee 1: yes
Interviewee 1: International Bachelor is Design.
Interviewee 2: We didn’t take the design kids; we only took our 8th graders
Interviewee 1: Yeah, 8th graders
Interviewer: As a follow up to that did you create any lesson plans that could tie back to the
STEM components?
Interviewee2: Honestly, I have not
Interviewee 1: No, I haven’t either
Interviewer: What changes did you see in how your students talked about STEM, following the
RIR Stem Education Day.
Interviewee 1: They were more interested in those careers because we were doing Careers
Exploration towards the end. They wanted to know more about Science and technology, more
in depth about Technology and Science, just the STEM program itself. They wanted to know
what careers were related, more to that.
Interviewee 2: Not only that, a lot of them now started to take Math seriously too. Where at one
time they just kind of coasted and didn’t really take it seriously. A lot of them started to take it
seriously, not only that, see how Math, Science, and Technology all those things, kind of
interrelate, not only racing but different fascist of their lives. And we have conversations to that,
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yes we have. So, in terms of the racing industry itself? No. In terms of how technology or how
my class relates to this, not necessarily but in terms of technology in general and how it relates.
Interviewee 1: Yeah, and also It helped them with them in their process, when they try to get
into those specialty centers, Math is a huge component, they want to see that you are getting the
high levels of math. Like Algebra and so forth. That was another push for them. It’s really an
excellent program as far as I am concerned.
Interviewer: Do you think this experience improved their grades?
Interviewee 1: Grades, No I don’t think so. It was just too short of a period. To of gaged that.
Interviewee 2: I think more than anything, It brought about awareness, and sometimes that’s
what the kids need, especially over here on the east end, you know a lot of our kids don’t really
make it outside of where they live, and they are right up the street from the Richmond
international Raceway and never been there before. So this brought awareness more than
anything else.
Interviewee 1: And they wanted to know when they can get more tickets. After that first race, I
had students come back, saying, “Can we get more tickets?” I was like, I can try or you can go
down to the coliseum.
Interviewer: Do you think there was overall increase in participation by our students dealing with
STEM in any of your classes to increase the awareness.
Interviewee2: Not, honestly I don’t think so, and reason being is because, you have to look at
when everything happened, I think like April, we had went through our curriculum, we were in
the testing cycle., so
Interviewee 1: We don’t see them as much in electives because they pull them a lot during
elective time so we don’t get a chance to see them, now if it was earlier on in the year, we could
probably incorporate more or we could think about it for the following school year. A lot of
what I’m teaching seem to coincide, with what we learned hear. The only thing that I don’t have
is the science peace, you know like the cars speeding around and how fast they going, but a lot of
that was already incorporated through my distant courses anyway, but I really loved it.
Interviewer: Okay thanks. What did student say or do following the RIR STEM Education Day
Program, that may have indicated an increase interest in STEM Education on opportunities?
Interviewee 2: What did they do?
Interviewer 1: Yeah, what did they do or say or any behaviors in your classes that increased
interest in Stem Education
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Interviewee 1: In my classes they wanted to know, what jobs can they get into, what path would
they need to go into in order to get that particular job and by us looking at careers they were able
to explore, use the computer to explore. I had them do a project, what are your career interest is,
some of it changed for some of them. Some of them were like I want to get into the NBA and
NFL, but when they saw the cars and stuff, they were like, “how can I get into, if I wanted to
become a race car driver?” “I want to do this, how can I get this” I had to kind of guide them to
the area and let them do a project.
Interviewee 2: Same thing, I think a lot of them, many of the kids we brought were part of or in
our class, but I think it changed some conversations in terms of , one, a lot of kids were l like Mr.
Lucy, if it happens again, can we go the next time. So I think it kind of spread the word, in terms
of kind of putting the information out there and one thing we do in my Technology classroom,
we do a Career related project towards the end of the school year and a lot of kids were, choosing
like Ms. Carter said, a lot of the kids want to go to the NFL, NBA, in a sports related thing, they
start of thinking, not necessarily about racing itself, but they started thinking about other careers
they could actually get into.
Interviewer 2: So I’m trying to ask mesh these question, 4 and 5, and we just getting started here
so its interesting hearing the question was there any indication or increased in interest in STEM
Education opportunities and both of you went right to careers.
Interviewee 1 & 2: [both laugh]
Interviewer 2: No, No, Good point, that’s interesting, as 8th graders, did it spur any talk or
actions as to what maybe they are going to study in high school or what direction they might
want to go, like college or technic al school, or interest in the technical centers.
Interviewee 1: I had two young men that wanted to go to the tech, in the 9th grade you can’t go
to tech, you have to be in the 11th or 12th grade, who wanted to go to tech. One was for
automotive, he was interested in cars. Every project I gave him, somehow geared to cars, or his
project was going to be about some type of motor oil or something and the other one if I’m not
mistaken, he was going building homes and that’s also Tech. As we were talking, I’m thinking
that maybe we should open up to 7th or 6th grades that way we can kind of gage how they are
from one year to the next, instead of just 8th graders. Well maybe 6th grade may be a little too
immature, but it just depends on if they are IB. 7th and 8th graders so we can see how they are
next year. We could look at them the following year and say, what did you do, based on what
we learned, cause some of them we see in our classes from year to year..
Interviewee 2: And they can have more meaningful conversation because again, this thing was
kind of short. It was kind of short lived.
Interviewers 1 & 2: Right
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Interviewee 2: We were in our testing cycle last year when all the stuff transpired. We really
didn’t have a chance to get into it. One thing with my kids we are kind of geared toward
Technical centers and stuff like that. Then I tell them to go to the high school, these are some of
the courses you should you should take anyway. Some of them were trying to steer my class into
technical fields, where there are like a small number, you know, shortages in.
Interviewer 1: Right
Interviewee 2: I don’t know if I answered your question or not.
Interviewee 1: And those kids would fall through the cracks
Interviewer 2: We are not looking for a scripted answer.
There are some kids, and I always tell my kinds, I ask them who want to go to college and
everybody raise their hands. Not everybody is college material, or can actually get there. I let
them know that there are other options. There is a two year college, technical college, and
apprenticeship. So I let them know that there are other options. You don’t have to feel that
college is your only option because everybody is not going to go there.
Interviewer 2: We have one more question, you mentioned something about blacks and racing ,
What ways did RIR STEM Education day promote female and minorities students interest in
STEM Education related careers
It opened it up to them. They didn’t realize that there was something they could do. They always
just saw Caucasians, even on TV that’s all they saw. They never saw a Latino or African
American or anyone on TV in racing. If they were in it, they were behind the scenes. So they
didn’t see them. So this opened it up to them, that it’s not just a career, I don’t know why they
thought they couldn’t get into it., maybe because when I was young, I was taught that it was
very expensive. If it’s an expensive sport to get into it, you have to have sponsors, and if you
don’t know, I used to always like to go fast. Race up and down Chamberlayne Ave, I‘m
ashamed of it, my family use to like racing, but to do this, I didn’t think that was an option even
for me as a young person, because of what I was told, it was very expensive. Blacks don’t do
that.
Interviewee 2:I think that having the young lady who graduated, who was an alumni from
Fairfield Middle school and Highland Springs High school, I think she spend a lot of time with
the kids talking to them about what her interest are, what her goals are, what she is trying to
accomplish within the industry. I think that had a real big impact on kids, especially the females,
because females will look at this sort of thing as if you see like all guys there, okay this is not for
me. By having her in there and she had a lot of energy, a whole lot of enthusiasm, so I think
having her there really, kind of brought it home for our kids.
Interviewer 1: It goes back to what you said about awareness.
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Interviewee 1: Definitely, and I think this needs to continue to expose more kids. Just not east
end, west end, but just kids in general, with all you hear about being doctors, and lawyers, and
teachers, they think that’s all you can do. But if you expose to the, you know, greater career
choices, it just make you more excited about your future..
Interviewer 2: This program had women in racing, African American racing, and Hispanic in
racing. I think it was Destiny that had the biggest impact.
Interviewee 1: Yes
Interviewee 2: She had so much energy and enthusiasm. She was just the total package. I’m
glad she is in it. I think she said she modeled at one time. She just has that drive and that’s what
kids need to see. Kids feed off other kids. Like we said earlier, when they see somebody who is
enthusiastic, who really has goals set, and try to obtain those goals, the kids are like, “if she can
do It, I can do it too, it’s no difference.
Interviewer 1: It helps to see a role model.
Interviewee 2: Not only that, they can use her as a resource. As a matter of fact, she came back
and talked to our kids during career day.
Interviewee 1: Yeah, she did, pass out her car, and said, you can call me, talk to me. She made
herself accessible to the kids and that made them just glow. She was a big hit. I say every time I
went around there, that table, you couldn’t get to her because it was such a huge big crowd. So
for us I think that was very good.
School E
Interviewer: What did the student think about the RIR Stem Education Day and what did they
say about it afterwards.
Interviewee 1: The kids were really excited. In that particular group I had last year I only had 3
or 4 females, but they were definitely interested and they learned some things. I would say it
peaked their curiosity, brought home some things we had talked about in class, and the best thing
it did, I think it gave them a different focus for the public perception about NASCAR and how
things, different systems integrate one another. There’s more to just a driver driving a car around
the track, there is lots of behind the scene things that have to happen, people have to collaborate
and work together to accomplish a goal. So I would say it was definitely more than just another
day out of school.
Interviewer: It what ways were you able to connect your class content to what the students
experienced that day.
Interviewee1: Well, we talk about the systems approach is a big part of what I try to do in my
classroom. Teamwork and personality styles, how people bring different strengths to a team.
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They were able to see all of those things that I talked about because they came back and said,
“Mr. Turner we now understand more about what you talking about because that’s what we saw,
and that’s what we heard.” We talked about a lot of all discussions in class was about gender
misperceptions in Tec h Ed and CTE. There’s still that 250 year old Horace Mann philosophy,
girls need to sew and guys need to cut wood and do things like that. We’re bringing down those
barriers and the best thing for that both ethnically and gender wise was when they saw, the young
girl.
Interviewer: Destiny
Interviewee 1: Destiny Spurlock, as a matter of fact, I talked to Destiny personally and I was
supposed to get her to come over and talk to the kids, and I need to follow up on that. Just seeing
her there, it just knocked down so many walls. So many barriers.
Interviewer: You actually answered my last question, as far as content, did you have to adapt
your lesson plans at all to tie back to any of the programs or any of the stations that you saw or
was in pretty much in line.
Interviewee 1: It was definitely in line with the, it just so happens, I’m a STEM based instructor,
and we have our student organization TSA, so a lot of our 32 challenges that we have all
collaborate around the same things, same ideas. So I was easily able to bring it back to the kids,
not just in organization in systems and stuff like that, but technical details as well. Perfect
example, one of my first lessons in class after safety is measurement. We talk about the English
system, the metric system, the decimal system. We talk about careers, where I tell them that 90%
of the careers that most people have, that just measuring to the nearest center-meter, millimeter,
or the nearest 16th of an inch is going to take care of it, and we talked about how some people are
going to have high-tech jobs, in robotics, computer chip manufacturing, NASA and the space
program, and I always bring in NASCAR. One reason I bring in NASCAR because in a typical
engine, as an example, The cylinder piston clearance is about 12 ten thousandths of an inch, so
the metaphor I use is, when you go to those races there are three types of drivers. The drivers
that dominate the race, and about 2/3 of the way through the engine blows. Then there are
drivers, their cars won’t keep up, their lapped 30 or 40 laps around the track during the course of
the race, and there are cars that run consistently through the race, all the way. I write 12 then
thousandths on the board, I say “tell me what happens when you go up 1 ten thousandths and
down 1 ten thousandths”. You got 11 ten thousandths, 12 ten thousandths, and 13 ten
thousandths. So I said, the guys that run strong, like the Jimmy Johnson’s and those guys, I said
their builders are hitting it right there on the mark at 12 ten thousandths. The guys that blow the
engines, their engines are a little bit tighter, but parts expand when they get hotter, but that one
ten thousandths of an inch, may be giving it 4 or 5 more horsepower and at the end of the race,
it’s just not going to stay together, but of course the guys at 13 ten thousandths, they not making
as much power so they the ones that can’t keep up. So that’s my second lesson in class and
they got a chance to see that. They say, “Now Mr. Turner, I see what you talking about.”
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Interviewer 1: That is a perfect tie in
Interviewee 1: And this is the difference in having a billion dollar race team and a team that
can’t find enough sponsors to run a whole season.
Think on those lines? Maybe just to run 2 or 3 races.
Interviewer: What changes did you see in how students talked about STEM following that day,
or did their grades improve, anything along those lines.
Interviewee1: It was more of, middle school students and students, even we ourselves, like we
hear our parents talk about I did this and I did that, and maybe talk about Bill Russell scoring 100
points, some fantastic achievement, sounds like a cartoon character, fantasy character. Then all
of a sudden you have the opportunity to see that Bill did score 100 points, or Mr. Turner’s right,
he does know what he talking about. I guess what I’m saying, it more or less, for the kids you
can see the trip and the experience validated all the points that we been talking about in class.
Sometimes kids need to see a hands on, they really need to see a visual. They need to have an
hands on experience, and they got that.
Interviewer: Did the students say or do anything following this program that indicated they have
an interest in STEM education opportunities? Like perhaps going to one of the specialty centers,
anything?
Interviewee 1: I would have to say yes. There were some students that were leaning towards
going to the engineer center, and I do know that three of the students that were leaning on the
fence, they did go over there. Because of perceptions, I know that the Director of the specialty
center, I know her personally; we had many discussions about how, for years, they not had a
strong support cast for picking up students from the west end. It’s mainly the distance, they
don’t want to, misperceptions of the East End. Secondary but primarily they don’t want to make
that 30 minute trip. I know after that program, I know two students that were in my program,
that was walking the fence, about whether to go, that had been accepted at other specialty
centers, said, hey, I’m going to Highland Springs. Definitely that took it; I think I can say, that
was the icing on the cake, after they went to that program. As a matter of fact, there was one
student in the class, to augment the power of the program. He was very negative; he is the most
negative student I ever taught in my 30 years of teaching. I found out later on that he went over
there.
Interviewer 1: To the specialty center
Interviewee 1: To the Engineering center and he was negative about a bowl of chocolate ice
cream. I think this program
Interviewer 1: Did he attend the program?
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Interviewee 1: He did attend the program. He said he didn’t like my class. He was very vocal
about it, but I was shocked he went over to the Engineering center.
Interviewer 1: They need to see, feel, and smell. The hands on activities are amazing. The next
question is very similar. As far as education opportunities, did they say anything about career
opportunities, maybe going into something involving STEM because of this program? So I
guess you can see that it’s a whole lot more than just going fast in a car around the track.
Interviewee 1: That’s correct, again, just thinking about it 6 months later, I know those two
students. The two students that wanted to go were excellent students anyway. I heard a lot of
chatter back and forth between them about it. Maybe it’s another side point. One of my parents
with one of the companies with the Arena Racing, they must of given me 800 or 900 tickets.
Those tickets disappeared like popcorn. These kids were taking 4,5, or 6 tickets at a time. I
didn’t know, it seems like it’s already a fanfare following of the Arena Racing component out
here in the West End. I didn’t really. I’m supposed to know about these thing, I didn’t know
anything about Arena Racing until we had the first
Interviewer 1: I didn’t either. I went not too long ago, and Destiny raced there. She got 2nd in
that race. She’s popular in that whole program. She actually like 8th in the nation in motorcycle
racing right now.
Interviewee 1: That’s good
Interviewer 1: Yeah, real good
Interviewer 1: Last question, you kind of touched on it a little bit. In what ways did the STEM
Education program promote female and minority students into STEM related education and
careers.
Interviewee 1: In that particular group last year, we always fighting at battle. I know one of the
students; one of the four girls, her mother is an engineer. She is already leaning in that direction
anyway. Right now her focus is swimming. She was with me for 3 years and again her work
was exceptional. She showed more interest in it, and like I said, Destiny herself, just broke
down so many double barriers again by being female and by being an African American, and
there was so many African American students in the group and I think they were impressed.
Interviewer 1: We were at Highland Springs this morning, and some of the students gushed over
Destiny. Role models and our research indicated that females and minorities need to see role
models in STEM and know that they have support.
School H
TL - I have six questions for you.
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1. What did the students think about RIR STEM Education Day? What did they say about it
afterwards?
The kids really liked it...I only took my 8th grade class...the reason being I really didn’t know
what the program was going to be like. I want to continue the tradition because to me I used that
as a springboard the whole 9 yards too as it was leading up the program. The kids really thought
it was an honor to go to the program because they earned it...so when they got there....we didn’t
know what to anticipate and once we got into the large building...the kids were able to walk
around at first which was good ...we were one of the first buses so I think our kids had more
time...I also think the program got off a little bit later because the other buses...so from a logistic
standpoint...my kids were excited...if you were on a later bus the kids had to sit and listen to
Russo and the others...getting there early was great for the kids...the later kids got sent to the
wolves. The kids loved the stuff in the building and the activities on the track...the pizza...all in
all the feedback from the kids when they got back was that they were excited...and it has carried
over a little bit this year as the kids are asking me about race day and I haven't said a word
yet....this year will be better in that kids will know what they are going to and the teachers will
be able to better prepare the students for the trip....I can push to do more activities to lead up to
it.
2. In what ways were you able to connect your class content to what students experienced that
day?
basically through the co2 cars which are the metric 500...those schools throughout the
country...so that unit along with the new unit on crash dummy...a paper car activities with
Pringle’s potato chips...we have a ramp coming down and the paper vehicle at the end...the chip
is the passenger...so with those two classroom activities done beforehand again that leads up to
watching the real thing...so we talk about roll cages, we talk about forces, impact,
aerodynamics...we can bring in these terms that were used with these units and now when the
kids get here they are kind of clued into what’s going on...the kids are used to NASCAR here so
the classroom activities tie into prepping the kids before they go to it.
- How have you adapted lesson plans that tied back to STEM components such as force, speed,
etc.?
At one time I thought that there would be a follow-up packet that had terminology like a lesson
or two that might deal with g forces, impact, speed, distance-time...all that stuff you know how
things are figured...kind of like a crayon book type of thing that kids could have done that were
simple enough to get the concepts across but at the middle school/high school level....pre lessons
and post lessons to follow up...it could be the rules of NASCAR or something like
that...something that the kids can have when they get back that the teacher can follow-up
with...the next couple of days we will be figuring out...metrics, rpm, engines, horsepower...tie in
the math curriculum...you could also do advertisements/marketing/business...you need the revue
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coming in to run businesses and to promote your product...go through how NASCAR markets its
cars...the teachers have a lot of creativity...some type of follow-up packet would be good...pre or
post with some math concepts.
3. What changes did you see in how students talked about STEM following the RIR STEM
Education Day?
a lot of it would have if we would have had that follow up activity as a follow up...we have
things we have to accomplish and since this was the first time I was asked for feedback right
away and the kids gave their feedback right there...I couldn’t really tell you...I substituted that
document for a classroom discussion from a time standpoint...would I elaborate on it or go
further, yes...didn't know if this was a one-time deal...in hind sight if I had known this program
was annual I would have asked for more feedback.
- Did their grades improve?
Had we had a pre and a post-test...we probably would have seen a correlation.
- Were students engaged and/or interested in STEM? Was there increased participation?
I would say yes. It was a good opportunity to expand what we do in the classroom with the
racecars and crash exercises...they are able to see the real thing...and see these things beyond
racing...they can correlate the design process
4. What did students say or do following the RIR STEM Education Day program that may have
indicated an increased interest in STEM educational opportunities?
By the time we had this program the students were already signing up for high school
programs...we talked about careers more than from an educational standpoint and used this
program in my discussions about career opportunities and how many jobs were needed to even
put this program on...and how many of these jobs deal with STEM...deal with technology...and
that the jobs out there...weren’t it comes to technology you are looking at 80% of available jobs
deal with technology...I push a lot of our technology and education classes which is a part of
CTE
5. What did students say or do following the RIR STEM Education Day program that may have
indicated an increased interest in STEM career opportunities?
Covered above.
6. In what ways did the RIR STEM Education Day Program promote female and minority
students' interest in STEM-related education and careers?
Did you see what was coming off our busses? 90% boys. So that’s one of the biggest problems
we have as CTE when it gets into the technology aspect...home economics, business, consumer
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science are all fine...technology education I have 60 kids, 1 girl, 8th grade...I’ve had girls before
but most of them are from other countries...they took my class because they wanted to be an
engineer. I have 1 girl this year and she is just one of the guys...she doesn't want to be an
engineer but just likes working with her hands. That is par for the course nation-wide...girls are
not jumping into these classes...so as much as you emphasized the minorities...the
gender...NASCAR is probably 75%-25% male-female so you have a male activity pretty
much...it’s a STEM activity but its male...how do you get more females to your program when
they are not in our classes....start bringing the family and consumer science kids too and then you
will get the girls to the program...start introducing the kitchens and all the other aspects of a race
and how it all works together...you bring the business class in which is more females...so you are
catering to kids who the mechanics, etc....right now, the way things are now you are going to
have mostly boys...what we need to do is to offer a class for all girls...they are intimidated by a
traditional all boys class...it would be a whole different ballgame...I think we would see
immediate results where we would see more girls going into technology curriculum...you know
STEM fields...
School K
TL - I have six questions for you.
1. What did the students think about RIR STEM Education Day? What did they say about it
afterwards?
We did not have one negative comment and we had close to 50 kids. They all had a good
time...riding back on the bus I heard one student in particular talk to another student and said that
this was the best trip that had ever been on. All in all it was extremely positive because they
even mentioned it to their teacher because when we got back and school was still in
session...they dispersed to their classrooms and then I heard from other teachers the kids really
had a good time because they were talking about it with other students....they all had a real nice
positive experience....the program definitely had a cool factor to it.
2. In what ways were you able to connect your class content to what students experienced that
day?
Last year...being that the time of year that it was...and being it was our first time around ...I was
only able to connect it to the form of employability skills an business orientation and
awareness...meaning, we talked about it...they experienced it....it was getting close to the end of
the year...we didn’t do the project which is a co2 dragster in conjunction with because it wasn’t
timed in such a manner...but we will try to do this year. So, I was not able to incorporate the
dragster and talk more about racing but we typically would have done. We talked about
opportunities in racing...not just the driver but we mentioned business and mentioned a lot of
money in the business, job opportunities outside of the actual and physical race... I wanted them
to have more of an awareness of that...and so we talked about those things and I would have
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liked to have done our car so that we could link it together more so and them dive more into the
STEM of it...the STEM skills and knowledge of it.
- How have you adapted lesson plans that tied back to STEM components such as force, speed,
etc.?
We are going to be doing more of that this year.
3. What changes did you see in how students talked about STEM following the RIR STEM
Education Day?
I didn’t witness a lot of conversation amongst them about it because when we got back it toward
the end of the year so we are jumping into other things to prepare them for their final exams...we
were trying to wrap up the end of the year...it was late April so there was not a lot of time left to
finish up what we were doing and finish up the year to get ready for final exams...and they are
dealing with their other coursework and SOL's, etc.
- Did their grades improve?
The stations were very educational...they obviously closer to one on one...they don't just view
cars going round and round...this is where the real learning takes place...the was the heart of the
matter as far as learning and STEM...but I don't think there was time for grades to actually
improve but students had better attitudes toward everything which might lead to their grades
improving...they might say hey this is cool and this was what school is all about....this is how it
connects to racing and other things...if their attitudes changed just a little bit it might lead to
better grades if there was more time.
- Were students engaged and/or interested in STEM? Was there increased participation?
4. What did students say or do following the RIR STEM Education Day program that may have
indicated an increased interest in STEM educational opportunities?
We haven’t discussed this with the kids...I think by that point the kids already knew which
specialty center...it was already established.
5. What did students say or do following the RIR STEM Education Day program that may have
indicated an increased interest in STEM career opportunities?
Some of the kids took us up on the race tickets and went that same night and I had kids and their
families went and they really enjoyed it...I really don't know.
6. In what ways did the RIR STEM Education Day Program promote female and minority
students' interest in STEM-related education and careers?
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There were quite a few females there and I thought that they had a good experience...I don’t
think we necessarily had a conversation about females and minorities in particular... it was just
they were there and in it and partook like everybody else...it wasn’t like there were a group set
aside or set apart I any way...we didn’t have a conversation because we look as everybody as
equals...we feel like hey you can do this and they know they can do anything....they saw that girl
there...we ned more of that...the kids need to see that they can do these things.
School L
TL - I have six questions for you.
1. What did the students think about RIR STEM Education Day? What did they say about it
afterwards?
My kids thought it was great. they had an opportunity to see the young kid from Elko who
races...it gave them the feeling that they can do this...we were building the co2 cars at the time
and that really made it more exciting for them...it made them wonder just how fast their car could
go...it motivated my kids in so many ways...first it showed my kids that they could do this...and
second I really want to race a nice car...and the design process was awesome it really jump
started a lot of things we were doing here...we race c02 cars and speed...how fast can something
go?...they wanted to get in and race the cars...the small cars had the most impact...they thought it
was adults in those cars and saw that kids can do this too...it also showed that they can have fun
learning this stuff. My kids wanted to race the cars and to see how fast these cars could go...how
long the tires will last...how hot do these tires get...they were amazed at how loud these cars
were...it was awesome...they really enjoyed it...they could see that what they were doing in the
classroom could lead to what was going on at the program. The questions were about safety,
helmets, fire suits...what’s the fastest car ever raced...were there any black racers?...will that kid
race in the big race>...it brought up so many questions and it opened up their minds to the
sport...how much money can a racer make...can we go back?...they wanted to start getting into
mechanics...specialty centers...it was great...the specialty centers are the next big step because
our kids wanted to know if they still teach welding...what centers have what they wanted to
learn...
2. In what ways were you able to connect your class content to what students experienced that
day?
I got to elaborate on how important design is...how it important it is to test run...how important it
is to test a model...how important it is to take your time on what you’re doing and safety became
more important because everyone was thinking man that was fast...speed grabbed their attention
and brought how important safety was...how important it is to create a good model to test speed,
aerodynamics...how long it can take to get from here to there and at what speed...lots of math and
engineering, since comes in play...sometimes kids don't want to talk about it...they don’t teach it
like this in our classes and this program made it fun...the kids were able to see how what they
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were doing related to the science, technology related to ... It was amazing because they started
asking more questions themselves...they were more aware and more engaged
- How have you adapted lesson plans that tied back to STEM components such as force, speed,
etc.?
It allowed me to make it more challenging for the kids...when you go to an program like this they
start answering some more questions by themselves you can start challenging their minds with
more challenging questions...they’ve taken a part of it and i may not have to spend a whole day
on because the program did it for me...they love hands on a lot better than what’s in that book.
3. What changes did you see in how students talked about STEM following the RIR STEM
Education Day?
It was easier...it made sense...the kids started saying we talked about that Mr. Handsome’s
class...they tried to say ...and didn't I tell you that in class...they seemed to be on top of it.
- Did their grades improve?
For some it did...for the majority it did...the reason I say this is because it kept their
attention....where some kids were tended to fall away...you know what? I really do want to do
that...you hear a lot of kids say that electives are not important...then they realize you are doing
these are the types of things and this is related to that...they see that it is fun and this is what they
want to do...things are easier to do if there is some fun...that’s the reaction that I enjoy.
- Were students engaged and/or interested in STEM? Was there increased participation?
4. What did students say or do following the RIR STEM Education Day program that may have
indicated an increased interest in STEM educational opportunities?
some of the kids really start ...this kid right here...he was ready...he was ready to get into TSA or
tech program...anything that had to do with motors, speed...he was geared up...he was ready at
that point and some of those kids the light comes on and that’s what you want to see...one of the
main questions that they ask is what kind of money do these people make...I say to look it
up...but they think everyone is a millionaire and don’t understand that people start at the bottom
5. What did students say or do following the RIR STEM Education Day program that may have
indicated an increased interest in STEM career opportunities?
It sparked their mind and their attention...when they say college they say this is what I want to
do...these kids, some want to go to IT Tech...they want to know how to get to that point...when
you say it’s a sport we look at anything is possible and the right avenue to that sport...they see
the commercial...they want to go to mechanics school...they're on it but they just need to find out
what to do to prepare themselves....all of our talk is about careers...these kids want to invent
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something...they want to be a designer of a particular car....and I tell them they can do that...to
design that...to build that
6. In what ways did the RIR STEM Education Day Program promote female and minority
students' interest in STEM-related education and careers?
Once my girls saw Destiny you guys can forget it...we will take over...I get so many girls in my
class and they are on top of it...they love it. At the beginning they don't think they can do it but
soon they are taking over the class...I think more are headed in that direction and into that field.
They have been asking me to get Destiny over here to talk with them...we talk about
ethnicity...we try to figure out how to get them involved but the majority wants to know the
salaries...they asked if blacks were involved in racing...I know the kids thought that the program
belonged to them and that it was what they wanted to do...especially the girls. They said we're
in! The guys said that they wanted to build this or build that but the girls wanted to get in the car
or on the bike...I want to race! The guys were saying we are going to get a bike any way but I
want to make this thing faster.
Students
High School 1
Interviewer 1: I’ll just start with question #1. Think back to the RIR Education Day which is
the program you attended, what did you find interesting about that day?
Interviewee1: I found like the speakers were talking about the application of Math and Science
with the racing and stuff and how the fuels, and car, and tires work.
Interviewer 2: So the speakers not at the stage but at each of the stations.
Interviewee1:
Un huh.
Interviewer1: okay, how about you?
Interviewee2: I liked listening to the speakers at the stations as well. I think my favorite part of
it was looking at the structure of the walls where the cars were racing.
Interviewer 1: Was there anything specific about that, that you liked, that helped you
understand any components of STEM or anything?
Interviewee2: I learned a bit more of how STEM applies to racing and they really
Interviewer 1: Was there anything that helped you understand the concepts of STEM that you
saw at particular station.
Interviewee1: Business station explained a lot about how they make money off their system and
stuff.
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Interviewer 1: The sponsors and all
Interviewee1: Yeah, I really didn’t know they made money.
Interviewer 2 : Think back guys as to how you was in middle school did you work on any of the
co2 dragsters, like you did in middle school, now how might that program relate to the STEM
Day?
Interviewee2:
things.
They both kind of relate to how it applies to cars and stuff you know, everyday
Interviewer 1: Ok, so what was it you did, what did you do there that you really liked?
Interviewee2:
really cool.
Kind of like looking at the different structures of the cars, the tires, that was
Interviewer 1: What about any hands on activities, did you get a chance to do any hands on
activities, and if so, what was it? Did you like that or did you like more of the information?
Interviewee 2: I didn’t really get a chance to do any hands on stuff, there was a lot of people
there.
Interviewer 1: Did you get a chance to do anything hands on or interactive?
Interviewee3:
I don’t really think I did either
Interviewer 1: Do you think that might have been something you would have been interesting in
doing?
Interviewee 1: yes
Interviewer 1: Did any of you get a chance to do the simulator?
Interviewee1 & 2: No
Interviewer 1: That’s been a popular one.
Interviewer 1: Like what Will was talking about and relating things back to classroom, you did
the co2 dragster. If you guys did that, was there anything specifically you could say, was the
station you saw or participated in, you could say, Oh that’s kind of like what we did with the
dragster.
Interviewee2: There was one station I talked about, talked about the different art design. How
they design the outside of the car on paper and stuff.
Interviewer 1: ok, anything else
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Interviewee1: There was one of the stations that was talking about the wheel s of the car. I
thought about how when we had made our c02 dragsters, how different people had made where
their axles go. I had made mine like a thicker area than some people had made it thinner and
theirs ran faster, and it gave me ideas if I ever got to make another c02 car.
Interviewer 1: That’s great. Were there stations where you would of liked to spend more time?
Any stations that you can think of that you maybe would like to spend a little extra time at.
Interviewee 2: Probably the tire station
Interviewer 1: Did you find anything specifically that you found out that was interesting
Interviewee2: How thick those tires are
Interviewer 1: A lot different than the ones that go on your car
Interviewee 1& 2: yeah
Interviewer 1:
What about you.
Interviewee3: Like I said before, the axles and where they connected and I hadn’t really seen
much of that because when you watching cars drive, you don’t really see much of the mechanics,
you just see the car moving and like the driver.
Interviewer 1: So it made you think a lot more about the Science and Technology behind it after
you experienced that station.
Interviewer 1: Was there anything as the result of this program that made you think you might
want to be an Engineer, Mechanical Engineer, Scientist, or anything like that. Is it something
you thought of or think you might be interested in doing? Did this experience help you in that
way?
Interviewee2: Yeah, it did kind of help me think about getting a STEM degree. They talked
about how smart the drivers are actually and how they have all these degrees in Technology and
Engineering.
Interviewer 1: Sure, it probably helped to understand all that Geometry and mechanics behind it
if you had to be behind the wheel. So you found that interesting.
Interviewee 1: I’ve always wanted to be an engineer from when I started middle school. When I
first took my technology class, I thought it was interesting. I joined TSA in 6th grade and I’m
currently a chapter officer here at Deep Run.
Interviewer 1: Great, so you have some background knowledge in technology and engineering,
did you feel this program was effective in increasing interest in it.
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Interviewee 1: It gave me an interest in different types of fields, and this was one of the more
mechanical fields of engineering and gave me a good idea in what field I want to go in to
Interviewer 1: Do you have an interest in a career in engineering?
Interviewee 2: Not really me, but it helped
Interviewer 1: Provide some interest in, exposure
Interviewer 2: What kind of engineer do you want to be.
Interviewee 1: I’m not really sure yet, but I’m interested in learning more.
Interviewer1: Do you know what you want to do?
Interviewee 3: No, but probably not engineering.
Interviewer 1: So what do you think maybe could have made it better? Or something we could
of added, to leave out just to make the experience better?
Interviewee 2: I would probably leave out, you know when you are in the center stage, the guest
speakers, because that took a lot of time, and more time on the stations
Interviewee 3: Definitely more time at different stations, it’s like you said before, the simulator
would of definitely
Interviewer 2: Last question, what station made the biggest impact on you, which one jumps out
of your head first when you think back to this day, which station, and why?
Interviewee 2: probably the station where you got to see the inside of the car, and see the cut
outs
Interviewee1: I think the cut outs interested me too and whenever I think of this field trip, I think
of the station that explains how the walls were made and I always think that it would be
interesting to see how we could use those types of engineering properties and other things, like
bridges and such
Interviewer 1: If you had the opportunity to go back to this program, would you go?
Interviewee 1: Yeah
Interviewee 2: Definitely
Interviewer1: Just to get a chance to get on the simulator
Interviewer 1: yeah
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Interviewer 1: Did you get to watch the cars take a lap around the track?
Interviewee 2: Yeah
Interviewer 1: Did you see it with a different perspective after you been in and seen all of this?
Intervieweer2: yeah
Interviewer 2: Are you guys NASCAR fans
Interviewee 2: No
Interviewee 1: Not really, I never been to an actual race, but when I was there, it gave me a good
idea what it look like
High School 2 (Males)
Interviewer 1: First question is, think back to RIR Education Day over at the raceway. What did
you find interesting about that day, what kind of things jumped out at you, you found interesting.
Interviewee1: The cars, seeing all of them and how they work, and the simulation was also
really cool.
Interviewer 1: What about the simulation did you like?
Interviewee1:
like playing it I guess
Interviewer 1: Okay, very good. So for the others who went, was it a fun experience or a boring
experience.
Interviewee1:
some was bored, some was having fun
Interviewer 1: Which ones did you fine boring?
Interviewee1:
ummmm
Interviewer 1: Better yet, which ones did you find exciting besides the simulator.
Interviewee1:
seeing all the tires, and how they work, that was really cool, ahhh and
Interviewer 2: did you meet any of the drivers
Interviewee1:
uhh No
Interviewer 2: Do you recall anything that you saw, that was fun
Interviewee2:
yeah I thought the simulator was fun too
Interviewer 2: do you guys study STEM? Science, Technology, Engineering, and Math
RIR STEM EDUCATION DAY PROGRAM EVALUATION
Interviewee1:
164
we don’t really study it, but we learn about it
Interviewer 1: We touched on the second question about what you really liked, As far as STEM,
what sort of hands on activities did you like that was at RIR education day, where you was
actually had to, you were able to actually apply and look at what you studied in class
Interviewee 2: Was there anything that popped out
Interviewee 2:
I don’t really remember
Interviewer 1: Yeah we understand it was a while ago. Anything from that day that you
remember that made you understand STEM better. Understand Science, Technology, the
Engineering, or the Math
Interviewee1:
Looking at the cut out car and seeing like the motor
Interviewer 1: Do you remember the simulator?
Interviewee1:
Yeah, it was a long line
Interviewer 1: Yeah that was one of the more popular areas. I guess the simulator will be the
answer here, but were there stations, that you would like to spend more time?
Interviewee1:
My class didn’t get to like maybe 5 or6.
Interviewer 1: You got like half way. Of the stations that you did get to, which ones stood out
for you
Interviewee 2: The simulator
Interviewee: The three things I remember were the simulator, and the guy was talking to us
about market, like promoting NASCAR or something like that and the tire one.
Interviewer 1: Ok
Interviewer 2:
Do you recall any other ones that you like
Interviewee1: There was one, where they demonstrated how the oil filtration. How it works
Interviewer 2 : You guys remember the air filter kind of thing with the ping pong ball
Interviewee1:
Oh Yeah
Interviewer 1: did you find any of that stuff interesting, was it stuff you already knew,
understood?
Interviewee1:
sort of
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Interviewee2: I kind of understood it before.
Interviewer 1: What about the tires, you mentioned something about the tires you found
interesting. What about that.
Interviewee1: Like how they have the thickness that programed like the rubber from getting all
over the track. I think that was interesting
Interviewer 1: What do you think would have made that experience better? Anything you think
that would of made that trip out to RIR more interesting for you?
Interviewee1: Maybe like have a NASCAR driver come over and talk to us
Interviewer 1: ok
Interviewee1: Like Jimmy Johnson
Interviewer 2: Like a celebrity driver
Interviewee 2: Yeah
Interviewer 1: What would you ask him if he was there?
Interviewee1: How does it feel on the track? Like did it take a lot of preparation to do that, like
to drive
Interviewer 2: Ok, Are you a NASCAR fan? I use to be, are you guys race fans at all
Interviewee1:
No
Interviewer 1: Even if you are not racing, would you like to get out on the track and drive a car
Interviewee 1: yeah
Interviewee 2: yeah
Interviewer 2: Do any of you guys want to grow up to be an Engineer or Scientist?
Interviewee 1: I want to seems like a good job like this, like rising in,
Interviewer 1: You are absolutely right about that.
Interviewer 2: So the two of you guys that was there or I don’t remember the two of you seeing
this, do you think the program make you more aware of Science and Technology, Engineering,
and Math is in racing. Like maybe you didn’t think about before.
Interviewee 2: Like on the car, like geometry and stuff make it strong and not break while
you’re driving
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Interviewer 2: What do you guys want to be when you grow up?
Interviewee1:
Construction worker
Interviewer 2: A lot of STEM
Interviewee2: Military
Interviewee 1: Maybe something in alternative energy
Interviewer 1: Definitely a lot of STEM
Interviewee 1: That’s what my dad does
Interviewer 1: What station made the biggest impact on you?
Interviewee 1: Probably seeing like the cut out car, that again showed me like how everything
works together to for STEM.
Interviewee 1: Anything from that day, made you more interested in pursuing STEM Education .
When you get into your high school years, you are already in your high school years, would you
want to pursue STEM as you move forward
Interviewee 1: Probably a lot of it
Interviewer 1: ok
High School 2 (Females)
Interviewer 1: First question is, think back to RIR Education Day the program we were just
showing you with the pictures. What did you find interesting about that day. Anything that was
interesting about it?
Interviewee:
Ummm
Interviewer 1: There’s no wrong answers. You can just…
Interviewee:
Trying to figure out. I really don’t remember this day. Ummm I just can’t.
Interviewer 1: Any of the cars, the cut outs, the learning about how…
Interviewee:
I remember going to VCU, and watching, no not VCU, I lied.
Interviewer 1: RIR
Interviewee:
The Coliseum and watching…
Interviewer 1: The Arena Racing, Ok
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167
The Arena Racing, that’s all I remember
Interviewer 1: Ok, anything fun about that experience, did you think it was interesting at all?
Interviewee:
Yeah
Interviewer 1: Yeah, ok. Would you think it was boring or was more fun?
Interviewee:
Umm, It really wasn’t my thing
Interviewer 1: Wasn’t really your thing, yeah, that’s ok. Umm, Did it help you , was there
anything that you saw with that helped you understand any science or technology stuff that you
been doing in a classroom that was maybe specific with that kind of program?
Interviewee:
No
Interviewer 1: No, ok. So what was it, what did you do, did you do anything, you remember,
that you really like?
Interviewee:
Uh, we walked around and looked at the cars that were there.
Interviewer 1: Ok, was that pretty cool to see the different cars?
Interviewee:
[nods] Yeah
Interviewer 1: Yeah, have you ever seen anything like that before?
Interviewee:
Ugh-un
Interviewer 1: Ok, Did you do any hands on activities? Do you remember getting to like touch
stuff, play with stuff, or you know like interact
Interviewee:
No
Interviewer 1: Would you like to of had have done any hands on activities stuff
Interviewee:
Yeah
Interviewer 1: Ok, do you think the hands on activity would help you understand like the science
and technology as it relates to racing if you were doing hands on activities?
Interviewee:
Yeah
Interviewer 1: If you got to, do you. Ok.
Interviewee:
Yeah
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Interviewer 1: Can you think of any of the stations, they had stations set up, you know different
stations showing different things. Were there any of them that you could think of that you might
of liked to of spent some more time at or looked at a little longer.
Interviewee:
Umm, They had like the cars and we got in the cars
Interviewer 1: Was that the simulator
Interviewee:
Yeah
Interviewer 1: The simulator
Interviewee:
Yeah
Interviewer 1: You like that; yeah the simulator is pretty cool.
Interviewer 1: Umm, let’s see…Was there anything that you did like the simulator that you
think made you think you might want to learn more about how this stuff works, how the cars
actually work or any of the science or technology, and engineering that’s involved with it.
Interviewee:
When we did the cars, when we got in the cars that made me think how it works
Interviewer 1: When you got in them. That made you more interested in how it works, ok and
do you have anything that you want feel free to follow up on.
Interviewer 1: Did you do anything there or see anything there that maybe peaked your interest
in maybe being like an engineer or driver or working with
Interviewee: ugh un [laughs]
Interviewer 1: [laughs] No nothing. That’s ok. Nothing wrong with that.
Interviewer 2: [laughs]
Interviewer 1: What do you think could have been done to maybe make that program better?
Interviewee:
If we had longer time.
Interviewer 1: Longer time, longer time like at each station or longer time just for the whole
day?
Interviewee:
Longer time for the whole day.
Interviewer 1: For the whole day, ok, that’s a good suggestion. Was there anything that you
think could be left out, maybe or was there anything that you didn’t think wasn’t really
necessary?
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169
No
Interviewer 1: What station do you think made the biggest impact on you, like was there one
station that really stood out that you kind of thought about maybe after the program was over.
Any station that made some more impact on you.
Interviewer 1: Just the stimulator, yeah the stimulator, you like that, you liked being able to get
in and drive it and do that. Okay.
Interviewer 1: What made you remember that station the most, the stimulator station?
Interviewee:
Because I got to get inside it.
Interviewer 1: Because you actually got to get inside of it, yeah, and that about as hands on.
Yeah, ok. Did you have anything that you want to follow up on?
Interviewer 2: Are you very interested in learning more about Science and technology?
Interviewee:
No
Interviewer 2: Why is that?
Interviewee:
I don’t really like Science and technology and engineering, it’s not.
Interviewer 2: Do you think of your teacher s would of made it more hands on, creative or had
made Science fun, you would be interested in Science and technology?
Interviewee:
Ummm, I don’t know
Interviewer 2: Are you good in Math?
Interviewee:
Ummm,Not really
Interviewer 2: [laughs]
Interviewer 1: Well that’s it. Do you have any questions or anything, do you want to ask
anything, elaborate on anything else?
Interviewer 2: No
Interviewee: No
Interviewer 1: Alright, what?
Interviewer 2: You said you didn’t participate?
Interviewee: No
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Interviewer 1: That is it.
High School 3 (Males)
Interviewer 1: I’ll just start with question #1. Feel free to answer and provide specific details
and if you want to elaborate, feel free to do so. So think back to the RIR Education Day which is
the program you attended, what did you find interesting about that day?
Interviewee1: I found all the physics and all that kind of stuff interesting. Like how all that
played into, how they shift the cars, why they don’t have doors on the cars, and stuff like that.
Interviewer 1: So learning that physics, was there one particular station.
Interviewee1: Just when I asked questions, you know like why they don’t have doors, they
were talking about wind can get into all the crevices and stuff.
Interviewer1: okay
Interviewee2:
was cool.
How many people it takes for this development and how much fuel it takes, that
Interviewer 1: A lot more than you may expected.
Interviewee2: They kind of said the behind the scenes things that go into these races and when
you watch on TV and stuff, like you see them practicing, some of the people that participated
and , kind of like how everything happens.
Interviewer 1: Okay, and you kind of mentioned, what ways did it help you understand STEM
and if it did in any way. Science, Technology, Engineering, and Math, any of those components.
Was there something you did at this program that helped you understand something
Interviewee1: Again, I guess a lot of the physics and also for the technology part, all the
technology that they use and how it’s developed over the years, I guess.
Interviewee2: Pretty much the same thing, Technology, the Math it takes
Interviewer 1: Were there any specifics thing you saw or with regards to Math that may you
kind of be like “oh that’s interesting”?
Interviewee1: Like how long it really takes them to prep up for these races and stuff and it is like
Science behind the cars and the engine and stuff. Makes you kind of want to be an engineer.
Interviewer 1: Ok, that’s great. What did you do while at the program that you really liked.
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Interviewee1: Other than eating pizza, I kind of just liked walking around the room looking at
all the different stations and checking out all that goes into racing and all the Technology,
Engineering, and Math that it takes to actually have a race.
Interviewer 1: Ok, anybody else?
Interviewer 2:
Was there anything specific that you really liked?
Interviewee2: Listening to the drivers stories. There was one of them, we asked what happens
in VIP when you are in there, he sort of told of some funny stories, also one of the stations we
had to like yell as loud as you can and if it didn’t match the sound that the car’s engine makes.
That was really cool, to like comparison.
Interviewer 2: Were there like any activities like hands on activities that you go to participate in
that you liked?
Interviewee 1: The one with the guy in the oil, he actually showed that they have to use this
specific cloth. To sop up all the oil and he kind of let us try it out and he said it is basically like a
ten times a million
Interviewee 2:
I got to touch a tire
Interviewer 1: A what?
Interviewee2: A tire.
Interviewer 1: Ok, that’s pretty cool
Interviewer 2: What did you like about the tire? Did you learn anything about the tire?
Interviewee2: I forgot, I think it was bigger, and it looked smoother. The inside, I think the
insulation, I kind of liked the insulation.
Interviewee3: The part I liked was the Redskins car. Because I’m a Redskins fan, I just like
seeing that. I was the last student so I kept the Redskin picture. So that’s a popular car.
Interviewer 1: Was there any activities that you did at the program that you can relate back to
classroom activities? Activities you’ve worked on in class you can say, oh that makes me kind
of understand why we were doing that in one of your classes.
Interviewee3: The one at the bottom left corner did like these experiments kind of, I don’t quite
remember
Interviewee1:
Was it the potato chip car?
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Interviewee3: I don’t remember, it’s like the raceway and how it like, like the floor of the
raceway, they had a sample. I can’t quite remember but it was like kind of the floor, and you
could like feel
Interviewer 1: Was it a woman that was doing that?
Interviewee3: yeah
Interviewer 1: Was there anything in class you had done that made you understand, we talked
about that in class, yeah you know
Interviewee 1: We did make C02 cars and we kind of tried to shake them to give them speed
and they talked about that with the race cars
Interviewer 1: What do you mean by shaking them for speed?
Interviewee1: Like how to make the aerodynamic, sending them down and stuff like that.
Interviewer 2: What about the weight to the car, anything?
Interviewee 1: We didn’t really weigh it, it was a really lite wood, so it really didn’t matter
Interviewer 1:
Okay
Interviewee1: And they were all pretty much the same size, so it was just shaking it.
Interviewer 2: Okay, where there station you would of like to spend more time?
Interviewee2: We didn’t go to that simulator, so it would have been cool to of went to that,
honestly.
Interviewee1: Yeah
Interviewer 1: That seemed to be a popular one
Interviewee1:
Yeah, I would of like to go to that
Interviewer 1: So you would of like at least had a chance to go to the simulator and spend some
time on that.
Interviewer 2: We have to see if there are more simulators.
Interviewer 1: Was there anything that you did that made you think you would like to learn more
about, Science, Technology, Engineering, and Math? After you went to this program, was there
anything that kind of prompted you that you really want to learn more about STEM?
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Interviewee 1: It was kind of the things that got me thinking again back to the physics with why
they don’t have doors and stuff, kind of thinking how air would get trapped in there and stuff like
that, the things that kind of make me think about it for a little bit.
Interviewer 1: You want to learn a little more about it perhaps
Interviewee 1: yeah
Interviewee2: It’s like so big, the car is so heavy and stuff so they really fast
Interviewee3: The engines, like fixing them, preparing them and stuff, that’s interesting if you
want that kind of job
Interviewer 1: That leads us, do you think you want to be a Scientist, Engineer, or Mechanic, or
anything like that in the future?
Interviewee 2: I want to be a Mathematician
Interviewer 1: Mathematician, that’s great.
Interviewee 2: I got to learn how much it pays but is interesting. It’s a fun thing to do.
Interviewee 1: I said definitely, because like I told you guys before, I kind of want to be a
Physical Therapist and that field is in Science and yeah.
Interviewer13: Yeah ok. What do you think was some things you think that might have made
the experience better?
Interviewee 1: Not really, other than again, more time on the simulator
Interviewer 1: You didn’t get to the simulator, making sure everyone has time to get around to
all the stations perhaps.
Interviewee 1 & 2: yeah
Interviewee 2: Meeting more racers, that would be cool. To like learn their stories and stuff.
Interviewer 1: Did you get to meet any at all. I think you sat down and talked to one.
Interviewee 2: yeah one guy, that was pretty cool
Interviewee3: There were boring stations there.
Interviewer 2: There were boing stations there, what made them boring?
Interviewee 3: Just the tire one.
Interviewer1: I thought you said you loved the tires
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Interviewer 1: You was joking?
Interviewee 3: it was like touching the tires
Interviewer 1: You said you got to meet the female motorcycle rider?
Interviewee 3: Yeah, did she have like an injury or something in the past?
Interviewer 1: I’m not sure
Interviewer 2: She had a pink, pink bike. Do you remember meeting her, Destiny was her name.
Interviewee 1: I don’t think I met her
Interviewer 1: You didn’t get a chance to meet her.
Interviewee 2: I like seeing the cars practice and also they gave us like free tickets to the race
afterwards which I thought was cool. I wasn’t able to go but I had a friend that I was able to give
free tickets.
Interviewer 1: Did you get the bar of soap that was shaped like a car.
Interviewee 1, 2, 3: Yeah
Interviewer 1: Were there anything you would leave out? Any part of the experience you think
you would leave out?
Interviewee1: Probably not.
Interviewee2: Some stations maybe like finding more interactive stations for the kids, I know
that one thing that makes me interested.
Interviewee 2: Hands on, interactive
Interviewee2: yeah, instead of someone telling you about it, you get to hands on
Interviewer 1: What station made the biggest impact on you? What station really stands out the
most for you during the experience?
Interviewee 3: I think I went to one where there was like half a car.
Interviewer 1: The cut out? What impact, what do you remember about it?
Interviewee 3: You can see what is behind it. Like how it cover, it’s like an overlapping like
what is under the car, what it takes to make it go.
Interviewer 2: What is under the body?
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Interviewee 3: yeah
Interviewer 1: I was going to say, it used to be called the body, now it’s called the skin.
Interviewer 2: Any other stations, besides the cut out, any other stations, as you thinking back,
you can, oh yeah I remember that one.
Interviewee 2: I was going to yell, and even if you yelled, it didn’t match up to the sound of an
engine.
Interviewer 1: Did you give it your best shot?
Interviewee2: Yeah, but not close, and just watching the cars, some people didn’t think it was
cool. I just thought it was cool just watching the cars.
Interviewer 1: Did you see them in a different perspective, now after you’ve been in and seen
some of the stations
Interviewee 1: Definitely.
Interviewer 1: It wasn’t just kind of the cars going in a circle anymore, you kind of saw
some of the physics and understand some of the concepts
Interviewee 3: Watching NASCAR was like watching the future, like what we did and stuff.
Interviewer 2: If you did have the opportunity to go back to this program, would you go back
Interviewee 1: yeah
Interviewee 2: yeah like different stations that you been to. I would go back to the simulator.
High School 4 (Males)
WN - Ok, first question, think back to the RIR Education Day - what did you find interesting
about that day?
S1 - The cars, and how they are made.
TL – The cars?? That was my favorite right there (pointing), you guys remember that?
S2 – Yeah, I like that one, too.
TL – It’s called a cut-away car. So you can see what it looks like on the outside but then you get
to look at everything on the inside of it too.
WN - Do you think the program itself was fun?
All Students - Yes, it was fun.
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WN - How so?
S2 - Because it was hands-on.
WN - Okay, hands-on . . . that is key.
WN - What made it boring, if anything?
S2 – Nothing was boring.
S1 – The long wait.
WN - Where?
TL - You mean you from station-to-station? So to move the program quicker would be better?
S2 - Yes.
WN - In what ways did that experience help you understand STEM: science, technology,
engineering, and math?
S1 – How they ummm . . . the weather thing . . . how they check the weather.
WN - What did you do that day that you really liked . . . which stations jumped out at you the
most? Besides the cut-away.
S1 - The safer wall . . . and how they made the walls safer.
TL - You guys do any activities at all?
S2 - We did that (pointing to picture).
WN - What did you think?
S2 - It was cool.
TL - Do you know what that is?
S2 – The simulator.
TL - We need to get more simulators.
All students – Yeah!
WN - You mentioned the hands-on. What do you like about the hands-on activities?
S2 - I like how they explained everything and showed us and passed stuff around.
WN - So they talked to you about it and then you had a chance to actually handle it. Very good.
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S2 - Yes.
WN - So did that hands-on activity make you better understand some things you may have heard
in the classroom?
S3 – Uhhh, yes.
WN - How so?
S3 - Well I can't really remember exactly but I just remember it helped me understand some
stuff. It helped me with my CO2 car a little bit when I was designing it.
WN - Did anything you experience that day relate back to your classroom materials?
Students – No.
TL - Anything more about the CO2 cars? Did you talk about speed or . . . ?
S3 - Oh yeah we talked about speed and drag and stuff.
TL - You guys talk about aerodynamics or even force? You talk about the safer wall?
WN - Were their stations where you would've liked to have spent more time?
S2 - The simulator.
TL - Anything else?
S2 - The safer wall was pretty cool, too.
WN - What if anything there me you want to learn more about STEM based on the experience on
that day?
S1 - Arena racing and Destiny.
TL - Have you been to and Arena race?
S1 – (shook his head to indicate, no).
WN - Anybody considering going into science, technology, engineering, or math once you get to
the 11th or 12th grade or one of the specialty centers?
Students – (no answers.)
TL - Do you guys know what you want to be when you grow up?
S2 – Yes, I'm trying to be a baseball player.
S3 - I'm going to be a computer engineer.
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WN - That is right up the technology alley.
S1 – Football.
TL - Okay we have the sports guys over here.
WN - What do you think would make that day better?
S3 - If this stations move faster. I wanted to see all of the stations. I think the last one I saw was
Arena racing.
TL - You guys went out to the track and watch the cars go around the track. . . was that okay?
S3 – Yeah.
WN - Were there any stations that you would cut out?
S3 - No, just move faster.
WN - What station made the biggest impact on you?
S2 - The one with the cutaway car.
S3 - Yeah that was kind of the same for me.
TL - What was it about the cutaway car that you liked?
S2 & S3 - How it was made and the designed.
WN – Anything specific about the design?
S1 – How there was only one driver’s seat and the rest was the mechanics inside.
TL - Did your instructor talk about any geometry or angles in the cars?
S2 - We talked about how the wheel turns. The angle of the wheels and axle.
WN & TL - Thank you guys very much for your time and have been a tremendous help.
High School 4 (Females)
Interviewer: First question is, think back to RIR Education Day the program that you attended.
What did you find interesting about that day?
Interviewee: Meeting the race car drivers and the younger race drivers in the smaller cars and
the simulations.
Interviewer: You like that?
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I really liked the simulations.
Interviewer: Were you able to get into it.
Interviewee:
Uh huh, I went on it like 3 or 4 times.
Interviewer: Okay that’s great. Have you ever done anything like that?
Interviewee: When I went to the race. Like before the race starts. There always those carts
and stuff. They have other simulations just like that.
Interviewer: So did you think it was a fun program?
Interviewee: Yes. The long speech we had at the beginning. That was kind of boring and there
was some boring stations.
Interviewer: Do you remember any of them specifically?
Interviewee:
No
Interviewer: Did it help you understand STEM or Science, Technology, Engineering, and Math
Interviewee:
uh huh
Interviewer: Is there any ways or specific examples you can think of, with the station you went
to
Interviewee: No
Interviewer: But you understood that it was Science, Technology, and Engineering related.
Interviewee:
yeah
Interviewer: So what did you do that you really liked while you was there.
Interviewee:
What I really liked was meeting Destiny.
Interviewer: Meeting Destiny, what did you like about her?
Interviewee:
was young.
That she was a female race car driver and that she rode motorcycles and that she
Interviewee: Did you get a chance to talk to her?
Interviewee: Yeah, and she let me get on the motorcycle
Interviewer: Would that be something you would be interested in doing one day?
Interviewee: Yeah
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Interviewer: That’s great. Did you get to do any of the hands on activities? You mentioned the
simulator.
Interviewee:
Yeah
Interviewer: Did you like being able to touch and feel stuff as oppose to just hearing about it.
Interviewee:
Yeah
Interviewer: Was there anything of the stations that you went to, can you remember any of them
where you can relate back to something you learned in class. Like a lesson or something you can
relate to before you went. Did you do a c02 dragster or anything like that.
Interviewee: No
Interviewer: So wasn’t anything that you could relate to a classroom assignment.
Interviewee: No, well in class year, at the time we were making cars. All we were really
learning was how to build them. We didn’t learn anything about real cars.
Interviewer: Yeah, did he talk about force
Interviewee: yeah, force
Interviewer: Did you see anything that RIR Ed day where they talked about force, where you
could think back to “oh that’s what we were talking about”
Interviewee: No
Interviewer: You just heard the terms and stuff?
Interviewee: Yeah
Interviewer: Were there stations where you would have liked to spend more time?
Interviewee:
Yeah, the simulator
Interviewer: The simulator
Interviewee: The ones with Destiny, and the ones where we were looking at the cars
Interviewer: Like the ones with the cut out cars.
Interviewee: and they had the cut out cars and they had the full cars
Interviewer: What did you like about looking at the cars?
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Interviewee: I just want to get in them. All the times when they have races, they have the car
set ups, like other cars I always get in them.
Interviewer: Yeah, so you interested in that
Interviewee: Yeah
Interviewer: So, I think you were answering this, but you can elaborate on it if you want, was
there anything that you did that you think would like to learn more about Science or Technology
based on looking at one of the stations, like looking at the card did it make you
Interviewee: Yeah, looking at the cars made me want to learn how they are built. I always want
to take a car apart and put it back together.
Interviewer: Do you think that’s something you might be able to do.
Interviewee: If I put in the work.
Interviewer: Can you see yourself being like an engineer or a mechanic or something like that
that builds or takes apart cars.
Interviewee: I want to be the driver
Interviewer: Ok, but you want to know how the car works though right?
Interviewee: Yeah, I want to be able to fix it if something was to happen.
Interviewer: That’s great. So what do you think would of made the whole experience better?
Interviewee: Instead of when we had the long speech in the beginning, they showed us of how if
something little was to happen on the side of the road, like how to fix it or important parts of the
car.
Interviewer: Maybe learning about things you can do on your car. Applications
Interviewee1: And how the race car drivers will have to shift when they going on
Interviewer1: Shifting gears
Interviewer 1: I think you mentioned it, was there anything that you would leave out totally of
the program?
Interviewee1: The long speech and some of the boring stations.
Interviewer 1: Do you remember specifically any of the boring stations?
Interviewee1: Like the ones when the man just talked and showed pictures.
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Interviewer1: The stations where you didn’t get to interact.
Interviewee1: There was some where you got to see them do things, those were okay, and there
was ones were you actually was able to touch stuff. I just like looking at the pictures.
Interviewer: What station do you think made the biggest impact on you on that day.
Interviewee: The Destiny
Interviewer: Yeah, the Destiny. What do you think was most impactful for you?
Interviewee: Just the fact that she was a woman and she knew how to do all that stuff just like the
men
Interviewer: Just like the men, that’s great. Do you have some suggestion?
Interviewee: Something added
Interviewer: Something added, okay.
Interviewee: Some cars that you can get in and look at closer.
Interviewer: some cars that you can get in and look at closer. You want to see the gears and the
engine and stuff like that. You think it will help you understand the Science and Technology and
help you understand it more.
High School 5 (Females)
Interviewer 1: First question ladies, think back to RIR Day. What did you find interesting about
that day?
Interviewee1: I guess because like, you know how sometimes you are doing stuff, you just stop
for minute and you just sitting there like what is the next thing we going to do, you know like
that day, we just kept on moving and kept on moving, you know like we never got really bored.
Interviewer 1: Anything about the stations that was interesting?
Interviewee1: It was interesting how we got to actually do the hands on stuff and we got to try
everything because some people don’t necessarily like things and once you try new things, you
get to know it and we got to do the hands on things.
Interviewer1: Alright, in what ways did it help you understand STEM?
Interviewee1: It helped me by introducing me into all the details and helping me understand
what is really going on and basically get to know more about this association.
Interviewer 1: Okay, anything else?
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ummmm, that’s it
Interviewer 1: What did you really like about the day? What stations dropped out at you that
you found interesting?
Interviewer1: Don’t say Destiny’s
Interviewee1: Yeah Destiny’s! I feel Destiny’s because she pretty much opened up my eyes to
make me realize that it is not really just men that can do stuff but women can also do drag racing
and regular racing and really awesome
Interviewer 1: Ok, very good. What did you like about, you mentioned hands on, what did you
like about the hands on activities?
Interviewee1: Basically everything about them. Okay, I feel like people learn better when its
hands on because they can actually see and feel what they doing and as they doing it. So they
can learn easier and better from doing hands on and actually doing it rather than having
somebody telling them how to do it. And I learned when we went, I learned things like that
didn’t really have to do with the racing. I learned things like that have to do with it but it went
more into other things that I didn’t know. I know like at his station he was showing us the
different clothes that pick up the oil and I never knew that before he told me. I was that very
good, that’s cool.
Interviewer 1: Very good, my next question, did any of the activities you experienced that day
relate back to thing that you covered in class.
Interviewee1 & 2: uh huh
Interviewer 1: How so?
Interviewee1: I asked one of the guys like, is there a certain speed that you have to go to go
around the corners and all of that. He was just like, he knows the speed that he should do when
he goes around the corner and how you should just time it and all of that went into like Math and
Science.
Interviewee 2: Yeah, Basically it relates to Geometry and Math and all that good stuff
Interviewer 2: Can you be specific as to how it relates to Math?
Interviewee 1: Like Angles
Interviewee 2:
wrong.
Yeah, make sure you have your calculations right cause something might go
Interviewee 1: He was like he got into a car accident and he told us different stuff and I was like
ooh, I learned that in Science.
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184
Yeah
Interviewer 1: Did it seem interesting to see how Science can relate with something you could
relate it with.
Interviewee1:
Yeah
Interviewer 1: Were there stations, where you would of like to spend more time?
Interviewee1: I really liked Destiny’s station, ‘cause actually she was like, she was like an
inspiration for real. She showed you that girls could do anything a man could do clearly.
Interviewer 1: Were there anything at the program that made you think that you would like to
learn more about STEM?
Interviewee 2: When I was there, I like when they were teaching you about the insides of the
car. I wanted to learn more about the engines and stuff. It seemed cool.
Interviewer 1 & 2: Yeah
Interviewer 1: What was cool about it?
Interviewee1: How the engine worked, it is not usually how a regular car engine, it had more
things to do with the engine.
Interviewer 2: Have you seen an engine before. Are you familiar at all with seeing how they
work or operate?
Interviewee1: Oh Yeah
Interviewer 1: Were there anything from the RIR day that made you want to make you learn
more or becoming a Scientist or Engineer or something like that. Mechanic or anything.
Interviewer 1: Or anything from that day that want you to pursue Specialty Centers that this
county has to offer?
Interviewee1: Yessss, yeah!
Interviewer 3: Like what?
Interviewee 1: I already know I kind of want to go to a Tech Center for Nurse Aid
Interviewee2: I already know what Tech Center I want to go to.
Interviewer 3: What Tech center
Interviewee1: Nurse Aid
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Interviewer 3: What about you
Interviewee 3: Hotel and Catering
Interviewer 1:
Definitely Science there. Alright.
Interviewee1: He said something about animals when I went to the statin they used the cloths
when they had the oil spill in the Gulf of Mexico and they used the cloth to get the oil off the
animals and how they had to have a certain cloth that wouldn’t hurt the animals when they were
trying to help them. That was cool.
Interviewer 1: Thanks, you guys are great.
Interviewer 1: What do you think would make that program better?
Interviewee1: It was like, when I was there, because we were in middle school and so all the
high school boys were like they in middle school and some of the boys that were here, they were
trying to talk to us. I mean but, it was cool. They were like wandering off and I was like what
are you doing and some of the kids in our group got mixed with other middle school kids and
they paid attention if they wanted to and if they didn’t, they just kind of talked. We were just
like.
Interviewer 1: What about the stations we had there? What do you think will make them better
or do you think if we cut some out.
Interviewee1:
Some of them could have had less talking.
Interviewee 2: It was like this older guy, and he was just talking, talking and I didn’t understand
what he was talking about, I was just like oh, ok. I was like give me a hug.
Interviewer 1: More hands on, more to the point
Interviewee 1: More to the point, with those charts and stuff, we were just like, oh!
Interviewee 2: It was one station I like because she had cookies.
Interviewee 3: One station had candy
Interviewee 1: We can add more candy and less talking at the beginning thing because I was
about to go to sleep.
Interviewer 3: So less talking at the beginning.
Interviewee 2: Less talking all together.
Interviewer 3: So do you want to do more hands on, more demonstrations
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Interviewee 1: yes
Interviewer 3: Ok
Interviewee1:
More touch touchy, less talky-talky
Interviewer 3: More touch touchy, less talky-talky
Interviewer1: That’s perfect, that’s going to be the title of our program
Interviewee 1: Last question, what stations made the biggest impact on you?
Interviewee 1: Destiny’s
Interviewer 1: Destiny’s, why?
Interviewee 2: I already said why. She was an inspiration for young ladies all around the world
Interviewee 1: Anybody else
Interviewee 1: I didn’t get to go to her station
Interviewer 3: But you wished you had the opportunity?
Interviewee 2: I really wanted to go to her station. We met her afterwards. She came to
Fairfield a couple of times. She came to Fairfield for the job fair and then she came here for the
pep rally.
Interviewee 1 & 2: yeah she came here for the pep rally
Interviewer 3: What did you like about going to RIR day?
Interviewee 3: You mean the racing track?
Interviewer 3: yeah
Interviewee3: Seeing the racing cars, I guess.
Interviewer 3: Did it inspire you to want to participate in Math and Science more?
Interviewee 3: A little
Interviewer3: A little
Interviewer 1: Did anyone try the simulator
Interviewee 1: I tried to get on it but all the boys were hogging it.
Interviewee 2: They should have had a sign that said Girls only. They was just hogging.
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Interviewee 1: I think there was any girl that got to be on it.
Interviewer 3: So you think the boys were taking over?
Interviewee 1: it was like we would go to another station and the people was staring at us, like
you not going anywhere but the boys were just like spread out.
Interviewee 1: I was they gone why can’t we go.
Interviewee 2: And we also got in trouble because they were like why you can’t keep your group
together.
Interviewee 1: My teacher she was like all over the place, I think she worked for the place or she
was volunteering. I was like, where are you.
Interviewer 3: So you think it should be more structure. So you have an opportunity to visit
more stations?
Interviewee 1, 2, 3: Yeah
Interviewee1: Not more structure, but if you wasn’t interested in one place, you can like go to
another.
Interviewer 3: So if you think they had fewer stations, and you were able to go to all of the
stations and the stations were interactive, less talky-talky, and more touch, touchy
Interviewee 2: Some places we were at long and some stations we were at for 2 minutes. I was
like , we at this station for 5 minutes and this one for 30 seconds, what happened to the other 4
½ minutes.
Interviewer 1: Yeah I understand
Interviewee1: I walked away from the old man talking because somebody told me the lady had
cookies.
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Appendix M - Focus Group Key Words and Phrases
Evaluation Question 1 - To what degree did the RIR STEM Education Day program
increase middle school students’ interest in STEM education?
Teacher Focus Group Question 4
Middle School L
 Get into TSA/tech program
 Light goes on
Middle School C
 Seeing people in the industry got them much more excited.
 Even more engaged with their projects
Middle School H
 “Discussions” about career opportunities that deal with STEM
 “Discussions” about career opportunities that deal with Technology
 Available jobs deal with technology
Middle School K
 N/A
Middle School D
 What jobs can they get into
 What path would they need to go to get those jobs
 “How can I get into, if I wanted to become a race car driver? I want to do this, how can I
get this?
Middle School E
 That of the students that were leaning on the fence, they did go over there (engineering
center)
 I know after the program, I know two students that were in my program that was walking
the fence about whether to go that had been accepted at other specialty centers said hey
I’m going to highland springs. I think I can say that was the icing the cake after they
went to that program.
 There was one student in the class, to augment the power of the program. He was very
negative, he is the most negative student I have ever taught in my 30 years of teaching
and I found out later on that he went over there (to the engineering center).
Middle School B
 They were able to see that you had physics involved. There was math involved, more
than just banging metal together and nuts and bolts. There is a lot more that goes into it
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Student Focus Group Question 1
High School 2 (Males)
 The simulation was really cool
 Seeing all the tires and how they work, that was really cool
 Simulator was fun
High School 2 (Females)
 It really wasn’t my thing
High School 4 (Females)
 Meeting the young race car drivers
 The smaller cars
 I really liked the simulation
 Really like meeting destiny
 She was a female race car driver
High School 4 (Males)
 The cars and how they are made
 It was fun because it was hands on
High School 1 (Males)
 The speakers were talking about the application of math and science with the racing and
stuff and how the fuels, and car, and tires work
 I like listening to the speakers as well. I think my favorite part of it was looking at the
structure of the walls where the cars were racing
 I learned a bit more of how STEM applies to racing
High School 3 (Males)
 I found all they physics and all that kind of stuff interesting
High School 5 (Females)
 We never got really bored
 It was interesting how we got to actually do the hands on stuff and we got to try
everything because some people don’t necessarily like things and once you try new
things you get to know it and we got to do the hands on things.
Evaluation Question 2 – To what degree did the RIR STEM Education Day program
improve students’ understanding of STEM Education?
Teacher Focus Group Question 2
Middle School L
 How important it is to create a good model
 Lots of math and engineering
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They don’t teach it like this in our classes and this program made it fun
It was amazing because they started asking more questions themselves; they were more
aware and more engaged
It allowed me to make it more challenging for the kids
When you go to an program like this they start answering some more questions by
themselves and you can start challenging their minds
They love hands-on
Middle School C
 Gives the kids an opportunity to see real world applications of what we are learning
 This is right in their face how they can use these skills beyond the classroom
Middle School H
 Two classroom activities done beforehand that leads up to watching the real thing…so
we talk about roll cages, we talk about force, impact, aerodynamics
 Simple enough to get the concepts across but at the middle school/high school level
Middle School K
 Employability skills
 Job opportunities
Middle School D
 To see the real world
 Everything we do relates to the racing industry
 Working with their hands
Middle School E
 They came and said, “we now understand more about what you are talking about because
that’s what we saw.”
 We talked in class about gender misperceptions in tech. ed. and CTE. There‘s still that
250 year old Horace Mann philosophy that girls need to sew and guys need to cut wood
and do things like that. We’re bringing down those barriers and the best thing for that
both ethnically and gender wise was when they saw that young girl
 Just seeing her there, it just knocked down so many walls
 A lot of our 32 challenges that we have all collaborate around the same things, same
ideas
 We talked about how some people are going to have high-tech jobs in robotics, computer
chip manufacturing, NASA and the space program, and I always bring in NASCAR.
 That’s my second lesson in class and they got a chance to see that. They say…”I see
what you are talking about.”
Middle School B
N/A
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Teacher Focus Group Question 3
Middle School L
 It was easier…it made sense…the kids started saying, “we learned that in class”
 It kept their attention
 They see that as fun
 Things are easier to do if there is some fun
Middle School C
 Opportunity to feel and touch…how this affects the skills we are learning, these concepts,
and how they are used in the real world. It was a big deal.
 You could see that they understood why we do things a certain way; why we go through
a certain process and problem solving.
 I do think that it was advantageous
 I absolutely think their awareness increased.
 It was the most direct relationship between what we learn in class; it was very, very
technical
Middle School H
 Follow up activity as a follow up
 Had we had a pre-test and a post-test we probably would have seen a correlation
 It was a good opportunity to expand what we do in the classroom
 They are able to see the real thing and see these things beyond racing.
Middle School K
 The stations were very educational
 This is where the real learning takes place. This was the heart of the matter as far as
learning and STEM
 This is what school is all about…this is how it connects to racing and other things. If
their attitudes changes just a little bit it might lead to better grades if there was more time.
Middle School D
 Were more interested in those careers
 They wanted to know more about science and technology, more in depth about
technology and science…they wanted to know what careers were related
 A lot of them now started to take math seriously
 See how math, science, and technology…all those things kind od interrelate, not only in
racing but in the different facets of their lives
 Math is a huge component
 It’s really an excellent program as far as I’m concerned.
 More than anything it brought about awareness, and that’s what the kids need especially
over here on the East end
 This brought awareness more than anything else.
 A lot of that was already incorporated
 I really loved it
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Middle School E
 The teacher is right…he does know what he is talking about.
 For the kids to see the trip and the experience validated all the points that we have been
talking about in class.
 Kids need to see a hands-on; they really need to see a visual. They need to have a handson experience and they got that.
Middle School B
 They were able to see that you had physics involved. There was math involved, more
than just banging metal together and nuts and bolts. There is a lot more that goes into it.
 What we learned at the raceway, we were able to tie into the classroom.
Student Focus Group Question 1
High School 2 (Males)
 The simulation was really cool
 Seeing all the tires and how they work, that was really cool
 Simulator was fun
High School 2 (Females)
 It really wasn’t my thing
High School 4 (Females)
 Meeting the young race car drivers
 The smaller cars
 I really liked the simulation
 Really like meeting destiny
 She was a female race car driver
High School 4 (Males)
 The cars and how they are made
 It was fun because it was hands on
High School 1 (Males)
 The speakers were talking about the application of math and science with the racing and
stuff and how the fuels, and car, and tires work
 I like listening to the speakers as well. I think my favorite part of it was looking at the
structure of the walls where the cars were racing
 I learned a bit more of how STEM applies to racing
High School 3 (Males)
 I found all they physics and all that kind of stuff interesting
High School 5 (Females)
 We never got really bored
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It was interesting how we got to actually do the hands on stuff and we got to try
everything because some people don’t necessarily like things and once you try new
things you get to know it and we got to do the hands on things.
Evaluation Question 3 – To what degree did the RIR STEM Education Day program
increase students’ interest in STEM educational opportunities?
Teacher Focus Group Question 1
Middle School L
 My kids thought it was great
 It gave them a feeling that they can do this
 Made it more exciting for them
 Motivated my kids in so many ways
 Showed my kids they can do this
 The design process was awesome
 Jump started a lot of things
 The small cars had the most impact
 They can have fun learning this stuff
 They could see that what they were doing in the classroom could lead to what was going
on at the program.
 Opened their minds
Middle School C
 They all had a good time
 They all talked about it for weeks
 It was more of a direct engineering relationship
 Direct technical application really got the kids thinking about…I understand how this
works now
Middle School H
 The kids really liked it
 Was great for the kids
 They were excited
 The teachers will be able to better prepare the students for the trip…I can push more
activities that lead up to it.
Middle School K
 We did not have one negative comment and we had close to 50 kids
 Was the best trip they had ever been on
 It was extremely positive
 I heard from other teachers that the kids really had a good time because they were talking
about it with other students
 Definitely had a cool factor to it
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Middle School D
 They were very excited
 They saw that they had greater possibilities outside of basketball
 They were able to get into another area, something that would be more interesting to
them
 The students I talked to wanted to come back; they wanted more
 Wanted to know when they could do this again
 They were telling other students
 They really loved it
 They really enjoyed it
 They didn’t know the industry was as big as it was
 They didn’t know about the technology
 One kid talked about the fire suit and how much technology went into creating the fire
suit
 Didn’t know about the racing industry in general and they wanted to know more
information
 They didn’t know that blacks were actually into racing
 Until they actually went in and saw; the young lady really helped
 Seeing that she was young, she was African-American, and she was a female; the girls
were like Ahhhh
 He is really interested in getting into, not necessarily the racing itself but the industry
Middle School E
 The kids were really excited
 I only had 3-4 females but they were definitely interested and they learned some things
 It piqued their curiosity; brought home some things we had talked about in class
 Gave them a different focus
Middle School B
 The kids were excited
 All of them are much more aware about what goes on in racing
 Raised the awareness
 All of them came back more aware of what opportunities and possibilities they have
 They saw the girl from Highland Springs and they said that they could do something like
that
Teacher Focus Group Question 4
Middle School L
 Get into TSA/tech program
 Light goes on
Middle School C
 Seeing people in the industry got them much more excited.
 Even more engaged with their projects
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Middle School H
 “Discussions” about career opportunities that deal with STEM
 “Discussions” about career opportunities that deal with Technology
 Available jobs deal with technology
Middle School K
 N/A
Middle School D
 What jobs can they get into
 What path would they need to go to get those jobs
 “How can I get into, if I wanted to become a race car driver? I want to do this, how can I
get this?
Middle School E
 That of the students that were leaning on the fence, they did go over there (engineering
center)
 I know after the program, I know two students that were in my program that was walking
the fence about whether to go that had been accepted at other specialty centers said hey
I’m going to highland springs. I think I can say that was the icing the cake after they
went to that program.
 There was one student in the class, to augment the power of the program. He was very
negative, he is the most negative student I have ever taught in my 30 years of teaching
and I found out later on that he went over there (to the engineering center).
Middle School B
 They were able to see that you had physics involved. There was math involved, more
than just banging metal together and nuts and bolts. There is a lot more that goes into it
Student Focus Group Question 3
High School 2 (Males)
 The simulator
 The three things I remember were the simulator, the guy talking about marketing or
promoting NASCAR or something like that, and the tire one
 Demonstrated how the oil filtration works
 How they have the thickness that prprogramed like the rubber from getting all over the
track. I think that was interesting.
High School 2 (Females)
 We got in the cars
 The simulator
 We got in the cars and that made we think about how it works
High School 4 (Females)
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The simulator
The ones with Destiny and the ones where we were looking at the cars
They had the cut-out cars and they had the full cars
Looking at the cars made me want to learn how they are built. I always want to take a car
apart and put it back together
I want to be able to fix it if something happens to it.
High School 4 (Males)
 The simulator
 The safer-wall was pretty cool, too.
 Arena racing and destiny
 I’m going to be a computer engineer
High School 1 (Males)
 It did kind of help me think about getting a STEM degree. They talked about how smart
the drivers are and how they have all these degrees in technology and engineering
 I’ve always wanted to be an engineer
 I thought it was interesting. I joined the TSA in 6th grade and I’m currently a chapter
officer here at my school.
 It gave me an interest in different types of fields, and this was one of the more
mechanical fields of engineering and it gave me a good idea in what field I want to go in
 Provide some interest and exposure
High School 3 (Males)
 That simulator…it would have cool to have gone to that
 It was kind of the things that got me thinking again back to the physics with why they
don’t have doors and stuff, kind of thinking how air would get trapped in there and stuff
like that, the things that kind of make me think about it for a little bit.
 The engines, like fixing them, preparing them and stuff, that’s interesting if you want that
kind of job
 I want to be a mathematician
 It is interesting. It is a fun thing to do.
High School 5 (Females)
 I really liked Destiney’s station because actually she was like an inspiration for real.
 They were teaching you about the insides of the car. I wanted to learn more about
engines and stuff. It seemed cool.
 I already know that I kind of want to go to a tech. center.
 He said something about animals when I went to the station they used cloths when they
had the oil spill in the Gulf of Mexico and they used the cloth to get the oil off of the
animals and how they had to have a certain cloth that wouldn’t hurt the animals when
they were trying to help them. That was cool.
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Evaluation Question 4 - To what degree did the RIR STEM Education Day program
increase students’ interest in STEM-related careers?
Teacher Focus Group Question 5
Middle School L
 It sparked their mind and their attention
 They want to go to mechanics school…they’re on it but they just need to find out what to
do to prepare themselves…all of our talk is about careers
Middle School C
 They were really excited
 A lot of really neat stuff they got to see
 They were really excited. There is a lot to be said for being able to put your hands on
these things…having something right in front of you instead of pictures and videos and
me describing it.
Middle School H
 We talked about careers more from an educational standpoint and used this program in
my discussions about career opportunities…how many of these jobs deal with STEM,
deal with technology
 80% of available jobs deal with technology
Middle School K
 They really enjoyed it
Middle School D
 I had two young men that wanted to go to the tech.
 Maybe we should open to 6th or 7th graders that way we can kind of gage how they are
from one year to the next, instead of just 8th graders
Middle School E
 I heard a lot of chatter back and forth between the students about it
Middle School B
 More aware that there is more involved
 The fact that it’s not just driving the car
 Its stuff in making the track
 There’s the design architecture of the track, the stadium, the business side of it
Teacher Focus Group Question 6
Middle School L
 Once my girls saw destiny you guys can forget it!
 They are top of it…they love it.
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
We talk about ethnicity. We try to figure out how to get them involved but the majority
wants to know the salaries…they ask if blacks are involved with racing.
 They guys said they want to build this or build that but the girls wanted to get in the car
or on the bike…I want to race!
Middle School C
 The girls that I took were surprised to see the girl from Highland Springs with the
motorcycle
 It opened their eyes that they can do this too
Middle School H
 90% boys…that’s one of the biggest problems we have as CTE when it gets into the
technology aspect.
 I have 60 boys and 1 girl
 I’ve had girls in my class before but most of them were from other countries. They took
my class because they wanted to be an engineer
 The 1 girl I have this year likes working with her hands. She does not want to be an
engineer.
 It’s a STEM activity but it’s male…how do you get girls to your program if they are not
in our classes?
 What we need to do is offer a class for all girls…they are intimidated by a traditional allboys class…it would be a whole new ballgame…I think we would see immediate results
where we would see more girls going into technology curriculum, you know, the STEM
fields.
Middle School K
 There were quite a few females there and I thought they had a good experience
 They saw that girl there. We need more of that…the kids need to see that they can do
these things.
Middle School D
 It opened it up to them
 They always just saw Caucasians
 So this opened it up to them, that it’s not just a career, I don’t know why they thought
they couldn’t get into it.
 Blacks don’t do that
 Having the young lady who graduated, who was an alumni from Fairfield Middle School
and Highland Springs High School
 That had a real big impact on the kids, especially the females
 If you expose them to the, you, greater career choices, it just makes you more excited
about your future.
 She just had that drive and that’s what kids need to see. Kids feed off of other kids.
 So for us I think that it was very good
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Middle School E
 Destiny herself broke down so many double barriers again by being a female and being
and African-American and there were so many African-Americans students in the group
and I thing they were impressed
Middle School B
 We haven’t had a lot of females in our programs
 We have been getting more. I think it’s because of engineering. How technology is
associated with engineering
 Girls are more driven at this age
Student Focus Group Question 3
High School 2 (Males)
 The simulator
 The three things I remember were the simulator, the guy talking about marketing or
promoting NASCAR or something like that, and the tire one
 Demonstrated how the oil filtration works
 How they have the thickness that programed like the rubber from getting all over the
track. I think that was interesting.
High School 2 (Females)
 We got in the cars
 The simulator
 We got in the cars and that made we think about how it works
High School 4 (Females)
 The simulator
 The ones with Destiny and the ones where we were looking at the cars
 They had the cut-out cars and they had the full cars
 Looking at the cars made me want to learn how they are built. I always want to take a car
apart and put it back together
 I want to be able to fix it if something happens to it.
High School 4 (Males)
 The simulator
 The safer-wall was pretty cool, too.
 Arena racing and destiny
 I’m going to be a computer engineer
High School 1 (Males)
 It did kind of help me think about getting a STEM degree. They talked about how smart
the drivers are and how they have all these degrees in technology and engineering
 I’ve always wanted to be an engineer
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I thought it was interesting. I joined the TSA in 6th grade and I’m currently a chapter
officer here at my school.
It gave me an interest in different types of fields, and this was one of the more
mechanical fields of engineering and it gave me a good idea in what field I want to go in
Provide some interest and exposure
High School 3 (Males)
 That simulator…it would have cool to have gone to that
 It was kind of the things that got me thinking again back to the physics with why they
don’t have doors and stuff, kind of thinking how air would get trapped in there and stuff
like that, the things that kind of make me think about it for a little bit.
 The engines, like fixing them, preparing them and stuff, that’s interesting if you want that
kind of job
 I want to be a mathematician
 It is interesting. It is a fun thing to do.
High School 5 (Females)
 I really liked Destiney’s station because actually she was like an inspiration for real.
 They were teaching you about the insides of the car. I wanted to learn more about
engines and stuff. It seemed cool.
 I already know that I kind of want to go to a tech. center.
 He said something about animals when I went to the station they used cloths when they
had the oil spill in the Gulf of Mexico and they used the cloth to get the oil off of the
animals and how they had to have a certain cloth that wouldn’t hurt the animals when
they were trying to help them. That was cool.
Evaluation Question 5 – Are there differences in STEM interest and understanding based
on gender and ethnicity regarding the RIR STEM Education Day program?
Teacher Focus Group Question 6
Middle School L
 Once my girls saw destiny you guys can forget it!
 They are top of it…they love it.
 We talk about ethnicity. We try to figure out how to get them involved but the majority
wants to know the salaries…they ask if blacks are involved with racing.
 They guys said they want to build this or build that but the girls wanted to get in the car
or on the bike…I want to race!
Middle School C
 The girls that I took were surprised to see the girl from Highland Springs with the
motorcycle
 It opened their eyes that they can do this too
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Middle School H
 90% boys…that’s one of the biggest problems we have as CTE when it gets into the
technology aspect.
 I have 60 boys and 1 girl
 I’ve had girls in my class before but most of them were from other countries. They took
my class because they wanted to be an engineer
 The 1 girl I have this year likes working with her hands. She does not want to be an
engineer.
 It’s a STEM activity but it’s male…how do you get girls to your program if they are not
in our classes?
 What we need to do is offer a class for all girls…they are intimidated by a traditional allboys class…it would be a whole new ballgame…I think we would see immediate results
where we would see more girls going into technology curriculum, you know, the STEM
fields.
Middle School K
 There were quite a few females there and I thought they had a good experience
 They saw that girl there. We need more of that…the kids need to see that they can do
these things.
Middle School D
 It opened it up to them
 They always just saw Caucasians
 So this opened it up to them, that it’s not just a career, I don’t know why they thought
they couldn’t get into it.
 Blacks don’t do that
 Having the young lady who graduated, who was an alumni from Fairfield Middle School
and Highland Springs High School
 That had a real big impact on the kids, especially the females
 If you expose them to the, you, greater career choices, it just makes you more excited
about your future.
 She just had that drive and that’s what kids need to see. Kids feed off of other kids.
 So for us I think that it was very good
Middle School E
 Destiny herself broke down so many double barriers again by being a female and being
and African-American and there were so many African-Americans students in the group
and I thing they were impressed
Middle School B
 We haven’t had a lot of females in our programs
 We have been getting more. I think it’s because of engineering. How technology is
associated with engineering
 Girls are more driven at this age
RIR STEM EDUCATION DAY PROGRAM EVALUATION
202
Student Focus Group Question 5
High School 2 (Males)
 Probably seeing like the cut-out car, that again showed me how everything works
together for STEM.
High School 2 (Females)
 Because I got to get inside it.
 I don’t really like science, technology, engineering.
High School 4 (Males)
 The one with the cut-away car.
 How it was made and the design.
High School 4 (Females)
 Destiny. The fact that she was a woman and she knew how to do all that stuff just like
the men.
 Cars that you can get in and look at closer
High School 1(Males)
 The station where you got to see inside the car and see the cut-outs
 The cut-outs interested me
 The station that explains how the walls were made.
 We could use those types of engineering properties on other things, like bridges and such
 When I was there it gave me good ideas, what it looks like.
High School 3 (Males)
 It wasn’t just kind of the cars going around in circles any more, you kind of saw some of
the physics and understood some of the concepts.
 Watching NASCAR was like watching the future.
High School 5 (Females)
 Destiny. She was an inspiration for young ladies all around the world.
 If you wasn’t interested in one place, you could like go to another
 Less talky, talky and more touchy, touchy
RIR STEM EDUCATION DAY PROGRAM EVALUATION
203
Appendix N - How Data Relates to Evaluation Questions
Evaluation Questions
1. To what degree
did the RIR
STEM Education
Day program
increase middle
school students’
interest in STEM
education
Data Collected to Answer Evaluation Questions
Survey Question 4
Do you have an interest in learning more about the technical education programs offered
within the local public school district?
Teacher Focus Group Question 4
What did students say or do following the RIR STEM Education Day program that
indicated an increased interest in STEM educational opportunities?
Student Focus Group Question 1
Think back to RIR STEM Education Day. What did you think about that day?
How Data will
be Analyzed
- Analyze and interpret
student survey response
percentages to find
answers, or patterns;
- Analyze focus group
interview transcriptions to
identify common key
words and phrases that
address the theme of
interest;
Student Comments
Teacher Feedback
- Analyze student
comments and teacher
feedback to identify
information relative to the
evaluation question
RIR STEM EDUCATION DAY PROGRAM EVALUATION
Evaluation Questions
2. To what degree
did the RIR
STEM Education
Day program
improve students’
understanding of
STEM education?
204
Data Collected to Answer Evaluation Questions
Survey Question 3
Do you better understand the science, technology, engineering and math components of
racing as a result of this program?
Teacher Focus Group Question 2
In what ways were you able to connect your class content to what students experienced
that day?
Teacher Focus Group Question 3
What changes did you see in how they talked about STEM following the RIR STEM
Education Day program? Did their grades improve?
How Data will
be Analyzed
- Analyze and interpret
student survey response
percentages to find
answers, or patterns;
- Analyze focus group
interview transcriptions to
identify key words and
phrases that address the
theme of understanding;
Student Focus Group Question 1
Think back to RIR STEM Education Day. What did you think about that day?
Student Comments
Teacher Feedback
- Analyze student
comments and teacher
feedback to identify
information relative to the
evaluation question
RIR STEM EDUCATION DAY PROGRAM EVALUATION
Evaluation Questions
3. To what degree
did the RIR
STEM Education
Day program
increase students’
interest in STEM
educational
opportunities?
205
Data Collected to Answer Evaluation Questions
Survey Question 4
Do you have an interest in learning more about the technical education programs offered
within the local public school district?
Teacher Focus Group Question 1
What did the students think about the RIR STEM Education Day? What did they say
afterwards?
Teacher Focus Group Question 4
What did students say or do following the RIR STEM Education Day program that
indicated an increased interest in STEM educational opportunities?
How Data will
be Analyzed
- Analyze and interpret
student survey response
percentages to find
answers, or patterns;
- Analyze focus group
interview transcriptions to
identify key words and
phrases that address the
theme of educational
opportunities;
Teacher Focus Group Question 6
In what ways did the RIR STEM Education Day program promote female and minority
students’ interest in STEM-related education and careers?
Student Focus Group Question 3
Were there stations where you would have liked to have spent more time? Was there
anything you did that made think that you would like to learn more about STEM?
Student Comments
Teacher Feedback
- Analyze student
comments and teacher
feedback to identify
information relative to the
evaluation question
RIR STEM EDUCATION DAY PROGRAM EVALUATION
Evaluation Questions
4. To what degree
did the RIR
STEM Education
Day program
increase students’
interest in STEMrelated careers?
206
Data Collected to Answer Evaluation Questions
Survey Question 2
From these experiences, have you developed an interest/awareness of career
opportunities within the motorsports industry?
Teacher Focus Group Question 5
What did students say or do following the RIR STEM Education Day program that
indicated an increased interest in STEM career opportunities?
Teacher Focus Group Question 6
In what ways did the RIR STEM Education Day program promote female and minority
students’ interest in STEM-related education and careers?
How Data will
be Analyzed
- Analyze and interpret
student survey response
percentages to find
answers, or patterns;
- Analyze focus group
interview transcriptions to
identify key words and
phrases that address the
theme of career
opportunities;
Student Focus Group Question 3
Were there stations where you would have liked to have spent more time? Was there
anything you did that made you think that you would like to learn more about STEM?
Student Comments
Teacher Feedback
- Analyze student
comments and teacher
feedback to identify
information relative to the
evaluation question
RIR STEM EDUCATION DAY PROGRAM EVALUATION
Evaluation Questions
5. Are there
differences in
STEM interest
and understanding
based on gender
and ethnicity
regarding the RIR
STEM Education
Day program?
207
Data Collected to Answer Evaluation Questions
Survey Question 3
Do you better understand the science, technology, engineering and math components of
racing as a result of this program?
Teacher Focus Group Question 6
In what ways did the RIR STEM Education Day program promote female and minority
students’ interest in STEM-related education and careers?
Student Focus Group Question 5
What station made the biggest impact on you?
How Data will
be Analyzed
- Analyze and interpret
student survey response
percentages to find
answers, or patterns;
- Analyze focus group
interview transcriptions to
identify key words and
phrases that address the
theme of gender and
ethnicity;
RIR STEM EDUCATION DAY PROGRAM EVALUATION
208
Appendix O - RIR STEM Education Day Program Evaluation
PROTOCOL
Below is the protocol for student and teacher focus groups.
The teacher focus group consists of seven teachers who participated in the RIR STEM Education
day program at Richmond International Raceway on Thursday, April 25, 2013.
The student focus group consists of 20 Career and Technical Education students who
participated in the RIR STEM Education day program. These 20 students will be separated into
two separate groups; one male group to include minority students, and one female group to
include minority students.
The focus of this evaluation is to determine to what degree the April 25, 2013 RIR STEM
Education Day program increased interest and understanding of STEM, STEM educational and
career opportunities, and if there are differences in STEM interest and understanding based on
gender and ethnicity regarding the RIR STEM Education Day program.
These focus groups will be audio-recorded and conducted by a primary facilitator and a
secondary facilitator. Each focus group will last approximately 30 minutes.
STUDENT FOCUS GROUP
(Permission and consent forms are obtained before focus group interviews begin)
Primary Facilitator
Good afternoon/evening. Thank you for taking the time to join our discussion and evaluation of
the RIR STEM Education Day program.
My name is ____Prime Facilitator____, and this is __Secondary Facilitator__. We are
conducting a program evaluation on the RIR STEM Education Day program that you attended on
April 25, 2013 at the Richmond International Raceway. In particular, we hope to learn if the
RIR STEM Education Day program increased interest and understanding of STEM, STEM
educational and career opportunities, and if there are differences in STEM interest and
understanding based on gender and ethnicity regarding the RIR STEM Education Day program.
We want to talk with you about your experiences at the RIR STEM Education Day program. We
will be asking you about what activities you thought were interesting and if you felt that any of
the activities helped you better understand things that you may have gone over in your
classrooms. We will also be asking you whether the RIR STEM Education Day program
increased your interest in STEM-related education and/or careers.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
209
Before we begin, let me suggest some things to make our discussion more productive. Because
we’ll be recording for an accurate record, it is important that you speak up and that you only
speak one at a time. We don’t want to miss any of your comments.
We’ll only use first names here and no reports will link what you say to your name or school. In
this way, we will maintain your confidentiality. In addition, we ask that you also respect the
confidentiality of everyone here. Please don’t repeat who said what when you leave this room.
During the next thirty minutes that we’ll be here, I will ask you questions, and I will listen to
what you have to say. I will not participate in the discussion. So please, feel free to respond to
each other and to speak directly to others in the group. We want to hear from all of you. We’re
interested in everyone’s viewpoints. I may sometimes act as a traffic cop by encouraging
someone who has been quiet to talk, or by asking someone to hold off for a few minutes.
If it is OK with you, we will turn on the recorder and start now.
This student focus group is being conducted for the RIR STEM Education Day on [DATE] by
__Primary Facilitator__ and __Secondary Facilitator__. The tape ID number is _____________.
START TIME - _____________.
I.
Let’s begin with introductions.
A.
II.
the
Please tell us what school you attended in the 8th grade.
Now that we know a little about you, I’d like you to think back to when you attended the
RIR STEM Education Day program. Please look around the room at pictures taken on
day of the program back on April 25, 2013.
B.
Focus Group Questions:
1. Think back to RIR Education Day. What did you find interesting about that day?
Possible follow up: It was fun how? What made it boring? In what ways did it help
you understand STEM?
2. What did you do that you really liked?
Possible follow up: What did you like about the hands-on activities? Did that make
you better understand STEM? Did any activities relate back to classroom material?
3. Were there stations where you would have liked to have spent more time? Was there
anything you did that made you think that you would like to learn more about STEM?
Possible follow up: Would you like to be a scientist/engineer, etc. one day?
4. What do you think would have made it better?
Possible follow up: Was there anything you would leave out?
5. What station made the biggest impact on you?
Possible follow up: Why do you remember this station the most?
RIR STEM EDUCATION DAY PROGRAM EVALUATION
210
POSSIBLE SUMMARIZATION: It looks like there were (quite a few/some) positive/negative
features of the RIR STEM Education Day program that interested you. PROMPTS
Thank you again for taking the time to participate in this discussion.
END TIME - _____________.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
211
Appendix P – Teacher Focus Group Script
(Consent forms are obtained before the focus group interview begins)
Primary Facilitator
Good afternoon/evening. Thank you for taking the time to join our discussion and evaluation of
the RIR STEM Education Day program.
My name is ____Prime Facilitator____, and this is __Secondary Facilitator__. We are
conducting a program evaluation on the RIR STEM Education Day program that you attended on
April 25, 2013 at the Richmond International Raceway. In particular, we hope to learn if the
RIR STEM Education Day program increased interest and understanding of STEM, STEM
educational and career opportunities, and if there are differences in STEM interest and
understanding based on gender and ethnicity regarding the RIR STEM Education Day program
among your students.
We want to talk with you about your students’ experiences at the RIR STEM Education Day
program. We will be asking you about what activities you thought were interesting and if you
felt that any of the activities helped your students better understand things that you may have
gone over in your classrooms. We will also be asking you whether the RIR STEM Education
Day program increased students’ interest in STEM-related education and/or careers.
Before we begin, let me suggest some things to make our discussion more productive. Because
we’ll be recording for an accurate record, it is important that you speak up and that you only
speak one at a time. We don’t want to miss any of your comments.
We’ll only use first names here and no reports will link what you say to your name or school. In
this way, we will maintain your confidentiality. In addition, we ask that you also respect the
confidentiality of everyone here. Please don’t repeat who said what when you leave this room.
During the next thirty minutes that we’ll be here, I will ask you questions, and I will listen to
what you have to say. I will not participate in the discussion. So please, feel free to respond to
each other and to speak directly to others in the group. We want to hear from all of you. We’re
interested in everyone’s viewpoints. I may sometimes act as a traffic cop by encouraging
someone who has been quiet to talk, or by asking someone to hold off for a few minutes.
If it is OK with you, we will turn on the recorder and start now.
This teacher focus group is being conducted for the RIR STEM Education Day on [DATE] by
__Primary Facilitator__ and __Secondary Facilitator__. The tape ID number is _____________.
START TIME - _____________.
I.
Let’s begin with introductions.
A.
Please tell us your first name and what school you represent.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
212
II.
Now that we know a little about you, I’d like you to think back to when you attended the
RIR STEM Education Day program. Please look around the room at pictures taken on the day of
the program back on April 25, 2013.
B.
Focus Group Questions:
1. What did the students think about RIR STEM Education Day? What did they say
about it afterwards?
2. In what ways were you able to connect your class content to what students
experienced that day?
3. What changes did you see in how students talked about STEM following the RIR
STEM Education Day? Did their grades improve?
4. What did students say or do following the RIR STEM Education Day program that
indicated an increased interest in STEM educational opportunities?
5. What did students say or do following the RIR STEM Education Day program that
indicated an increased interest in STEM career opportunities?
6. In what ways did the RIR STEM Education Day program promote female and
minority students’ interest in STEM-related education and careers?
POSSIBLE SUMMARIZATION: It looks like there were (quite a few/some) positive features
of the RIR STEM Education Day program that interested you. PROMPTS
Thank you again for taking the time to participate in this discussion.
END TIME - _____________.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
213
Appendix Q – Program Evaluation Subject and Consent Form
TITLE: RIR STEM Education Day Program Evaluation
PURPOSE OF THIS EVALUATION
The focus of this program evaluation is to determine to what degree the RIR STEM Education Day
program increased interest and understanding of STEM, STEM educational and career opportunities, and
if there are differences in STEM interest and understanding based on gender and ethnicity regarding the
RIR STEM Education Day program.
You are being asked to participate in this program evaluation because you were either a student or teacher
in the Henrico County Public Schools Career and Technical Education (CTE) 8403 class who participated
in the RIR STEM Education Day program as part of an educational field trip at the Richmond
International Raceway Complex on April 25, 2013.
DESCRIPTION OF THE EVALUATION AND YOUR INVOLVEMENT
If you decide to participate in this program evaluation, you will be asked to sign this letter of consent
form after you have had all your questions answered and understood what will happen to you.
Student participants in this evaluation will participate in focus groups of approximately eight to ten
people. The duration of the focus group will be approximately 30 minutes in time.
Teacher participants in this evaluation will participate in a focus group of seven people. The duration of
this focus group will be approximately 30 minutes in time.
The focus group questions are very open ended and will try to assess to what degree the RIR STEM
Education Day program was effective in increasing interest in STEM, improving understanding of STEM,
increasing interest in STEM-related education and careers, and if there were any differences in STEM
interest and understanding based on gender and ethnicity.
The focus groups will be audio-recorded but will not reveal the identity of any focus group participants.
Findings will be available to you at the conclusion of the program evaluation.
RISKS AND DISCOMFORTS
The program evaluation poses minimal risk to you. At the beginning of the focus group, participants are
assured that the focus group facilitators will not identify you. You will not have to talk about subjects
you do not want to talk about and you may leave the group at any time without penalty.
BENEFITS TO YOU AND OTHERS
You may not get any direct benefit from this program evaluation but the information learned from
participants in this program evaluation may help design improved STEM education programs for future
students.
RIR STEM EDUCATION DAY PROGRAM EVALUATION
214
Appendix R – Program Evaluation Parental Permission Form
TITLE: RIR STEM Education Day Program Evaluation
PURPOSE OF THIS EVALUATION
A team of doctoral students from Virginia Commonwealth University is interested in finding to what degree the Richmond
International Raceway (RIR) Science, Technology, Engineering, and Mathematics (STEM) Education Day program
increased interest and understanding of STEM, STEM educational and career opportunities, and if there are differences in
STEM interest and understanding based on gender and ethnicity regarding the RIR STEM Education Day program. We
are asking for your child to participate in this program evaluation because he or she was an eighth grade student in the
Career and Technical Education (CTE) 8403 class and who participated in the RIR STEM Education Day program as part
of an educational field trip at the Richmond International Raceway Complex on April 25, 2013.
Student participants in this evaluation will be asked to participate in focus groups with approximately eight to ten other
students. The duration of the focus group will be approximately 30 minutes in time. The group of students will be asked
five open ended questions that will address their experience at the RIR STEM Education Day event. Their answers will
help the program evaluators assess to what degree the RIR STEM Education Day program was effective in increasing
students’ interest in STEM, improving understanding of STEM, increasing interest in STEM-related education and
careers, and if there were any differences in STEM interest and understanding based on gender and ethnicity. The focus
groups will be audio-recorded but will not reveal the identity of any focus group participants.
We are working closely with the school division’s CTE administrators on this program evaluation and will identify a time
that will minimize the loss of instructional time from the classroom. The intent is to conduct the student focus group
interviews in the school while students are at lunch. The evaluators will bring food for the students to eat while the
interview is conducted.
RISKS AND DISCOMFORTS
The program evaluation poses no risk to your child. At the beginning of the focus group, participants are assured by the
focus group facilitators that they will not identify them. Students will not have to talk about subjects they do not want to
talk about and they may leave the group at any time without penalty. Participation is completely voluntary.
BENEFITS TO YOU AND OTHERS
Students may not get any direct benefit from this program evaluation but the information learned from student participants
in this program evaluation may help design improved STEM education programs for future students.
QUESTIONS OR CONCERNS
If you have any question or concerns regarding this evaluation, please contact Ms. Ingrid Grant at (804) 652-3676, or
grantig@vcu.edu.
Please return the signed portion of this form in the self-addressed stamped envelope by Friday, December 13, 2013.
---------------------------------------------------------------------------------------------------------------------------------------------------
Please check this box if you agree to let your child take part in the focus group interview.
___________________________
Student’s Name
_________________________
Parents Signature
_____________
Date
RIR STEM EDUCATION DAY PROGRAM EVALUATION
215
Appendix S – Program Evaluation Student Assent Form
TITLE: RIR STEM Education Day Program Evaluation
PURPOSE OF THIS EVALUATION
We are doing an evaluation about the field trip that you took to Richmond International Raceway (RIR)
last April with your school. We want to learn what students thought went well and what could be
improved.
You are being asked to participate in this program evaluation focus group because you were a student
who participated in the RIR Science, Technology, Engineering, and Mathematics (STEM) Education Day
program as part of a field trip at the Richmond International Raceway on April 25, 2013.
DESCRIPTION OF THE EVALUATION AND YOUR INVOLVEMENT
If you decide to participate in this program evaluation focus group, you will be asked to sign and date this
form after you have had all your questions answered. You will be in a group with approximately eight to
ten other students and will talk with us for about 30 minutes. The questions we will ask you are only
about what you think. There are no right or wrong answers. This is not a test. We will be recording you
so that we can remember exactly what you said, but we will not identify you in any way.
If you sign this form, it means that you want to participate in this evaluation. If you don’t want to
participate, don’t sign the form. If you decide at any time that you no longer want to participate or if
there is a question you do not want to answer, let us know. No one will be upset if you change your mind
or if you don’t want to answer. Your answers may help make the “RIR Day” even better for other
students.
Please check this box if you agree to participate in this focus group interview.
__________________________ ___
Signature
________________________
Print
___________
Date