Family values, parent roles, and life challenges: Parent reflections on the factors shaping long-term interest development for young children and their families participating in an early childhood engineering program
This study was designed to help address these gaps in the literature and contribute to a deeper understanding of the factors and processes that shape STEM-related interest development for preschool-age children and their families.
From Anxiety to Accomplishment – the road to presenting at my first conference
TERC intern, Anya Nailea Carbonell, recounts her first professional experience post college speaking at The Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology.
Teaching Statistics to Struggling Students: Lessons Learned from Students with LD, ADHD, and Autism
This article describes a conceptual visual approach to teaching a college level general education statistics course aimed at addressing the needs of students with disabilities and other struggling students.
Diverse STEM Interest Development Pathways in Early Childhood
In this chapter, we describe findings from a retrospective interview study with parents one to two years after they participated in HSE. Through qualitative analysis of the interviews, three distinct interest pathways emerged: (a) engineering focused, (b) prior interest focused, and (c) family values focused. The findings problematize traditional approaches to studying STEM-related interests and highlight the importance of understanding the complex ways families make sense of and engage with STEM through play and other informal learning experiences.