department of bioengineering - swanson … · university of pittsburgh | swanson school of...

36
UNIVERSITY OF PITTSBURGH | SWANSON SCHOOL OF ENGINEERING INSPIRING TOMORROW'S ENGINEERS 2017 ANNUAL REPORT DEPARTMENT OF BIOENGINEERING

Upload: dinhquynh

Post on 20-Aug-2018

217 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

U N I V E R S I T Y O F P I T T S B U R G H | S WA N S O N S C H O O L O F E N G I N E E R I N G

INSPIRING TOMORROW 'S ENGINEERS

2017 ANNUAL REPORTD E P A R T M E N T O F B I O E N G I N E E R I N G

Page 2: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

The g

oal of our program is to engage young minds

in the wonders of science and bioengineering

Page 3: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

The g

oal of our program is to engage young minds

in the wonders of science and bioengineering

MISSION STATEMENT

S ince 2007, the University of Pittsburgh Department of

Bioengineering has been addressing deficiencies in youth

STEM education by offering CampBioE, an immersive summer

camp that explores bioengineering and regenerative medicine.

It is now the signature outreach program of the department and one of

the most successful K-12 outreach initiatives at the University.

The goal of our program is to engage young minds in the wonders of

science and bioengineering and the potential to benefit the human

condition, while also showing them that STEM can be a fun and exciting

field of learning with promising career opportunities. We seek to engage

diverse groups of students, particularly those which are underrepresented

in STEM fields. Relying on our nationally-ranked Department of

Bioengineering and University of Pittsburgh Medical Center partnerships,

our curriculum utilizes regenerative aspects of the natural world and

current topics in bioengineering to explore how state-of-the-art research

can be translated to human medicine and treatment. Our “near-peer”

mentorship strategy integrates excellent undergraduate bioengineering

students from Pitt’s Swanson School of Engineering as content creators

and camp counselors.

We aim to provide middle and high school students who have burgeoning

interests in science with an exceptional opportunity to explore our

academic resources. Through hands-on experiences with new technologies,

experimental strategies, and ethical considerations, we introduce them

to the diverse fields of bioengineering and regenerative medicine.

Page 4: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE4

2017 SUMMARY

W e had another record-breaking year! A big, heartfelt thank you goes out to our sponsors for allowing us to provide 36

registration-free scholarships to underrepresented students and students from underserved school districts in the Pittsburgh Area. While we did not achieve our lofty goal of 40, we were able to increase the number of scholarships by 12.5 percent over our previous record-breaking year in 2016. The biggest impact of your contributions was felt by our middle school students, who were awarded 26 scholarships, allowing an amazing 62 percent to participate in the camps for free. In total, the camp hosted 86 students (42 middle school and 44 high school). The literature shows that early and consistent exposure to STEM is required to build confidence, raise awareness, and combat negative stereotypes related to race and gender. Thus, we are thrilled with our middle school numbers this year, and we hope to continue to build upon this early and consistent exposure.

Even though we are a one-week program, we know that we leave a lasting impression on our students; some of them even become repeat-campers! We have students from all backgrounds come back to attend two or three (and even four!) times as they move through middle and high school. The high school “repeaters” are given the opportunity to become junior counselors. Some of those students have continued as undergraduate counselors and eventually been promoted to senior undergraduate counselors. This shows that for many campers, CampBioE is not a singular one-week experience. It is a place where they can go every summer to explore their interest in STEM and be surrounded by a group of people who are invested in them and creating opportunities for their success.

We would like to highlight the story of Mr. Casey Rayburg, a CampBioE alumnus who matriculated at the University of Pittsburgh Department of Bioengineering. Rayburg recently graduated with his bachelor’s degree in bioengineering and is now working as a device reliability engineer at Medtronic. Rayburg said, “The camp was undoubtedly instrumental in giving me the introduction I needed as a high school student into options within biotech outside of traditional medicine. It was an early rewarding experience for all those I know who have participated either as students or mentors.” Rayburg also mentioned that the camp helped motivate him to start research while still a student at Pitt. We are tremendously excited that, along with its more recent focus on increasing underrepresented student participation, our camp program is maturing to the point that our campers are 1) graduating from college with degrees in bioengineering, and 2) being employed by the same corporate sponsors that have invested in these students. We are proud to find many of our students in this academic and career pipeline.

While we are thrilled with our middle school numbers this year and the lasting impact we have on our students, our data suggest that we need to do more. It hints at why there needs to be an emphasis on early and consistent exposure to STEM. As shown in the following pages of this report, we compared pre and posttest scores for students from underserved versus non-underserved school districts on their attitudes towards STEM. While the majority of students had positive attitudes overall, the data also showed that students from underserved districts were less positive in the pretest and that trend continued through the posttest. While interpreting these data, it is important to recognize that there are confounding variables to consider in making these comparisons. For example,

Page 5: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE 5

42% of our participants (those from underrepresented backgrounds and underserved school districts) received registration-free scholarships!

Page 6: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE6

CampBioE has provided significant input in the development of the first community engagement center being constructed in Homewood.

Page 7: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE 7

more of our students from underserved school districts were of middle school age this year. Nevertheless, we would be naïve if we failed to recognize that these data are consistent with national perceptions that underrepresented students and students from underserved school districts have about STEM careers. It is indeed challenging to overcome strong influencers like the lack of role models and mentors, cultural and systemic biases, a lack of consistent quality STEM education, and other factors that are often cited as the reasons for these differences in attitude.

We have seen first-hand that these challenges are not insurmountable. Thus, we are gearing up our grassroots efforts, in partnership with the University of Pittsburgh, to engage urban youth throughout the year. This is part of an initiative being led by Dr. Kathy Humphrey, Senior Vice Chancellor for Engagement, whose vision is to build alliances with urban neighborhoods that are eager to partner with Pitt to create stronger communities. To start that process, the University is investing in the development and construction of community engagement centers.

CampBioE has provided significant input in the development of the first community engagement center being constructed in Homewood. The academic structure of the center is based on a weekly program

that the CampBioE director, Dr. Steven Abramowitch, has developed at the Jeron X Grayson Community Center in the Hill District (a second facility is currently being planned for the Hill District). This center will include a computer laboratory, a makerspace with rapid prototyping capability, and a small wet lab for biological work. The space will be large enough to host our camps and provide us with equipment (computers with CAD software and 3D printers) to significantly enhance and extend the activities that we develop. Most importantly, this facility will allow for sustained interactions between CampBioE and our campers throughout the school year, further developing the students’ interest in STEM at a young age.

We hope that we can attract partners, such as the sponsors for CampBioE, to help support the personnel and activities to make this a success. Everyone benefits when we invest in the fabric of community!

We are very excited for what 2018 has in store. Specifically, we plan to:

• move our camps to the Homewood Community Engagement Center where underrepresented students will have access to a space specifically designed for our camp program;

• continue to heavily recruit underrepresented students to attend a fourth week of camp that is specifically focused on addressing the barriers to STEM participation in this group;

• provide 40 registration-free scholarships to underrepresented students and students from underserved school districts; and

• begin establishing the community and corporate sponsors to support a sustained year-long CampBioE program in the Homewood Community.

In order to become a consistent resource for students across the region, we need continued support from our sponsors. We hope that you can appreciate your impact on our program and will continue to grow with us as we expand our educational efforts!

Page 8: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE8

SELECTED FEEDBACK FROM PARENTS

“I’m very grateful [that this] opportunity was given in the form of a scholarship so my granddaughter could come. I am raising her on my modest social security and pension income. She would not have been able to come had it not been for the generosity of funders.”

“Outstanding programing. The ethical component was a life lesson for participants. The students were expected to think to expand knowledge. The hands on activities reinforced learning.”

“My child thoroughly enjoyed the program, the teachers, and her counselor. I love that she got exposure to some challenging concepts.”

“He was able to explain the various activities and projects he performed each day which meant he had a good understanding of what he was doing and why it was important or potentially meaningful.”

“My son has done many interesting programs. But this is the first one he came home from and announced, ‘This is probably the coolest thing I’ve ever done.’”

Page 9: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE 9

Iron TractThe Iron Tract activity was developed by counselor Reed. Read more about this activity on page 11.

NEW ACTIVITIES DEVELOPED AND IMPLEMENTED IN 2017

In past years, our camp focused on one bioengineering research theme related to a single body system for the duration of the camp. In 2017, we changed this approach by

providing activities across all body systems with a comic book superheroes theme. We were particularly excited that one of our sponsors, Philips, allowed some of their engineers to collaborate with our undergraduates to develop an activity based on the respiratory system.

Each year, about 50 percent of the camp curriculum consists of our “traditional” activities that are specifically designed to introduce fundamental concepts and/or skills, including muscle stem cell differentiation, DNA analysis, etc. The other 50 percent of the curriculum is created by our undergraduate senior counselors and high school junior counselors who develop and prepare to teach

new activities six weeks prior to the start of our camp. A $1,000 budget is provided to bring each new activity to life. After developing their activity and receiving training on professional and didactic skills, we rely on our counselors to serve as the primary educators during the four weeks of our camp.

This “near-peer” mentoring strategy is something that we use to break the barrier to STEM and has proven to be an outstanding educational opportunity for our senior and junior counselors. We believe that communicating science through the lens of an undergraduate or junior counselor makes it less intimidating for our campers than learning through a professor. This strategy, along with the hands-on aspects of the program, helps the curriculum seem less daunting and more fun. The students see that they can successfully conduct a STEM project, and it gives them confidence in their ability to learn.

Page 10: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

10

This year’s new activities included:

• Making Magneto (Aaron) – Figure out the connections between neurons within a perfect replica of Magneto’s brain by trial and error. In the end, you will have to be able to execute a sequence of movements without error.

• Eye Op for Cyclops (Aaron) – In this activity, campers are asked to create a new eye for Cyclops, one of the characters in the X-Men Marvel comic series and movies. Campers are provided with a diagram of a retina, detailed technical instructions, and a pack of electronic components. They have to build an electronic circuit based on light-sensing technology to explore how photoresistors can be used to mimic photoreceptors and restore vision to Cyclops.

• Super Child (Emma) – This activity consisted of 2 parts- 1) campers performed an amniocentesis with fiber-optic instruments and tested a sample of the amniotic fluid to determine if Superman and Lois Lane will have a baby that carries the gene for superpowers, and 2) to create a Rube Goldberg machine simulating the signaling that takes place in the reproductive system.

• The Bionic Arm (Sam) – In this activity, Star-Lord, from Guardians of the Galaxy, lost his arm in an intergalactic battle with Ronan’s cronies to claim the purple infinity stone. It was the camper’s job to create a bionic device that allows Star-Lord to continue battling his enemies. Using Arduinos, campers used their own muscle activity to control a pair of servo motors that were used to move a prosthetic arm.

Making Magneto

Eye Op for Cyclops

Super Child

The Bionic Arm

Page 11: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

11

• Mucus Madness (Patricia) – This activity was developed in partnership with Philips. Campers were asked to address respiratory issues that were preventing the Flash from performing at optimal levels. To do so, they had to understand the function of the respiratory system and related diseases such as chronic obstructive pulmonary disease (COPD) and cystic fibrosis (CF). They then developed fake mucus with varying viscosities to see how that impacts projection using a balloon pump to obtain optimal mucosal clearance.

• Jumpstart the Flash (Patricia) – Unfortunately, the Flash also has some coronary artery disease. Campers had to develop a surgical plan to remove plaque (i.e. PlayDoh) from an artery (i.e. plastic tube) given only a few instruments and a time limit. Their goal was to work as a team to remove and/or flatten as much of the plaque as possible to open the vessel.

• Microfluidics (Jessica) – In this activity, campers used microfluidic technology to test the regenerative capability of cells harvested from Wolverine. Campers used the technology to create

and control the movement of micro-droplets of oil in water that served as analogs for chemical delivery. This allowed students to understand the concepts of microfluidics and see how it is being used in cancer treatment and the development of technologies such as Organ-on-a-Chip.

• Iron Tract (Reed) – In this activity, campers were asked to serve as a nanotechnological device that was capable of moving throughout Iron Man to maintain biologic functions while his arc reactor was undergoing repair. An obstacle course, consisting of a number of physical activities, was used to provide a representation of the respiratory, circulatory, digestive, immune, and urinary systems. For example, BubbleBalls (page 9) were used to represent the immune system’s response to pathogens.

Mucus Madness

Jumpstart the Flash

Microfluidics

Page 12: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE12

Sanjeev ShroffDistinguished Professor and Gerald McGinnis Chair Department of Bioengineering Swanson School of Engineering University of Pittsburgh

Mark Krotec

Biology Teacher Central Catholic High School Camp Master Educator

Steven Abramowitch

Associate Professor Department of Bioengineering Swanson School of Engineering University of Pittsburgh Camp Director

Alicia KempUndergraduate Program Administrator Department of Bioengineering Swanson School of Engineering University of Pittsburgh Camp Coordinator

Juel Smith

Associate Professor of Biology Community College of Allegheny County Camp Mentoring and Education Specialist

2017 KEY PERSONNEL

Page 13: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE 13

CampBioE Senior Counselors

Ryan NguyenSophomore, Bioengineering Major, University of PennsylvaniaCamp Manager

Patricia DonehueSophomore, Biology Major, University of Pittsburgh

Jessica BrownSophomore, Bioengineering Major, University of Pittsburgh

Emma HundertmarkSenior, Bioengineering Major, University of Pittsburgh

Aaron SalzSenior, Bioengineering Major, University of Pittsburgh

Samantha RowenJunior, Bioengineering Major, University of Pittsburgh

Reed RankinRising High School Senior, Barack Obama Academy, Pittsburgh Public Schools

JonMichael BridgettRising High School Junior, University Preparatory Academy, Pittsburgh Public Schools

Romeo NicholsRising High School Sophomore, Taylor Allderdice High School, Pittsburgh Public Schools

Keontai PlummerRising High School Senior, University Preparatory Academy, Pittsburgh Public Schools

Julia KisslingerRising High School Senior, Fox Chapel Area High School

Antronice WilsonRising High School Junior, Pittsburgh Science and Technology Academy, Pittsburgh Public Schools

Issam AbushabanFirst-year, Swanson School of Engineering, plans to major in Bioengineering

CampBioE Junior Counselors

Page 14: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE14

CAMPBIOE 2017 EVALUATION

Prepared by Clement Stone, Professor of Research Methods in the Department of Psychology in

Education, University of Pittsburgh

Page 15: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE 15

C ampBioE occurred during the months of July and August in 2017. There were four separate camps each lasting one week. CampBioE served a total of 86 students.

Students were given a survey on the first day of camp (pretest) and on the fifth day of camp (posttest). There were some students who did not submit both surveys (pretest and posttest surveys) and some students who submitted incomplete responses. In order to examine any change in responses to survey items (from pretest to posttest), only student data reflecting complete responses to both the pretest and posttest surveys were analyzed. This set of students totaled 71.

Student Background Information

The characteristics of the students are given in Table 1 and are delineated by different camp week classifications. The column labeled Camp Weeks 1-4 reflect the demographic characteristics for all 71 students that were analyzed. The column labeled Camp Weeks 1-3 and Camp Week 4 differentiate the students in Camp Weeks 1-3 versus Camp Week 4. Camp Week 4 was of particular interest as this

week was specifically allocated for students from underserved districts.

Considering all four camps, there were slightly more male than female students. The majority of students were white and the remaining students were approximately equally split between African American and Asian students. Most of the students were from middle schools (grades 7 and 8). The vast majority of students were from public schools and from districts that did not reflect a majority of underserved students. Finally, the majority of students had a parent with a STEM job.

The demographic characteristics for students attending the week 4 camp do reflect a different group of students from those attending weeks 1-3. As can be seen, all the students were African American and a majority of the students were from underserved districts. There were more female than male students in this group, proportionally more students attended private schools than students attending the other camp weeks, and fewer parents for these students had STEM jobs.

Student Characteristics

Camp Weeks 1-4 (n=71)

1-3 (n=60)

4 (n=11)

% % %

GenderMale 56.3% 58.1% 44.4%

Female 43.7% 41.9% 55.6%

Ethnicity

White 54.9% 62.9% 0.0%

Black or African American 19.7% 8.1% 100.0%

Asian 22.5% 25.8% 0.0%

Other 2.8% 3.2% 0.0%

Grade

5th 9.9% 9.7% 11.1%

6th 14.1% 11.3% 33.3%

7th 15.5% 16.1% 11.1%

8th 28.2% 29.0% 22.2%

9th 12.7% 11.3% 22.2%

10th 8.5% 9.7% 0.0%

11th 11.3% 12.9% 0.0%

Type of SchoolPublic 84.5% 87.1% 66.7%

Private 15.5% 12.9% 33.3%

Underserved DistrictNo 71.8% 75.8% 44.4%

Yes 28.2% 24.2% 55.6%

Parents have a STEM job

Yes 57.7% 61.3% 33.3%

No 38.0% 37.1% 44.4%

Not Sure 4.2% 1.6% 22.2%

Table 1

Page 16: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE16

The characteristics of the students were further examined by comparing students from underserved districts as opposed to not underserved districts (see figures to the right). Some noteworthy observations include the following: there were relatively more males and fewer females from underserved districts; approximately equal percentages of white students from the different districts, markedly more African-American students from underserved districts, and no Asian students from underserved districts; and finally, fewer parents with a STEM job for students form underserved districts.

Table 2 provides some academic background information for the students. As can be seen, most of the students have taken a number of STEM classes with a large number of students taking six or more STEM classes. Of course, students in elementary and middle schools would be expected to have taken fewer STEM classes than high school students. It is also noteworthy that approximately half the students have already worked on a science project outside of the classroom. Finally, nearly all students planned on attending a 4-year college.

Table 2

Student Academic Characteristics

%

Number of STEM classes taken

0-1 7.0%

2-3 35.2%

4-5 14.1%

6 or more 43.7%

Worked on science project outside of classroom

Yes 47.9%

No 52.1%

Post HS Educational Aspirations4-year college 98.6%

None 1.4%

60.0%

40.0%

20.0%

.0% Male Female

Gender

Perc

ent

60.0%

40.0%

20.0%

.0% Yes No Not Sure

Parents Have a STEM Job

Perc

ent

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

.0% White Black or Asian Other African American

Ethnicity

Perc

ent

Underserved District No Yes

Page 17: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE 17

The below figure compares the number of STEM classes taken by underserved versus not underserved students. As can be seen, there were not marked differences between the groups except at the lower ranges of the number where proportionally more underserved students took 2-3 STEM classes and no underserved students took only 0-1 STEM classes.

Students were also asked how they “discovered” and came to attend CampBioE. As can be seen in the below figure, parents were the primary source of how students “discovered” the camp. Other noteworthy observations are that the school (e.g., faculty, school counselor) was a source for underserved students, and the camp website was a source for not underserved students.

50.0%

40.0%

30.0%

20.0%

10.0%

.0% 0-1 2-3 4-5 6 or more

Number of STEM Classes Taken

Perc

ent

50.0%

40.0%

30.0%

20.0%

10.0%

.0% Parents School Friend Camp Other Other Website Program

How Discovered CampBioE

Perc

ent

Underserved District No Yes

Page 18: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE18

Camp Experience

Students were asked at posttesting to rate different aspects of the camp. The scale was from 1 (Strongly Disagree) to 6 (Strongly Agree). Table 3 presents the mean rating across the students. As can be see, the mean ratings ranged from 4.6 to 5.6 with most ratings being above 5 (beyond Agree on the scale). This indicates students were on average having a positive camp experience. Ratings were also examined for students from underserved versus not underserved

districts. The bolded items in the graph indicate items for which there were no differences between the groups. These items included direct outcomes of the camp – for example, learned how to conduct a STEM project. For the other items in the table, the underserved students tended to score about .5 below the not underserved group. It is interesting to note that these items reflected more general camp experiences and future plans.

Camp Experience Ratings at Posttesting*

Mean Rating (SD 1 - 6 SA)

Glad I attended CampBioE 5.24

Helpful to work with others interested in STEM 5.39

Got information on STEM careers 5.06

Learned how to conduct a STEM project 5.25

Learned about bioengineering 5.18

Got hands-on experience in data collection 5.38

Got hands-on experience using instruments 5.65

Got experience analyzing data 5.20

Like to learn even more about bioengineering 4.97

Gained useful experience for a college application 5.01

Plan to take more science classes in the future 5.03

Like to attend another camp or other tissue engineering program 4.63

Enjoyed participating in the CampBioE activities 5.31

Table 3

* Bolded items reflect no difference between groups (underserved vs. not underserved)

Students also identified their three favorite activities and challenges during their workshop experience. There were clearly some favorite activities and challenges for students which have implications for future workshops. These favorite activities and challenges are provided in tables in the appendix.

Page 19: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE 19

Changes in Knowledge, STEM Class Experiences, and STEM Attitudes

Knowledge. Students were asked to define bioengineering and tissue engineering with examples of each during the pretest and posttest surveys. Responses were rated or scored on the following scale: 0=No Knowledge; 1=Partial Knowledge; and 3=Knowledge expressed. The following graphs provide the mean scores for students in underserved versus not underserved school districts. As can be seen, growth in knowledge about bioengineering and tissue engineering was observed, but the changes differed across the two questions as well as across two groups of students. For the What is Bioengineering question, a similar change in scores was observed across the groups although the underserved group scored lower than the not underserved group. In addition, the change that was observed is significant given the score scale. On the other hand, for the What is Tissue Engineering question, the not underserved group showed a similar change in scores from pretest to posttest as for the bioengineering question, but the underserved group showed little change in the scores.

STEM Class Experiences. Students were also asked about STEM classes and STEM class activities. Students responded to the items on a scale from 1 (Strongly Disagree) to 6 (Strongly Agree). Mean ratings at the time of the pretest and posttest are provided for a subset of items in the figure to the right. As can be seen, mean ratings approximated 5 (Agree on the score scale) indicating positive attitudes about STEM classes. This might be expected for students attending a STEM workshop. While there was little change from pretest to posttest, the three items dealing with STEM class activities (collecting data, using instruments, and analyzing data) did show consistent change. Given that the workshop incorporated activities directly related to these same items, changes in the ratings indicate that the workshop was accomplishing its goals.

1.2

1.0

.8

.6

.4

.2

.0 No Yes

Knowledge Score – What is Tissue Engineering?

Mea

n Ra

ting

(0-2

)

Underserved District

Tissue Engineering - Pre Tissue Engineering - Post

1.2

1.0

.8

.6

.4

.2

.0 No Yes

Knowledge Score – What is Bioengineering?

Mea

n Ra

ting

(0-2

)

Underserved District

Bioengineering - Pre Bioengineering - Post

6

5

4

3

2

1

0 Pretest Posttest

Survey Administration

Mea

n

I like STEM classes more than other types of classes

STEM classes are interesting to me

I am comfortable collecting data

I am confident using instruments in STEM classes

I understand how to analyze and interpret data

Page 20: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE20

The figures to the right illustrate some results comparing groups of students (underserved versus not underserved) on the STEM class experiences ratings. Graphs of the response options chosen by students for three items at the time of the pretest and posttest are presented – delineated by underserved district categories. As can be seen, underserved students less often strongly agreed (~40%) to the statement that they found STEM classes interesting than students from not underserved districts (~60%). Also, the workshop experience did not appear to impact students’ interest in STEM classes as ratings in the score categories changed little from pretest to posttest. On the other hand, for the item, I like STEM classes more than other classes, there was a change from pretest to posttest for students from underserved districts. At the time of the pretest, the most frequent response was Tend to Agree with the statement. However, at the time of posttest, many of these same students shifted their response to Agree or Strongly Agree; and, paradoxically, a few who responded Tend to Disagree shifted their response to Strongly Disagree. Finally, changes from pretest to posttest were also noted for items reflecting workshop activities that conformed to STEM class experiences. An example is provided in the below figure (I understand how to analyze/interpret data). In the figure, it can be seen that the largest change was for the Strongly Agree rating and the change was approximately the same for both the underserved and not underserved groups.

50

40

30

20

10

0

50

40

30

20

10

0 Strongly Disagree Tend to Tend to Agree Strongly Disagree Disagree Agree Agree

I Understand How to Analyze/Interpret Data

Perc

ent

Perc

ent

Underserved District: Yes

Underserved District: No

60

40

20

0

60

40

20

0

Strongly Disagree Tend to Tend to Agree Strongly Disagree Disagree Agree Agree

STEM Classes are Interesting to Me

Perc

ent

Perc

ent

Underserved District: Yes

Underserved District: No

60

50

40

30

20

10

0

60

50

40

30

20

10

0 Strongly Disagree Tend to Tend to Agree Strongly Disagree Disagree Agree Agree

I Like STEM Classes More Than Other Types of Class

Perc

ent

Perc

ent

Underserved District: Yes

Underserved District: No

Survey Administration Pretest Posttest

Page 21: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE 21

STEM Attitudes. Finally, students were asked about STEM attitudes. Students responded to the items on a scale from 1 (Strongly Disagree) to 6 (Strongly Agree). Mean ratings at the time of the pretest and posttest are provided for a subset of items in the below figure. As can be seen, mean ratings approximated 5 (Agree on the score scale) indicating positive attitudes about STEM attitudes at the time of the posttest. While most items did not reflect any change from pretest

to posttest, two items did reflect a change. One item (Aware of discoveries in STEM fields) exhibited a change from approximately 4.3 to 4.8, and another item (Know what career opportunities are available in STEM) exhibited a change from approximately 4.7 to 5.0. Change in these items, in particular, reflect a desired workshop outcome, and therefore, change in these items indicate the workshop was achieving its goals.

6

5

4

3

2

1

0 Pretest Posttest

Pretest/Posttest

Mea

n

Aware of discoveries in STEM fields

Want to learn more about STEM

STEM helps improve people’s lives

Enjoy learning about STEM outside of school

Know what career opportunities are available in STEM

Jobs in STEM are important

Like to go to college and major in STEM field

A job in STEM is for someone like me

Know how STEM classes can help me reach my goals

Page 22: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE22

The below figures illustrate some results comparing groups of students (underserved versus not underserved) on a subset of STEM attitude ratings. Graphs of the response options chosen by students for three items at the time of the pretest and posttest are presented – delineated by underserved district categories. For the item, A STEM job is for someone like me, there were slightly more students who Strongly Agreed with the statement from the not underserved group in comparison to the underserved group, and the underserved group did not exhibit a change in their attitude over the course of the

workshop whereas students from the not underserved group did exhibit a change in their attitude. A similar pattern in the ratings was found for the item, I would like to go to college and major in STEM. Finally, a change in ratings was found for the item, I enjoy learning about STEM outside of school. For this item, an increase in the number of students strongly agreeing with the statement was found. Because the workshop was an example of learning about STEM outside of the classroom, this may reflect a positive workshop experience for students.

Strongly Disagree Tend to Tend to Agree Strongly Disagree Disagree Agree Agree

Enjoy Learning about STEM Outside of…

Underserved District: Yes

Underserved District: No60

50

40

30

20

10

0

60

50

40

30

20

10

0

Perc

ent

Perc

ent

Strongly Disagree Tend to Tend to Agree Strongly Disagree Disagree Agree Agree

A Job in STEM is for Someone Like Me

Underserved District: Yes

Underserved District: No60

50

40

30

20

10

0

60

50

40

30

20

10

0

Perc

ent

Perc

ent

Strongly Disagree Tend to Tend to Agree Strongly Disagree Disagree Agree Agree

Like to Go to College and Major in STEM

Underserved District: Yes

Underserved District: No60

50

40

30

20

10

0

60

50

40

30

20

10

0

Perc

ent

Perc

ent

Pretest/Posttest Pretest Posttest

Page 23: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE 23

Finally, change in STEM attitudes were compared for students in earlier grades (5-8) and later grades (9-11). Graphs of the response options chosen by students for three items at the time of the pretest and posttest are presented below – delineated by grade level categories. The idea here is that students in earlier grades may still be formulating their attitudes whereas students in later grades may have more stable attitudes. For the item, A job in STEM is for someone like me, more students in later grades were positive about a STEM job. This might be expected as older students may be thinking more about the future than younger students. A similar pattern was observed for the item, I would like to go to college and major in STEM. However, in this case, students

in later grades seem to have formed an opinion prior to the workshop, and no change was observed from pretest to posttest. Students in earlier grades showed in increase in endorsing the Strongly Agree option, indicating the workshop experience may have impacted their future college plans. The last example item is I know what career opportunities are available in STEM. Approximately the same number of students in both grade level categories responded positively to this item (Agree and Strongly Agree). However, the older students showed more change in strongly endorsing this item at the time of the posttest. Perhaps the older students were more engaged with this type of information given they were closer to making decisions about their future.

Strongly Disagree Tend to Tend to Agree Strongly Disagree Disagree Agree Agree

Know what Career Opportunities are Available in STEM

Grade: Later Grades (9-11)

Grade: Early Grades (5-8)50

40

30

20

10

0

50

40

30

20

10

0

Perc

ent

Perc

ent

Strongly Disagree Tend to Tend to Agree Strongly Disagree Disagree Agree Agree

A Job in STEM is for Someone Like Me

Grade: Later Grades (9-11)

Grade: Early Grades (5-8)60

40

20

0

60

40

20

0

Perc

ent

Perc

ent

Strongly Disagree Tend to Tend to Agree Strongly Disagree Disagree Agree Agree

Like to Go to College and Major in STEM

Grade: Later Grades (9-11)

Grade: Early Grades (5-8)60

40

20

0

60

40

20

0

Perc

ent

Perc

ent

Administration Pretest Posttest

Page 24: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE24

APPENDIX – Supplementary Tables

Number of Students Selecting Favorite (Top 3)

Activities

Number

Sports Talk 15

Chicken Little 25

Stem Cell Culturing 13

The Bionic Arm 19

Got Skills: Tissue Extract Challenge 3

Cell Seeding 5

Scaffold Degradation 1

Mucus Madness 22

Roboroach: Master of Insects 23

TEBV Activity 12

NA Extraction 7

Microfluidics 6

Eye-Op for Cyclops 14

Super Child 18

Bioethics Pitch 4

Gel Electrophoresis Analysis 2

Staining Cells 2

Jumpstart The Flash 25

Number of Students Selecting Favorite (Top 3)

Challenges

Number

Biomedical Gold Medal Challenge 21

Broad Jump Contest 25

Tissue Extract Challenge – I got skills! 16

Iron Tract Relay 49

Cell Seeding Challenge 10

Stem Cell Extraction Ball Game 22

Theme Day Challenge 23

Engineering Types Challenge 17

iGem Micro Money Madness 21

Social Media Challenge 6

CampBioE Experiences

Strongly Disagree

DisagreeTend to Disagree

Tend to Agree

AgreeStrongly Agree

Row N % Row N % Row N % Row N % Row N % Row N %

Glad I attended CampBioE 1.4% 4.2% 5.6% 7.0% 21.1% 60.6%

Helpful to work with others interested in STEM 1.4% 0.0% 1.4% 14.1% 21.1% 62.0%

Gained useful experience for a college application 2.8% 1.4% 5.6% 14.1% 33.8% 42.3%

Learned how to conduct a STEM project 1.4% 0.0% 1.4% 14.1% 35.2% 47.9%

Learned about bioengineering 2.8% 0.0% 4.2% 8.5% 38.0% 46.5%

Got hands-on experience in data collection 1.4% 0.0% 2.8% 5.6% 35.2% 54.9%

Got hands-on experience using instruments 1.4% 0.0% 0.0% 1.4% 25.4% 71.8%

Got experience analyzing data 1.4% 1.4% 2.8% 9.9% 39.4% 45.1%

Got information STEM careers 1.4% 1.4% 1.4% 22.5% 32.4% 40.8%

Enjoyed participating in the CampBioE activities 1.4% 0.0% 5.6% 9.9% 25.4% 57.7%

Interested in STEM fields 1.4% 4.2% 2.8% 7.0% 25.4% 59.2%

Like to learn even more about bioengineering 2.8% 4.2% 1.4% 18.3% 31.0% 42.3%

Plan to take more science classes in the future 2.8% 2.8% 7.0% 15.5% 19.7% 52.1%

Lunches and snacks at CampBioE were good 1.4% 2.8% 4.2% 7.0% 28.2% 56.3%

Like to attend another camp or other tissue engineering program

7.0% 4.2% 9.9% 12.7% 29.6% 36.6%

Page 25: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE 25

CampBioE Experiences

Underserved District N Mean

Interested in STEM fieldsNo 51 5.53

Yes 20 4.65

Plan to take more science classes in the futureNo 51 5.35

Yes 20 4.20

Helpful to work with others interested in STEMNo 51 5.51

Yes 20 5.10

Gained useful experience for a college applicationNo 51 5.18

Yes 20 4.60

Learned how to conduct a STEM projectNo 51 5.39

Yes 20 4.90

Learned about bioengineeringNo 51 5.39

Yes 20 4.65

Got hands-on experience in data collectionNo 51 5.49

Yes 20 5.10

Got hands-on experience using instrumentsNo 51 5.71

Yes 20 5.50

Got experience analyzing dataNo 51 5.31

Yes 20 4.90

Got information STEM careersNo 51 5.12

Yes 20 4.90

Glad I attended CampBioENo 51 5.53

Yes 20 4.50

Like to learn even more about bioengineeringNo 51 5.24

Yes 20 4.30

Enjoyed participating in the CampBioE activitiesNo 51 5.45

Yes 20 4.95

Lunches and snacks at CampBioE were goodNo 51 5.29

Yes 20 5.20

Like to attend another camp or other tissue engineering program

No 51 4.98

Yes 20 3.75

Page 26: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE26

Comparison of Pretest and Posttest Scores for What is Bioengineering and Tissue Engineering

No Knowledge Partial Knowledge Knowledge

Row N % Row N % Row N %

What is bioengineering – Pre? 49.3% 35.2% 15.5%

What is bioengineering – Post? 25.4% 33.8% 40.8%

What is tissue engineering – Pre? 57.7% 22.5% 19.7%

What is tissue engineering – Post? 29.6% 35.2% 35.2%

No Knowledge Partial Knowledge Knowledge

Row N % Row N % Row N %

Underserved District

No

Bioengineering - Pre 45.1% 35.3% 19.6%

Bioengineering - Post 25.5% 25.5% 49.0%

Tissue Engineering - Pre 54.9% 27.5% 17.6%

Tissue Engineering - Post 23.5% 35.3% 41.2%

Yes

Bioengineering - Pre 60.0% 35.0% 5.0%

Bioengineering - Post 25.0% 55.0% 20.0%

Tissue Engineering - Pre 65.0% 10.0% 25.0%

Tissue Engineering - Post 45.0% 35.0% 20.0%

Page 27: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE 27

Comparison of Pretest and Posttest Scores for STEM Class Experiences

Strongly Disagree

DisagreeTend to Disagree

Tend to Agree

AgreeStrongly Agree

Row N % Row N % Row N % Row N % Row N % Row N %

I believe I can do well in STEM classes PRE 1.4% 0.0% 1.4% 15.5% 38.0% 43.7%

I believe I can do well in STEM classes POST 2.9% 0.0% 1.4% 11.4% 37.1% 47.1%

I like STEM classes more than other types of class PRE

1.4% 2.8% 9.9% 19.7% 22.5% 43.7%

I like STEM classes more than other types of class POST

4.3% 0.0% 7.1% 17.1% 24.3% 47.1%

I have a hard time with STEM assignments and tests PRE

14.1% 49.3% 18.3% 8.5% 8.5% 1.4%

I have a hard time with STEM assignments and tests POST

18.6% 34.3% 14.3% 15.7% 11.4% 5.7%

STEM classes are interesting to me PRE 1.4% 0.0% 5.6% 11.3% 21.1% 60.6%

STEM classes are interesting to me POST 5.7% 0.0% 1.4% 14.3% 22.9% 55.7%

I do worse than my classmates in STEM classes PRE

25.4% 42.3% 25.4% 5.6% 0.0% 1.4%

I do worse than my classmates in STEM classes POST

32.9% 32.9% 21.4% 2.9% 4.3% 5.7%

I am confident using instruments in STEM classes PRE

1.4% 1.4% 7.0% 15.5% 38.0% 36.6%

I am confident using instruments in STEM classes POST

2.9% 0.0% 0.0% 11.4% 34.3% 51.4%

I am comfortable collecting data PRE 1.4% 1.4% 4.2% 12.7% 49.3% 31.0%

I am comfortable collecting data POST 1.4% 0.0% 0.0% 8.6% 42.9% 47.1%

I understand how to analyze and interpret data PRE

1.4% 2.8% 8.5% 19.7% 40.8% 26.8%

I understand how to analyze and interpret data POST

1.4% 0.0% 1.4% 12.9% 38.6% 45.7%

I know what STEM classes are available PRE 1.4% 1.4% 9.9% 14.1% 31.0% 42.3%

I know what STEM classes are available POST 1.4% 0.0% 2.9% 15.7% 40.0% 40.0%

Page 28: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE28

STEM Class Experiences by Group

Underserved District N Mean

No I believe I can do well in STEM classes PRE 51 5.37

I believe I can do well in STEM classes POST 50 5.42

I like STEM classes more than other types of class PRE 51 5.16

I like STEM classes more than other types of class POST 50 5.20

I have a hard time with STEM assignments and tests PRE 51 2.53

I have a hard time with STEM assignments and tests POST 50 2.68

STEM classes are interesting to me PRE 51 5.53

STEM classes interesting to me POST 50 5.44

I do worse than my classmates in STEM classes PRE 51 2.06

I do worse than my classmates in STEM classes POST 50 2.14

I am confident using instruments in STEM classes PRE 51 4.92

I am confident in using instruments in STEM classes POST 50 5.42

I am comfortable collecting data PRE 51 5.00

I am comfortable collecting data POST 50 5.40

I understand how to analyze and interpret data PRE 51 4.82

I understand how to analyze and interpret data POST 50 5.28

I know what STEM classes are available PRE 51 5.10

I know what STEM classes are available POST 50 5.20

Valid N (listwise) 50

Underserved District N Mean

Yes I believe I can do well in STEM classes PRE 20 4.75

I believe I can do well in STEM classes POST 20 4.70

I like STEM classes more than other types of class PRE 20 4.25

I like STEM classes more than other types of class POST 20 4.45

I have a hard time with STEM assignments and tests PRE 20 2.50

I have a hard time with STEM assignments and tests POST 20 3.25

STEM classes are interesting to me PRE 20 4.80

STEM classes interesting to me POST 20 4.45

I do worse than my classmates in STEM classes PRE 20 2.45

I do worse than my classmates in STEM classes POST 20 2.70

I am confident using instruments in STEM classes PRE 20 5.10

I am confident in using instruments in STEM classes POST 20 4.95

I am comfortable collecting data PRE 20 5.00

I am comfortable collecting data POST 20 5.15

I understand how to analyze and interpret data PRE 20 4.60

I understand how to analyze and interpret data POST 20 5.15

I know what STEM classes are available PRE 20 4.70

I know what STEM classes are available POST 20 4.95

Valid N (listwise) 20

Page 29: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE 29

Comparison of Pretest and Posttest Scores for STEM Attitudes

Strongly Disagree

DisagreeTend to Disagree

Tend to Agree

AgreeStrongly Agree

Row N % Row N % Row N % Row N % Row N % Row N %

Aware of discoveries in STEM fields PRE 1.4% 5.6% 14.1% 32.4% 28.2% 18.3%

Aware of discoveries in STEM fields POST 2.9% 0.0% 5.7% 21.4% 35.7% 34.3%

Want to learn more about STEM PRE 1.4% 0.0% 4.2% 4.2% 42.3% 47.9%

Want to learn more about STEM POST 2.9% 1.4% 2.9% 7.1% 35.7% 50.0%

STEM helps improve people’s lives PRE 1.4% 0.0% 2.8% 9.9% 23.9% 62.0%

STEM helps improve people’s lives POST 1.4% 0.0% 0.0% 4.3% 30.0% 64.3%

Enjoy learning about STEM outside of school PRE

2.8% 1.4% 5.6% 15.5% 36.6% 38.0%

Enjoy learning about STEM outside of school POST

4.3% 2.9% 1.4% 14.3% 28.6% 48.6%

Know what career opportunities are available in STEM PRE

1.4% 4.2% 8.5% 19.7% 45.1% 21.1%

Know what career opportunities are available in STEM POST

1.4% 2.9% 7.1% 11.4% 38.6% 38.6%

Jobs in STEM are important PRE 1.4% 0.0% 4.2% 4.2% 23.9% 66.2%

Jobs in STEM are important POST 1.4% 1.4% 2.9% 0.0% 28.6% 65.7%

Like to go to college and major in STEM field PRE

2.8% 4.2% 14.1% 15.5% 18.3% 45.1%

Lke to go to college and major in STEM fields POST

5.7% 1.4% 5.7% 17.1% 15.7% 54.3%

A job in STEM is for someone like me PRE 1.4% 8.5% 9.9% 16.9% 22.5% 40.8%

A job in STEM is for someone like me POST 7.1% 1.4% 7.1% 8.6% 25.7% 50.0%

Know how STEM classes can help me reach my goals PRE

2.8% 1.4% 5.6% 16.9% 39.4% 33.8%

Know how STEM classes can help me reach my goals POST

1.4% 0.0% 4.3% 18.6% 34.3% 41.4%

Page 30: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE30

Group Statistics

Underserved District

N MeanStd. Deviation

Std. Error Mean

Aware of discoveries in STEM fieldsNo 50 .6000 .96890 .13702

Yes 20 .3000 1.75019 .39135

Want to learn more about STEMNo 50 -.0400 .53299 .07538

Yes 20 -.2000 1.15166 .25752

STEM helps improve people’s livesNo 50 .1200 .68928 .09748

Yes 20 .2000 .76777 .17168

Enjoy learning about STEM outside of schoolNo 50 .1800 .71969 .10178

Yes 20 -.2000 1.28145 .28654

Know what career opportunities are available in STEM

No 50 .4600 .73429 .10384

Yes 20 -.1000 .96791 .21643

Jobs in STEM are importantNo 50 .0600 .68243 .09651

Yes 20 -.1000 .96791 .21643

Like to go to college and major in STEM fieldNo 50 .3400 .84781 .11990

Yes 20 -.2000 1.19649 .26754

A job in STEM is for someone like meNo 50 .3000 .76265 .10785

Yes 20 -.1500 1.78517 .39918

Know how STEM classes can help me reach my goals

No 50 .1600 .84177 .11904

Yes 20 .0500 .99868 .22331

Page 31: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE 31

Aware of Discoveries and Know What Careers Changed the Most

Underserved District: Yes

Strongly Disagree

DisagreeTend to Disagree

Tend to Agree

AgreeStrongly Agree

Row N % Row N % Row N % Row N % Row N % Row N %

Aware of discoveries in STEM fields POST 10.0% 0.0% 10.0% 20.0% 30.0% 30.0%

Aware of discoveries in STEM fields PRE 5.0% 5.0% 20.0% 30.0% 15.0% 25.0%

Want to learn more about STEM POST 10.0% 5.0% 5.0% 0.0% 45.0% 35.0%

Want to learn more about STEM PRE 5.0% 0.0% 10.0% 5.0% 45.0% 35.0%

STEM helps improve people’s lives POST 5.0% 0.0% 0.0% 10.0% 30.0% 55.0%

STEM helps improve people’s lives PRE 5.0% 0.0% 5.0% 15.0% 25.0% 50.0%

Enjoy learning about STEM outside of school POST 15.0% 10.0% 5.0% 15.0% 20.0% 35.0%

Enjoy learning about STEM outside of school PRE 10.0% 5.0% 5.0% 20.0% 35.0% 25.0%

Know what career opportunities are available in STEM POST

5.0% 5.0% 10.0% 20.0% 20.0% 40.0%

Know what career opportunities are available in STEM PRE

5.0% 0.0% 5.0% 20.0% 45.0% 25.0%

Jobs in STEM are important POST 5.0% 5.0% 5.0% 0.0% 40.0% 45.0%

Jobs in STEM are important PRE 5.0% 0.0% 10.0% 5.0% 25.0% 55.0%

Like to go to college and major in STEM fields POST 15.0% 5.0% 10.0% 25.0% 5.0% 40.0%

Like to go to college and major in STEM field PRE 10.0% 5.0% 15.0% 20.0% 5.0% 45.0%

A job in STEM is for someone like me POST 20.0% 5.0% 15.0% 5.0% 15.0% 40.0%

A job in STEM is for someone like me PRE 5.0% 15.0% 15.0% 20.0% 5.0% 40.0%

Know how STEM classes can help me reach my goals POST

5.0% 0.0% 15.0% 20.0% 20.0% 40.0%

Know how STEM classes can help me reach my goals PRE

5.0% 0.0% 15.0% 20.0% 25.0% 35.0%

Page 32: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE32

Aware of Discoveries and Know What Careers Changed the Most (continued)

Underserved District: No

Strongly Disagree

DisagreeTend to Disagree

Tend to Agree

AgreeStrongly Agree

Row N % Row N % Row N % Row N % Row N % Row N %

Aware of discoveries in STEM fields POST 0.0% 0.0% 4.0% 22.0% 38.0% 36.0%

Aware of discoveries in STEM fields PRE 0.0% 5.9% 11.8% 33.3% 33.3% 15.7%

Want to learn more about STEM POST 0.0% 0.0% 2.0% 10.0% 32.0% 56.0%

Want to learn more about STEM PRE 0.0% 0.0% 2.0% 3.9% 41.2% 52.9%

STEM helps improve people’s lives POST 0.0% 0.0% 0.0% 2.0% 30.0% 68.0%

STEM helps improve people’s lives PRE 0.0% 0.0% 2.0% 7.8% 23.5% 66.7%

Enjoy learning about STEM outside of school POST 0.0% 0.0% 0.0% 14.0% 32.0% 54.0%

Enjoy learning about STEM outside of school PRE 0.0% 0.0% 5.9% 13.7% 37.3% 43.1%

Know what career opportunities are available in STEM POST

0.0% 2.0% 6.0% 8.0% 46.0% 38.0%

Know what career opportunities are available in STEM PRE

0.0% 5.9% 9.8% 19.6% 45.1% 19.6%

Jobs in STEM are important POST 0.0% 0.0% 2.0% 0.0% 24.0% 74.0%

Jobs in STEM are important PRE 0.0% 0.0% 2.0% 3.9% 23.5% 70.6%

Like to go to college and major in STEM fields POST 2.0% 0.0% 4.0% 14.0% 20.0% 60.0%

Like to go to college and major in STEM field PRE 0.0% 3.9% 13.7% 13.7% 23.5% 45.1%

A job in STEM is for someone like me POST 2.0% 0.0% 4.0% 10.0% 30.0% 54.0%

A job in STEM is for someone like me PRE 0.0% 5.9% 7.8% 15.7% 29.4% 41.2%

Know how STEM classes can help me reach my goals POST

0.0% 0.0% 0.0% 18.0% 40.0% 42.0%

Know how STEM classes can help me reach my goals PRE

2.0% 2.0% 2.0% 15.7% 45.1% 33.3%

Page 33: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

2017 ANNUAL REPORT | DEPARTMENT OF BIOENGINEERING | CAMPBIOE 33

Aware of discoveries in STEM fields

Want to learn more about STEM

STEM helps improve people’s lives

Enjoy learning about STEM outside of school

Know what career opportunities are available in STEM

Jobs in STEM are important

Like to go to college and major in STEM field

A job in STEM is for someone like me

Know how STEM classes can help me reach my goals

6

5

4

3

2

1

0

6

5

4

3

2

1

0 Pretest Posttest

Administration

Mea

nM

ean

Grade: Early Grades (5-8)

Grade: Later Grades (9-11)

Page 34: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

THANK YOU TO OUR SPONSORS

Corporations and Foundations

Advanced Controls, Inc.ALung Technologies, Inc. Computer Enterprises, Inc.Innovation WorksThe Grable FoundationInCube Labs, LLCLANXESS CorporationPhilipsPittsburgh Life Sciences GreenhouseTandemLife

University of Pittsburgh

Center for the Neural Basis of Cognition Department of Bioengineering Innovation Institute Office of Community and

Governmental Relations Office of the Provost Vascular Medicine Institute

Individual

Dr. Harold K. Wrigley and Dr. Linda C. Baker Mr. and Mrs. Theodore D. and Amy B. ClineffMr. and Mrs. Gerald E. and Audrey L. McGinnisDr. Elizabeth S. Woo and Mr. Stephen C. Baker

The information printed in this document was accurate to the best of our knowledge at the time of printing and is subject to change at any time at the University’s sole discretion.

The University of Pittsburgh is an affirmative action, equal opportunity institution. 02/18

Page 35: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

INSPIRING TOMORROW 'S ENGINEERS

Page 36: DEPARTMENT OF BIOENGINEERING - Swanson … · university of pittsburgh | swanson school of engineering inspiring tomorrow's engineers 2017 annual report department of bioengineering

University of Pittsburgh Swanson School of Engineering Department of Bioengineering 302 Benedum Hall 3700 O’Hara Street Pittsburgh, PA 15261

engineering.pitt.edu