Modern Blanket Toss: Findings and Observations

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2016 FINDINGS and who participated in one or more of the summer programs. For a control group, we randomly collected data from students enrolled in Upward Bound sites that did not participate in the Modern Blanket Toss program. We received data for 16 of the 17 students who started the Modern Blanket Toss program in the summer of 2014, for six of the nine students who started the program in the summer of 2015, and for three of the five students who started the program in the summer of 2016. Table 7 Count of students with both pre and post academic data by enrollment year. Count of Students with Pre and Post Academic Data GPA Science Grades Math Grades Students who started the program in 2014 14 9 13 Table 6 Count of students with academic data by school year and by the year in which they enrolled in the Modern Blanket Toss program. Count of Students with Academic Data 2013-2014 2014-2015 2015-2016 Students who started the program in 2015 2 2 2 Upward Bound students 15 13 18 Total Count of students 31 24 33 Note: Pre data for students who enrolled in the program in 2014 is from the 2013-2014 school year; pre data for students who enrolled in the program in 2015 is from the 2014-2016 school year; and control group pre-data is from the 2013-2014 school year. Students who started the program in 2014 16 14 3 Students who started the program in 2015 — 6 2 Students who started the program in 2016 — — 3 Upward Bound Students 15 21 no data received Note: For students who enrolled in 2014, data from the 2013-2014 school year is considered pre-data; for students who enrolled in the program in 2015, data from the 2014-2015 school year is considered pre-data; and for students who enrolled in 2016, data from the 2015-2016 school year is considered control data. For the Upward Bound control group students, data from the 2013-2014 school year is considered pre-data. Only matched pre and post data is included in the analysis . However, only academic data for which we have matched pre and post data is included in the analysis (Table 7). All of the Modern Blanket Toss students included in the academic data sample were in grade 10 or 11 for postprogram GPA and classes taken, whereas the Upward Bound students were primarily in grades 10 or 11, but a third were also in grades 9 and 12. Items printed using the 3-D printer. 41
2016 FINDINGS Table 8 Count of students by grade level during the 2014-2015 school year (the first school year of the program) Grade in 2014-2015 5. Site Coordinator Survey 2014 MBT Students Control Female Male Total Female Male Total 9 0 0 0 2 1 3 10 5 5 10 1 5 6 11 5 4 9 7 2 9 12 0 0 0 1 3 4 Total 10 9 19 11 11 22 The purpose of the Site Coordinator Survey was to determine how comfortable and capable the site coordinators felt in presenting and engaging in Modern Blanket Toss activities. The survey looked at two areas related to coordinators’ capacity to facilitate the Modern Blanket Toss program locally: their technical skills (such as ability to use GIS software or fly a UAV) and their ability of help students use data to ask a scientific questions. A copy of the survey is in Appendix A. The Coordinator Survey included 29 Likert-scale items. The items in the survey combine to make four constructs or scales. To measure the reliability of the scales, we calculated Cronbach's alpha coefficient for each scale using SPSS (Trochim, 2006; George and Mallery, 2003). Results of the reliability analysis are summarized in Table 9. Administration: The Coordinator Survey was administered to coordinators annually using SurveyMonkey. The Coordinator Survey was administered three times: once in the fall of 2014, once in the fall of 2015, and once in the spring of 2016. Analysis: We computed a ratio for all numerical responses to calculate scale responses and used analysis of variance to test for a difference in mean scale score by program year with program year as the explanatory variable and mean scale score as the response variable. Sample: Four coordinators completed the survey all three times; three additional coordinators responded in 2014, but their responses are not included in the analyzed data because they had only one data point. Table 9. Cronbach’s alpha results for coordinator survey scales Scale n Items Item Mean Min Max Range Variance Crohbach’s Alpha Career Knowledge 16 3 0.74 0.68 0.78 0.094 0.003 0.842 GIS 15 4 0.56 0.36 0.83 0.47 0.045 0.829 Science Practices 15 12 0.79 0.47 0.9 0.43 0.018 0.911 UAV 8 8 0.68 0.55 0.9 0.35 0.013 0.928 42
Page 1 and 2: BOOK THREE MODERN BLANKET TOSS FIND
Page 3 and 4: FINDINGS AND ANALYSIS The evaluatio
Page 5 and 6: CHAPTER 1 Findings Welcome to the f
Page 7 and 8: 2014 FINDINGS EXECUTIVE SUMMARY The
Page 9 and 10: 2014 FINDINGS Sample Eighteen stude
Page 11 and 12: 2014 FINDINGS 2014 Both surveys ask
Page 13 and 14: 2014 FINDINGS Survey respondents ra
Page 15 and 16: 2014 FINDINGS Items can be grouped
Page 17 and 18: 2014 FINDINGS The UAV aircraft kind
Page 19: 2014 FINDINGS I think it should be
Page 22 and 23: 2015 FINDINGS PRE/POST STUDENT SURV
Page 24 and 25: 2015 FINDINGS There was a significa
Page 26 and 27: 2015 FINDINGS Table 14 Content Know
Page 28 and 29: 2015 FINDINGS Items can be grouped
Page 30 and 31: 2015 FINDINGS I liked learning abou
Page 32 and 33: 2015 FINDINGS Nothing it's getting
Page 34 and 35: 2015 FINDINGS Week 12 Concept Count
Page 36 and 37: 2016 FINDINGS The mission of Modern
Page 38 and 39: 2016 FINDINGS INTRODUCTION The Univ
Page 40 and 41: 2016 FINDINGS Analysis: For each co
Page 44 and 45: 2016 FINDINGS LIMITATIONS OF THE EV
Page 46 and 47: 2016 FINDINGS primarily Yup’ik mi
Page 48 and 49: 2016 FINDINGS There was a range of
Page 50 and 51: 2016 FINDINGS Table 17. Average sur
Page 52 and 53: 2016 FINDINGS Students also clearly
Page 54 and 55: 2016 FINDINGS Figure 5. Leadership
Page 56 and 57: 2016 FINDINGS 6) Student academic d
Page 58: 2016 FINDINGS Courses offered by Hi
Page 61 and 62: 2016 FINDINGS The Modern Blanket To
Page 63 and 64: CHAPTER 2 Observations This chapter
Page 65 and 66: CHALLENGES AND LESSONS LEARNED Teac
Page 67 and 68: SECTION 2 Analysis of Modern Blanke
Page 69: ANALYSIS OF MODERN BLANKET TOSS Wha

Modern Blanket Toss: Findings and Observations

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