Educator Professional Development (EPD) Pre and Post Workshop Learning Assessment MT Clearance SHORT Form

REQUEST FOR APPROVAL under the Generic Clearance for NASA STEM Engagement Performance Measurement and Evaluation, OMB Control Number 2700-0159, expiration 09/30/2024

_____________________________________________________________________________________

1. TITLE OF INFORMATION COLLECTION:

NASA Office of STEM Engagement Educator Professional Development (EPD) Pre- and Post- Workshop Learning Assessment (Survey)

2. TYPE OF COLLECTION:

	Attitude/Behavior Scale
	Baseline Survey
	Cognitive Interview Protocol
	Consent Form
	Focus Group Protocol
	Follow-up Survey
	Instructions
	Satisfaction Survey
	Usability Protocol

GENERAL OVERVIEW: NASA Science, Technology, Engineering, and Mathematics (STEM) Engagement is comprised of a broad and diverse set of programs, projects, activities and products developed and implemented by HQ functional Offices, Mission Directorates and Centers. NASA’s Office of STEM Engagement (OSTEM) delivers participatory, experiential learning and STEM challenge activities for young Americans and educators to learn and succeed. NASA STEM Engagement seeks to:

• Create unique opportunities for students and the public to contribute to NASA’s work in exploration and discovery.

• Build a diverse future STEM workforce by engaging students in authentic learning experiences with NASA people, content, and facilities.

• Strengthen public understanding by enabling powerful connections to NASA’s mission and work.

To achieve these goals, NASA STEM Engagement strives to increase K-12 involvement in NASA projects, enhance higher education, support underrepresented communities, strengthen online education, and boost NASA's contribution to informal education. The intended outcome is a generation prepared to code, calculate, design, and discover its way to a new era of American innovation.

The educator pre- and post- workshop learning assessment (survey) for this information collection is specific to determining the educator’s learning as a result of attending a NASA Educator Professional Development (EPD) session, as well as assess educator needs and satisfaction.

3. INTRODUCTION AND PURPOSE: NASA’s hands-on STEM Engagement activities are based on best practices in motivation, engagement, and learning for students and educators in formal and informal settings (e.g., Farland-Smith, 2012; Gasiewski, Eagan, Garcia, Hurtado, & Change, 2012; Kim, et al., 2015; Leblebicioglu, Metin, Yardimci, & Cetin, 2011; Maltese & Tai, 2011). This educator pre- and post-workshop learning assessment (survey) includes items focused on educator STEM identity, knowledge of STEM topics, comfort teaching STEM topics, and educator needs and satisfaction.

The purpose for pilot testing is to develop a valid instrument that reliably explains the ways in which participants’ knowledge, attitude, and behaviors are impacted by participation in EPD. Guided by current STEM education and measurement methodologies, it is the goal of this rigorous instrument development and testing procedure to provide information that becomes part of the iterative assessment and feedback process for the NASA STEM Engagement EPD activities.

Hence, the goals of this cycle of pilot testing are as follows:

• Determine clarity, comprehensibility, and preliminary psychometric properties (e.g., validity, reliability) of these instruments. And, to explore individual item functioning, and to make any necessary adjustments in preparation for large-scale testing as the basis for more sophisticated statistical testing.

• Determine an accurate response burden for these instruments.

1. RESEARCH DESIGN OVERVIEW: NASA STEM Engagement is using a quasi-experimental design. Responses will be used to validate the pre- and post- workshop learning assessment (survey) for clarity, comprehensibility, and to determine psychometric properties with the respondent pool. The instrument (pre- and post-) will be placed into NASA Google online software, and a survey link will be distributed through email to ~400 Educator Professional Development (EPD) participants. NASA STEM Engagement will administer the pre- and post- workshop learning assessment (survey) for testing to the universe of participants.

4. TIMELINE: Pilot testing of pre- and post-surveys will take place approximately June 2023 through December 2023, coordinated with the implementation periods of Educator Professional Development activities.

5. SAMPLING STRATEGY: The universe of participants is 400 or below. NASA STEM Engagement will administer surveys for testing to the universe of respondents. Items for the instrument (pre- and post-) will be placed into NASA Google online software, and a survey link will be distributed through email to ~400 Educator Professional Development (EPD) participants. NASA STEM Engagement will administer the pre- and post- workshop learning assessment (survey) for testing to the universe of participants.

Table 1. Calculation chart to determine statistically relevant number of respondents

Data Collection Source	(N) Population Estimate for FY23 – FY24	(A) Sampling Error +/- 5% (.05)	(Z) Confidence Level 95%/ Alpha 0.05	(P) *Variability (based on consistency of intervention administration) 50%	Base Sample Size	Response Rate	(n) Number of Respondents
EPD Participants	400	N/A	N/A	N/A	400	N/A	400
TOTAL							400

6. BURDEN HOURS: Burden calculation is based on a respondent pool of individuals as follows:

Data Collection Source	Number of Respondents	Frequency of Response	Total minutes per Response	Total Response Burden in Hours
EPD Participants	400	1	10	4000
TOTAL				4000

7. DATA CONFIDENTIALITY MEASURES: Any information collected under the purview of this clearance will be maintained in accordance with the Privacy Act of 1974, the e-Government Act of 2002, the Federal Records Act, and as applicable, the Freedom of Information Act in order to protect respondents’ privacy and the confidentiality of the data collected.

8. PERSONALLY IDENTIFIABLE INFORMATION:

1. Is personally identifiable information (PII) collected? Yes  No

2. If yes, will any information that is collected by included in records that are subject to the Privacy Act of 1974? Yes  No

3. If yes, has an up-to-date System of Records Notice (SORN) been published?

Yes  No

Published March 17, 2015, the Applicable System of Records Notice is NASA 10EDUA, NASA STEM Engagement Program Evaluation System - http://www.nasa.gov/privacy/nasa_sorn_10EDUA.html.

APPLICABLE RECORDS:

4. Applicable System of Records Notice: SORN: NASA 10EDUA, NASA STEM Engagement Program Evaluation System - http://www.nasa.gov/privacy/nasa_sorn_10EDUA.html

5. Completed surveys will be retained in accordance with NASA Records Retention Schedule 1,

Item 68D. Records will be destroyed or deleted when ten years old, or no longer needed, whichever is longer.

9. PARTICIPANT SELECTION APPROACH:

1. Does NASA STEM Engagement have a respondent sampling plan? Yes  No

If yes, please define the universe of potential respondents. If a sampling plan exists, please describe? The universe of Educator Professional Development participants is 400 or below. Items for the instrument (pre- and post-) will be placed into NASA Google online software, and a survey link will be distributed through email to ~400 Educator Professional Development (EPD) participants. NASA STEM Engagement will administer the pre- and post- workshop learning assessment (survey) for testing to the universe of participants.

If no, how will NASA STEM Engagement identify the potential group of respondents and how will they be selected? Not applicable.

10. INSTRUMENT ADMINISTRATION STRATEGY

Describe the type of Consent:  Active  Passive

6. How will the information be collected:

 Web-based or other forms of Social Media

 Telephone

 In-person

 Mail

 Other

If multiple approaches are used for a single instrument, state the projected percent of responses per approach. All surveys will be shared via an email link to a Google form.

7. Will interviewers or facilitators be used?  Yes  No

11. DOCUMENTS/INSTRUMENTS ACCOMPANYING THIS REQUEST:

 Consent form

 Instrument (attitude & behavior scales, and surveys)

 Protocol script (Specify type: Script)

 Instructions NOTE: Instructions are included in the instrument

 Other (Specify ________________)

12. GIFTS OR PAYMENT:  Yes  No  If you answer yes to this question, please describe and provide a justification for amount.

13. ANNUAL FEDERAL COST: The estimated annual cost to the Federal government is $1120. The cost is based on an annualized effort of 20 person-hours at the evaluator’s rate of $56/hour for development and administering the survey instrument, collecting and analyzing responses, and editing the survey instrument for ultimate approval through the methodological testing generic clearance with OMB Control Number 2700-0159, exp. exp. 09/30/2024.

14. CERTIFICATION STATEMENT:

I certify the following to be true:

1. The collection is voluntary.

2. The collection is low burden for respondents and low cost for the Federal Government.

3. The collection is non-controversial and does raise issues of concern to other federal agencies.

4. The results will be made available to other federal agencies upon request, while maintaining confidentiality of the respondents.

5. The collection is targeted to the solicitation of information from respondents who have experience with the program or may have experience with the program in the future.

Name of Sponsor: Richard Gilmore

Title: Performance Assessment and Evaluation Program Manager, NASA

Office of STEM Engagement (OSTEM)

Email address or Phone number: [email protected]

Date: 12/14/2023

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Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Change, M. J. (2012). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses. Research in Higher Education, 53(2), 229-261.

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Kim, C., Kim, D., Yuan, J., Hill, R. B., Doshi, P., & Thai, C. N. (2015). Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching. Computers & Education, 91, 14-31.

Leblebicioglu, G., Metin, D., Yardimci, E., & Cetin, P. S. (2011). The Effect of Informal and Formal Interaction between Scientists and Children at a Science Camp on Their Images of Scientists. Science Education International, 22(3), 158-174.

Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among US students. Science Education, 95(5), 877-907.

Mark, M. M., & Reichardt, C. S. (2009). Quasi-experimentation. In L. Bickman, & D. J. Rog (Eds.), The SAGE handbook of applied social research methods (2nd ed., pp. 182-214). Thousand Oaks, CA: SAGE Publications, Inc.

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Pelfrey, Sr., W. V., & Pelfrey, Jr., W. V. (2009). Curriculum evaluation and revision in a nascent field: The utility of the retrospective pretest-posttest model in a Homeland Security program of study. Evaluation Review, 33(1), 54-82.

Unfried, A. S., Feber, M. S., Stanhope, D. S., & Wiebe, E. S. (n.d.) (2015). The Development and Validation

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Verhoeven, M., Arentze, T., Timmermans, H., & van der Waerden, P. (n.d.). Retrospective Surveys: Some Experiences in the Context of Measuring Lifecycle Events. Paper for the 87th Annual

Meeting of the Transportation Research Board. Washington, DC., 2008.

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