Participatory Action Research (PAR) as Formative Assessment of a STEM Summer Bridge Program

Research, Academics and Mentoring Pathways (RAMP) is a six-week summer bridge program offered to incoming female undergraduate engineering students at the University of Massachusetts Lowell. Initiated in 2018, the goal of this program is to increase the enrollment, retention, and success of female engineering students as they enter the Francis College of Engineering, continue with their studies, and graduate into the workforce. The objectives are to encourage research participation, improve student content knowledge in gateway courses such as Calculus, and increase their sense of belonging, preparedness, and self-efficacy. To understand student perspectives and experiences, we utilized Participatory Action Research (PAR) to construct a series of formative assessments prioritizing the views and participation of the RAMP students themselves. PAR was selected as a research and assessment strategy due to its emphasis on student participation and empowerment linked with action for positive change. Online surveys and four focus groups involved the students in topics geared towards developing a psychologically safe space for sharing experiences, providing feedback on program activities, and reflecting on personal goals, values, and aspirations. Based on our findings, we identify key insights learned from using PAR for formative assessment and explain why this approach may be especially helpful in creating more supportive and beneficial environments for women in engineering education.