Underrepresented minorities (URMs) represent 33% of the US college age population and this will continue to increase (1). In contrast, only 26% of college students are URMs. In the area of Science Technology, Engineering and Mathematics (STEM), only 15% of college students completing a STEM major are URMs (2). While there have been gains in the percent of Hispanic and Black/African Americans pursuing college degrees, the number of Native American college students remains alarmingly low. In 2013, Native Americans represented only 1% of entering college students and less than 50% finished their degree. Moreover, 1% of students pursuing advanced degrees in STEM-related fields are Native American/Alaska Native. With regards to high school graduation rates, the percent of Native American/Alaska Native students completing high school has decreased with only 51% of students completing high school in 2010 compared to 62 % and 68% for Black and Latino students respectively. While identifying ways to retain students from all underrepresented groups is important, developing programs targeting Native American students is crucial. In collaboration with the Hopi community, a three-week summer course for Native American high school students at Harvard was initiated in 2001. Within three years, the program expanded to include three additional Native American communities. 225 students participated in the program over a 10-year period; and 98% of those responding to the evaluation completed high school or obtained a GED and 98% entered two or four year colleges including 6 students who entered Harvard. This program was reinitiated in 2015 and we plan to build on the existing structure and content of this successful program. Specifically, in collaboration with two Native American communities, the goal of the program is 1) to increase participants’ knowledge of STEM disciplines and their relevance to issues in participants’ communities via a three week case-based summer course for Native American high school students; 2) to help enhance secondary school STEM education in Native American communities by providing opportunities for curriculum development and classroom enhancement for secondary school teachers in the participating Native American communities; and 3) to familiarize students with the college experience and application process and enhance their readiness for college through workshops, college courses and internships. Through these activities we hope to 1) increase the number of Native American students completing high school; 2) increase the number of Native American students applying and being accepted to college; 3) increase the number of Native American students pursuing STEM degrees and careers; 4) increase the perception among Native American students that attending and Ivy plus institution is attainable; 5) increase the feeling of empowerment that they can help their community by pursuing advanced degrees in STEM.
PUBLIC HEALTH RELEVANCE:
This proposal supports a summer program for high school students and teachers from Native American communities. The program goals are to encourage students to complete high school and prepare them for college and to also consider degrees in science, technology, engineering, and math.
The goals of this proposal are: 1) to provide opportunities for underrepresented students to consider careers in basic or clinical research by exciting them through an educational Citizen Science research project; 2) to provide teachers with professional development in science content and teaching skills using research projects as the infrastructure; and 3) to improve the environments and behaviors in early childcare and education settings related to healthy lifestyles across the state through HSTA students Citizen Science projects. The project will complement or enhance the training of a workforce to meet the nation’s biomedical, behavioral and clinical research needs. It will encourage interactive partnerships between biomedical and clinical researchers,in-service teachers and early childcare and education facilities to prevent obesity.
Specific Aim I is the Biomedical Summer Institute for Teachers led by university faculty. This component is a one week university based component. The focus is to enhance teacher knowledge of biomedical characteristics and problems associated with childhood obesity, simple statistics, ethics and HIPAA compliance, and the principles of Citizen Science using Community Based Participatory Research (CBPR). The teachers, together with the university faculty and staff, will develop the curriculum and activities for Specific Aim II.
Specific Aim II is the Biomedical Summer Institute for Students, led by HSTA teachers guided by university faculty. This experience will expose 11th grade HSTA students to the biomedical characteristics and problems associated with obesity with a focus on early childhood. Students will be trained on Key 2 a Healthy Start, which aims to improve nutrition and physical activity best practices, policies and environments in West Virginia’s early child care and education programs. The students will develop a meaningful project related to childhood obesity and an aspect of its prevention so that the summer institute bridges seamlessly into Specific Aim III.
Specific Aim III is the Community Based After School Club Experiences. The students and teachers from the summer experience will lead additional interested 9th–12th grade students in their clubs to examine their communities and to engage community members in conducting public health intervention research in topics surrounding childhood obesity prevention through Citizen Science. Students and teachers will work collaboratively with the Key 2 a Healthy Start team on community projects that will be focused on providing on-going technical assistance that will ultimately move the early childcare settings towards achieving best practices related to nutrition and physical activity in young children.
The NIH Science Education Partnership Award (SEPA) program of Emory University endeavors to use an over-arching theme of citizen science principles to:
develop an innovative curriculum based on citizen science and experiential learning to evaluate the efficacy of informal science education in after-school settings;
promote biomedical scientific careers in under-represented groups targeting females for Girls for Science summer research experiences;
train teachers in Title I schools to implement this citizen science based curriculum; and
disseminate the citizen science principles through outreach.
This novel, experiential science and engineering program, termed Experiential Citizen Science Training for the Next Generation (ExCiTNG), encompasses community-identified topics reflecting NIH research priorities. The curriculum is mapped to Next Generation Science Standards.
A comprehensive evaluation plan accompanies each program component, composed of short- and/or longer-term outcome measures. We will use our existing outreach program (Students for Science) along with scientific community partnerships (Atlanta Science Festival) to implement key aspects of the program throughout the state of Georgia. These efforts will be overseen by a central Steering Committee composed of leadership of the Community Education Research Program of the Emory/Morehouse/Georgia Institute of Technology Atlanta Clinical Translational Science Institute (NIH CTSA), the Principal Investigators, representatives of each program component, and an independent K–12 STEM evaluator from the Georgia Department of Education.
The Community Advisory Board, including educators, parents, and community members, will help guide the program’s implementation and monitor progress. A committee of NIH-funded investigators, representing multiple NIH institutes along with experienced science writers, will lead the effort for dissemination and assure that on-going and new NIH research priorities are integrated into the program’s curriculum over time.
Tinkering creates a bridging point between a learner’s personal interests and experiences and a broad range of possible learning outcomes. It offers valuable opportunities to engage all students in STEM and fosters a more inclusive STEM education. In this way, it is very much aligned with a Science Capital Teaching Approach: fundamentally, it is a highly personalised pedagogy, which allows the learner to follow their own interests and set their own goals.
This resource has been designed to help teachers integrate the Tinkering approach and the Science Capital framework in their practice
The goal of our research is to identify strengths and weaknesses of high school level science fair and improvements that might enhance learning outcomes based on empirical assessment of student experiences. We use the web-based data collection program REDCap to implement anonymous and voluntary surveys about science fair experiences with two independent groups -- high school students who recently competed in the Dallas Regional Science and Engineering Fair and post high school students (undergraduates, 1st year medical students, and 1st year biomedical graduate students) on STEM education
Research misconduct has become an important matter of concern in the scientific community. The extent to which such behavior occurs early in science education has received little attention. In the current study, using the web-based data collection program REDCap, we obtained responses to an anonymous and voluntary survey about science fair from 65 high school students who recently competed in the Dallas Regional Science and Engineering Fair and from 237 STEM-track, post-high school students (undergraduates, 1st year medical students, and 1st year biomedical graduate students) doing research at
Museums in the US receive approximately 55 million visits each year from students in school groups. Field trip visits to an art museum have been found to positively impact critical thinking skills, empathy and tolerance - an increase that can be even more significant for youth from rural or high-poverty regions. While field trips are popular, especially at science museums, there have been no experimental studies about their impact on STEM career choices and interests, much less any which used a culturally sensitive and responsive approach. Given the resources put into field trips, this study investigates if causal links can be drawn between museum experiences and impact on youth. The Museum of Science & Industry uses a Learning Labs approach for engaging its visitors. These "Learning Labs" are facilitated experiences that run roughly an hour. Currently there are 12 lab topics. This study focuses on MedLab--one of the learning labs--as the setting for the research. MedLab is designed for on-site and online experience using ultra-sophisticated and highly versatile technology in challenges taken from research on the top healthcare issues that face adolescents in their communities.
This study is informed by research and theory on Social Cognitive Career Theory (SCCT) and Racial and Ethnic Identity. The former describes a process many follow when thinking about career options, broadly. The latter describes how people see themselves in the world through their membership with a racial and/or ethnic group. Both processes can collectively influence STEM career choices. This study follows an embedded mixed-method design. The quantitative portion includes an experimental, pre/post/delayed post-test design of both educators and their students using multiple measures taken mostly from previously published instruments. The qualitative portion includes observation rubrics of MedLab sessions along with interviews and focus groups with staff, educators, students and families that take place both within and outside of the museum. This is an experimental study of moderate size of both heterogeneous teacher and student populations in real world settings. It involves comparing youth and educators that participate in MedLab with those who do not. By conducting research that looks at each community through the lens of their unique experiences, the research will measure their impact more sensitively and authentically, addressing a gap in current literature on informal science, technology, engineering, or mathematics (STEM) career education with diverse students.
This study is funded by the Advancing Informal STEM Learning (AISL) program and the Innovative Technology Experiences for Students and Teachers (ITEST) program.
This project is funded by the National Science Foundation's (NSF's) Advancing Informal STEM Learning (AISL) program, which supports innovative research, approaches, and resources for use in a variety of learning settings.
BioEYES is a K-12 science outreach program that develops self-sustaining teachers as a replication strategy to address high demand for the program while promoting long-term school partnerships. This paper explores the practices of “model teachers” from multiple grades, who are empowered over a three-year period to deliver BioEYES’ hands-on science content autonomously, as compared to the program’s standard co-teaching model (BioEYES educator + classroom teacher). The authors found that BioEYES’ professional development (PD) workshop, classroom co-teaching experience, and refresher trainings
An in-depth case study of one of America’s first STEM Learning Ecosystems in Tulsa, Oklahoma, conducted by researchers at The PEAR Institute: Partnerships in Education and Resilience, finds that strong leadership, deep partnerships, and data-informed methods have led to the creation of diverse, high-quality, STEM-rich learning opportunities for Tulsa’s youth. Additionally, these efforts improved the capacity of STEM educators through high-quality professional development and supported youth pathways to STEM careers by increasing mentoring opportunities for STEM professionals.
These findings
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TEAM MEMBERS:
Kristin Lewis-WarnerPatricia AllenGil Noam
This Conference Paper was presented at the International Soceity for the Learning Sciences Confernece in June 2018. We summarize interviews with youth ages 9-15 about their failure mindsets, and if those midsets cross boundaries between learning environments.
Previous research on youth’s perceptions and reactions to failure established a view of failure as a negative, debilitating experience for youth, yet STEM and in particular making programs increasingly promote a pedagogy of failures as productive learning experiences. Looking to unpack perceptions of failure across contexts and
Making is a recent educational phenomenon that is increasingly occurring in schools and informal learning spaces around the world. In this paper we explore data from maker educators about their experiences with failure. We surveyed maker educators about how they view failure happening with youth in their formal and informal programs and how they respond. The results reveal some concrete strategies that seem to show promise for helping educators increase the likelihood that failure experiences for youth can lead to gains in learning and persistence.
This article summarizes a survey of formal
In the face of geographic isolation & turnover, how can informal STEM programs maintain community to change rural school culture?
This poster was presented at the 2019 NSF AISL PI Meeting.
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TEAM MEMBERS:
Susan AssoulineLori IhrigDuhita Mahatmya