In this paper, we use the concept of consequential learning to frame our exploration of what makes learning and doing science matter for youth from nondominant communities, as well as the barriers these youth must confront in working toward consequential ends. Data are derived from multimodal cases authored by four females from nondominant communities that present an account of 'science that matters' from their work during their middle school years. We argue that consequential learning in science for these girls involves engaging science with a commitment to their community. This form of
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TEAM MEMBERS:
Daniel BirminghamAngela Calabrese BartonAutumn McDanielJalah JonesCamryn TurnerAngel Roberts
resourceprojectGames, Simulations, and Interactives
EMERGE in STEM (Education for Minorities to Effectively Raise Graduation and Employment in STEM) is a NSF INCLUDES Design and Development Launch Pilot. This project addresses the broadening participation challenge of increasing participation of women, the at-risk minority population, and the deaf in the STEM workforce. The project incorporates in and out-of-school career awareness activities for grades 4-12 in a high poverty community in Guilford County, North Carolina. EMERGE in STEM brings together a constellation of existing community partners from all three sectors (public, private, government) to leverage and expand mutually reinforcing STEM career awareness and workforce development activities in new ways by using a collective impact approach.
This project builds on a local network to infuse career exposure elements into the existing mutually reinforcing STEM activities and interventions in the community. A STEM education and career exposure software, Learning Blade, will be used to reach approximately 15,000 students. A shared measurement system and assessment process will contribute to the evaluation of the effectiveness of the collective impact strategies, the implementation of mutually reinforcing activities across the partnership and the extent to which project efforts attract students to consider STEM careers.
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TEAM MEMBERS:
Gregory MontyMargaret KanipesMalcolm SchugSteven Jiang
The Society for Science and the Public’s Advocate Grant Program provides selected Advocates with funding, resources, and information. Advocates include classroom teachers, school and district administrators, university professors, and informal science educators in community-based programs. The role of the Advocate is to support three or more underserved middle or high school students in the process of advancing from conducting a scientific research or engineering design project to entering a scientific competition. Advocates receive a stipend of $3,000; opportunities to meet and interact with
This paper was presented at the annual meeting of the National Association for Research in Science Teaching, NARST, Chicago, IL. It describes findings from the Work With a Scientist Program (WWASP), which engages scientists and high school students in cogenerative dialogues.
This poster was presented at 2017 Campus Office of Undergraduate Research Initiatives (COURI) Symposium, El Paso, TX.
One of the principal challenges of the partnership of scientists and high school students are the existent barriers of language between them (Kim & Fortner, 2007). In other words, since scientists are usefully deemed as characters with higher power, status, and knowledge, students may feel nervous or intimidated, especially when scientists speak jargons and complex language. The best educators have a magical way of engaging their audiences with compelling stories. Even the
This poster was presented at 2017 Campus Office of Undergraduate Research Initiatives (COURI) Symposium, El Paso, TX.
Purpose & Problem - According to some existing results identified in the literature, the partnership between high school students and scientist involves several challenges, such as time management, lack of equipment, communication barriers, organization, complexity of the scientific language and scientist availability. The purpose is to address these problems and identify effective ways that can enhance the partnership between the scientist and high school students during
This poster was presented at 2017 Campus Office of Undergraduate Research Initiatives (COURI) Symposium, El Paso, TX.
This study introduces cogenerative dialogues as a pedagogical tool to enhance the communications between students and engineers in a university internship environment. High school student interns worked with engineers for 7 months and were invited to conduct cogenerative dialogues with engineers regularly and discuss any issues, concerns, positives happened in the internship in order to improve their learning experience.
This poster was presented at 2017 Campus Office of Undergraduate Research Initiatives (COURI) Symposium, El Paso, TX. It describes the Work With a Scientist (WWASP) program, in which scientists and high school students engage in co-generative dialogues.
This poster was presented at the 2017 Annual Meeting of the American Educational Research Association, AERA, San Antonio, TX.
The Next Generation Science Standards (NGSS Lead States, 2013) emphasize that K–12 science education should reflect real-world interconnections in science and focus on deeper understanding and application of content. One effective way to help students learn to apply science is to invite them to work with scientists on authentic scientific projects. Internship programs designed for students to work with scientists have been suggested as one of the most productive
This summative evaluation report focuses on the impact that the Working with a Scientist Program at the University of Texas at El Paso (UTEP) had on its student participants. Student participants were recruited from regional high schools that are categorized as Title I schools, due to the large population of low income students that they serve. The participants engaged in mentored research activities a UTEP every other Saturday during the spring semester and on weekdays during the summer. Their mentors were professional scientists from different STEM disciplines, such as Chemistry, Immunology
This report comprises the third part of a 4-year evaluation assessing the impact of the Working with a Scientist Program (WWASP) at the University of Texas at El Paso (UTEP) had on its student-participants. This report includes an assessment of the program’s impact on the third cohort of student-participants. To assess the students’ overall performance, several measures were used. First, a review of participant’s academic performance before and after their involvement in the program was conducted. Second, the impacts that the programs’ cogenerative dialogues (cogens) had in the third cohort of
This report is part of a four-year evaluation assessing the impact of the Working with a Scientist Program (WWASP) at the University of Texas at El Paso (UTEP) had on its student-participants. This report includes an assessment of the impact on the first two cohorts of student-participants. This program selected participants from local high schools to take part in research activities for the spring and summer semester. To assess the students’ overall performance, several measures were used. First, a review of participant’s academic performance before and after their involvement in the program
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TEAM MEMBERS:
Lizely Madrigal-GonzalezGuadalupe Corral