The Universally Designed Museum Programming project was envisioned as a way to create public programs that are more inclusive of people with disabilities. We used the concepts of universal design and Universal Design for Learning as well as our prior experiences with these topics in exhibition design and nanotechnology programming as a foundation for our work. Through this project, we gained insight into building a community of interest, facilitating a charrette in an inclusive way, using universal design guidelines to develop programs, and measuring the effectiveness of our process.
Over the past 50 years, women in the United States have made great strides in education and entry into the work force in this country. However, despite these advances, women continue to be underrepresented in the fields of science, technology, engineering, and math, collectively referred to as “STEM.” Women’s representation is low at all levels of the STEM career “pipeline,” from interest and intent to majoring in a STEM field in college to having a career in a STEM field in adulthood. Studies show that girls lose interest in math and science during middle school, and STEM interest for girls
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TEAM MEMBERS:
Kamla ModiJudy SchoenbergKimberlee Salmond
STARBASE Minnesota strives to increase the knowledge, skills, and interest of inner-city elementary school youth in science, technology, engineering, and math (STEM) for greater academic and lifelong success. This study examines the potential long-term impacts of participation, including interest and engagement in STEM, academic achievement, high school graduation, and college enrollment.