The Journal of STEM Outreach最新文献

{"title":"Integrated Academic, Research, and Professional Experiences for 2-Year College Students Lowered Barriers in STEM Engagement: A Case Study in Geosciences","authors":"J. Judge, Heidi J. L. Lannon, K. Stofer, C. Matyas, Brandon Lanman, J.J. Leissing, Nicole Rivera, Heather Norton, B. Hom","doi":"10.15695/jstem/v5i1.03","DOIUrl":"https://doi.org/10.15695/jstem/v5i1.03","url":null,"abstract":"","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133103143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Remote-Only Research Experience Improves STEMM Self-Efficacy in Secondary School Students","authors":"Sarah Stainbrook","doi":"10.15695/jstem/v5i1.02","DOIUrl":"https://doi.org/10.15695/jstem/v5i1.02","url":null,"abstract":"","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115618037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving Parents’ and Teachers’ Perceptions of Girls’ STEM Activities and Interests Before and After an Informal STEM Intervention","authors":"R. Hite, Jessica L. Spott","doi":"10.15695/jstem/v5i1.01","DOIUrl":"https://doi.org/10.15695/jstem/v5i1.01","url":null,"abstract":"","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130822626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"E-Corps’ Implementation of Environmental Sustainability-Focused Service-Learning: Conditions Supporting the Establishment of an Epistemic Community","authors":"Rebecca A. Campbell-Montalvo, T. Campbell, Byung-Yeol Park, C. Arnold, J. Volin, M. Chrysochoou, Peter C. Diplock","doi":"10.15695/jstem/v4i1.12","DOIUrl":"https://doi.org/10.15695/jstem/v4i1.12","url":null,"abstract":": Background: Environmental sustainability-focused service-learning programs can aid communities in addressing environmental problems and provide students with hands-on training. Understanding the implementation of such programs can inform research and application. Purpose: We investigate the implementation of an environmental sustain-ability-focused service-learning program (E-Corps) at a large New England public university. Our inquiry sought to better understand epistemic communities by addressing the research question: What conditions, including contextual factors and resources (i.e., funding, university context) and people (i.e., faculty, their orientation to teaching, how they work together), supported the establishment of an epistemic community in the implementation of E-Corps? Methodology/Approach: We employ frameworks of 1) Design Based Implementation Research (DBIR), which considers problems from multiple stakeholders’ perspectives, collaborative design, pedagogical theory and knowledge, and capacity for sustaining change, and 2) epistemic communities—the stakeholders recursively generating, using, and refining pedagogical knowledge. We themat ically analyzed interviews with students (n=7), two rounds of interviews with faculty (n=7), and participant observations of four E-Corps team meetings (n=13). Findings/Conclusions: Findings show that epistemic community within E-Corps’ implementation was supported by 1) an existing context of resources within the university, and 2) a robust university-part-nership prioritizing community benefits with aligned instructor approaches. Our work informs both research on DBIR and epistemic communities as well as the practical implementation of university-community environmental partnerships.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126029387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Sustained Scientist in the Classroom Partnership: A Model for Innovative STEM Graduate Training Programs","authors":"J. Ufnar, Virginia L. Shepherd","doi":"10.15695/jstem/v4i1.11","DOIUrl":"https://doi.org/10.15695/jstem/v4i1.11","url":null,"abstract":": The Scientist in the Classroom Partnership (SCP) is a program of the Vanderbilt Collaborative for STEM Education and Outreach (CSEO) that partners scientists-in-training (graduate students and postdoctoral fellows) with classroom teachers to co-teach one day per week in elementary and middle schools. The program was initially funded through an NSF GK-12 award, and has been sustained since 2007 through a collaboration between the Vanderbilt CSEO and Metro Nashville Public Schools. Over the 20 years of the program, more than 180 STEM graduate students and postdoctoral fellows have participated. In the current study, the impact of the program on the 83 participants from 2000-2009 was examined using Likert-scale and open-ended surveys. Results indicated that participants gained skills not often found in traditional research training programs, including teaching, communication, teamwork, and leadership. These results strongly suggest that the SCP represents a program that provides STEM PhDs with skills beyond the usual graduate training programs that they will need as they enter traditional and non-traditional STEM careers.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134217201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unknown Territory: K-12 STEM Summer Exploration through Zoom","authors":"Kari L. Roberts, Carlos R. Villa, Roxanne Hughes","doi":"10.15695/jstem/v4i4.03","DOIUrl":"https://doi.org/10.15695/jstem/v4i4.03","url":null,"abstract":": When COVID-19 shut down in-person programs across the world in 2020, we (the National High Magnetic Field Laboratory (MagLab)) as practitioners were in unknown territory. This paper outlines the structure of a 10-week online Summer Exploration Series (SES) program along with the evaluation performed by staff at the MagLab in 2020. The goal of the SES program was to increase youth’s interest in STEM and knowledge of STEM careers relevant to materials science. Each week included live and asynchronous components. All of the participants (n=86) rated the program as above average or higher, crediting the program with teaching them about new STEM careers/topics and increasing their interest in STEM. Our evaluation indicated that the live sessions, particularly those that offered more opportunities for interaction, were rated higher than the asynchronous sessions, providing evidence to the benefits of live - even if online – sessions on increasing interest in STEM. The lessons learned through the program can inform other organizations as we continue into the new normal.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114852584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conversion of Summer STEM Program from In-Person to Virtual Learning Offers Unexpected Positives and Pitfalls","authors":"K. Morris, Holly K. M. Brown, Brittany C. Swift, Emonie Q. Hall, Kathleen Umayam, Laura S. Tenenbaum, Nicole B. Ekanem, Swati B. Ramadorai, Emily Canas, Lily N. Shearer, D. Yourick","doi":"10.15695/jstem/v4i4.10","DOIUrl":"https://doi.org/10.15695/jstem/v4i4.10","url":null,"abstract":",","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127266590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leveraging Game-Based Learning Technologies to Introduce Adolescents to Health Science Careers During the COVID-19 Pandemic","authors":"Randall D. Spain, C. Penilla, E. Ozer, Robert G. Taylor, Cathy Ringstaff, James C. Lester","doi":"10.15695/jstem/v4i4.09","DOIUrl":"https://doi.org/10.15695/jstem/v4i4.09","url":null,"abstract":"","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125165173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conducting STEM Industry Internships while Sheltering in Place: The Biotech Partners Experience","authors":"Alex Gurn, K. Bass, Lynda Gayden, Alison Allen, Nicole Jarvis","doi":"10.15695/jstem/v4i4.02","DOIUrl":"https://doi.org/10.15695/jstem/v4i4.02","url":null,"abstract":"Before the shelter-in-place orders began, Biotech Partners (BP) was already engaged in contingency planning with its school and industry partners in an effort to mitigate potential disruptions caused by the looming health crisis. For 25 years prior, BP had successfully mentored and prepared underrepresented high school students to complete professional internships at diverse STEM institutions. Often working in a laboratory or pharmaceutical manufacturing setting, the internships allowed students to apply bioscience, biotechnology, and professional career skills developed in school within the context of a professional workplace. The promise of paid internships in a cutting-edge industry creates an incentive to motivate and maximize student learning in rigorous academic training and workforce preparation. As the COVID-19 pandemic unfolded, most industry sites cancelled their 2020 participation, putting the summer internships in jeopardy. BP rapidly shifted. Collaborating with new and longstanding industry partners, the internship program was modified from in-person to remote work and learning environments. This case study examines the pedagogical challenges and opportunities of conducting remote STEM internships amid a global pandemic. This paper illuminates the role of industry partnerships, student outreach, personalized mentoring, and wrap-around support services to broaden students’ awareness of, interest in, and preparation for careers in the STEM workforce. INTRODUCTION When the school shutdowns and stay-at-home orders began in March 2020, Biotech Partners (BP) was already engaged in conversations with industry partners about the public health crisis and potential impacts on school-based learning and summer internships. For 25 years prior, BP had successfully coordinated industry internships for high school students predominantly underrepresented in STEM to work at private or public sector STEM institutions, such as, Bayer Pharmaceuticals, Buck Institute for Research on Aging, East Bay Municipal Utility District, and Lawrence Berkeley National Laboratories. For six to eight weeks each summer, rising 12th graders enrolled in a BP Biotech Academy, based at one of four Bay Area high schools, have the opportunity to apply for paid positions, working 20 hours per week for 6-8 weeks, usually in a research lab or pharmaceutical manufacturing role. The internships allow students to expand their emerging biotechnology lab skills, knowledge of bioscience subjects, and professional career skills developed in school through on-the-job training under the guidance of a professional mentor. Throughout the school year, students participate in BP’s hands-on curriculum that embeds biotechnology content in career technical education, preparing them in molecular biology, microbial cell culture, biochemistry, lab tools and equipment, computer and other skills, including over 40 Good Laboratory Practice (GLP) labs. The curriculum is reviewed annually by participat","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116741948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Targeted, Sustainable, Adept: Transforming Jackson State University STEM PD Delivery for Mississippi 6-12th Grade Teachers during COVID-19","authors":"Nisaa Kirtman, Teresa Demeritte, C. Smith, Vida Amouzandeh, M. Fadavi","doi":"10.15695/jstem/v4i4.04","DOIUrl":"https://doi.org/10.15695/jstem/v4i4.04","url":null,"abstract":": Since 2017, Jackson State University’s (JSU) Minority Advancement through Recruitment and Retention in Science via Outreach Program (MARRS-OP) developed a series of professional development (PD) programs designed for 6th-12th science teachers in under-resourced Mississippi school districts. Due to COVID-19, MARRS-OP’s original program design was modified to implement innovative online PD courses, designed to expand and sustain the reach of STEM teaching and learning opportunities – particularly for lab experiments. The PD topics included science-subject-based courses centered around equity, science, and technology. Tools for assessing MARRS-OP outcomes included a remote readiness screener for data collection, pre- and post-program survey data collection, and teacher presentation reviews. Despite an array of challenges, teachers reported statistically significant increases in confidence in their ability to teach biology and physics. Teachers also saw value in remote PD, as it provided the ability to experience virtual instruction from their students’ perspec tive, and the opportunity to collaborate with other teachers and expand their network. This article shows that by preparing science teachers to customize approaches for their students, and maintain flexibility, that initiatives such as MARRS-OP can serve as an empowering resource for teachers despite the accessibility and engagement challenges encountered by the sudden shift to online pedagogy.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130016274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}