Journal of STEM outreach最新文献_第5页

Creating a Sustainable Partnership Between a Science Center, University, and Local School Districts: A Retrospective on Over 20 Years of Successful Programming and Partnership. 在科学中心、大学和当地学区之间建立可持续的伙伴关系:回顾20多年来的成功规划和伙伴关系。

Journal of STEM outreach Pub Date : 2020-10-01 Epub Date: 2020-10-21 DOI: 10.15695/jstem/v3i3.03

Katie Busch Chandran, Kevin Jarrett, James Michael Wyss

{"title":"Creating a Sustainable Partnership Between a Science Center, University, and Local School Districts: A Retrospective on Over 20 Years of Successful Programming and Partnership.","authors":"Katie Busch Chandran, Kevin Jarrett, James Michael Wyss","doi":"10.15695/jstem/v3i3.03","DOIUrl":"https://doi.org/10.15695/jstem/v3i3.03","url":null,"abstract":"The University of Alabama at Birmingham (UAB) and the McWane Science Center have partnered for over 20 years to provide secondary students in Alabama opportunities to conduct inquiry-based, standards-aligned science labs. LabWorks (middle school) and GENEius (high school) programs offer multiple research laboratory experiences in which students explore molecular biology, physical science, genetics, engineering, anatomy, and forensic science, with associated summer professional development for teachers: BioTeach and GeoTeach. These programs each attract 3,000-4,000 participants annually. This partnership has been synergistic, allowing the science center to offer high-level secondary science programming, while giving the university a conduit into the K-12 world. Originally, these programs were developed through Howard Hughes Medical Institute funding, and then expanded through support from the National Institutes of Health, the National Science Foundation, and the US Department of Education. These programs have excited secondary students and teachers about science education and careers, provided authentic science experiences, and given teachers the opportunity to experience a model of learning that engages students in \"real science\" closely linked to their curriculum. For over 20 years, this unique, evolving partnership has increased the understanding of over 90,000 students and teachers relative to the opportunities that science and STEM careers hold.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8457650/pdf/nihms-1647046.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39444590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

The Health Sciences and Technology Academy (HSTA): Providing 26 Years of Academic and Social Support to Appalachian Youth in West Virginia. 健康科学与技术学院（HSTA）：为西弗吉尼亚州阿巴拉契亚青年提供 26 年的学术和社会支持。

Journal of STEM outreach Pub Date : 2020-10-01 Epub Date: 2020-10-21 DOI: 10.15695/jstem/v3i3.04

Ann Chester, Sherron McKendall, Alan McKendall, Michael Mann, Alfgeir Kristjansson, Robert Branch, Bethany Hornbeck, Catherine Morton, Summer Kuhn, Feon Smith Branch, Charlene Barnes-Rowland

{"title":"The Health Sciences and Technology Academy (HSTA): Providing 26 Years of Academic and Social Support to Appalachian Youth in West Virginia.","authors":"Ann Chester, Sherron McKendall, Alan McKendall, Michael Mann, Alfgeir Kristjansson, Robert Branch, Bethany Hornbeck, Catherine Morton, Summer Kuhn, Feon Smith Branch, Charlene Barnes-Rowland","doi":"10.15695/jstem/v3i3.04","DOIUrl":"10.15695/jstem/v3i3.04","url":null,"abstract":"The Health Sciences and Technology Academy's, (HSTA) goals are to increase college attendance of African American, financially disadvantaged, first generation college and rural Appalachian youth and increase health-care providers and STEM professionals in underserved communities. Students enter in the 9th grade and remain in HSTA four years. They engage in a rigorous academic program within the nurturing environment of small after-school clubs punctuated by yearly summer camps on multiple college campuses. A distinctive piece of HSTA is its students' development of research projects under the mentorship of teachers and researchers that examine and address health issues faced by their communities. The projects help HSTA students to understand the health dynamics in their local community, transforming them into community advocates who address health and social issues at home as they prepare to move on to college and beyond. Substantial in-state tuition waivers inspire 99% of the 3,021 HSTA graduates to attend college versus 56% of WV high school graduates. Approximately 85% of matriculating HSTA students graduate with a four-year degree or higher versus less than 50% of all college entrants. To date, 57% of HSTA students go into health and other STEM majors, much higher than the state and national figures.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8208073/pdf/nihms-1704433.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39243381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Flipped Science Fair: Engaging Middle-School Students in STEM while Training Researchers in Science Communication. 翻转科学展:让中学生参与STEM，同时培养科研人员的科学传播能力。

Journal of STEM outreach Pub Date : 2020-09-01 Epub Date: 2020-09-30 DOI: 10.15695/jstem/v3i1.10

Lorena Benedetti, Richard B Crouse

{"title":"Flipped Science Fair: Engaging Middle-School Students in STEM while Training Researchers in Science Communication.","authors":"Lorena Benedetti, Richard B Crouse","doi":"10.15695/jstem/v3i1.10","DOIUrl":"https://doi.org/10.15695/jstem/v3i1.10","url":null,"abstract":"The Flipped Science Fair (FSF) transforms the traditional science fair format by having middle-school students judge the research of early career scientists. At the FSF, students learn about cutting-edge research in a small group setting, with opportunities to ask questions and participate in hands-on demonstrations. By placing the students in the role of the \"judge,\" the event gives students the opportunity to engage with scientists interactively and with authority. The FSF also provides science communication training for the presenting scientists. Leading up to the event, the presenters attend three workshops focused on distilling their research message to a middle-school level. The FSF effectively promoted science engagement by middle school students who expressed increased interest in science after the event. Moreover, presenters reported an improvement in their science communication skills to a broad audience and increased confidence during public speaking. Our partnership with Pathways to Science, Yale's coordinated STEM outreach infrastructure, enables us to measure the FSF's effectiveness long term, since the Pathways program tracks student trajectories through their college education. The success of the FSF led to the organization of satellite and virtual events, which provided more opportunities for public engagement and gave presenters additional chances to share their research.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7951179/pdf/nihms-1674118.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25487806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The Life Sciences Learning Center: An Evolving Model for a Sustainable STEM Outreach Program. 生命科学学习中心：可持续 STEM 外联计划的演变模式。

Journal of STEM outreach Pub Date : 2020-08-10 DOI: 10.15695/jstem/v3i2.08

Danielle C Alcéna-Stiner, Dina G Markowitz

{"title":"The Life Sciences Learning Center: An Evolving Model for a Sustainable STEM Outreach Program.","authors":"Danielle C Alcéna-Stiner, Dina G Markowitz","doi":"10.15695/jstem/v3i2.08","DOIUrl":"10.15695/jstem/v3i2.08","url":null,"abstract":"The Life Sciences Learning Center (LSLC) is a hands-on science outreach center located at the University of Rochester's School of Medicine and Dentistry (UR-SMD) in Rochester, NY. The LSLC provides hands-on, case-based learning to boost science literacy and increase enthusiasm toward science learning. The LSLC offers on-site and in-school programs for secondary students (grades 6-12) and has developed a wide variety of online curriculum materials that can be used in science classrooms and informal education settings. The LSLC is a model for sustainability with over 20 years of funding through a combination of sources including numerous grant awards from National Institutes of Health (NIH) and private foundations. The LSLC was awarded its first of five NIH Science Education Partnership Awards (SEPA) in 1998, which would prove to be a key funding source for sustainability. The LSLC has widely disseminated its curriculum materials nationwide through teacher professional development programs and online. An ongoing partnership with Science Take-Out has led to further dissemination of LSLC's curriculum materials and has strengthened LSLC's model for curriculum development and evaluation. The LSLC has evolved over the years to meet the changing needs of teachers and their students and the increased demands for hands-on, inquiry-based learning that focuses on real-life issues in STEM.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7455033/pdf/nihms-1619890.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38326360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Authentic Literacy and Language (ALL) for Science: A Curriculum Framework to Incorporate Science-Specific Disciplinary Literacies into the Elementary Classroom. 真正的科学素养和语言(ALL):将科学特定学科素养纳入小学课堂的课程框架。

Journal of STEM outreach Pub Date : 2020-01-01 Epub Date: 2020-11-10 DOI: 10.15695/jstem/v3i1.08

Nancy Moreno, Alana Newell, Misty Sailors, Dolores Garay

{"title":"Authentic Literacy and Language (ALL) for Science: A Curriculum Framework to Incorporate Science-Specific Disciplinary Literacies into the Elementary Classroom.","authors":"Nancy Moreno, Alana Newell, Misty Sailors, Dolores Garay","doi":"10.15695/jstem/v3i1.08","DOIUrl":"https://doi.org/10.15695/jstem/v3i1.08","url":null,"abstract":"Early elementary students are not typically introduced to science-specific disciplinary literacies - the specific ways in which scientists use and interpret language - even though authentic experiences with literacy strategies and tools used within the field may help incorporate learners into the scientific community of practice. The lack of freely available easy-to-use resources to build these literacies in the early elementary classroom may be a contributing factor. The Authentic Literacy and Language (ALL) for Science curriculum framework was developed as a deliberate approach to teach disciplinary literacies in the context of science using three distinct components: Science Investigations, Mini-lessons, and Science Inquiry Circles. Here we outline the development of the curriculum framework and a pilot of a 2nd grade unit based on the framework to teach concepts related to heredity and life cycles. We present findings from the pilot and discuss future directions and implications for the development and implementation of curricular materials using the ALL for Science curriculum framework.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9409337/pdf/nihms-1710876.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33442062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Use of a Mobile Application to Teach Concussion-Related Health Knowledge. 使用移动应用程序来教授脑震荡相关的健康知识。

Journal of STEM outreach Pub Date : 2020-01-01 Epub Date: 2020-05-07 DOI: 10.15695/jstem/v3i1.05

Brinley Kantorski, Danielle R Commisso, Camellia W Sanford-Dolly, John A Pollock

{"title":"The Use of a Mobile Application to Teach Concussion-Related Health Knowledge.","authors":"Brinley Kantorski, Danielle R Commisso, Camellia W Sanford-Dolly, John A Pollock","doi":"10.15695/jstem/v3i1.05","DOIUrl":"https://doi.org/10.15695/jstem/v3i1.05","url":null,"abstract":"Sports-related concussions affect over 280,000 adolescents each year while the general public remains ill-informed about concussions, signs/symptoms, and treatments. Adolescents may be at an increased risk for experiencing adverse physiological and psychological effects from concussions, underscoring the critical need for effective concussion education strategies. While mobile apps are increasingly being used in education and healthcare settings, none were found to offer comprehensive concussion education capable of reaching diverse audiences. The interactive mobile app \"Rebound: Beating Concussions\" has the potential to be an effective teaching tool for school athletic programs and medical professionals to communicate important concussion-related information to student athletes, parents, and sports coaches. A mixed methods study was used to determine the app's ability to convey information about concussions to student athletes in grades 5 through 12, parents of student athletes, and sports coaches. Concussion knowledge and participant opinions were assessed via a pre/post model and administered before and after app use. Participants demonstrated knowledge gains in the identification of concussion symptoms, treatments, and misconceptions. Additionally, participants demonstrated positive opinions on the content of the app, its relevance to everyday life, and its potential as a teaching tool.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8133699/pdf/nihms-1600115.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38922210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Decades of Sustainability. 几十年的可持续发展。

Journal of STEM outreach Pub Date : 2020-01-01 Epub Date: 2020-10-21 DOI: 10.15695/jstem/v3i3.07

Charles A Wood, Jackie Shia, Lori Kudlak, Laura Ondeck

{"title":"Decades of Sustainability.","authors":"Charles A Wood, Jackie Shia, Lori Kudlak, Laura Ondeck","doi":"10.15695/jstem/v3i3.07","DOIUrl":"https://doi.org/10.15695/jstem/v3i3.07","url":null,"abstract":"Since 1998, educators at Wheeling Jesuit University's Challenger Learning Center and Center for Educational Technologies have created realistic live simulations of science and medical emergencies in which students act as astronauts, scientists or doctors to solve STEM problems such as diagnosing diseases, stopping epidemics, picking a safe spacecraft landing spot, and rescuing stranded astronauts. These 90 to 120-minute simulations, e-Missions, are video-conferenced into classrooms, with companion websites providing pre-mission preparation, supplemental resources and teacher tutorials. e-Missions have been used more than 11,000 times at schools in 50 states and 22 nations. More than 310,000 elementary, middle and high school students have role-played STEM experts, and 10,000 teachers were trained to use technology and problem-based learning. Shorter live missions, e-Labs, were created to demonstrate science topics in 3-9 grade classrooms, and e-Labs Jr do the same for K-3. The simulations and e-Labs are developed with funding from agencies, foundations and corporations, and are maintained through payments by schools of $400 to $550 for each e-Mission, and $200 for e-Labs, often year after year as culminating events for relevant curricula. More than $5 million dollars have been earned over the last 20 years, supporting the sustained delivery of these innovative STEM experiences, and software and hardware updates. Evaluations have identified positive changes in e-Mission student attitudes and perceptions toward science and science careers.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7943068/pdf/nihms-1674993.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25455813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Start-Up and Sustaining 20 Years of STEM Outreach Research and Programming: The Food, Mathematics, and Science Teaching Enhancement Resource (FoodMASTER) Initiative. 启动并维持 20 年的 STEM 外联研究和计划：食品、数学和科学教学强化资源（FoodMASTER）计划。

Journal of STEM outreach Pub Date : 2020-01-01 Epub Date: 2020-08-10 DOI: 10.15695/jstem/v3i2.05

Melani W Duffrin, Virginia Stage, Ashley Roseno, Jana Hovland, Sebastian Diaz

{"title":"Start-Up and Sustaining 20 Years of STEM Outreach Research and Programming: The Food, Mathematics, and Science Teaching Enhancement Resource (FoodMASTER) Initiative.","authors":"Melani W Duffrin, Virginia Stage, Ashley Roseno, Jana Hovland, Sebastian Diaz","doi":"10.15695/jstem/v3i2.05","DOIUrl":"10.15695/jstem/v3i2.05","url":null,"abstract":"Science and mathematics literacy are fundamental to the basic understanding of food and health and/or the pursuit of science-based careers. In 1999, the FoodMASTER Initiative (FMI) was created to provide an opportunity for youth to experience authentic, real-world health science activities in K-12 learning environments. FMI administrative locations have included Ohio University 1999-2005, East Carolina University 2006-2018 and Northern Illinois University 2018-current. The key programmatic elements for the FMI include: 1) curricular hands-on activities developed with teacher input, 2) free online access, 3) rigorous evaluation of program materials, and 4) robust partnerships with organizations that promote mathematics and science education. The purpose of this manuscript will be to 1) provide a rationale for the FMI programming, 2) share the curriculum and the process for developing curriculum and summarize the quantitative and qualitative findings of the 19 peer-reviewed articles, 3) discuss funding that was secured, 4) discuss strategies that lead to program sustainability, 5) discuss the mission and vision, and 6) summarize programmatic component sustainability.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8291739/pdf/nihms-1624976.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39211132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

CityLab at Boston University - Thirty Years of Innovation and Partnerships. 波士顿大学城市实验室——三十年的创新与合作。

Journal of STEM outreach Pub Date : 2020-01-01 Epub Date: 2020-08-10 DOI: 10.15695/jstem/v3i2.02

Donald DeRosa, Carl Franzblau, Constance Phillips, Carla Romney

{"title":"CityLab at Boston University - Thirty Years of Innovation and Partnerships.","authors":"Donald DeRosa, Carl Franzblau, Constance Phillips, Carla Romney","doi":"10.15695/jstem/v3i2.02","DOIUrl":"https://doi.org/10.15695/jstem/v3i2.02","url":null,"abstract":"Boston University's (BU) CityLab program was created in 1991 as a partnership between faculty members of BU's School of Medicine and School of Education in response to the first call for proposals under the Science Education Partnership Awards initiative of the National Institutes of Health. CityLab's founders recognized the need for CityLab, a centrally-located facility for pre-college teachers and students to explore the burgeoning world of biotechnology. The mission has always been to share the excitement of science with students and teachers by engaging them in hands-on laboratory experiences, thereby fostering the development of a robust pool of scientists and physicians and a scientifically-literate populace. In order to reach more schools, particularly those that could not come to CityLab's facility in Boston, the CityLab team pioneered the mobile science laboratory concept with the launch of its MobileLab in 1998. Both CityLab and MobileLab have been replicated in the U.S. and abroad. CityLab has sustained itself because it has benefited from stable leadership, built and disseminated models for hands-on STEM education, embraced innovation by creating new programs to serve additional populations, and developed diverse funding streams. The CityLab program has been remarkable in its outreach, success, and longevity.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7440283/pdf/nihms-1619368.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38300946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teacher Enrichment Initiatives: Supporting Teachers Who Are at the Frontline of Our Nation's Future. 教师充实计划:支持站在国家未来前线的教师。

Journal of STEM outreach Pub Date : 2020-01-01 Epub Date: 2020-08-10 DOI: 10.15695/jstem/v3i2.06

Chase W Fordtran, Kandi K Grimes, Rosemary A Riggs, Teresa M Evans

{"title":"Teacher Enrichment Initiatives: Supporting Teachers Who Are at the Frontline of Our Nation's Future.","authors":"Chase W Fordtran, Kandi K Grimes, Rosemary A Riggs, Teresa M Evans","doi":"10.15695/jstem/v3i2.06","DOIUrl":"https://doi.org/10.15695/jstem/v3i2.06","url":null,"abstract":"Teachers are charged with connecting classroom science to real-world applications; however, opportunities for teachers to experience real-world applications in the life and biosciences are limited. When provided the opportunity to engage in hands-on learning experiences, teachers' capacity to connect classroom activities to real-world applications increases. Through partnerships within the local STEM Ecosystem, the Teacher Enrichment Initiatives (TEI) provides teachers with experiences that enable them to strengthen the connections between classroom science and careers. Over the course of TEI's 25+ years, these collaborations between our teachers and partners have resulted in the production of over 350 individual hands-on, inquiry-based curriculum activities. In addition, the TEI has played a pivotal role in the growth of the STEM workforce by disseminating best practices and providing teacher professional development (TPD) experiences designed to improve teacher knowledge of STEM career options and the associated educational pathways for their students while enhancing teacher professionalism. Since 2011, the TEI has hosted 15 TPD conferences and 300 workshops with over 1,800 K-12 teachers participating annually. The number of students impacted through teacher participation exceeds 300,000, covering all grade levels. To date, over 83 scientists, engineers, and STEM-career professionals have participated in TEI sponsored events.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8323328/pdf/nihms-1727384.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39274381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0