NE STEM 4U: an out-of-school time academic program to improve achievement of socioeconomically disadvantaged youth in STEM areas
Tóm tắt
The Nebraska Science, Technology, Engineering, and Mathematics 4U (NE STEM 4U) program was initiated at the University of Nebraska at Omaha (UNO) in 2013. NE STEM 4U is a student-run, faculty-led program facilitating problem-based learning (PBL) sessions in science, technology, engineering, and mathematics (STEM) for socioeconomically disadvantaged kindergarten through grade 8 (K-8) students. PBL sessions are provided throughout the academic year in a twice-weekly, after-school, informal education program. The instructional material provided after school builds upon the curricula of the school day. Importantly, this program is a partnership between faculty members and administrators in higher education at UNO with community partners of Omaha including Collective for Youth, Beyond School Bells, and Omaha Public Schools. We focus on engaging K-8 youth in after-school immersion experiences in STEM fields using undergraduate students as mentors and facilitators using a model of problem-based learning. This program fosters an educational pipeline for students with hands-on experience in problem-solving and critical thinking. The partnerships among the community provide the foundation for success for students across the K-16 pipeline. Herein, we describe the model of this program as documented by demonstrated successes to date in an effort to guide others in developing such a model in their city or region. We also provide models for implementation of assessment instruments.
Tài liệu tham khảo
Carnevale, A. P., Smith, N., & Stoll, J. (2010). Help wanted: projections of jobs and education requirements through 2018. Georgetown University Center on Education and the Workforce. Available: https://cew.georgetown.edu/wp-content/uploads/2014/12/fullreport.pdf. Accessed July, 2015.
DuBois, D. L., Hollaway, B. E., Valentine, J. C., & Cooper, H. (2002). Effectiveness of mentoring programs for youth: a meta-analytical review. American Journal of Community Psychology, 30, 157–197.
Gregg-Jolly, L. A., Kington, R., Lopatto, D., & Swartz, J. E. (2011). Benefits of intertwining teaching and research. Science, 331, 532.
Knopf, J.A., Hahn, R.A., Proia, .K.K., Truman, B.I., Johnson, R.L., Muntaner, C. et al (2015). Out-of-school-time academic programs to improve school achievement: a community guide health equity systematic review. J Public Health Manag Pract, Epub ahead of print
Linstone, H.A., Turoff, M. (1975). Delphi method: techniques and applications. Addison-Wesley Publishing
Lopatto, D. E. (2005). Undergraduate research experiences and the epigenesis of a science career. Developmental Biology, 283, 586–587.
Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE Life Sciences Education, 6, 297–306.
[NACE] National Association of Colleges and Employers. (2014). Job outlook 2015. Available: https://www.umuc.edu/upload/NACE-Job-Outlook-2015.pdf. Accessed 12 Mar 2016.
[NDE] Nebraska Department of Education. (2013). 2012–2013 state of the schools report. Available: http://reportcard.education.ne.gov. Accessed 12 Mar 2016.
Reform for the Future, 2012. Available: (https://www.whitehouse.gov/issues/education/reform). Accessed 12 Mar 2016.
Sacco, K., Falk, J. H., & Bell, J. (2015). Informal science education: lifelong, life-wide, life-deep. PLoS Biology, 12(11), e1001986.
U.S. Department of Commerce, Economics, and Statistics Administration. (2011). U.S. innovations report, Department of Commerce, United States of America. STEM: good jobs now and for the future. Available: http://www.esa.doc.gov/sites/default/files/stemfinalyjuly14_1.pdf. Accessed 12 Mar 2016.