Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gabriella J Ducamp, University of Virginia; Crystal Jean DeJaegher, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

classes. However, one studentwas absent throughout, and four either missed the pre- or post-test administration of the STEMSemantics Survey, so their data was not analyzed. All participating students (n=57) were 13-14years old. Classes were indirectly tracked by ability, because advanced and remedial LanguageArts and Math classes impact enrollment in these science classes. Therefore, section 1 tended tohave advanced students (n=23), while sections 2 (n=17) and 3 (n=17) had balanced and remedialpopulations, respectively. The classes were at a suburban school in a small Mid-Atlantic city.33 males and 24 females participated.Research Design Students participated in a science unit on electricity, taught by their normal instructor,and

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University; Michael A Evans, Virginia Tech ; Tiffany Drape, Virginia Tech; Samantha Gwai Lan Won, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

oftheir designs. Page 23.876.3The studio model places emphasis on: (a) a content-rich curriculum that links youth to theirenvironment, (b) support and scaffolded discussions with mentors (site leaders and facilitators),and (c) an online network that supports the creation and maintenance of relationships amongprogram participants. The informal character of this program allows youth the freedom toexplore and self-identify with STEM topics.MethodParticipantsYouth in three after-school programs at middle schools in a rural, impoverished, mountainousregion of a mid-Atlantic state were asked to participate in the project. The site leaders explainedthe