Board # 106 :Work in Progress: Afterschool STEM/Literacy Program—A Description of the Process
- Conference
- Location
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Columbus, Ohio
- Publication Date
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June 24, 2017
- Start Date
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June 24, 2017
- End Date
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June 28, 2017
- Conference Session
- Tagged Division
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Pre-College Engineering Education Division
- Page Count
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7
- DOI
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10.18260/1-2--27679
- Permanent URL
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https://peer.asee.org/27679
- Download Count
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466
Paper Authors
Margaret Pinnell University of Dayton
Dr. Margaret Pinnell is the Associate Dean for Faculty and Staff Development in the school of engineering and associate professor in the Department of Mechanical and Aerospace Engineering at the University of Dayton. She teaches undergraduate and graduate materials related courses including Introduction to Materials, Materials Laboratory, Engineering Innovation, Biomaterials and Engineering Design and Appropriate Technology (ETHOS). She was director of the (Engineers in Technical Humanitarian Opportunities of Service-Learning) for approximately ten years. She has incorporated service-learning projects into her classes and laboratories since she started teaching in 2000. Her research interests include community engaged learning and pedagogy, K-12 outreach, biomaterials and materials testing and analysis.
Richard Douglas Stock
Vanisa Turney
Dr. Vanisa Turney has more than ten years of experience in public education. Having served as a classroom teacher, curriculum specialist, assistant principal, and principal she has contributed to the methods in which the urban child is best educated. Dr. Turney received a bachelor’s and master’s degree in middle childhood education from Wright State University. She has obtained principal licensure, as well as the curriculum, instruction and professional development licensure from the University of Dayton. Her most recent accomplishment is a doctoral degree in curriculum and instruction from Capella University. Her dissertation, STEM Instructional Practices and Their Effects on Student Achievement, illustrates the effect that STEM education has on the public school student.
Abstract
Work in Progress: Afterschool STEM/Literacy program – A Description of the Process
ABSTRACT During the 2015-2016 school year, existing engineering activity modulus were modified and facilitated as part of a pilot afterschool Science, Technology, Engineering and Mathematics (STEM)/Literacy program. The goal of this program was to increase the reading scores of third grade students. The Engineering Activity Modules modified for this pilot project were developed as for use by undergraduate engineering students to engage in outreach with K-12 students at area schools. For the STEM/Literacy afterschool program, the existing modules were modified to include significant literacy components. Examples of these components included fictional stories that served as the basis or hook for the engineering design challenge, informative reading from books and the internet that helped the children solve their engineering challenge or that provided historical information about a related challenge, use of an interactive science notebook for recording results and observations and innovative communication strategies such as “speed talk” where a student was asked to tell their partner everything they learned in 20 seconds. The afterschool program met two days a week from October through April with 13 regular participants. Results of this pilot project showed that the STEM/Literacy afterschool program helped provide significant gains in the reading scores of the third grade student participants. This paper will describe how the modules were modified to include the literacy components and discuss recommendations for a future program that will also include the culturally appropriate reading materials.
Pinnell, M., & Stock, R. D., & Turney, V. (2017, June), Board # 106 :Work in Progress: Afterschool STEM/Literacy Program—A Description of the Process Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27679
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