Burns, H. D., & Murphy, S. A., & Johnson, M., & Bracey, G., & McKenney, M., & Vogel, A. (2019, June), Board 111: STEM Curriculum for a Minority Girls’ After-School Program (Work-in-Process-Diversity)  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32190

\bibitem{asee_peer_32190}
  Burns, H. D., \& Murphy, S. A., \& Johnson, M., \& Bracey, G., \& McKenney, M., \& Vogel, A. (2019, June), \emph{Board 111: STEM Curriculum for a Minority Girls’ After-School Program (Work-in-Process-Diversity)}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32190

Henriette D. Burns, Samantha A. Murphy, Matt Johnson, Georgia Bracey, Mark McKenney, and Ann Vogel.  "Board 111: STEM Curriculum for a Minority Girls’ After-School Program (Work-in-Process-Diversity)".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32190 Internet.  09 Sep, 2024

\bibitem{asee_peer_32190}
  Henriette D. Burns, Samantha A. Murphy, Matt Johnson, Georgia Bracey, Mark McKenney, and Ann Vogel.
  "Board 111: STEM Curriculum for a Minority Girls’ After-School Program (Work-in-Process-Diversity)".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32190 Internet.  09 Sep, 2024

@INPROCEEDINGS{asee_peer_32190
author = "Henriette D. Burns, Samantha A. Murphy, Matt Johnson, Georgia Bracey, Mark McKenney, and Ann Vogel"
title = "Board 111: STEM Curriculum for a Minority Girls’ After-School Program (Work-in-Process-Diversity)"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32190}
number = {10.18260/1-2--32190}
}

TY  - CPAPER
AB  - Over the past year we have been developing and revising instruments and curriculum to integrate previously proven STEM lesson plans and computational thinking (CT), teach computer skills, and improve girls' perception of STEM + C. This project is conducted in an urban low-income community after-school program and will adapt previously proven STEM lesson plans. The 36 girls are grades 2-6, and  three teachers are from the community. Students are interviewed and surveyed for knowledge and engagement pre-program, as well as during (for both engagement and content knowledge by think-aloud and observations), and at the end of the program. Teachers and researchers meet both during class and in regular professional development to ensure optimal instructional methodology. Student and teacher voice will both refine and evolve the instruments and curriculum development. Both qualitative and quantitative methods will be applied, although this is primarily an explorative qualitative study. 
The exploratory study will assess curriculum integration and its appropriateness for a female elementary population at a broad range of learning development stages to produce girls who understand CT will be confident pursuing engineering. Our exploration of the interplay of CT and STEM content will be guided by the following research questions:
1.What aspect of the integration of CT and STEM increase the likelihood of girls acquiring CT skills? 2. What aspect of the integration of CT and STEM increase the likelihood of girls acquiring STEM content knowledge? 3. How does the integration of CT and STEM affect minority girls’ self-perception as future technologists?
Although outside the project scope, the coordination of the academic, business and government community involved in this underrepresented population program will be a significant task ensuring project success.

AU  - Henriette D. Burns
AU  - Samantha A. Murphy
AU  - Matt Johnson
AU  - Georgia Bracey
AU  - Mark McKenney
AU  - Ann Vogel
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Board 111: STEM Curriculum for a Minority Girls’ After-School Program (Work-in-Process-Diversity)
UR  - https://peer.asee.org/32190
DO  - 10.18260/1-2--32190
ER  -