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Board 111: STEM Curriculum for a Minority Girls’ After-School Program (Work-in-Process-Diversity)

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Pre-College Engineering Education Division Poster Session

Tagged Division

Pre-College Engineering Education

Tagged Topic

Diversity

Page Count

10

DOI

10.18260/1-2--32190

Permanent URL

https://peer.asee.org/32190

Download Count

93

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Paper Authors

biography

Henriette D. Burns Southern Illinois University, Edwardsville

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Henriette is currently a STEM Fellow at SIUE STEM Center. She has worked at Johnson & Johnson, Abbott Labs, Baxter Labs, Tenneco, Monsanto, Frucon Construction, SC Johnson Wax and HP as a design engineer, a manufacturing engineer and a project manager. She holds an engineering degree from Northwestern University, an MBA from University of Oregon and a MiT from Washington State University where she is currently finishing her Ph.D. in Math/Science Education. Henriette’s research agenda is unveiling and understanding the identity of non-typical STEM bound students, especially girls in engineering; through interest and belongingness by promoting empathy-based engineering design in instruction and practice in tandem with community engagement.

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Samantha A. Murphy Southern Illinois University, Edwardsville

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Samantha is a current graduate student in the Clinical Psychology program at Southern Illinois University - Edwardsville. She earned her Bachelor's in Psychology with a Trauma Certification at the University of Missouri - St. Louis. Her research endeavors mainly involve trauma at a subclinical level and traumatic brain injury as well as other areas of neuropsychology and psychosocial functioning.

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Matt Johnson

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Georgia Bracey Southern Illinois University, Edwardsville

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Georgia Bracey is a research assistant professor in the Center for STEM Research, Education, and Outreach at Southern Illinois University Edwardsville. She has a BA in elementary education and spent thirteen years teaching in public schools. She has an MS in physics and a PhD in science education. Her research interests include physics/astronomy education, citizen science, and the integration of technology in teaching and learning.

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Mark McKenney Southern Illinois University Edwardsville

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Mark McKenney is an Associate Professor at Southern University Edwardsville with interests in spatiotemporal
databases and high performance computing. He earned his Ph.D. in Computer Engineering from the
University of Florida, and his MS and BS in Computer Science from Tulane University. He has received
awards for research and teaching.

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biography

Ann Vogel iBIO Institute

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Ann Vogel is Senior Vice President, Charitable Programs of the iBIO Institute. iBIO Institute is a public charity that develops and delivers industry-led STEM programs for teachers and students to inspire the next generation of innovators. Ann leads development and implementation teams for all Institute programs. Under her leadership, the Institute launched a number of successful new programs including: the PROPEL® programs for entrepreneurs, TalentSparks! ® teacher professional development, Stellar Girls after-school STEM program for middle school girls, STEMgirls Summer Camps, and SCI: Science Career Investigation®. Ann has led the Education Subcommittee of the national Coalition of State Bioscience Institutes for five years and has twice been elected to serve on the Executive Committee, which she currently Co-chairs.
Prior to joining the Institute in 2006, Ann successfully directed BiTmaP, a first of its kind, U.S. Department of Labor-sponsored initiative with the University of Illinois at Chicago that provides bioinformatics training to IT professionals. Prior to BiTmaP, she assisted in the management of technology start-ups and small businesses in Illinois and California, directing research, business development, operations, quality assurance, sales and marketing.
Ann is a licensed acupuncturist, holds an MS in Traditional Chinese Medicine and a BS in Nutrition from the Midwest College of Oriental Medicine. In 2010, Ann co-founded Point of Health Acupuncture and owns Birdhouse Acupuncture, both health and wellness businesses. Ann received her BS in Biology from the University of Illinois at Chicago.

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Abstract

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.

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

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