Talamantes, A., & Rowe, S. R., & Nicholson, E., & O'Neill, R. (2022, August), Invention Education: Positioning Youth as Agents of Change  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41774

\bibitem{asee_peer_41774}
  Talamantes, A., \& Rowe, S. R., \& Nicholson, E., \& O'Neill, R. (2022, August), \emph{Invention Education: Positioning Youth as Agents of Change}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41774

Adam Talamantes, Susan Rowe Rowe, Emily Nicholson, and Renee O'Neill.  "Invention Education: Positioning Youth as Agents of Change".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41774 Internet.  15 Dec, 2024

\bibitem{asee_peer_41774}
  Adam Talamantes, Susan Rowe Rowe, Emily Nicholson, and Renee O'Neill.
  "Invention Education: Positioning Youth as Agents of Change".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41774 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_41774
author = "Adam Talamantes, Susan Rowe Rowe, Emily Nicholson, and Renee O'Neill"
title = "Invention Education: Positioning Youth as Agents of Change"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41774}
number = {10.18260/1-2--41774}
}

TY  - CPAPER
AB  - Inventors solve problems with particular constraints in creative ways to help others. By positioning youth as inventors, Invention Educators can engage them in the dynamic process of innovation, surrounding and anchoring them in an authentic user-centered experience that focuses on empathy building.  In invention-based programs, youth create products applying STEM knowledge and skills to enhance the quality of life of a particular user. What educators expect youth to do as inventors is different at every grade level (elementary, middle, and high school). Nonetheless, when educators position youth to invent they co-create a hybrid space that favors youth to become agents of change themselves. In these learning spaces, youth enact their agency by identifying a problem, researching the problem from many points of view, and identifying novel and unique ways to solve the problem. The resulting invention is designed for a particular user but is also pertinent to a particular community and multiple users. Reciprocally, the inventor gains practical knowledge and social skills within the opportunity to invent.  This paper aims to clarify and define elements of Invention Education that strongly resonate with the NGSS and STEM education policy, culturally responsive teaching practices, and community-based partnerships. The paper will provide detailed examples of invention education programs to address systemic STEM education needs, such as access to high-quality open-ended STEM education opportunities with skilled mentors. We argue that by leveraging synergies between invention education, community-engaged practices, and culturally responsive STEM teaching and learning, Invention educators can readily enact pedagogical strategies that benefit all youth.

Keywords: Invention Education, Agency, Community-Based Partnerships, Systems

AU  - Adam Talamantes
AU  - Susan Rowe Rowe
AU  - Emily Nicholson
AU  - Renee O'Neill
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Invention Education: Positioning Youth as Agents of Change
UR  - https://peer.asee.org/41774
DO  - 10.18260/1-2--41774
ER  -