June 14, 2015
June 14, 2015
June 17, 2015
26.1395.1 - 26.1395.18
STEM Collaboration Assessment Leading to Curriculum Changes and Greater Long‐Term STEM Engagement Gifted Fourth and Fifth Grade students from Richland County 2 Schools conduct a field study at XXXX every other year. The focus is for their students at a STEM designated elementary school to experience STEM disciplines in a college environment to not only inform the future math and science classes they have and will have, but also to begin the discussion on the importance of going to college and follow‐on careers, especially in STEM disciplines. The School of Engineering and Science and Mathematics work together to provide 4 distinct 1 hour blocks of activities and interaction with discussion of how devices work (theory). The key focus is engineering and each student group of 25 students see two one hour blocks on engineering (civil/mechanical and electrical/mechanical). The students complete a reflection on the day‐long experience and the teachers incorporate pictures of the activities the students experienced into future mathematics and science lesson plans to complete the learning circle by tying math/science problems to their experiences. Many of these students decide to apply for academic magnet middle schools focused on STEM based on the success of the 4th and 5th grade integrated lesson/field trip curriculum to XXXX. Assessment of curriculum changes based on the field trip, student reflective essays, and future attendance at Academic Magnet middle school will demonstrate the importance of collaboration between universities and elementary and middle school programs (especially STEM focused programs) on engagement with STEM disciplines in the future.
Welch, R. W. (2015, June), STEM Collaboration Assessment Leading to Curriculum Changes and Greater Long-Term STEM Engagement Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24732
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