STEM outreach experiences provide aspiring scientists and healthcare professionals with opportunities to grow into new roles, integrate knowledge, and acquire soft skills. While STEM outreach publications often describe the outreach performed, few focus on how to establish strong partnerships, which are essential for outreach endeavors to succeed. Information on this is more important than ever before-grant agencies commonly require education and outreach plans that will reach a broader audience. Consequently, principal investigators who are not trained in education or outreach need tools to set up strong partnerships. To help fill this gap, here we outline the recommended steps for developing robust interdisciplinary STEM outreach programs that leverage institutional resources and community partnerships. This process yields strategic and sustainable opportunities for undergraduate students to learn as they engage with the STEM outreach team (students, faculty, university staff, and community partners) and the lay public. The outlined ideas broadly apply to creating outreach programs for trainees at any stage, not just undergraduates.
This study examines the effects of inquiry-based learning on students with mild or moderate disabilities. After all materials and preliminary procedures were completed, students participated in a series of lessons, along with the completion of a pre-assessment and post-assessment to gather baseline and intervention data. Each lesson utilized inquiry-based learning methods through the use of LEGO © Education EV3 Mindstorms. These activities targeted areas involving force, motion, direction, and distance. The students' conceptual understandings were measured by an assessment created by the principal investigator. Results indicate a positive increase in content knowledge and disposition toward learning. The intervention process consisted of two weeks, actively using eight days to investigate these concepts. The discussion focuses on the various methods necessary to take in order to make STEM education and active progress more accessible to students with mild or moderate disabilities by making changes in instruction, inclusion, and attitudes.
In 2015, North Carolina's Division of Teacher Licensure instituted a new licensure examination modeled after the MTel for all elementary education majors. With the new examination came a new minimum passing score of 227. The importance of having a thorough understanding of the mathematics content is expected, yet teacher preparation programs struggle to help elementary pre-service teacher candidates who enter undergraduate programs without the solid mathematics foundations needed to be successful in passing the North Carolina General Curriculum Mathematics Licensure test. With this problem serving as the backdrop, the purpose of this quantitative study was to examine if utilizing Lost Functions, an online gaming program developed by ATLT Gaming (2010), could serve as an innovative methodology to prepare teacher education candidates for the General Curriculum Mathematics Licensure test in elementary mathematics, possibly resulting in improved performance outcomes.
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