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Articles 1 - 24 of 24
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Experiences Of Vertical Transfer Students In The Department Of Biological Sciences With The Transfer Credit Process: A Phenomenological Study, Laura Love
All Dissertations
The purpose of this interpretive phenomenological study was to highlight the experiences of undergraduate STEM vertical transfer students. Through the lens of Schlossberg’s Transition Theory, this study sought to better understand how students make sense of the transfer credit process and which support structures facilitated their understanding. Semi-structured interviews were conducted using qualitative methods with eight biological sciences and vertical transfer students currently enrolled at a large public four-year land-grant research institution in the Southeast United States. All participants had successfully transferred from one of 16 technical colleges within the state. Using interpretative phenomenological analysis, three themes were identified. This …
An Instrument To Evaluate 4-H Cloverbud Stem Programming, Alisha M. Hardman, Donna J. Peterson, Mariah S. Morgan, H. Elizabeth Solace
An Instrument To Evaluate 4-H Cloverbud Stem Programming, Alisha M. Hardman, Donna J. Peterson, Mariah S. Morgan, H. Elizabeth Solace
The Journal of Extension
Evaluation data is needed to demonstrate the impact of 4-H science, technology, engineering, and mathematics (STEM) programming on children and youth. However, collecting evaluation data from cloverbuds (ages 5-7) is particularly challenging given their developmental age. We adapted an observational Cloverbud evaluation tool to measure basic life skills, essential elements of positive youth development experiences, and, unique to this tool, STEM specific experiences. We developed the STEM items using educational science standards allowing Extension to document STEM in addition to youth development outcomes. Doing so, may increase the adoption of 4-H STEM programming by teachers in the school setting.
Factors That Influenced Current Gen Z Undergraduate Students Enrolled In Construction-Related Programs To Pursue A Career In Construction, Bishesh Bharadwaj
Factors That Influenced Current Gen Z Undergraduate Students Enrolled In Construction-Related Programs To Pursue A Career In Construction, Bishesh Bharadwaj
All Theses
This retrospective survey-based study explores the various factors that influenced Gen Z undergraduate students currently enrolled in construction-related programs to pursue a career in construction, combining the insights from overarching studies divided into two segments. The first part of the study focuses on understanding the exposure and participation of Gen Z students in STEM and construction programs during their middle and high school years to better understand the influence of such programs at the school level for a career decision in construction. Structured academic frameworks like semester curricula and offered electives emerged as a significant channel of STEM exposure, with …
4-H Summer Of Stem: A Practical Approach To Increasing Workforce Readiness, Vernelle Mitchell-Hawkins, Jessica Mellon
4-H Summer Of Stem: A Practical Approach To Increasing Workforce Readiness, Vernelle Mitchell-Hawkins, Jessica Mellon
The Journal of Extension
4-H Summer of STEM is a workforce readiness program for high school youth. The goals of the program are to increase students’ interest in STEM careers, improve college and workforce readiness, and connect youth to businesses and industries in the local community. Selected youth receive hands-on development of workforce readiness skills, are paired with a STEM mentor for job shadowing, and participate in college campus visits. Preliminary findings show that participants reported having a positive relationship between participation in 4-H youth development programs and career skills. This article introduces the 4-H Summer of STEM and offers suggestions for implementation.
Using Stem Camps To Improve Female Interest In Technology Careers, April H. Reed, Mark Angolia, Lyubov G. Sluder, Leslie R. Pagliari
Using Stem Camps To Improve Female Interest In Technology Careers, April H. Reed, Mark Angolia, Lyubov G. Sluder, Leslie R. Pagliari
Journal of Youth Development
Science, technology, engineering, and math (STEM) fields have been traditionally entered by men, often establishing women as underrepresented in many of these fields. This research study focuses on participants at a STEM camp for middle- and high-school girls designed to introduce them to technology. The camp was held 4 times over 3 years, with many of the participants from rural areas, underrepresented by race and economic status. Sixty camp attendees completed pre- and post-camp surveys and are referred to as the intervention group. A control group of 200 middle- and high-school girls who did not attend the camp also took …
Sustainable Polymers: New 4-H Stem Curricula, Steven Worker, Jennifer Mccambridge, Anne Stevenson, Jane Fields, Alexa Maille, C L. Meehan, Amie Mondl, Charles Malone, Martin H. Smith
Sustainable Polymers: New 4-H Stem Curricula, Steven Worker, Jennifer Mccambridge, Anne Stevenson, Jane Fields, Alexa Maille, C L. Meehan, Amie Mondl, Charles Malone, Martin H. Smith
The Journal of Extension
There are many environmental issues surrounding the global production and use of plastics. Three science curricula (Grades K-2, 3-5, and 6-8) were developed to introduce youth to the past, present, and future of plastics. Designed using research-based methods and grounded in effective science pedagogy, the curricula provide young people opportunities to explore viable alternatives to plastics and develop knowledge and skills necessary to help mitigate environmental impacts associated with the production, use and disposal of plastics. Evaluation results demonstrated that youth improved their understanding of polymers and intention to help reduce impacts of plastics on the environment.
Clemson University’S Teacher Learning Progression Program: Personalized Advanced Credentials For Teachers, Luke J. Rapa, Jeff C. Marshall, Stephanie M. Madison, Christopher Flathmann, Bart Knijnenburg, Nathan J. Mcneese
Clemson University’S Teacher Learning Progression Program: Personalized Advanced Credentials For Teachers, Luke J. Rapa, Jeff C. Marshall, Stephanie M. Madison, Christopher Flathmann, Bart Knijnenburg, Nathan J. Mcneese
Publications
This chapter provides an overview of Clemson University's Teacher Learning Progression program, which offers participating middle school science, technology, engineering, and/or mathematics (STEM) teachers with personalized advanced credentials. In contrast to typical professional development (PD) approaches, this program identifies individualized pathways for PD based on teachers' unique interests and needs and offers PD options through the use of a “recommender system”—a system providing context-specific recommendations to guide teachers toward the identification of preferred PD pathways and content. In this chapter, the authors introduce the program and highlight (1) the data collection and instrumentation needed to make personalized PD recommendations, (2) …
Women In Science, Technology, Engineering, And Math Professional Night For Youths, Emily N. Henry
Women In Science, Technology, Engineering, And Math Professional Night For Youths, Emily N. Henry
The Journal of Extension
Extracurricular science, technology, engineering, and math (STEM) activities are an engaging way to introduce historically-minoritized youths to STEM. In this article, I describe one such event, a Women in STEM Professional Night, designed to connect eighth-grade girls with women in STEM careers. This interactive event provides a personalized connection to STEM, helps combat gendered stereotypes, and builds girls’ self-identification with STEM. Best practices include a carefully structured event, inviting a diverse group of women STEM professionals, and intentional preparation of all participants to set expectations. These insights serve as a guide for Extension professionals interested in creating a similar event.
4-H Engineering Design Challenge Program: Engaging Youth In Stem Learning, R.Michael Compton, Rebecca L. Meyer, Anne Stevenson, Somongkol Teng
4-H Engineering Design Challenge Program: Engaging Youth In Stem Learning, R.Michael Compton, Rebecca L. Meyer, Anne Stevenson, Somongkol Teng
The Journal of Extension
The University of Minnesota 4-H Engineering Design Challenge program is an experiential learning opportunity in which youth work with adult volunteers to create Rube Goldberg influenced machines to address real-world issues. The program components are designed to help youth develop STEM work skills using an Engineering Design Process, increase interest in STEM content knowledge, and explore STEM career interests/aspirations. Evaluation indicates a majority of participants learn the engineering design process, principles of mechanical engineering, teamwork, public speaking, and problem solving. Programmatic outcomes and supports provide for the successful replication, adaptation, and implementation in both formal and non-formal learning environments.
Finding Community And Overcoming Barriers: Experiences Of Queer And Transgender Postsecondary Students In Mathematics And Other Stem Fields, Elizabeth Kersey, Matthew Voigt
Finding Community And Overcoming Barriers: Experiences Of Queer And Transgender Postsecondary Students In Mathematics And Other Stem Fields, Elizabeth Kersey, Matthew Voigt
Publications
Although there is little research on the experiences of queer and/or transgender postsecondary students in science, technology, engineering, and mathematics (STEM) fields, we can infer from current literature that these subjects may be less welcoming than the humanities and social sciences. We conducted two studies to investigate this possibility: (1) a narrative inquiry study with postsecondary transgender students and (2) a grounded theory narrative study with undergraduate queer students. Transgender students who had transitioned indicated that they were subjected to lower expectations when presenting as female, but transgender women experienced this change as positive, since their treatment by others was …
Increasing Participation Of Women In Agriculture Through Science, Technology, Engineering, And Math Outreach Methods, Gayle Mitchell, Robin C.D. Currey
Increasing Participation Of Women In Agriculture Through Science, Technology, Engineering, And Math Outreach Methods, Gayle Mitchell, Robin C.D. Currey
The Journal of Extension
With a focus on the Commonwealth of Virginia, we reviewed literature and data associated with the prevalence and persistence of women's engagement in agriculture from youth-focused programs through to college and employment in order to learn which models of outreach may best attract women to and retain women in agricultural careers. We found that girls in Virginia have strong participation in early agriculture-related activities but that women constitute the minority of primary farm owners. Our systematic literature review shows that using science, technology, engineering, and math models of outreach and reframing agriculture as a career that builds communities and cares …
Addressing Scientific Literacy In Oklahoma: The Stemist Program, Hannah Branscum, Jeff Sallee
Addressing Scientific Literacy In Oklahoma: The Stemist Program, Hannah Branscum, Jeff Sallee
The Journal of Extension
Scientific literacy is essential for success of youth and adults in the 21st century. In 2017, Oklahoma 4-H Youth Development initiated a fellowship program to address scientific literacy throughout Oklahoma: the STEMist program. Through this program, college students with a background or interest in science are recruited, trained, and sent to teach science workshops to youths at various educational events during the summer months. In its inaugural year, the program reached over 2,000 youths. The program addresses scientific literacy, aids in career readiness, and promotes 4-H to audiences previously unaware of the positive impact it can have on today's young …
Implicit Stereotypes: An Explanation For The Lack Of Female Leadership In The Stem Fields?, Katherine N. Brown
Implicit Stereotypes: An Explanation For The Lack Of Female Leadership In The Stem Fields?, Katherine N. Brown
All Theses
The purpose of this study was to investigate why there is a lack of female leadership in the STEM fields. Literature shows that there are a variety of gender stereotypes that may be an impediment to women seeking leadership roles in the STEM fields. The present study combined information about gender stereotypes regarding leadership ability and gender stereotypes regarding math and reasoning ability in attempt to explain the lack of female participation and leadership in the STEM fields. An implicit association test (IAT) was administered to measure implicit gender stereotypes about leadership, and IAT scores had the expected positive relationships …
Wooden Planks: A Tool For Youth Science, Technology, Engineering, And Math Exploration, Harriet Shaklee, Diane Demarest
Wooden Planks: A Tool For Youth Science, Technology, Engineering, And Math Exploration, Harriet Shaklee, Diane Demarest
The Journal of Extension
Wooden planks are a tool for developing youth skills through science, technology, engineering, and math exploration. These are small planks that can be stacked to create complex structures as youths explore math and physical relationships in an applied context. Building with wooden planks also cultivates planning, reasoning, and team skills as youths design and build structures. We developed an event in which adult and youth teams competed to build structures from wooden planks. Our Building Challenge proved to be effective in cultivating youth–adult engagement and expanding Extension's reach to new audiences while also raising funds for youth programs.
Cases Of Contingent Stem Faculty Who Practice Critical Pedagogies With/In The Neoliberal University, Jeffrey Michael Kenney
Cases Of Contingent Stem Faculty Who Practice Critical Pedagogies With/In The Neoliberal University, Jeffrey Michael Kenney
All Dissertations
An increasingly neoliberal university means diminishing resources and labor security for those located in the lowest echelon, particularly those engaged in critical/radical/activist projects. The purpose of this study was to generate knowledge in an effort to sustain and advance critical pedagogical practices in college teaching. This study focused principally on the knowledge and insights of contingent STEM faculty who practice critical pedagogies in the neoliberal conditions of public universities. Utilizing critical and pragmatic perspectives, I explored both the ingenuity and practicality of the participants’ praxis as well as examined the structural machinations of neoliberal capitalism within their teaching and learning …
Drones In Extension Programming: Implementation Of Adult And Youth Activities, Jason P. De Koff
Drones In Extension Programming: Implementation Of Adult And Youth Activities, Jason P. De Koff
The Journal of Extension
The use of unmanned aircraft systems (UASs), or consumer drones, in agriculture has the potential to revolutionize the way certain farm practices are conducted and the way science, technology, engineering, and math principles can be taught. Currently, there is need for UAS training for both adults and youths, and that need will increase with the expected growth of the UAS industry. This article addresses the need to include UASs in Extension programming, the associated legalities, and the best types of UASs to use in such programming.
Historically Black Colleges And Universities (Hbcus) Serving As A Community Cultural Wealth For African Americans Who Enroll In Stem Doctoral Programs, Deshawn C. Preston
Historically Black Colleges And Universities (Hbcus) Serving As A Community Cultural Wealth For African Americans Who Enroll In Stem Doctoral Programs, Deshawn C. Preston
All Dissertations
The purpose of this multiple case study was to gain a more in-depth understanding of how Historically Black Colleges and Universities (HBCUs) serve as a form of Community Cultural Wealth for African American students and how HBCUs impact their decision to pursue a science, technology, engineering, and math (STEM) doctoral degree. In order to conduct this research study, in-depth, semi-structured interviews were used as the primary data sources. Additional data sources included demographic surveys, photo elicitation, and online resources. The primary research question used to guide this study included: • What aspects of CCW do African American students at HBCUs …
From Kickoff To Handoff: Coaching Teens To Tackle Stem Literacy, Chad Ripberger, Lydia B. Blalock
From Kickoff To Handoff: Coaching Teens To Tackle Stem Literacy, Chad Ripberger, Lydia B. Blalock
The Journal of Extension
This article discusses how intensive, content-rich, multiple-day conferences for teams of youth and their adult coaches can be used to initiate the training and planning needed for teens to successfully serve as STEM teachers. The concepts are based on three 4-H "teens as teachers" projects that included 29-36.5 hour initial training conferences. Teenagers (173) completed pre/post surveys on STEM knowledge, skills, careers, resources, and teaching ability. The teenagers exhibited increases in these areas for all three conferences. The authors discuss the common elements of these conferences, provide implementation examples and suggest resources that support this type of training.
Fish Farm Challenge Provides Stem Design Experiences For Youth, Robert L. Horton, Patty L. House
Fish Farm Challenge Provides Stem Design Experiences For Youth, Robert L. Horton, Patty L. House
The Journal of Extension
In 2014, Monsanto Corporation partnered with National 4-H Council to help inspire and develop professional skills among young agriculturalists. The Ohio State University created Fish Farm Challenge, which engaged more than 8,000 youth across eight states. Youth were taught about worldwide food insecurity and the importance of aquaculture. They were then asked to create a prototype of a fish food distribution system using standard materials within a small-group teamwork setting and guidance provided by trained teen leaders. Survey results indicate that one-third of the youth were more interested in science and agriculture after participating in the 90-minute activity.
Techxcite: Discover Engineering—A New Stem Curriculum, Jeff Sallee, Lynn Schmitt-Mcquitty, Sherry Swint, Amanda Meek, Gary Ybarra, Rodger Dalton
Techxcite: Discover Engineering—A New Stem Curriculum, Jeff Sallee, Lynn Schmitt-Mcquitty, Sherry Swint, Amanda Meek, Gary Ybarra, Rodger Dalton
The Journal of Extension
TechXcite is an engineering-focused, discovery-based after-school science, technology, engineering, and math (STEM) program. The free curriculum is downloadable from http://techxcite.pratt.duke.edu/and is comprised of eight Modules, each with four to five 45-minute activities that exercise the science and math learned in school by using engineering principles to build products or learn processes that improve the quality of life. Ninety-eight percent of TechXcite instructors indicated that students learned and demonstrated improved competence in science and engineering. TechXcite Modules include building prosthetic arms, infrared remote controls, solar-powered cars, harvesting rain water, and imaging biological systems.
Chasing Polys: Interdisciplinary Affinity And Its Connection To Physics Identity, Tyler Scott
Chasing Polys: Interdisciplinary Affinity And Its Connection To Physics Identity, Tyler Scott
All Dissertations
This research is based on two motivations that merge by means of the frameworks of interdisciplinary affinity and physics identity. First, a goal of education is to develop interdisciplinary abilities in students' thinking and work. But an often ignored factor is students interests and beliefs about being interdisciplinary. Thus, this work develops and uses a framework called interdisciplinary affinity. It encompasses students interests in making connections across disciplines and their beliefs about their abilities to make those connections. The second motivation of this research is to better understand how to engage more students with physics. Physics identity describes how a …
Bridging Formal And Informal Learning Environments, Bradley S. Barker, Kim Larson, Michelle Krehbiel
Bridging Formal And Informal Learning Environments, Bradley S. Barker, Kim Larson, Michelle Krehbiel
The Journal of Extension
Out-of-school time programs that provide science, technology, engineering, and mathematics (STEM) educational content are promising approaches to develop skills and abilities in students. These programs may potentially inspire students with engaging hands-on, minds-on activities that encourages their natural curiosity around STEM content areas. However, it is also important to align out-of-school time learning activities with what is being taught in the formal classroom so that the experiences are congruent. Two examples of congruent programs are described in this article.
Agricultural Awareness Days: Integrating Agricultural Partnerships And Stem Education, Brian T. Campbell, Carol A. Wilkinson, Pamela J. Shepherd
Agricultural Awareness Days: Integrating Agricultural Partnerships And Stem Education, Brian T. Campbell, Carol A. Wilkinson, Pamela J. Shepherd
The Journal of Extension
In the United States there is a need to educate young children in science, technology, and agriculture. Through collaboration with many agricultural groups, the Southern Piedmont Agricultural Research and Education Center has set up a program that works with 3rd grade students and teachers to reinforce the science that has been taught in the classroom in a hands-on environment. This program has grown in size and scope over the years that it has been in place, but the partnerships that come together from Extension, Virginia Tech, USDA, and many others is what makes this program such a success.
4-H Chickquest: Connecting Agri-Science With Stem Standards In Urban Schools, Robert L. Horton, Jackie Krieger, Katrina Halasa
4-H Chickquest: Connecting Agri-Science With Stem Standards In Urban Schools, Robert L. Horton, Jackie Krieger, Katrina Halasa
The Journal of Extension
While young students are more capable of scientific inquiry than previously believed, elementary school teachers are often inexperienced in and lack confidence with teaching science. ChickQuest is a 4-H-created embryology curriculum for third-graders that meets Ohio state science standards, teaches STEM skills, and promotes ongoing interaction with the experiment. Extension educators work closely with teachers to provide logistical and content support, decreasing any anxiety associated with having eggs and live animals in the classroom. This article explores the experience of third-grade teachers in a large, urban school district that implemented the ChickQuest curriculum. Implications for Extension educators are identified.