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1. STEM Outside of School: a Meta-Analysis of the Effects of Informal Science Education on Students' Interests and Attitudes for STEM

   https://doi.org/10.1007/s10763-024-10504-z  

   Xia, Xin; Bentley, Lillian_R; Fan, Xitao; Tai, Robert_H (September 2024, International Journal of Science and Mathematics Education)

   Abstract This meta-analysis explores the impact of informal science education experiences (such as after-school programs, enrichment activities, etc.) on students' attitudes towards, and interest in, STEM disciplines (Science, Technology, Engineering, and Mathematics). The research addresses two primary questions: (1) What is the overall effect size of informal science learning experiences on students' attitudes towards and interest in STEM? (2) How do various moderating factors (e.g., types of informal learning experience, student grade level, academic subjects, etc.) impact student attitudes and interests in STEM? The studies included in this analysis were conducted within the United States in K-12 educational settings, over a span of thirty years (1992–2022). The findings indicate a positive association between informal science education programs and student interest in STEM. Moreover, the variability in these effects is contingent upon several moderating factors, including the nature of the informal science program, student grade level, STEM subjects, publication type, and publication year. Summarized effects of informal science education on STEM interest are delineated, and the implications for research, pedagogy, and practice are discussed. 

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2. Partnering to Develop a Coordinated Engineering Education Program Across Schools, Museum Field Trips, and Afterschool Programs

   Harlow, D. (January 2020, Connected science learning)

   Engineering Explorations are curriculum modules that engage children across contexts in learning about science and engineering. We used them to leverage multiple education sectors (K–12 schools, museums, higher education, and afterschool programs) across a community to provide engineering learning experiences for youth, while increasing local teachers’ capacity to deliver high-quality engineering learning opportunities that align with school standards. Focusing on multiple partners that serve youth in the same community provides opportunities for long-term collaborations and programs developed in response to local needs. In a significant shift from earlier sets of standards, the Next Generation Science Standards include engineering design, with the goal of providing students with a foundation “to better engage in and aspire to solve the major societal and environmental challenges they will face in decades ahead” (NGSS Lead States 2013, Appendix I). Including engineering in K–12 standards is a positive step forward in introducing students to engineering; however, K–12 teachers are not prepared to facilitate high-quality engineering activities. Research has consistently shown that elementary teachers are not confident in teaching science, especially physical science, and generally have little knowledge of engineering (Trygstad 2013). K–12 teachers, therefore, will need support. Our goal was to create a program that took advantage of the varied resources across a STEM (science, technology, engineering, and math) education ecosystem to support engineering instruction for youth across multiple contexts, while building the capacity of educators and meeting the needs of each organization. Specifically, we developed mutually reinforcing classroom and field trip activities to improve student learning and a curriculum to improve teacher learning. This challenging task required expertise in school-based standards, engineering education, informal education, teacher professional development, and classroom and museum contexts. 

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3. Integrating Cardiovascular Engineering and Biofluid Mechanics in High School Science, Technology, Engineering, and Mathematics Education: An Experiential Approach

   https://doi.org/10.1115/1.4064822  

   Radke, Magen; Sulejmani, Fatiesa; Vogl, Brennan J; Hatoum, Hoda (May 2024, Journal of Biomechanical Engineering)

   Abstract Science, technology, engineering, and mathematics (STEM) education workshops and programs play a key role in promoting early exposure to scientific applications and questions. Such early engagement leads to growing not only passion and interest in science, but it also leads to skill development through hands-on learning and critical thinking activities. Integrating physiology and engineering together is necessary especially to promote health technology awareness and introduce the young generation to areas where innovation is needed and where there is no separation between health-related matters and engineering methods and applications. To achieve this, we created a workshop aimed at K-12 (grades 9–11) students as part of the Summer Youth Programs at Michigan Technological University. The aim of this workshop was to expose students to how engineering concepts and methods translate into health- and medicine-related applications and cases. The program consisted of a total of 15 h and was divided into three sections over a period of 2 weeks. It involved a combination of theoretical and hands-on guided activities that we developed. At the end of the workshop, the students were provided a lesson or activity-specific assessment sheet and a whole workshop-specific assessment sheet to complete. They rated the programs along a 1–5 Likert scale and provided comments and feedback on what can be improved in the future. Students rated hands-on activities the highest in comparison with case studies and individual independent research. Conclusively, this STEM summer-youth program was a successful experience with many opportunities that will contribute to the continued improvement of the workshop in the future. 

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4. Broadening equity through recruitment: Pre-college STEM program recruitment in literature and practice.

   Delale-O'Connor, L.; A. Allen; M. Ball; D. N. Boone; R. Gonda, J; Iriti; Slinskey Legg, A. (January 2021, Connected science learning)

   The National Science Foundation (2019) points to Black, Hispanic/Latino, American Indian, Alaskan Native, Native Hawaiian and other Pacific Island peoples as underrepresented in science, technology, engineering and math (STEM) college majors and professional pathways. This underrepresentation results from an interplay of representation and process, meaning that it in part results from STEM opportunities and programming that do not reflect the experiences of racially and ethnically diverse people, offer insight into the needs of diverse communities, nor address barriers that prevent participation (McGee 2020). One way that institutions of higher education (IHEs) and community organizations try to address inequities in STEM is through pre-college programs aimed at supporting racially and ethnically minoritized (REM) youth. These pre-college STEM programs (PCSPs) work to foster increased STEM awareness and support students in achieving academic milestones that make college pathways more viable. Out-of-school learning (OSL) and informal STEM programming have the potential to fill gaps in STEM K–12 education, as well as complement and support connections with K–12 STEM by offering REM youth opportunities to connect STEM with their lives and influence both their capabilities and dispositions toward STEM (Kitchen et al. 2018). Studies have pointed to positive connections between OSL STEM participation and outcomes such as high school graduation, sustained interest in STEM, and matriculation to university (Penuel, Clark, and Bevan 2016). PCSPs may also support IHE’s development of infrastructure to increase admissions of REM students into college STEM programs. For PCSPs to be an effective element of reducing inequities in STEM, they must successfully engage with and recruit REM youth to participate. In this article, we focus on the recruitment of REM youth into STEM OSL to better understand what is effective for REM youth and their families, as well as highlight connections between OSL and in-school STEM opportunities. Our goals in this work are to (1) identify program practices with the aim of broadening STEM educational and career pathways for REM youth and (2) support strengthened pathways between STEM in K–12 schools and IHEs. 

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5. Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment

   https://doi.org/10.1615/JWomenMinorScienEng.2023045735  

   Villarreal, Cynthia; Posselt, Julie; Hernandez, Theresa; Rudolph, Alexander (January 2023, Journal of women and minorities in science and engineering)

   Undergraduate education in the US is racially/ethnically stratified, and there is limited mobility for Black and Latinx BS recipients in STEM majors into the PhD programs from which faculty hiring disproportionately occurs. Bridge programs are proliferating as a means of increasing minoritized students’ enrollment in STEM graduate programs, but little social science examines mechanisms of their impact or how impacts depend on the graduate programs to which students seek access. This sequential mixed methods study of the Cal-Bridge program analyzed trust networks and mechanisms of relational trust as factors in graduate school application, admissions, and enrollment decisions. First, using social network analysis, we examined patterns in the graduate programs to which seven cohorts of Cal-Bridge scholars applied, were admitted, and chose to enroll. Then, we conducted an in-depth case study of the organization in the Cal-Bridge network with the highest centrality: University of California, Irvine’s physics and astronomy PhD program. We find the positive admission and enrollment outcomes at UC Irvine were due to intentional, institutional change at multiple organizational levels. Change efforts complemented the activities of the Cal-Bridge program, creating conditions that cultivated lived experiences of mutual, relational trust between bridge scholars and their faculty advisors and mentors. Findings illustrate mechanisms and antecedents of trust in the transition to graduate education. We use these findings to propose a framework that may inform the design of future research and practical efforts to account for the role of trust in inequities and creating more equitable cultures in STEM. 

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