The SUPERCHARGE project (STEM-based University Pathway Encouraging Relationships with Chicago-area High schools in Automation, Robotics, and Green Energy) is an after-school STEM program at four high schools in the Chicago Public Schools (CPS) district. The project is aimed at addressing the underrepresentation of Black, Latinx, and low-income students in STEM fields. Through hands-on activities, workshops, teacher professional development, and campus visits, the program aims to foster students' STEM identities and awareness of postsecondary pathways, particularly in the areas of renewable energy, robotics, and technology. The program has recently completed its first year of implementation in the high schools. The purpose of this article is to report on the first year of implementation, including challenges and lessons learned. Initial assessments indicate positive student engagement and satisfaction. Lessons learned from the first year include the importance of early program initiation, community relevance, and immersive hands-on activities. Future iterations will aim to further enhance student engagement and broaden participation in STEM fields, contributing to greater diversity and inclusion in the STEM workforce.
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This content will become publicly available on June 15, 2025
Implementation of an Equitable and Inclusive After-school STEM Program
The SUPERCHARGE project (STEM-based University Pathway Encouraging Relationships with Chicago-area High schools in Automation, Robotics, and Green Energy) is an after-school STEM program at four high schools in the Chicago Public Schools (CPS) district. The project is aimed at addressing the underrepresentation of Black, Latinx, and low-income students in STEM fields. Through hands-on activities, workshops, teacher professional development, and campus visits, the program aims to foster students' STEM identities and awareness of postsecondary pathways, particularly in the areas of renewable energy, robotics, and technology. The program has recently completed its first year of implementation in the high schools. The purpose of this article is to report on the first year of implementation, including challenges and lessons learned. Initial assessments indicate positive student engagement and satisfaction. Lessons learned from the first year include the importance of early program initiation, community relevance, and immersive hands-on activities. Future iterations will aim to further enhance student engagement and broaden participation in STEM fields, contributing to greater diversity and inclusion in the STEM workforce.
more »
« less
- Award ID(s):
- 2148429
- NSF-PAR ID:
- 10515441
- Publisher / Repository:
- American Society for Engineering Education (ASEE)
- Date Published:
- Journal Name:
- Proceedings of the American Society for Engineering Education (ASEE) 2024 Annual Conference
- Format(s):
- Medium: X
- Location:
- Portland, Oregon
- Sponsoring Org:
- National Science Foundation
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