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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. 

SUPERCHARGE (STEM-based University Pathway Encouraging Relationships with Chicago High schools in Automation, Robotics, and Green Energy) is an NSF-funded after-school STEM program through which an interdisciplinary team of faculty, staff, and students at Illinois State University is collaborating with teachers from four high schools in Chicago, Illinois in the U.S. and four non-profit Community-Based Organizations (CBOs) in the surrounding communities to develop innovative hands-on activities for underrepresented students. These informal educational activities are centered on topics such as robotics, automation, and renewable energy. In the program's inaugural year, one of the four units will focus on assessing air quality, employing the micro:bit microcontroller for programming and the Kitronik Air Quality Board for sensing and data collection. All the air quality unit activities were developed by undergraduate students under the guidance of faculty advisors. High school teachers mentoring the student learners in the afterschool STEM program iteratively reviewed all activities when these activities were developed. These air quality assessment activities are outlined as follows. Activity 1: Students are introduced to the significance of indoor and outdoor air quality. They subsequently learn about air quality components, including temperature, pressure, humidity, air quality index, and CO2 equivalent. Activities 2 & 3: Students collect air quality data from different locations and visualize the collected data to comprehend variations among these locations. An extension activity is available for students interested in collecting air quality data over an extended period, allowing them to evaluate the correlation between indoor conditions and air quality changes. Activity 4: Students learn to program the micro:bit to display air quality status using LED lights on the air quality board. Activity 5: The learning unit concludes by presenting air quality conditions in their neighborhood in collaboration with their CBOs. Students can assess the air quality using the hand-held device they programmed and compare their findings to data collected by existing air quality monitoring sensors in their communities. Preliminary data collected during the testing phase indicate that the developed programs effectively display air quality. These activities were designed to help student learners comprehend coding, microcontroller technology, and data collection and visualization. In the summer of 2023, the SUPERCHARGE team organized two one-day professional development workshops. Teachers who participated in these summer workshops completed a selection of air quality assessment activities. They provided feedback, confirming that the programs on the air quality board work seamlessly. Minor suggestions were received, and the instructions were modified accordingly. This Work in Progress paper aims to document one of the first year’s learning activities of the highly collaborative after-school STEM program, demonstrate the activity development processes, and foster an exchange of ideas and feedback among educators in related fields. 

To promote interest and future choices around STEM careers, afterschool and other informal education programs have become key access points for students who may face greater challenges in entering STEM career pathways. Individual, environmental (including social), and behavioral factors each interact in ways that can promote interest and access to STEM learning and career opportunities or can limit such opportunities. Teachers, programs, and curriculum are all contextual factors that are important. Using Ecological Systems Theory, this study explored the environmental structures that influenced STEM teachers and undergraduate STEM majors’ access to STEM and compared those influences to the environmental structures they perceived related to high school students access to STEM. A potential barrier between the curriculum as it is developed, and whom it is developed by, and the teachers who are responsible for implementing it came into focus in this study. Areas of conflict between the values of curriculum developers and implementers can have consequences for learners and their STEM access. 

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. 

To promote interest and future choices around STEM careers, afterschool and other informal education programs have become key access points for students who may face greater challenges in entering STEM career pathways. Individual, environmental (including social), and behavioral factors each interact in ways that can promote interest and access to STEM learning and career opportunities or can limit such opportunities. Teachers, programs, and curriculum are all contextual factors that are important. Using Ecological Systems Theory, this study explored the environmental structures that influenced STEM teachers and undergraduate STEM majors’ access to STEM and compared those influences to the environmental structures they perceived related to high school students access to STEM. A potential barrier between the curriculum as it is developed, and whom it is developed by, and the teachers who are responsible for implementing it came into focus in this study. Areas of conflict between the values of curriculum developers and implementers can have consequences for learners and their STEM access. 

SUPERCHARGE (STEM-based University Pathway Encouraging Relationships with Chicago High schools in Automation, Robotics, and Green Energy) is an NSF-funded after-school STEM program through which an interdisciplinary team of faculty, staff, and students at Illinois State University is collaborating with teachers from four high schools in Chicago, Illinois in the U.S. and four non-profit Community-Based Organizations (CBOs) in the surrounding communities to develop innovative hands-on activities for underrepresented students. These informal educational activities are centered on topics such as robotics, automation, and renewable energy. In the program's inaugural year, one of the four units will focus on assessing air quality, employing the micro:bit microcontroller for programming and the Kitronik Air Quality Board for sensing and data collection. All the air quality unit activities were developed by undergraduate students under the guidance of faculty advisors. High school teachers mentoring the student learners in the afterschool STEM program iteratively reviewed all activities when these activities were developed. These air quality assessment activities are outlined as follows. Activity 1: Students are introduced to the significance of indoor and outdoor air quality. They subsequently learn about air quality components, including temperature, pressure, humidity, air quality index, and CO2 equivalent. Activities 2 & 3: Students collect air quality data from different locations and visualize the collected data to comprehend variations among these locations. An extension activity is available for students interested in collecting air quality data over an extended period, allowing them to evaluate the correlation between indoor conditions and air quality changes. Activity 4: Students learn to program the micro:bit to display air quality status using LED lights on the air quality board. Activity 5: The learning unit concludes by presenting air quality conditions in their neighborhood in collaboration with their CBOs. Students can assess the air quality using the hand-held device they programmed and compare their findings to data collected by existing air quality monitoring sensors in their communities. Preliminary data collected during the testing phase indicate that the developed programs effectively display air quality. These activities were designed to help student learners comprehend coding, microcontroller technology, and data collection and visualization. In the summer of 2023, the SUPERCHARGE team organized two one-day professional development workshops. Teachers who participated in these summer workshops completed a selection of air quality assessment activities. They provided feedback, confirming that the programs on the air quality board work seamlessly. Minor suggestions were received, and the instructions were modified accordingly. This Work in Progress paper aims to document one of the first year’s learning activities of the highly collaborative after-school STEM program, demonstrate the activity development processes, and foster an exchange of ideas and feedback among educators in related fields. 

STEM-based University Pathway Encouraging Relationships with Chicago High schools in Automation, Robotics and Green Energy (SUPERCHARGE) is an NSF-sponsored project where university faculty and undergraduates from Illinois State University have designed informal, after-school engineering-related activities focusing on robotics, green energy, and automation. An emphasis is placed on activities and partnerships that promote knowledge, engagement, and interest in STEM fields in underserved schools and communities. This resource exchange presents activities from the final unit of the program's first year. In this project, high school students will build and experiment with a smart wireless weather station and indoor climate console with the goal of collecting and analyzing data to learn about the climate in their community while fostering STEM skills and interest in college and career pathways. 

STEM-based University Pathway Encouraging Relationships with Chicago High schools in Automation, Robotics and Green Energy (SUPERCHARGE) is an NSF-sponsored project where university faculty and undergraduates from Illinois State University have designed informal, after-school engineering-related activities focusing on robotics, green energy, and automation. An emphasis is placed on activities and partnerships that promote knowledge, engagement, and interest in STEM fields in underserved schools and communities. This resource exchange presents activities from the final unit of the program's first year. In this project, high school students will build and experiment with a smart wireless weather station and indoor climate console with the goal of collecting and analyzing data to learn about the climate in their community while fostering STEM skills and interest in college and career pathways.