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STEM Camp Q and A with Dr. Margaret Mohr-Schroeder.
Q: What success have you seen with STEM Camp?
A: Through the research we’ve conducted with STEM Camp, we have found that students have better attitudes toward science, technology, engineering, and mathematics at the end of camp compared to when they came to camp. This is important to us, because we like to reach and attract students who don’t necessarily like STEM or those who have had negative experiences with STEM in the past. We’ve also had a significant number of students become more interested in STEM careers by the end of camp. We realize these students may not end up going into a STEM field, but research indicates that middle school is the pivotal time when career interest is peaked, so we’re excited that students leave camp interested in a STEM career!The See Blue STEM Camp is currently NSF-funded, with a focus on broadening participation of underrepresented populations, especially females and students of color. We’ve been successful in hitting our goals each year because of the relationships we’ve formed with the area school districts and the Family Youth Resource Service Coordinators at the local schools. We were recognized in Fall 2015 by NSF as a Top 5 Model for Broadening Participation. We were excited to share our model and look forward to replicating camp at Morehead State University this summer.
Q: How do activities with students and K-12 schools inform what you do as a professor?
A: Engagement and outreach with the community has always been a big part of what I do as a faculty member and my philosophy and approach to teaching and learning. Doing activities such as STEM Camp and Family Nights keeps me connected to the K-12 community. I love teaching and miss it and so this is a way that I can stay connected to the classroom, inspire and motivate students, and work with their families and teachers to make meaningful connections to STEM. I also think I’m a better professor because of the engagement work I do. I stay connected to the schools and the community. I have a real pulse on what the real issues are, what’s going on in classrooms, what students are grappling with these days, and what teachers are faced with. I think it’s easy as a professor to get lost in our higher ed lives; but what really matters is how we can relate what’s happening in K-12 to the students/preservice teachers we’re preparing. Helping to connect our professors, especially the STEM content professors, to the K-12 community is also really important. Many of the STEM content professors have a strong desire to do more engagement work, but don’t really know how to approach it or want to do it on a smaller scale. Doing informal learning activities such as STEM Camp or Family Math or STEM nights enables them to try out new ideas on a smaller scale, get feedback and tweak it for the next implementation. Many of their graduate students are also involved. Most of these graduate students have never worked in a K-12 setting beyond their own personal experiences with schooling. Showing them the importance of connecting to the K-12 community (we hope) will have a strong and lasting impact on their future as a STEM professor.
Q: On the other side of the coin, in what ways does having research/university-level experts work in partnership with K-12 students/educators benefit students?
A: I think the K-12 students and teachers benefit from the fresh and new ideas that professors and our preservice teachers and graduate students bring to our engagement projects. We share our ideas and research and they get to pilot and try new ideas with lots of support. The K-12 community also gets to experience first-hand STEM content from professors who are top-notch experts in their fields. Sometimes we come to them and sometimes they come to us. There are not a lot of students and teachers across the US that can say they were in a university biology lab conducting experiments on cockroaches or fruit flies. Or touring the latest engineering labs. Or helping to conduct experiments at the Center for Applied Energy Research. Just giving them positive, authentic experiences with STEM content is a huge benefit.
Q: In general, do you see perceptions of mathematics changing? Are fewer students taking the attitude of “I’m not good at math, it’s too hard, etc…” If so, why?
A: In general at a local level, I do think we are seeing a shift in perceptions regarding mathematics, in a positive direction. We are doing a lot of things right in Kentucky. We’re focusing alot on the mathematical (and science and engineering) practices…the work of the mathematics (and STEM) in the classroom. That’s what is going to truly translate into real life. We also have worked hard to put informal learning experiences into place that help in reducing mathematics anxiety. The See Blue Mathematics Clinic specifically targets struggling mathematics learners. The See Blue STEM Camp specifically targets underrepresented students and students who are disinterested in STEM. The Department of STEM Education has several other projects that target giving students and their teachers positive, authentic experiences in STEM. The more of this we can do, the more impact we’re going to have at the classroom and community levels.
Routine dumping of hot charcoals near trees does damage the roots and stem by burning them.
Location: Ala Moana Beach Park, Honolulu, Hawaii
Mids visiting Santillana del Mar, one of the most well preserved medieval cities
"I originally applied to the Spanish/STEM LREC program last year because I was extremely interested in going abroad during my summer training. After taking two weeks of immersive Spanish classes at USNA, ten other midshipmen and I traveled to the city of Santander on the northern coast of Spain. There we lived with sponsor families for about a month while we participated in Spanish and ocean engineering classes at the University of Cantabria. We tried to do as much as we could in our free time which included hiking in the Picos de Europa, seeing bullfights, exploring the northern coast and different cities such as Bilbao, Madrid, and Barcelona. I learned so much about Spain and its culture during this time that it was easily one of the most rewarding experience in my life."
- MIDN 3/C Jimmy Madigan, Language Regional Expertise and Culture (LREC) Spain
A UK student oversees a middle-school student as she peers through a microscope during the 2017 Expanding Your Horizons STEM workshop for girls.
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The flowers I bought my wife last week are still going strong. The roses are just lovely.
However, I quite like the stems too
"During college I participated in a volunteering opportunity to clean up a portion of the Anacostia Watershed... this experience helped spark and interest in protecting the environment that led me to take several environmental science classes, pursue an internship with USACE, and eventually start my career here in our Planning Division," Baltimore District Environmental Protection Specialist Marisa Lewis said.
Marisa Lewis is a #STEMInspiration!
Minaxi R. Jhurmarwala retrieves stem cells from the Dana-Farber storeroom where they are kept frozen.
Farmville Central student De'Kevion Mitchell watches as Estefany Chavez, a Pitt County Early College High School student, extracts water from a beaker as part of a lab experiment the two are conducting during "Advanced Manufacturing and STEM Awareness Day” at PCC.
The East Midlands STEM (Science Technology Engineering Mathmatics) Partnership held their Student Journalist Awards at the National Space Centre Leicester on Wed evening.
In the picture, Sarah Ahmed of the Nottingham Girls High School is receiving her award.
With her are, Des Coleman, (left) the BBC weatherman, who was the compere for the evening.
Julie Owen of 3M, sponsors of the event and Andrew Morgan, Skills and Communication director of EMDA.
Students navigated an obstacle course using the PackBot during the second day of STEM Games.
The Center for STEM Education hosted the 3rd annual West Point Middle School STEM Workshop May 29-June 1, with 110 students throughout the nation participating in this hands-on exploration of science, technology, engineering and mathematics.
Photo by Mike Strasser, West Point Public Affairs