NE STEM 4U: An Out-of-School Time Academic Program to Improve Achievement of Socioeconomically Disadvantaged Youth in STEM Areas

Autor/inn/en	Cutucache, Christine E.; Luhr, Jamie L.; Nelson, Kari L.; Grandgenett, Neal F.; Tapprich, William E.
Titel	NE STEM 4U: An Out-of-School Time Academic Program to Improve Achievement of Socioeconomically Disadvantaged Youth in STEM Areas
Quelle	In: International Journal of STEM Education, 3 (2016), Artikel 6 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-016-0037-0
Schlagwörter	STEM Education; Disadvantaged Youth; Problem Based Learning; Partnerships in Education; Undergraduate Students; Informal Education; After School Programs; Teacher Administrator Relationship; Models; College School Cooperation; Nebraska (Omaha) + Suchen Sie Ihr Suchwort? STEM; Benachteiligter Jugendlicher; Problem-based learning; Problemorientiertes Lernen; Hochschulpartnerschaft; Informelle Bildung; Nichtformale Bildung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Analogiemodell
Abstract	Background: The Nebraska Science, Technology, Engineering, and Mathematics 4U (NE STEM 4U) program was initiated at the University of Nebraska at Omaha (UNO) in 2013. NE STEM 4U is a student-run, faculty-led program facilitating problem-based learning (PBL) sessions in science, technology, engineering, and mathematics (STEM) for socioeconomically disadvantaged kindergarten through grade 8 (K-8) students. PBL sessions are provided throughout the academic year in a twice-weekly, after-school, informal education program. The instructional material provided after school builds upon the curricula of the school day. Importantly, this program is a partnership between faculty members and administrators in higher education at UNO with community partners of Omaha including Collective for Youth, Beyond School Bells, and Omaha Public Schools. We focus on engaging K-8 youth in after-school immersion experiences in STEM fields using undergraduate students as mentors and facilitators using a model of problem-based learning. Results: This program fosters an educational pipeline for students with hands-on experience in problem-solving and critical thinking. The partnerships among the community provide the foundation for success for students across the K-16 pipeline. Conclusions: Herein, we describe the model of this program as documented by demonstrated successes to date in an effort to guide others in developing such a model in their city or region. We also provide models for implementation of assessment instruments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01