The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum Impact on Underrepresented Student Motivation to Pursue STEM Careers

Autor/inn/en	Birney, Lauren B.; Evans, Brian R.; Kong, Joyce; Solanki, Vibhakumari; Mojica, Elmer-Rico; Scharff, Christelle; Kaoutzanis, Dimitrios; Kondapuram, Gaurav
Titel	The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum Impact on Underrepresented Student Motivation to Pursue STEM Careers
Quelle	In: Journal of Curriculum and Teaching, 10 (2021) 4, S.47-54 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Disproportionate Representation; Student Motivation; STEM Education; Occupational Aspiration; High School Teachers; Middle School Teachers; Active Learning; Student Projects; Learner Engagement; Partnerships in Education; Environmental Education; New York (New York) + Suchen Sie Ihr Suchwort? Schulische Motivation; STEM; Berufsneigung; Berufsziel; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Aktives Lernen; Schulprojekt; Hochschulpartnerschaft; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative and collaboration of multiple institutions and organizations led by Pace University. The NSF project, Innovative Technology Experiences for Students and Teachers (ITEST), had generated a large amount of data through engagement with teachers and students throughout New York City public schools. One purpose of this project is to engage with middle and high school science teachers to assist them in using project-based learning and real-world data collection in their classrooms with their students through harbor restoration initiatives. It was found that Underrepresented Minority (URM) students reported having higher levels of interest in STEM and science than did the non-URM students. While this is a success, it was found that the URM students had lower expectations for success in STEM courses and interest in STEM careers. It was concluded that URM students may need additional support in order to build their confidence and help them to become aware of opportunities in STEM education and careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01