Engaging High School Students in University Research

2011 ◽  
Vol 1320 ◽  
Author(s):  
Kathleen M. Davis ◽  
Joseph J. Muskin
Keyword(s):  
High School ◽  
High School Students ◽  
Manufacturing Systems ◽  
Program Improvement ◽  
Outreach Program ◽  
School Students ◽  
Mainstream Media ◽  
One Year ◽  
External Program ◽  
K 12

ABSTRACTThe absence of engineering from K-12 curricula and mainstream media often causes students to refer back to historical stereotypes regarding what engineers look like and the type of work they do. Such misconceptions may prevent high school students from pursuing engineering as a field of study and increase the need for engineering educational programs [1]. Nano-Challenge is an outreach program that orients high school students to engineering through a one-year research internship. The program is held at the Center for Nanoscale Chemical, Electrical, Mechanical Manufacturing Systems (Nano-CEMMS) at the University of Illinois at Urbana-Champaign. A major focus of the program is to involve students from groups traditionally underrepresented in STEM fields and inform them about engineering earlier in their careers. An external program evaluation provides anecdotal information about the students’ experiences and gives feedback to inform program improvement.

Asian American Dropouts: A Case Study of Vietnamese and Chinese High School Students in a New England Urban School District

2009 ◽  
Vol 7 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Phitsamay Uy
Keyword(s):  
High School ◽  
High School Students ◽  
New England ◽  
Asian American ◽  
Dropout Rates ◽  
School Students ◽  
Study Support ◽  
Asian American Student ◽  
K 12

In the world of K–12 education, the growing numbers of dropouts are a major concern. This article examines the dropout rates of Chinese and Vietnamese high school students. Using logistic regression analysis, this article examines the influence of ethnicity, gender, and socioeconomic status (SES) on dropout rates. The distinct contribution of this analysis lies within the intraethnic comparisons within the Asian American student population and its use of longitudinal data. The results of the study support existing research that gender and SES are related to dropout rates. Moreover, an interesting interaction between ethnicity and SES exists.

Making Entrepreneurs? Makerspaces and Entrepreneurial Intent Among High School Students

2021 ◽  
pp. 097135572110256
Author(s):  
Eric Joseph van Holm
Keyword(s):  
High School ◽  
High School Students ◽  
New Orleans ◽  
Economic Status ◽  
School Students ◽  
Important Resource ◽  
Socio Economic Status ◽  
Professional Goals ◽  
Entrepreneurial Intent ◽  
K 12

Makerspaces have grown over the last two decades and provide a potentially important resource to entrepreneurs. One area where the expansion of makerspaces has been the largest is in educational settings, at both K-12 schools and colleges. However, scant research to date has analysed whether students visiting a makerspace have any relationship with their professional goals or intentions. This study uses a survey conducted in New Orleans to analyse the predictors of what students use a makerspace, and the potential relationship visiting may have with entrepreneurial intent. The analysis finds that students with a higher socio-economic status appear to use makerspaces more often, and that students who visited makerspaces are more likely to express interest in starting their own businesses.

Impact of an intuitive eating education program on high school students’ eating attitudes

2015 ◽  
Vol 115 (2) ◽  
pp. 214-228 ◽  
Author(s):  
Nicole Healy ◽  
Elana Joram ◽  
Oksana Matvienko ◽  
Suzanne Woolf ◽  
Kimberly Knesting
Keyword(s):  
High School ◽  
High School Students ◽  
Healthy Eating ◽  
Education Program ◽  
Eating Attitudes ◽  
Small Sample ◽  
Intuitive Eating ◽  
School Students ◽  
Content Type ◽  
K 12

Purpose – There is a growing need for school-based nutritional educational programs that promote healthy eating attitudes without increasing an unhealthy focus on restrictive eating or promoting a poor body image. Research suggests that intuitive eating (IE) approaches, which encourage individuals to focus on internal body signals as a guide for eating, have had a positive impact on eating-related psychological outcomes in adults. The purpose of this paper is to investigate the effects an IE education program on the eating attitudes of high school students. Design/methodology/approach – In a quasi-experimental study, 48 high school students (30 females) in a Midwest town in the USA received instruction on IE or a comparison program over seven days during health classes. Repeated measures analyses of covariance were conducted to examine changes in eating attitudes in sexes across conditions. Findings – Students who received the IE program made significantly greater gains in overall positive eating attitudes on the Intuitive Eating Scale than students in the comparison program (p=0.045), as well as on the Unconditional Permission to Eat subscale (p=0.02). There were no significant effects of sex on any of the analyses. Research limitations/implications – Because of the relatively small sample size and short duration of the program, the results should be generalized with caution. Practical implications – The results suggest that IE instruction may encourage the development of healthy eating attitudes in high school students, and health teachers may wish to consider including IE instruction in the health curriculum. Originality/value – This is the first study to examine the effectiveness of an IE program in a K-12 population, with instruction provided in the context of the school. The results are promising and suggest that this may be a fruitful area for future research in nutrition education.

scholarly journals A Preliminary Study on Teaching Korean students Chinese tones: Taking Korean High School Students as an Example

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Zefang Xu
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Teaching Methods ◽  
School Students ◽  
Korean Students ◽  
Preliminary Study ◽  
One Year

This paper takes the learners who have a one-year experience of learning Chinese in Korean high schools as the investigated and studied sample, concludes the teaching methods of the first, second, third, and fourth Chinese tones, and focuses on the methods of tone teaching.

Beyond Academic Math: The Role of Applied STEM Course Taking in High School

2014 ◽  
Vol 116 (7) ◽  
pp. 1-35 ◽  
Author(s):  
Michael A. Gottfried ◽  
Robert Bozick ◽  
Sinduja V. Srinivasan
Keyword(s):  
High School ◽  
High School Students ◽  
Descriptive Analysis ◽  
National Level ◽  
School Students ◽  
Nationally Representative ◽  
Els 2002 ◽  
Federal Initiatives ◽  
And Mathematics ◽  
K 12

Background/Context Educational policymakers and researchers are concerned about the declining quantity and quality of U.S. students in line to pursue careers in science, technology, engineering, and mathematics (STEM) fields. As one policy response, a number of federal initiatives have been enacted to enhance STEM curriculum in schools. Part of this push has been to offer applied STEM courses in the K–12 curriculum to reinforce academic STEM material as well as motivate students to remain in these fields. Prior to this current study, no national-level research has evaluated the effectiveness of these courses. Purpose (a) What applied STEM courses are most commonly taken by high school students? (b) To what extent are high school students taking both academic math courses and applied STEM courses? (c) Do applied STEM courses in high school improve achievement in math? Participants To address the three research questions listed above, this study relies on a comprehensive longitudinal dataset: the Education Longitudinal Survey (ELS:2002). The present study is based on a sample of approximately 11,112 students who participated in the base-year (10th grade, 2002) and first follow-up (12th grade 2004) interviews, who completed math assessments in both years, and for whom valid transcript information was collected. Research Design This study begins with a descriptive analysis to evaluate which students have taken applied STEM courses and at which ability level. From this, a common set of applied STEM courses is determined across this nationally representative dataset. Next, this study relies on a linear regression model of math achievement where the dependent variable is a standardized math score. Independent covariates include measures as to whether or not a student had taken applied STEM courses, academic math courses taken by the student, and a range of controls. Findings Students who take an applied STEM course had higher math scores than their peers who did not take an applied STEM course, all else equal. These courses may be particularly beneficial for those students who are less oriented toward advanced math. Conclusions/Recommendations Applied STEM courses can be used to support learning in math instructed elsewhere in the curriculum, particularly for those students at the lower end of the math pipeline. In providing hands-on learning, often with technology and with direct application to concrete occupationally specific problems, applied STEM courses may serve as a critical means to support an understanding of concepts taught in lower level math pipeline courses.

A Maker Studio Model for High School Classrooms: The Nature and Role of Critique in an Electronic Textiles Design Project

2019 ◽  
Vol 121 (9) ◽  
pp. 1-34
Author(s):  
Breanne K. Litts ◽  
Sari A. Widman ◽  
Debora A. Lui ◽  
Justice T. Walker ◽  
Yasmin B. Kafai
Keyword(s):  
High School ◽  
High School Students ◽  
Project Work ◽  
Maker Movement ◽  
Electronic Textiles ◽  
School Students ◽  
Art Students ◽  
School Classroom ◽  
High School Classroom ◽  
K 12

Background/Context Though the maker movement has proliferated in out-of-school settings, there remains a design challenge of how to effectively integrate maker activities into K–12 classrooms. In other contexts, though, creative design and production have historically been successfully integrated in classrooms through studio models common to the arts, architecture, and engineering. Purpose/Objective In this paper, we leverage the features and practices of studio models from arts, architecture, and engineering education to integrate maker activities in a high school classroom. Within this Maker Studio model, students focus on designing a computational artifact and engage in practices more predominantly found in studio arts, architecture, and engineering classes such as feedback, critique, and reflection. Research Design We conducted a case study of how a class of 23 high school students participating in a STEM elective class in teams partnered with art students to develop an interactive installation. Our analyses focus on how the structure of the feedback, critique, and reflections in the Maker Studio informed and shaped students’ design processes. Conclusions We discuss affordances and implications of recognizing studio practices (particularly critique) as design features of maker activities, especially in high school classroom contexts, and present the Maker Studio as a viable model for integration of maker activities in classroom environments. We also characterize key features of the Maker Studio model, including the following: appreciation and support for maker processes in addition to or even above final products, integration of various structures for giving and receiving critique throughout the design process, support for interdisciplinary and collaborative project work, and engagement with diverse perspectives and expertise during critiques.

Equity in high school computer science: Beyond access

2021 ◽  
pp. 147821032110630
Author(s):  
Paul Bruno ◽  
Colleen M Lewis
Keyword(s):  
High School ◽  
Native American ◽  
High School Students ◽  
Computer Science ◽  
Female Students ◽  
Racial Groups ◽  
School Students ◽  
Level Data ◽  
And Gender ◽  
K 12

Little is known about the extent to which expansions of K-12 computer science (CS) have been equitable for students of different racial backgrounds and gender identities. Using longitudinal course-level data from all high schools in California between the 2003–2004 and 2018–2019 school years we find that 79% of high school students in California, including majorities of all racial groups, are enrolled in schools that offer CS, up from 45% in 2003. However, while male and female students are equally likely to attend schools that offer CS courses, CS courses represent a much smaller share of course enrollments for female students than for male students. Non-Asian students enroll in relatively few CS courses, and this is particularly true for Black, Hispanic, and Native American students. Race gaps in CS participation are to a substantial degree explicable in terms of access gaps, but gender gaps in CS participation are not. Different groups of students have access to CS teachers with similar observable qualifications, but CS teachers remain predominantly white and male. Consequently, white and male CS students are much more likely than other students to have same-race or same-gender instructors. Our findings and the implications we draw for practice will be of interest to administrators and policymakers who, over and above needing to ensure equitable access to CS courses for students, need to attend carefully to equity-related course participation and staffing considerations.

Assessing Efforts to Diversify Kentucky’s K–12 Teacher Workforce: A Mixed-Methods Analysis of a Grow-Your-Own-Teacher Pathway

2021 ◽  
Author(s):  
W. Kyle Ingle ◽  
Stephen M. Leach ◽  
Amy S. Lingo
Keyword(s):  
High School ◽  
High School Students ◽  
School Districts ◽  
Teaching And Learning ◽  
School Personnel ◽  
Teaching Profession ◽  
White Female ◽  
School Students ◽  
Item Responses ◽  
K 12

We examined the characteristics of 77 high school participants from four school districts who participated in the Teaching and Learning Career Pathway (TLCP) at the University of Louisville during the 2018–2019 school year. The program seeks to support the recruitment of a diverse and effective educator workforce by recruiting high school students as potential teachers for dual-credit courses that explore the teaching profession. Utilizing descriptive and inferential analysis (χ2 tests) of closed-ended item responses as well as qualitative analysis of program documents, Web sites, and students’ open-ended item responses, we compared the characteristics of the participants with those of their home school districts and examined their perceptions of the program. When considering gender and race/ethnicity, our analysis revealed the program was unsuccessful in its first year, reaching predominantly white female high school students who were already interested in teaching. Respondents reported learning about the TLCP from school personnel, specifically, guidance counselors (39%), non-TCLP teachers (25%), or TLCP teachers (20%). We found that the TLCP program has not defined diversity in a measurable way and the lack of an explicit program theory hinders the evaluation and improvement of TLCP. Program recruitment and outcomes are the result of luck or idiosyncratic personnel recommendations rather than intentional processes. We identified a need for qualitative exploration of in-school recruitment processes and statewide longitudinal studies to track participant outcomes in college and in the teacher labor market.

scholarly journals Design of a student-led organizational partnership to host an annual statewide Science Olympiad K–12 outreach tournament

2019 ◽  
Vol 43 (3) ◽  
pp. 401-407
Author(s):  
Daniel Naveed Tavakol ◽  
Karen Emmons
Keyword(s):  
High School ◽  
High School Students ◽  
Large Scale ◽  
The State ◽  
School Students ◽  
School Division ◽  
National Education ◽  
Science Olympiad ◽  
And Mathematics ◽  
K 12

Since fall 2015, the University of Virginia’s (UVA) Engineering Student Council (ESC) has partnered with the nonprofit Virginia Science Olympiad (VASO) organization to host a Science Olympiad (SciOly) state tournament in Charlottesville, Virginia, each spring. This annual tournament brings over 2,000 middle and high school students, teachers, and parents to the UVA campus, and teams of 15–17 people from roughly 90 schools across Virginia participate in 46 different events (23 middle school, Division B; 23 high school, Division C) relating to the science, technology, engineering, and mathematics (STEM) fields throughout the day-long competition. The national SciOly organization sets the events and rules to comply with national education standards, and the VASO board coordinates the teams and tournaments within the state. By collaborating with VASO, UVA ESC was able to plan a large-scale SciOly tournament at UVA in approximately 10 mo with the support of the UVA School of Engineering and Applied Science. Since this event was planned and executed solely by undergraduates in cooperation with the nonprofit organization, there were institutional hurdles that were overcome through the months of planning. The Virginia SciOly state tournament has continued to be held at UVA with the support and cooperation of the UVA ESC and VASO, and bringing this tournament to UVA has allowed for increased excitement for participating K–12 students and a mitigated burden to the VASO organizers in planning the state competition. This paper aims to provide a resource for other universities to support STEM activities in K–12 outreach organizations, like SciOly, in the future.

Identifying Combinations of Risk and Protective Factors Predicting Physical Activity Change in High School Students

2011 ◽  
Vol 23 (1) ◽  
pp. 106-121 ◽  
Author(s):  
Genevieve Fridlund Dunton ◽  
Audie A. Atienza ◽  
James Tscherne ◽  
Daniel Rodriguez
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Protective Factors ◽  
Risk And Protective Factors ◽  
School Students ◽  
Physical Activity Change ◽  
Smoking Exposure ◽  
One Year ◽  
11Th Grade

Research sought to identify combinations of risk and protective factors predicting change in physical activity (PA) over one year in high school students. Adolescents (N = 344; M = 15.7 years) participated in a longitudinal study with assessment of demographics, substance use/smoking exposure, height and weight, psychological factors, and PA in 10th and 11th grade. PA participation in 11th grade was greatest for adolescents who engaged in PA and had high sports competence (78%), and least for adolescents who did not engage in or enjoy PA (13%) in 10th grade. Identifying adolescent subgroups at risk for decreasing PA can inform the development of tailored interventions.

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