scholarly journals Traveling Engineering Activity Kits – Energy And The Environment: Designed By College Students For Middle School Students

2020 ◽  
Author(s):  
Elizabeth DeBartolo ◽  
Margaret Bailey ◽  
Melissa Zaczek ◽  
Timothy Schriefer ◽  
Patrick Kelley ◽  
...  
Keyword(s):  
College Students ◽  
Middle School ◽  
Middle School Students ◽  
School Students ◽  
Engineering Activity

“Heat Transfer” Traveling Engineering Activity Kit: Designed by Engineering Students for Middle School Students

2007 ◽  
Author(s):  
Margaret B. Bailey ◽  
Elizabeth DeBartolo
Keyword(s):  
Heat Transfer ◽  
Middle School ◽  
Middle School Students ◽  
Engineering Students ◽  
Electrical Energy ◽  
Design Team ◽  
School Students ◽  
Team Members ◽  
Outreach Programs ◽  
Engineering Activity

A 2005–06 Multidisciplinary Senior Design team created a series of classroom activities designed to teach middle school students about engineering topics related to energy and the environment. This Traveling Engineering Activity Kit (TEAK) consists of five smaller kits, each based on a different energy-related theme: Heat Transfer, Electrical Energy, Wind and Water, Solar Power, and Chemical Energy. Each kit contains an Academic Activity to teach a background concept, a Hands-On Activity to allow students to apply the concepts learned, and a Take-Home Activity that can be done independently at home. The design team also developed instruction manuals suitable for non-engineers, lesson plans, handouts, and post-activity quizzes to assess participants’ learning. To date, the kits have been used by several hundred middle school students either in their classroom setting or while participating in on-campus outreach programs. This paper highlights the Heat Transfer TEAK including an overview of the intended learning outcomes; physical materials and set-ups included within the interactive kit; as well as details related to the development of the kit by a multi-disciplinary team of senior engineering students. Program and kit assessment progress is discussed based on feedback from design team members; middle school students and teachers. Future plans for refining current kits and expanding kit offerings are also discussed.

scholarly journals Discovering Voices: College Students and Middle Schoolers Explore Identities, Differences, and Connections through the Structure of a Poem

2018 ◽  
Vol 20 (2) ◽  
pp. 133 ◽  
Author(s):  
Alison Cook-Sather ◽  
Anne Kenealy ◽  
Maurice Rippel ◽  
Julia Beyer
Keyword(s):  
College Students ◽  
Middle School ◽  
Middle School Students ◽  
School Teacher ◽  
Middle School Teacher ◽  
School Students ◽  
Middle Schoolers ◽  
College Professor ◽  
College Undergraduate

Co-authored by a college professor, a middle-school teacher, a college undergraduate, and a 7th grader, this article focuses on college and middle-school students’ experiences of discovering their own and others’ voices. The discovery unfolds through composing and reflecting on poems in the form of Jacqueline Woodson’s “it’ll be scary sometimes,” which focuses on the experience of being different. The students’ dis-covering of voices deepens their own and their teachers’ education and creates spaces, structures, and processes that affirm students’ diverse histories and identities. Honoring differences and finding connections in these ways contribute to greater equity and inclusiveness.

scholarly journals Race and Belonging in School: How Anticipated and Experienced Belonging Affect Choice, Persistence, and Performance

2015 ◽  
Vol 117 (12) ◽  
pp. 1-40 ◽  
Author(s):  
Mary C. Murphy ◽  
Sabrina Zirkel
Keyword(s):  
College Students ◽  
Middle School ◽  
African American ◽  
Middle School Students ◽  
White Students ◽  
Students Of Color ◽  
Sense Of Belonging ◽  
Social Representations ◽  
School Students ◽  
And Performance

Background/Context A sense of belonging in school is a complex construct that relies heavily on students’ perceptions of the educational environment, especially their relationships with other students. Some research suggests that a sense of belonging in school is important to all students. However, we argue that the nature and meaning of belonging in school is different for students targeted by negative racial stereotypes—such as African American, Latino/a, Native American, and some Asian American students. Our conceptual framework draws upon stigma and stereotype threat theory and, specifically, the concept of belonging uncertainty, to explore how concerns about belonging in academic contexts may have different meaning for—and thus differentially affect the academic outcomes of—White students compared with underrepresented racial and ethnic minority students. Purpose/Objective Although feelings of belonging are important to all students, there are reasons to believe that students from stigmatized racial and ethnic groups may have especially salient concerns about belonging in school because their social identities make them vulnerable to negative stereotyping and social identity threat. Three studies examined how college and middle school students’ feelings of belonging at school relate to their academic aspirations, motivation, and performance. Research Design One experiment (Study 1) and two longitudinal studies (Studies 2-3) examined the influence of belonging among students in different educational settings. Study 1 examined first year college students’ social representations of the kinds of students that comprised various majors on campus and their self-reported sense of belonging in those majors. Study 2 examined middle school students’ self-reported sense of belonging and how it related to their educational goals and efficacy. Study 3 examined college students’ belonging and its relationship to academic performance one year later. Setting The settings for the three studies varied. The setting for Study 1 was a large, urban, public university in a major Midwestern city that is racially, ethnically, and socioeconomically diverse. The setting for Study 2 was Prince George's County, a predominantly African American, largely middle-class county near Washington, DC from which the student sample of middle school students was drawn. The setting for Study 3 was a large predominantly White “flagship” university located in a Midwest college town. Data Collection and Analysis Findings revealed that college students’ anticipated sense of belonging in various college majors was predicted by their social representations of the students that comprised those majors. Both White students and students of color anticipated more belonging in majors where they perceived their group to be represented. In Study 2, middle school students’ self-reported belonging in school predicted educational efficacy and ambitions of African American middle school students, but not of White students. Finally, in Study 3, self-reported feelings of belonging in the first weeks of college predicted second semester grades (from university transcripts) among stigmatized college students of color, but not White college students (Study 3). Taken together, we suggest a more nuanced understanding of belonging is essential to creating supportive schools for everyone.

Traumatic experiences and associated symptomatology in Asian American middle school students.

2017 ◽  
Vol 8 (3) ◽  
pp. 209-223
Author(s):  
Elizabeth Davies-Mercier ◽  
Michelle W. Woodbridge ◽  
W. Carl Sumi ◽  
S. Patrick Thornton ◽  
Katrina D. Roundfield ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Asian American ◽  
Traumatic Experiences ◽  
School Students
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