Computer and informational technology science

Computational Thinking Test

Kyungbin Kwon — Tue, 06 Aug 2024 02:17:24 +0000

Computational Thinking Test

Kyungbin Kwon Mon, 08/05/2024 - 22:17

Computational Thinking Test

Description

CT test for elementary school students

Resources submitted by ITEST projects may be hosted on third-party sites or require a fee or membership for access. Permission to use these materials must be obtained from the publisher or the author listed on each resource.

INSTRUMENT DETAILS

Topic(s)

Computational Thinking

File Attachment(s)

prepost performance test.pdf

Target Gradespan(s)

Elementary school (K-5)

Discipline(s)

Computer and informational technology science

Survey about Computational Thinking

Kyungbin Kwon — Tue, 06 Aug 2024 01:57:26 +0000

Survey about Computational Thinking

Kyungbin Kwon Mon, 08/05/2024 - 21:57

Survey about Computational Thinking

Description

Attitude towards CT (first section), Self-efficacy (second section), Learning experiences (third section). Learning experiences were asked only after the intervention

Project Curricula Details

Topic(s)

Computational Thinking

File Attachment(s)

prepost attitude test.docx

Target Setting(s)

Early Childhood (PK)

Discipline(s)

Computer and informational technology science

STEM Career Connections Resources

John Ristvey — Fri, 26 Jul 2024 14:26:27 +0000

STEM Career Connections Resources

John Ristvey Fri, 07/26/2024 - 10:26

STEM Career Connections Resources

Description

During the STEM Career Connections project we developed educational materials to support implementation of the STEMCC model within both formal and informal education settings, included here as the Resource Pack. The technology curricula and career connections activities define what youth were actually doing throughout the STEMCC project, while the community partnerships, detailed in the STEM Partnership Toolkit, provided the backbone to shape youth experiences. The research team also authored several publications and newsletters that provide more insight into the project work.

We have included these resources for you to consider when implementing the STEMCC Model with your own STEM program and offerings.

Project Curricula Details

Topic(s)

Partnerships and Collaboration

Website

STEM Career Connections: Partnership Toolkit and Resource Pack

Target Setting(s)

Middle school (6-8)

Discipline(s)

Computer and informational technology science

Digital Youth Divas: ExploringNarrative-Driven Curriculum to SparkMiddle School Girls’ Interest inComputational Activities

Beatriz Perret — Tue, 28 May 2024 14:32:39 +0000

Digital Youth Divas: ExploringNarrative-Driven Curriculum to SparkMiddle School Girls’ Interest inComputational Activities

Beatriz Perret Tue, 05/28/2024 - 10:32

Digital Youth Divas: ExploringNarrative-Driven Curriculum to SparkMiddle School Girls’ Interest inComputational Activities

Description

Women use technology to mediate numerous aspects of their lives, yet women of color are grossly underrepresented in the fields of computer science and engineering. Decisions about participation in STEM are frequently made prior to high school, and these decisions are impacted by prior experience, confidence, and sense of fit with community. The Digital Youth Divas (DYD) is an out-of-school program that uses narrative stories to launch the creation of digital artifacts and support non-dominant middle school girls' STEM interests and identities through virtual and real-world community. This chapter describes the framework of the Digital Youth Divas program, which blends narratives with project-based design challenges in an informal learning environment. Results suggest that our narrative-centered, blended learning program increases non-dominant girls' knowledge, confidence, and sense of fit in STEM activities.

Citation: Erete, Sheena & Martin, Caitlin & Pinkard, Nichole. (2017). Digital Youth Divas:. 10.4018/978-1-5225-2005-4.ch008.

PUBLICATION DETAILS

Type

Book chapter

Publication Website URL

https://www.researchgate.net/publication/312011728_Digital_Youth_Divas

File Attachment(s)

PDF File: Digital Youth Divas

Publication Year

2017

Discipline(s)

Computer and informational technology science

Engineering

Next Generation Physiological Interfaces

Chris Crawford — Mon, 29 Apr 2024 00:09:14 +0000

Next Generation Physiological Interfaces

Chris Crawford Sun, 04/28/2024 - 20:09

Next Generation Physiological Interfaces

Pillar 1: Innovative Use of Technologies in Learning and Teaching

This project explores novel technologies such as brain and muscle sensors. These sensors are paired with visual programming environments to provide students with hands-on experiences with measuring electrophysiological data. Students also design simple real-time muscle- and brain-computer interfaces.

Pillar 2: Partnerships for Career and Workforce Preparation.

This project involves partnering with collaborators from the University of Alabama's School of Nursing to explore ways to build a pipeline of medical professionals from rural Alabama.

Pillar 3: Strategies for Equity in STEM Education

This project focuses on engaging students from rural Alabama with novel interactive sensor-based technologies.

Discipline(s)

Computer and informational technology science

Target Gradespan(s)

High school (9-12)

Target Participant(s)

Youth / students

Project Setting(s)

Informal Education

Category

Developing and Testing Innovations (DTI)

UNLV ITEST Project: Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

Mei Yang — Fri, 26 Apr 2024 01:41:10 +0000

UNLV ITEST Project: Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

Mei Yang Thu, 04/25/2024 - 21:41

UNLV ITEST Project: Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

Pillar 1: Innovative Use of Technologies in Learning and Teaching

During the GUIC Summer Camp, students will take courses in Arduino & IoT and robotic designs and develop engineering projects with emphasis on hands-on experience. Each student is provided with one Arduino training kit (consisting of Arduino Uno board & ESP32 board, sensors, breadboard, LEDs & resistors, and wires) so they can build and test the circuits. The engineering projects address different aspects of ubiquitous intelligence and computing fields targeting smart city and environmental applications.

Pillar 2: Partnerships for Career and Workforce Preparation.

We partnered with Clark County School District (CCSD) in recruiting secondary female students and teacher mentors. Several engineering projects were developed through partnership with one local startup company. During the summer camp, we invited two female faculty to give engineering seminars and took students to visit 3~4 research labs at UNLV. We also partnered with STEM competition organizers in publicizing opportunities and local professional society & industry in supporting STEM competition teams.

Pillar 3: Strategies for Equity in STEM Education

We sent out flyers to all CCSD middle and high schools and reached out to principals and teachers at Title 1 schools to recruit female students and mentors. Out of the 122 secondary female students, 44% of them were African American and Hispanic students. And 28.3% of the 46 mentors were from underrepresented minority group. Around 30% of the participants in sponsored STEM competition teams were female. Students were greatly inspired by the STEM journeys shared by female faculty, scientists, and their mentors.

Discipline(s)

Computer and informational technology science

Engineering

Target Gradespan(s)

Middle school (6-8)

High school (9-12)

Target Participant(s)

Youth / students

Girls (or women)

Project Setting(s)

Informal Education

Category

Exploratory

Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Gabriela Richard — Fri, 26 Apr 2024 00:26:32 +0000

Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Gabriela Richard Thu, 04/25/2024 - 20:26

Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Our initial intervention includes: a) a curriculum that supports culturally-relevant and inclusive participation in e-textile making activities, and b) follow-up for participating high school students with interactions with engineering and scientists from wearable technology industries and academia. This two-year project will lay the groundwork for a revised summer camp curriculum, design principles, and empirical research findings on the relationships among curiosity, computational thinking, and STEM careers.

Pillar 2: Partnerships for Career and Workforce Preparation.

We will employ the multimodal framework to understand youths’ computational thinking concepts, practices, perspectives, and self-perceptions, and triangulate these results to youths’ measures on the science curiosity scale and STEM Career Interest Survey score. Recent CS and engineering graduates will serve as mentors. Near- peer mentoring) has been successfully applied in many informal STEM learning environments (Ross et al., 2018; Salzman & Strobel, 2011; Tenenbaum et al., 2014).

Pillar 3: Strategies for Equity in STEM Education

Our broader impacts and strategies for STEM educational equity include: (a) Addressing historic underrepresentation of low income and minoritized racial/ethnic youth in STEM through research-practice partnerships across Upward Bound sites; (b) Supporting iterative research on how science curiosity, STEM career interest, and computational thinking manifest in and can be enhanced through culturally-situated approaches; and (c) Augmenting research and practice through the development of design principles.

Discipline(s)

Computer and informational technology science

Data Science

Engineering

Target Gradespan(s)

Middle school (6-8)

High school (9-12)

Target Participant(s)

Youth / students

Educators

Girls (or women)

American Indian/Alaska Native participants

Black/African American participants

Hispanic/Latino participants

Students eligible for free lunch or reduced-price lunch

Other

Project Setting(s)

Informal Education

Category

Exploring Theory and Design Principles (ETD)

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Eric Hamilton — Thu, 25 Apr 2024 18:11:48 +0000

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Eric Hamilton Thu, 04/25/2024 - 14:11

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Pillar 1: Innovative Use of Technologies in Learning and Teaching

As a retrospective effort, this project employs a recently emerging tool called epistemic network analysis (ENA) to help build richer understandings of the reflections that YSP alums shared. This is an advanced methodological tool that current ITEST projects are encouraged to explore. Experiences of the alums heavily involved innovative technologies of the 1990s!

Pillar 2: Partnerships for Career and Workforce Preparation.

As a retrospective effort, this project explores how the many partnerships at the time – and there were many across major technology firms, scientific laboratories, and universities – helped shape an awareness by participants of opportunities for STEM career pathways. At the time, field trips proved the most common form of partnership. They were eye-opening and contributed to the holistic approach of the program nationally.

Pillar 3: Strategies for Equity in STEM Education

One aspect of this retrospective study involves documenting the many ways that faculty nationwide sought to insure and build equity. One principal strategy involved careful attention in recruiting in ways that actively sought to broaden participation in coming alongside STEM professionals, and actively promoted building a more inclusive STEM workforce. And, the holistic and asset-based approach of YSP PIs treated STEM fields as natural and accessible to middle and secondary students.

Discipline(s)

Computer and informational technology science

Engineering

Interdisciplinary

Life sciences

Mathematical sciences

Physics and astronomy

Target Gradespan(s)

Middle school (6-8)

High school (9-12)

Target Participant(s)

Youth / students

Educators

American Indian/Alaska Native participants

Black/African American participants

Hispanic/Latino participants

Project Setting(s)

Informal Education

Category

Exploring Theory and Design Principles (ETD)

Scaling, Expanding, and Iterating Innovations (SEI)

Synthesis

EAGER

Research Study

Stimulating GIS Careers through Geospatial Explorers

Steven McGee — Thu, 25 Apr 2024 11:06:51 +0000

Stimulating GIS Careers through Geospatial Explorers

Steven McGee Thu, 04/25/2024 - 07:06

Stimulating GIS Careers through Geospatial Explorers

Pillar 1: Innovative Use of Technologies in Learning and Teaching

At the core of the GSS project is support for student spatial analyses using ArcGIS online, which is the most widely-used professional GIS tool. ESRI provides ArcGIS licenses for free to K12 students. The GSS project has co-designed lessons with teachers to provide structured scaffolding that helps students develop basic GIS skills and through those skills, students are able to investigate a variety of personally-relevant topics. We are also exploring the use of an AI chatbot that can guide students’ use of ArcGIS.

Pillar 2: Partnerships for Career and Workforce Preparation.

GIS is one of the fastest growing segments within the IT field. Students have the opportunity to develop their spatial reasoning abilities, a key skill for STEM career success. The GSS project has developed career profiles of 8 GIS professionals in Chicago, published through Futurum. Teachers have incorporated this guide into their GIS lessons to give students a vision of careers in GIS. Our research has shown that students' who were exposed to GIS through the career guides had higher expectancies of success in GIS.

Pillar 3: Strategies for Equity in STEM Education

Through iterative co-design between teachers and researchers, 92% of the GIS-infused lessons were judged to be culturally responsive. Our work serves diverse CPS students—in our most recent GIS-infused unit, 33% of students identified as black and 23% identified as Latinx. Students’ perceptions of equity in their GIS-infused classes predicted expectancy of success in computer science (CS) and interest in taking more CS courses. In addition, 100% of the students in Puerto Rico identify as Hispanic.

Discipline(s)

Computer and informational technology science

Data Science

Other

Target Gradespan(s)

High school (9-12)

Target Participant(s)

Youth / students

Educators

Project Setting(s)

Formal Education

Category

SPrEaD

Biology Meets Engineering: Students Exploring the Connections Between Animals and Robots

Anna DeJarnette — Wed, 24 Apr 2024 20:30:23 +0000

Biology Meets Engineering: Students Exploring the Connections Between Animals and Robots

Anna DeJarnette Wed, 04/24/2024 - 16:30

Biology Meets Engineering: Students Exploring the Connections Between Animals and Robots

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Biology Meets Engineering creates learning experiences authentic to modern approaches to robotics design. Students in the summer program and in the undergraduate course build robots that incorporate a variety of sensors (e.g., light, sonar, color). They are exposed to the fundamentals of robot control and electronic sensors. Students learn about animal sensory behavior and computer programming, and they apply that knowledge to create robots that autonomously respond to stimuli in the environment.

Pillar 2: Partnerships for Career and Workforce Preparation.

Biology Meets Engineering incorporates an internship experience for students to gain work experience and career preparation through paid positions in biology and engineering research labs in the summer at the University of Cincinnati. Faculty mentors in biological sciences or engineering opened their labs for these research opportunities.

Pillar 3: Strategies for Equity in STEM Education

Biology Meets Engineering has remained committed to recruiting students primarily from urban schools that serve larger percentages of students who are historically underrepresented in STEM compared to suburban schools. We have also prioritized gender parity in the summer program. The project team visited high school courses and built relationships with teachers, guidance counselors, and other school personnel to help recruit interested students. This strategy paid off in the interest we have seen in the program.

Discipline(s)

Computer and informational technology science

Life sciences

Target Gradespan(s)

High school (9-12)

Target Participant(s)

Youth / students

Project Setting(s)

Formal Education

Informal Education

Computer and informational technology science

Computational Thinking Test

Computational Thinking Test

Computational Thinking Test

Description

INSTRUMENT DETAILS

Survey about Computational Thinking

Survey about Computational Thinking

Survey about Computational Thinking

Description

Project Curricula Details

STEM Career Connections Resources

STEM Career Connections Resources

STEM Career Connections Resources

Description

Project Curricula Details

Digital Youth Divas: ExploringNarrative-Driven Curriculum to SparkMiddle School Girls’ Interest inComputational Activities

Digital Youth Divas: ExploringNarrative-Driven Curriculum to SparkMiddle School Girls’ Interest inComputational Activities

Digital Youth Divas: ExploringNarrative-Driven Curriculum to SparkMiddle School Girls’ Interest inComputational Activities

Description

PUBLICATION DETAILS

Next Generation Physiological Interfaces

Next Generation Physiological Interfaces

Next Generation Physiological Interfaces

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

CAREER: Engaging Rural Students with Next Generation Physiological Interfaces

CAREER: Engaging Rural Students with Next Generation Physiological Interfaces

UNLV ITEST Project: Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

UNLV ITEST Project: Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

UNLV ITEST Project: Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Collaborative Research: Exploring Theory and Design Principles (ETD): Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Collaborative Research: Exploring Theory and Design Principles (ETD): Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Peering a generation into the future: NSF's Young Scholars Program and the nation’s STEM workforce

Peering a generation into the future: NSF's Young Scholars Program and the nation’s STEM workforce

Stimulating GIS Careers through Geospatial Explorers

Stimulating GIS Careers through Geospatial Explorers

Stimulating GIS Careers through Geospatial Explorers

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Adapting and Implementing a Geospatial High School Course in Career and Technical Education Clusters in Urban Settings

Adapting and Implementing a Geospatial High School Course in Career and Technical Education Clusters in Urban Settings

Biology Meets Engineering: Students Exploring the Connections Between Animals and Robots

Biology Meets Engineering: Students Exploring the Connections Between Animals and Robots

Biology Meets Engineering: Students Exploring the Connections Between Animals and Robots

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Trans-disciplinary Education in Biology and Engineering Technology

Trans-disciplinary Education in Biology and Engineering Technology