LYCEE: A pathway for high school students towards STEM majors

Mosina, Natalia; Belkharraz, A.I.; Chebanov, Dmitriy

doi:10.1109/isecon.2012.6204176

Cited by 4 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Again, it is important to note that underrepresented students tended to be more heavily influenced toward STEM careers and majors. In general, informal activities focusing on STEM topics had a positive effect on students' impressions of STEM careers and were indicative of students wanting to pursue a STEM major or career (Cantrell & Ewing-Taylor, 2009;Hubelbank et al, 2007;Hylton et al, 2012;Johnson et al, 2013;Mosina, Belkharraz, & Chebanov, 2012;Ricks, 2006;Wyss, Heulskamp, & Siebert, 2012;Zhe et al, 2010).…”

Section: Themes From Higher Level Abstractionsmentioning

confidence: 99%

Explicating the Characteristics of STEM Teaching and Learning: A Metasynthesis

Nite¹,

Capraro²,

Capraro³

et al. 2017

JSTE

View full text Add to dashboard Cite

This metasynthesis focused on STEM teaching and learning practices in middle and high school classrooms and in informal settings. Research artifacts between 2005 and 2012 were examined. Fifty-eight unique artifacts were classified into four categories: reform-based teaching and learning, informal education, teacher factors, and technology use. Promising pedagogical reform-based practices included inquiry-based learning, engineering design, project-based learning, problem-based learning, and hands-on practices. The most common intervention identified was increasing teacher content knowledge. Even though STEM informal activities attempt to recruit underrepresented or low achieving students, the reality is that access to informal STEM activities is often based on students' expressed high interest, prior academic achievement, teacher recommendation, time and travel availability and flexibility, and overall levels of ambition or motivation. Positive outcomes, due to technology, appeared to covary with other factors such as teacher content knowledge, the presence of campus support, or active engagement within a learning community. 33 was conducted. We attempted to identify attributes from the literature linked with successful STEM teaching, learning, interest, and attitudes. Artifact Selection ProceduresOur comprehensive search of STEM practices in teaching middle and high school was conducted using the following search terms: "STEM practice" OR teaching OR learning OR education OR "high school" OR "middle school" OR research NOT cell NOT cells.

show abstract

Section: Themes From Higher Level Abstractionsmentioning

confidence: 99%

Explicating the Characteristics of STEM Teaching and Learning: A Metasynthesis

Nite¹,

Capraro²,

Capraro³

et al. 2017

JSTE

View full text Add to dashboard Cite

show abstract

“…Improving STEM education in community colleges is also emphasized in [7]. Part of the City University of New York, LaGuardia Community College, as minority serving institution [12,13,48], appears to be well-positioned for a variety of educational studies to address the issue of the STEM shortage together with underrepresentation of minorities in STEM pathways, in general, and the issues of retention, engagement, improvement of teaching and learning in STEM subjects, and success of undergraduate STEM majors in the beginning of their college career, in particular. Majority of LaGuardia's students are first-generation, low-income, and underprepared college students mostly of Hispanic origin.…”

Section: Setting: Laguardia Community College -Minority Serving mentioning

confidence: 99%

Using wiki-based discussion forums in calculus: E-pathway toward improving students' retention and learning in STEM gateway courses (Minority serving two-year college settings)

Mosina

2014

2014 IEEE Integrated STEM Education Conference

Self Cite

View full text Add to dashboard Cite

In order to address a problem of high attrition rates during the beginning of students' undergraduate STEM career and the issue of engaging and retaining students from underrepresented minorities and disadvantaged economic groups, this paper revisits the notion of social learning via Web 2.0 resources and explores effects of integration of a specific wiki-based online discussion platform, Piazza, into traditional calculus course offered in a two-year minority serving institution. Rooted in the existing research on correlation of students' retention and success in Calculus and their future attainment of an undergraduate STEM degree, the Calculus-with-Piazza e-pathway toward retention and learning improvement, with high emphasis on the culture and art of active social e-learning, is being established and studied in a community college setting. It is shown that Piazza peer-based interaction reduces student isolation and creates effective learning climate in Calculus classrooms. Expectations, experiences, strategies, and outcomes are shared. Broader impacts and future developments are discussed.

show abstract

“…The HYBRID-LYCEE (H-LYCEE) center implementing the proposed multi-strategy model is currently being built on the basis of successes and experiences of LaGuardia Youth Center for Engineering Excellence (LYCEE) that was established in LaGuardia Community College of the City University of New York in 2009 to offer HS students various after-school and summer learning programs/activities (e.g., robotics, mechatronics, CAD/CAM design projects, math tutoring) designed to promote their interest in STEM-related careers [14]. The significance of the new model lies in the authors' effort to intertwine a wide scope of various approaches to the existing problem of attracting students in STEM and preparing future professional workforce in U.S. through the extension of LYCEE into H-LYCEE Center/Hub and to make different learning models work together as one in promoting the STEM-related careers.…”

Section: The Center/hub Model and Its Implementationmentioning

confidence: 99%

Work in progress: A multi-strategy model for promoting high school students interest in STEM

Mosina

Chebanov

Belkharraz

2012

2012 Frontiers in Education Conference Proceedings

Self Cite

View full text Add to dashboard Cite

In this paper we propose a new multi-strategy model for immersing students in STEM. Rooted in the current research and experiences, the new practices are being developed and implemented in a college-based hybrid STEM learning center that is geared to serve as a hub connecting high schools, higher education institutions, and industries bringing new and existing strategies together into one integral system with unique online features. The Hub model would serve as an educational research laboratory contributing to the knowledge base about STEM by investigating what strategies (or combination of what strategies) will best support student development for the STEM workforce. In addition, the model would illustrate the importance of interconnection between engineering education research and engineering education practice.

show abstract

LYCEE: A pathway for high school students towards STEM majors

Cited by 4 publications

References 0 publications

Explicating the Characteristics of STEM Teaching and Learning: A Metasynthesis

Explicating the Characteristics of STEM Teaching and Learning: A Metasynthesis

Using wiki-based discussion forums in calculus: E-pathway toward improving students' retention and learning in STEM gateway courses (Minority serving two-year college settings)

Work in progress: A multi-strategy model for promoting high school students interest in STEM

Contact Info

Product

Resources

About