5.1.5 STEMulate Engineering Academy: Authentic Learning Opportunities in STEM for Low-Income and Diverse Learners
The purpose of this study was to investigate the efforts of a local university to provide students opportunities at a summer engineering camp. Through the camp, children in grades 3-6 engaged in engineering with peers, teachers, and professional engineers. This presentation reports on the impacts made by the camp on student recognition of the roles of engineers, interest in engineering, and use of the engineering design process (EDP). We found that students frequently used and reflected on EDP as they designed and created solutions to address real-world problems.
Author(s):
Debbie Dailey
ddailey@uca.edu
University of Central Arkansas
United States
Debbie Dailey, Ed.D. is an assistant professor of education at the University of Central Arkansas where she is the coordinator for the gifted and talented program and director of a summer camp for talented youth, STEMulate Engineering Academy. Prior to moving to higher education, Debbie was a high school science teacher and gifted education teacher for twenty years. Debbie currently serves as treasurer for her state gifted association (Arkansans for Gifted and Talented Education), Chair-Elect for the STEM network at NAGC, and President-Elect for CEC-TAG.
Michelle Buchanan*
mbuchanan@uca.edu
University of Central Arkansas
United States
Buchanan is a Master Teacher at the University of Central Arkansas’ STEMteach where she also serves as the science program coordinator. Buchanan teaches Knowing and Learning, Classroom Interactions, co-teaches Project-Based Instruction, and supervises science Apprentice Teachers. Buchanan also supervises candidates teach for CI and PBI. She is also a 3rd year Ph.D. candidate in the UCA Leadership Studies program with a cognate in gifted education. Her dissertation research interest lies in leader identity development in teachers.
Jason Trumble*
jtrumble@uca.edu
University of Central Arkansas
United States
Trumble is an assistant professor in the Teaching and Learning Department at the University of Central Arkansas (UCA) after having served eight years as a public middle school teacher. His focus for the last decade has been on digital literacy development and the practical uses of educational technology, particularly on using collaborative tools to better engage students and to design strategies for effectively integrating 3D printing into the classroom.
Alicia Cotabish*
acotabish@uca.edu
University of Central Arkansas
United States
Dr. Alicia Cotabish is an Associate Professor of Teaching and Learning at the University of Central Arkansas. She is the Immediate Past-President of the Arkansas Association of Gifted Education Administrators. She has authored, co-authored, and contributed to 5 books, and a number of journal articles, book chapters, and products focused on K-20 STEM and gifted education.