scholarly journals Girls Tech Camp

2019 ◽  
Author(s):  
Suzanne C Stapleton ◽  
Melody Royster ◽  
Neelam Bharti ◽  
Stephanie Birch ◽  
Jean Bossart ◽  
...  
Keyword(s):  
Field Trips ◽  
Video Production ◽  
Academic Science ◽  
Middle School Girls ◽  
University Of Florida ◽  
Science Technology ◽  
Hands On ◽  
8Th Grade ◽  
School Girls ◽  
The University

Motivated by a desire to encourage girls to pursue science, technology, engineering and math (STEM) studies, librarians at the Marston Science Library (Marston) at the University of Florida (UF) developed Girls Tech Camp (GTC), a summer camp designed to introduce middle-school girls to creative technologies used in these fields. This week-long summer day camp launched in 2016, and continued in the summers of 2017 and 2018. Each year, the camp brought twenty-two 6th-8th grade girls into an academic science library to build experience with emerging technologies and increase interest in pursuing further studies or a career in STEM. The camp introduced the girls to a range of technology including 3D modelling, 3D printing, augmented reality, Arduino microcontrollers, light sensors, digital video production, computer coding, and conductive crafts. Through hands-on activities, guest lectures, and campus field trips youth interest and confidence in using technology expanded and participants experienced student and research life at a university.

Fashion Content Triggers STEM Discovery via Coding Camps for Middle School Girls

2021 ◽  
Vol 113 (3) ◽  
pp. 61-70
Author(s):  
Barbara L. Stewart ◽  
Susan Schroeder ◽  
Carole Goodson ◽  
Susan Miertschin ◽  
Misha Chakraborty
Keyword(s):  
Middle School ◽  
Vital Role ◽  
Fashion Industry ◽  
Stem Fields ◽  
Stem Careers ◽  
Middle School Girls ◽  
Science Technology ◽  
Hands On ◽  
School Girls

Funded through a grant from Texas Workforce Commission, DesignHER Code Camps were created to use the fashion interests of underserved middle school girls as springboards to interest them in science, technology, engineering, and math (STEM). Results were generally consistent with the achievement of camp goals—(a) increase the interest of middle school girls in coding and other STEM fields, and (b) provide hands-on experiences related to the fashion industry that simultaneously foster interest in STEM-related careers—although changes in interest in STEM careers were not statistically significant. This type of experience contributes to the growing recognition that FCS content can play a vital role in the development of STEM concepts for youth.

scholarly journals The Importance of School Gardens as Perceived by Florida Elementary School Teachers

2000 ◽  
Vol 10 (1) ◽  
pp. 229-231 ◽  
Author(s):  
Sonja M. Skelly ◽  
Jennifer C. Bradley
Keyword(s):  
Elementary School ◽  
Experiential Learning ◽  
Elementary School Teachers ◽  
The United States ◽  
School Gardens ◽  
School Garden ◽  
University Of Florida ◽  
Hands On ◽  
Learning School ◽  
The University

While gardening is the number one hobby in the United States, elementary schools are just beginning to explore the use of school gardens as a means to enhance classroom learning. School gardens can reinforce classroom instruction by offering opportunities for experiential learning. The benefits of experiential learning allow for a better understanding of concepts as the hands-on approach provides meaningful and tangible experiences. While many teachers have anecdotally attested to the benefits of school gardens, there is little empirical evidence documenting their impact. In Fall 1997, the University of Florida hosted a competition for the best elementary school garden in Florida. Results from a research questionnaire completed by participating teachers indicated that teachers used school gardens infrequently, with the majority using the garden as an instructional tool no more than 10% of the time. Many teachers did, however, indicate that school gardens were used for environmental education (97.1%) and experiential learning (72.9%), and 84.3 % of teachers said that related activities enhanced student learning. Findings also indicate that the teachers surveyed had relatively new gardens and teachers lacked, or were unaware of educational resources to assist with garden learning. This paper describes and interprets the results of the teacher questionnaire.

Struggling with Identity: Working with Seventh- and Eighth-Grade Gifted Girls to Air Issues of Concern

1998 ◽  
Vol 21 (4) ◽  
pp. 437-451 ◽  
Author(s):  
Cecile P. Frey
Keyword(s):  
Adolescent Girls ◽  
Peer Acceptance ◽  
Self Esteem ◽  
Middle School Girls ◽  
Competing Demands ◽  
8Th Grade ◽  
School Girls ◽  
Materials Used ◽  
Gifted Girls ◽  
Air Issues

When adolescent girls are also identified as gifted, the problems of conformity, peer acceptance, and low self-esteem often become exacerbated. Middle school girls seem most vulnerable to two competing demands: popularity versus academic achievement. As a result of parental, staff, and student concerns, I have been conducting a “women's issues” group with 7th- and 8th-grade gifted girls for the last four years. The issues discussed, the materials used, and the outcomes I have seen are the themes of this action research paper.

scholarly journals Designing Age Appropriate Engineering Outreach Activities

2015 ◽  
Author(s):  
Martin Scherer ◽  
Mary Wells
Keyword(s):  
Cognitive Development ◽  
Outer Space ◽  
Development Stage ◽  
Science And Engineering ◽  
Interest In Science ◽  
Science Technology ◽  
Hands On ◽  
Age Appropriate ◽  
Youth Activity ◽  
The University

For over twenty years, the University of Waterloo’s Faculty of Engineering has been running outreach programming directed at elementary youth (ages 6 to 14) through its Engineering Science Quest (ESQ) summer camp program. All the activities are designed to be hands-on with the primary goal to increase participant’s interest in Science, Technology, Engineering and Math (STEM). The camp develops themes, such as ‘Outer Space’ to help motivate activity development and provide practical examples to participants.In 2010, the directors of ESQ modified the approach to develop camp outreach activities to ensure they were hands-on engaging activities related to science and engineering but also paid consideration to ensuring a secondary set of goals were met that considered the cognitive development of the children in the camp. The result was the development of hands-on outreach activities that engaged the participants in multiple ways.The motivation behind the development of outreach activities with these secondary objectives in mind were based on observation of past successes and working knowledge of the target audience.It is concluded that in order to make truly engaging and effective programming for elementary aged youth; activity developers should develop hands-on activities that incorporate both the interests of youth and their appropriate cognitive development stage. Using these methods in activity development will lead to an increase in success and a stronger impact of the programming.

scholarly journals Development and Implementation of a Nonmajors Horticultural Survey Class

2003 ◽  
Vol 13 (1) ◽  
pp. 196-199
Author(s):  
Jennifer Campbell Bradley ◽  
Dennis McConnell ◽  
Michael Kane ◽  
Grady Miller
Keyword(s):  
Student Response ◽  
University Of Florida ◽  
Entry Level ◽  
Agriculture Programs ◽  
Hands On ◽  
Popular Appeal ◽  
New Students ◽  
The University ◽  
Classroom Presentation ◽  
First Time

Attracting new students into traditional agriculture programs has become increasingly difficult. Offering a survey course as a means for introducing students to agriculture is a concept with popular appeal. As a recruiting effort, and as a method of introducing students to horticulture, the Environmental Horticulture Department at the University of Florida, Gainesville, designed a one-credit course for nonmajors. The course was structured to provide a broad overview of horticulture, emphasizing plant use to enhance interior and exterior environments. The intent was to develop a course somewhat similar to an entry-level course for majors, but with each lecture devoted to a single, self-contained topic. When feasible, hands-on activities were incorporated within the classroom presentation. The course ORH 1030-Plants, Gardens, and You was offered for the first time in Summer 1997. It is now offered every semester. The course has one faculty assigned each semester and various other faculty members, including teaching, research, and extension specialists, participate as guest lecturers. Methods to improve the course are discussed by the faculty presenters and the course coordinator each term. Student response to ORH 1030 has been favorable, ratings are high and enrollment in the course has continued to rise from 30 to our current cap of 100. As a means of ensuring that we are meeting the needs of our students and to aid in targeting potential students, a survey was administered in Spring 2000. Students enrolled in the course were surveyed at the beginning and the end of the semester to gain insight into student demographics, horticulture background and experience, reasons for enrollment in the class, and overall interest in the course.

scholarly journals Ornamental Teaching Gardens: Design, Development, and Use

EDIS ◽  
1969 ◽  
Vol 2004 (1) ◽  
Author(s):  
Sandra B. Wilson ◽  
Tara M. Minton ◽  
Laurie K. Mecca ◽  
Judith Gersony
Keyword(s):  
Design Development ◽  
University Of Florida ◽  
Educational Value ◽  
Hands On ◽  
Plant Collections ◽  
Hands On Learning ◽  
Indian River ◽  
Research And Education ◽  
Outdoor Teaching ◽  
The University

The teaching gardens at the University of Florida's (UF) Indian River Research and Education Center (IRREC) were developed as an outdoor teaching laboratory to provide on-site plant collections for hands-on learning activities. The educational value of the gardens is witnessed daily by demonstrated landscape design principles and visible plant nomenclature. This is EDIS document FE469, a publication of the Department of Food and Resource Economics, Florida Cooperative Extension Service, UF/IFAS, University of Florida, Gainesville, FL. Published January 2004.  https://edis.ifas.ufl.edu/fe469

scholarly journals What Cost and Usage Data Reveals About E-Book Acquisitions: Ramifications for Collection Development

2015 ◽  
Vol 59 (3) ◽  
pp. 102 ◽  
Author(s):  
Steven B. Carrico ◽  
Tara T. Cataldo ◽  
Cecilia Botero ◽  
Trey Shelton
Keyword(s):  
Social Sciences ◽  
Collection Management ◽  
Collection Development ◽  
University Of Florida ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Subject Areas ◽  
The Cost ◽  
The University ◽  
Usage Data

To better determine how e-book acquisitions might affect future collection development decisions, a team of librarians from the University of Florida (UF) launched a project to assess cost and usage of e-books purchased using three different acquisitions methods: e-books acquired in large publisher packages; single-title e-books selected through firm orders; and e-books purchased through two patron-driven acquisitions (PDA) plans. The cost-usage data were then sorted into three broad areas of subject disciplines—humanities and social sciences (HSS); science-technology-engineering-mathematics (STEM); and medicine (MED)—and the results were reviewed and summarized. The authors compared the cost-usage data of e-books acquired by the acquisitions methods across the three subject areas and describe how the findings are affecting current and future acquisitions, traditional collection management, and budgeting at UF.

scholarly journals Broadening Participation of Women and Underrepresented Minorities in STEM through a Hybrid Online Transfer Program

2016 ◽  
Vol 15 (3) ◽  
pp. ar50 ◽  
Author(s):  
Jennifer C. Drew ◽  
Sebastian Galindo-Gonzalez ◽  
Alexandria N. Ardissone ◽  
Eric W. Triplett
Keyword(s):  
Underrepresented Minorities ◽  
Science Program ◽  
Transfer Program ◽  
Underrepresented Minority ◽  
University Of Florida ◽  
Bachelor Of Science ◽  
Science Technology ◽  
Participation Of Women ◽  
And Mathematics ◽  
The University

The Microbiology and Cell Science (MCS) Department at the University of Florida (UF) developed a new model of a 2 + 2 program that uses a hybrid online approach to bring its science, technology, engineering, and mathematics (STEM) curriculum to students. In this paradigm, 2-year graduates transfer as online students into the Distance Education in MCS (DE MCS) bachelor of science program. The program has broadened access to STEM with a steadily increasing enrollment that does not draw students away from existing on-campus programs. Notably, half of the DE MCS students are from underrepresented minority (URM) backgrounds and two-thirds are women, which represents a greater level of diversity than the corresponding on-campus cohort and the entire university. Additionally, the DE MCS cohort has comparable retention and academic performance compared with the on-campus transfer cohort. Of those who have earned a BS through the DE MCS program, 71% are women and 61% are URM. Overall, these data demonstrate that the hybrid online approach is successful in increasing diversity and provides another viable route in the myriad of STEM pathways. As the first of its kind in a STEM field, the DE MCS program serves as a model for programs seeking to broaden their reach.

scholarly journals Toward Facilitating Team Formation and Communication Through Avatar Based Interaction in Desktop-Based Immersive Virtual Environments

2021 ◽  
Vol 2 ◽  
Author(s):  
Alexandre Gomes de Siqueira ◽  
Pedro Guillermo Feijóo-García ◽  
Jacob Stuart ◽  
Benjamin Lok
Keyword(s):  
Classroom Environment ◽  
Communication Systems ◽  
Video Conferencing ◽  
Open Spaces ◽  
University Of Florida ◽  
Immersive Virtual Environments ◽  
Poster Sessions ◽  
Hands On ◽  
Survey Responses ◽  
The University

Millions of students worldwide have adopted online learning due to the isolation restrictions imposed by the Covid-19 pandemic. In this context, video conferencing platforms have garnered immense popularity as tools for teaching. However, these tools have several limitations compared to real-world encounters, especially in activities involving collaboration and teamwork. A growing number of researchers and educators have turned to avatar-based communication platforms, such as Mozilla Hubs, as alternatives that can complement video conferencing in social and teaching activities. Several previous research efforts have focused on developing tools that implement avatar-based communication systems or have explored creating activities in these 3D virtual spaces, such as poster sessions in scientific conferences or the classroom environment. In this work, we describe our semester-long efforts to develop Mozilla Hubs rooms toward promoting interaction and communication to help students self-form teams in the context of an introductory virtual reality course at the University of Florida. We describe hands-on activities to prepare students to use Mozilla Hubs effectively, including teaching them skills to customize and create avatars. We describe the implementation of three virtual rooms developed based on researchers' observations and students' survey responses. By observing students' behavior and communication patterns in those rooms, we propose a set of guidelines for building virtual rooms that can promote communication, interaction, and teamwork. We discuss the rooms' design, students' attendance, and avatar choices. Our findings suggest that highly detailed, small, closed spaces are preferred over large, open spaces with few details when promoting interaction and collaboration among students.

Human Factors in Space Exploration: Fitts' Law Activity for Middle School Girls

2008 ◽  
Author(s):  
R. Darin Ellis ◽  
Thomas G. Edwards ◽  
Lavie Golenberg ◽  
Abhilash Pandya
Keyword(s):  
Middle School ◽  
Human Factors ◽  
Space Exploration ◽  
Middle School Girls ◽  
Fitts Law ◽  
School Girls
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