Increasing female engagement and retention in STEM courses in grades 6-8
Abstract
Developing a curricular model to connect students to mentors in industry. Students would be able to choose mentors based on interest, engagement time, and personality. Combines theories of existentialism and deliberative to make the model most meaningful and personalized to students and mentors. Working with students who are struggling science learners to determine if the mentorship creates further engagement and retention in STEM as skills and confidence develops and they move into high school classes. The mentorship would also allow for developing a career plan for high school curriculum and further support as students enter high school to continue the engagement in STEM curriculum.
Presentation Description
Unavailable
Location
Stream B
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Hochulii, Caitlin, "Increasing female engagement and retention in STEM courses in grades 6-8" (2021). Curriculum Studies Summer Collaborative. 58.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/58
Increasing female engagement and retention in STEM courses in grades 6-8
Stream B
Developing a curricular model to connect students to mentors in industry. Students would be able to choose mentors based on interest, engagement time, and personality. Combines theories of existentialism and deliberative to make the model most meaningful and personalized to students and mentors. Working with students who are struggling science learners to determine if the mentorship creates further engagement and retention in STEM as skills and confidence develops and they move into high school classes. The mentorship would also allow for developing a career plan for high school curriculum and further support as students enter high school to continue the engagement in STEM curriculum.
