Digital East St. Louis: An Urban Place-Based Learning Model to Promote Information Technology and Computer Science Career Interests of Minority Youth

高质量的技术劳动力需要学生，特别是那些来自服务不足的人口，有计算工具和信息技术的创新经验。 该战略项目的主要目标是尝试新的内容和方法，通过一个基于地方的课程，向学生提出有关其所在地区环境和文化的关键问题，吸引在计算科学STEM领域代表性不足的学生。与东圣路易斯教师和项目合作伙伴合作，学生将制作一个丰富的注释基于网络的社区地图与相关的图像，文本，音频和视频，突出的功能和事件被学生和社区认为是重要的。 合作伙伴包括南伊利诺伊大学（SIUE）STEM中心，跨学科研究和信息学奖学金中心，课程和教学中心，历史研究系，黑人研究计划以及虚拟东圣路易斯历史学会，哈里斯斯托州立大学和东圣路易斯学区。 从六年级开始，40名学生将通过一个为期三年的校外项目取得进展，他们将参与越来越复杂的项目，涉及使用信息技术和计算工具。 学生的预期成果包括提高学生的自我效能，增强技术技能，以及对IT和计算职业的认识。 该项目还将为六名教师提供广泛的专业发展，该项目将进行一项纵向准实验，跟踪学生参与的三年，包括向高中的过渡。 还将从比较组收集数据，以便评估参与该计划的学生队列的任何结果差异。将使用专门为本研究设计的仪器收集用于回答研究问题和评估项目目标进展的项目评估数据。数据来源包括：（a）学生STEM前/后问卷;（B）学生访谈;（c）对项目活动的观察;（d）学生创造的人工制品;（e）年度课程/职业意向问卷;以及（f）父母/照顾者问卷和/或访谈。

A high quality, technical workforce requires that students, particularly those from underserved populations, have innovative experiences with computational tools and informational technology. The main goal of this Strategies project is to experiment with new content and methods for engaging students who are underrepresented in STEM fields in the computing sciences via a place- based curriculum that asks students critical questions about the environment and culture of their own region. Working with East St. Louis teachers and project partners, students will produce a richly annotated web-based community map with associated images, texts, audio and video that highlight features and events deemed important by students and the community. Partners include the Southern Illinois University (SIUE) STEM Center, the Interdisciplinary Research and Informatics Scholarship Center, and Curriculum and Instruction Center, the Department of Historical Studies, the Black Studies Program as well as the Virtual East St. Louis Historical Society, Harris Stowe State University and the East St. Louis School district. Beginning in the sixth grade, a cohort of 40 students will progress though a three-year out-of-school program in which they will engage in increasingly complex projects that involve the use of information technology and computing tools. Expected outcomes for the students include increased student self-efficacy, enhanced technological skills, and awareness of IT and computing careers. The project will also provide extensive professional development for six teachers.The project will conduct a longitudinal quasi experiment that will follow students through the three years of their participation, including the transition to high school. Data will also be collected from a comparison group, allowing for an assessment of any outcome differences from the student cohort participating in the program. Program evaluation data for answering research questions and assessing progress on the project objectives will be collected using instrumentation specifically designed for this study. Data sources include (a) student pre-/post-STEM questionnaires; (b) student interviews; (c) observations of program activities; (d) student-created artifacts; (e) annual coursework/career intentions questionnaires; and (f) parent/caregiver questionnaires and/or interviews.