EAGER: MAKER: Developing a Model for Expanding Informal Tech Education for Underrepresented Communities through Makerspaces

EAGER：创客：开发一种模型，通过创客空间扩大代表性不足的社区的非正式技术教育

• 批准号: 1723610
• 负责人: Andrew Coy
• 金额: $ 25万
• 依托单位: Digital Harbor Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1723610&HistoricalAwards=false
• 关键词: EAGER; MAKER; Developing; Model; Expanding

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM). Building on a successful approach to technical education training with minority youth through the Baltimore-based Digital Harbor Foundation (DHF), the project will identify efficient and effective methods of scaling maker-based technology education programs, beginning with middle and high school youth. Maker education models provide multiple points of entry for youth to gain exposure, interest, and skill-building in high-growth technology skills. The DH model presents a holistic, scaffolded approach to providing a long-term support for educators and organizations as they integrate maker-based tech learning into their youth offerings. Project research will inform best practices of scaling youth makerspaces and tech education programs, especially for underrepresented youth. Maker, academic, and youth-service communities will benefit from our training materials, tech education curriculum, and evaluations of diverse engagement strategies. The project will share its experiences, materials, and strategies publicly through DH website, as well as via conferences, papers, as well as dissemination of our training materials.This project will test three professional development models: Satellite-Site, Home-Site, and Remote Engagements. The goal is to find cost-efficient, yet successful mechanisms to disseminate training for informal educators to establish a safe, youth-focused makerspace inside their existing spaces; provide starter curriculum to build basic competencies and maker mindsets for educators and youth; support educators as they independently integrate their own tech projects into future courses and activities in their programs. Project research will: 1) compare three training and deployment methods to integrating a youth-focused makerspace and entry-level curriculum into existing after-school programs; 2) explore an innovative, scaffolded professional development approach that encourages program ownership and continued skill-building for youth-service providers.  Methods and analysis will respond to common techniques of afterschool program management and STEM professional development approaches. As an immediate result of this project, three independent afterschool programs serving diverse audiences will receive basic equipment, training, and curriculum to run their own tech education programs.

该项目将推进“面向学生和教师的创新技术体验”（ITEST）项目的工作，以更好地理解和促进提高学生在科学、技术、工程或数学（STEM）领域追求职业的动机和能力的实践。在巴尔的摩数字港基金会（DHF）为少数族裔青年提供技术教育培训的成功方法的基础上，该项目将从初中和高中青年开始，确定扩大以创客为基础的技术教育计划的高效和有效方法。创客教育模式为年轻人提供了多个切入点，让他们获得对高增长技术技能的接触、兴趣和技能培养。在教育工作者和组织将基于创客的技术学习融入他们的青年产品时，DH模式提供了一种全面的、框架式的方法，为他们提供长期支持。项目研究将为扩大青年创客空间和技术教育项目的最佳实践提供信息，特别是为代表性不足的青年提供信息。创客、学术和青年服务社区将受益于我们的培训材料、技术教育课程和各种参与策略的评估。该计划将透过卫生署网站、会议、论文及派发培训资料，公开分享其经验、资料及策略。该项目将测试三种专业发展模式：卫星站点、家庭站点和远程交战。目标是找到具有成本效益且成功的机制，为非正规教育工作者提供培训，以便在现有空间内建立一个安全的、以青年为中心的创客空间；为教育工作者和青少年提供入门课程，培养他们的基本能力和创客心态；支持教育工作者独立地将自己的技术项目整合到未来的课程和活动中。项目研究将：1)比较三种培训和部署方法，将以青年为中心的创客空间和入门级课程整合到现有的课后项目中；2)探索一种创新的、有框架的专业发展方法，鼓励项目所有权和青年服务提供者的持续技能培养。方法和分析将响应课后项目管理和STEM专业发展方法的常见技术。该项目的直接结果是，三个独立的课外项目将为不同的受众提供基本的设备、培训和课程，以开展自己的技术教育项目。

项目成果

Youth attitudes towards assessment tools in after-school informal learning and employment training programs

• DOI: 10.18260/1-2--31321
• 发表时间: 2018-06
• 作者: Foad Hamidi;William Easley;Stephanie Grimes;Shawn Grimes;A. Hurst

Planting Seeds: Implementing Maker-Based Learning Programs for Urban Youth (Evaluation)

播下种子：为城市青年实施创客学习计划（评估）

• 发表时间: 2021
• 期刊: Proceedings of the 2021 American Society of Engineering Education Conference and Exposition (ASEE’21
• 作者: Hamidi, F.;Coy, A.;and Freeland, A.
• 通讯作者: and Freeland, A.

Using Retrospective Surveys to Assess the Impact of Participating in an Afterschool Maker Learning Program on Youth

使用回顾性调查评估参加课外创客学习计划对青少年的影响

• 发表时间: 2020
• 期刊: ASEE Annual Conference proceedings
• 作者: Foad Hamidi, Adena Moulton

Expanding Informal Maker-Based Learning Programs for Urban Youth

• DOI: 10.1109/fie44824.2020.9274006
• 发表时间: 2020-10
• 期刊: 2020 IEEE Frontiers in Education Conference (FIE)
• 作者: Foad Hamidi;Amy Freeland;Shawn Grimes;Stephanie Grimes;Adena Moulton;Andrew Coy