Collaborative Research: Promoting Engagement in Informal STEM Learning as a Path to Employment for Adolescents with Autism Spectrum Disorder
合作研究:促进非正式 STEM 学习的参与,作为自闭症谱系障碍青少年的就业途径
基本信息
- 批准号:2005729
- 负责人:
- 金额:$ 72.48万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Continuing Grant
- 财政年份:2020
- 资助国家:美国
- 起止时间:2020-09-01 至 2024-08-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
Many people with autism are unemployed and isolated because they do not have access to educational opportunities that support them in finding jobs that match their potential. This research seeks to empower adolescents with autism to seek out careers that are well-matched with their strengths and interests. Many people with autism are interested in computing, a marketable skill. This project builds from this interest by developing strategies to effectively engage teenagers with autism. Although people with autism share a diagnosis, each person is unique and has the capacity to become a visionary and transformer in society in their own way. Teenagers with autism will be invited to participate in a game design workshop hosted by an award-winning, not-for-profit Tech Kids Unlimited. Teenagers often enjoy learning how to design games and can learn many useful skills through design. During each workshop, teenagers will rate different teaching strategies using a picture-based survey developed in collaboration with people with autism. It is expected that teenagers with autism who have difficulty focusing to be most engaged by strategies that include multiple types of information (for example, pictures, text, and speech). The team also expects those who are more focused to be most engaged by strategies with fewer sources of information. By developing clear guidelines to help educators match their teaching styles to how different students learn, the project will help them engage youth more effectively. Through an iterative process, the team will revise the game design workshop to make it more engaging for people with different types of autism. New groups of teenagers with autism will participate in improved game design workshops that include an internship in a technology company. An important outcome is to understand which strategies are engaging for young people with autism that help them develop the belief in their skills needed to seek out fulfilling careers. This award is funded by the Advanced Informal STEM Learning program which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This Research in Service to Practice project has the following aims: 1) Identify evidence-based strategies to engage youth with autism spectrum disorder (ASD) in informal STEM learning opportunities that are well matched to their attentional profiles, 2) Determine if engaging youth with ASD in informal STEM learning opportunities increases their STEM self-efficacy, and 3) Determine if engagement with STEM internship activities is associated with increased interest in STEM careers and career decision-making self-efficacy. Principles of Universal Design (UD) and Mayer’s principles of effective multimedia instruction are frameworks employed to identify instructional strategies that are emotionally engaging for youth with diverse attentional profiles. The degree to which attentional differences contribute to different patterns of emotional engagement with informal STEM learning will be investigated. Guided by assessments of youth’s engagement with different learning opportunities, “diversity blueprints” or specific instructional strategies that help youth with diverse attentional profiles engage will be developed. After identifying strategies to engage neurodivergent (neurologically diverse) youth in informal STEM learning opportunities, the extent to which these strategies generalize to STEM internship sites will be explored. The team will study potential specificity of the types of contexts that promote different types of self-efficacy, with engagement with extracurricular STEM learning opportunities expected to preferentially target STEM self-efficacy while engagement with internships targets career decision-making self-efficacy. Although UD is often endorsed to promote STEM learning among students with disabilities, the proposed research would be the first iterative adaptation of instructional strategies designed to engage neurodivergent teens in informal STEM learning guided by a systematic analysis of how they engage with and feel about instructional strategies. Project deliverables include workshops for local after-school program providers, publications, a project website, and a multimodal guide of the process of developing “diversity blueprints” and how to apply them for informal STEM educators and researchers.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
许多自闭症患者失业和孤立,因为他们没有获得教育机会,支持他们找到符合其潜力的工作。这项研究旨在使自闭症青少年能够寻找与他们的优势和兴趣相匹配的职业。许多自闭症患者对计算感兴趣,这是一项有市场的技能。该项目通过制定有效地吸引自闭症青少年的策略来建立这种兴趣。虽然自闭症患者都有相同的诊断,但每个人都是独一无二的,都有能力以自己的方式成为社会上的梦想家和Transformer。自闭症青少年将被邀请参加由获奖的非营利组织Tech Kids Unlimited主办的游戏设计研讨会。青少年通常喜欢学习如何设计游戏,并可以通过设计学习许多有用的技能。在每个研讨会期间,青少年将使用与自闭症患者合作开发的基于图片的调查来评估不同的教学策略。据估计,患有自闭症的青少年在集中注意力方面有困难,他们最关注的策略是包括多种类型的信息(例如,图片,文本和语音)。该团队还预计,那些更专注的人最关注的是信息来源较少的策略。通过制定明确的指导方针,帮助教育工作者将他们的教学风格与不同学生的学习方式相匹配,该项目将帮助他们更有效地吸引年轻人。通过迭代过程,该团队将修改游戏设计研讨会,使其更适合不同类型的自闭症患者。新的自闭症青少年团体将参加改进的游戏设计研讨会,其中包括在一家科技公司实习。一个重要的结果是了解哪些策略对自闭症年轻人有帮助,帮助他们培养对自己寻求充实职业所需技能的信念。该奖项由高级非正式STEM学习计划资助,该计划旨在推进非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这一服务于实践的研究项目有以下目标:1)确定基于证据的策略,让患有自闭症谱系障碍(ASD)的青少年参与与他们的注意力特征相匹配的非正式STEM学习机会,2)确定让患有ASD的青少年参与非正式STEM学习机会是否会增加他们的STEM自我效能,3)确定参与STEM实习活动是否与STEM职业和职业决策自我效能感的兴趣增加有关。通用设计(UD)和迈耶的有效多媒体教学的原则的原则是框架,用于确定教学策略,是情感上吸引不同的注意力配置文件的青年。将调查注意力差异对非正式STEM学习的不同情感参与模式的影响程度。在对青年参与不同学习机会的评估的指导下,将制定“多样性蓝图”或具体的教学战略,帮助具有不同注意力的青年参与。在确定了让neurodivergent(神经多样性)青年参与非正式STEM学习机会的策略后,将探讨这些策略推广到STEM实习地点的程度。该团队将研究促进不同类型自我效能的背景类型的潜在特异性,参与课外STEM学习机会预计将优先针对STEM自我效能,而参与实习则针对职业决策自我效能。虽然UD经常被认可为促进残疾学生的STEM学习,但拟议的研究将是第一次迭代调整教学策略,旨在通过系统分析他们如何参与和感受教学策略,让神经分歧的青少年参与非正式的STEM学习。项目成果包括为当地课后项目提供者举办的研讨会、出版物、项目网站、以及为非正式STEM教育工作者和研究人员制定“多样性蓝图”以及如何应用这些蓝图的多模式指南。该奖项反映了NSF的法定使命,并通过使用基金会的智力价值和更广泛的影响审查标准进行评估,被认为值得支持。
项目成果
期刊论文数量(0)
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科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Amy Hurst其他文献
A Quantitative Study of Youth Employees' Use of an Informal Chatting Tool at a Workforce Training Program
青年员工在劳动力培训计划中使用非正式聊天工具的定量研究
- DOI:
10.1109/fie58773.2023.10343221 - 发表时间:
2023 - 期刊:
- 影响因子:0
- 作者:
Foad Hamidi;W. Easley;Amy Hurst - 通讯作者:
Amy Hurst
Sound Cells: Rendering Visual and Braille Music in the Browser
声音细胞:在浏览器中渲染视觉和盲文音乐
- DOI:
- 发表时间:
2021 - 期刊:
- 影响因子:0
- 作者:
Fabiha Ahmed;Dennis Kuzminer;Michael Zachor;Lisa Ye;Rachel Josepho;W. Payne;Amy Hurst - 通讯作者:
Amy Hurst
Designing a Remote Framework to Create Custom Assistive Technologies
设计远程框架来创建自定义辅助技术
- DOI:
10.1145/3373625.3418022 - 发表时间:
2020 - 期刊:
- 影响因子:0
- 作者:
Verónica Alfaro;Amy Hurst;A. Perr - 通讯作者:
A. Perr
The perceptive workbench: Computer-vision-based gesture tracking, object tracking, and 3D reconstruction for augmented desks
- DOI:
10.1007/s00138-002-0096-8 - 发表时间:
2003-04-01 - 期刊:
- 影响因子:2.300
- 作者:
Thad Starner;Bastian Leibe;David Minnen;Tracy Westyn;Amy Hurst;Justin Weeks - 通讯作者:
Justin Weeks
Amy Hurst的其他文献
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{{ truncateString('Amy Hurst', 18)}}的其他基金
WORKSHOP: Doctoral Consortium at ASSETS 2016
研讨会:2016 年 ASSETS 博士联盟
- 批准号:
1637206 - 财政年份:2016
- 资助金额:
$ 72.48万 - 项目类别:
Standard Grant
EAGER: Exploring Appropriate 3D Printing Paradigms in Special Education
EAGER:探索特殊教育中适当的 3D 打印范式
- 批准号:
1451661 - 财政年份:2014
- 资助金额:
$ 72.48万 - 项目类别:
Standard Grant
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Cell Research
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Cell Research (细胞研究)
- 批准号:30824808
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- 批准号:10774081
- 批准年份:2007
- 资助金额:45.0 万元
- 项目类别:面上项目
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