Engaging Native American Students in STEM Career Development Through a Culturally-Responsive After-School Program Using Virtual Environments and 3-D Printing

通过使用虚拟环境和 3D 打印的文化响应式课后计划，让美国原住民学生参与 STEM 职业发展

• 批准号: 2048987
• 负责人: Tilanka Chandrasekera
• 金额: $ 149.77万
• 依托单位: Oklahoma State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-05-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2048987&HistoricalAwards=false
• 关键词: Engaging; Native; American; Students; STEM

The project will develop and research an after-school program that is designed to increase the STEM career interests and motivations of Native American middle-school students. Students will use digital technologies, including virtual reality (VR), augmented reality (AR), and 3D printing, to solve spatial design problems presented through the project’s culturally responsive, problem-based learning education modules. Through a generative co-design process involving after-school educators, community members, and students, the project will incorporate historical and contemporary cultural knowledge in the development of learning environments that are relevant to Native American students. The target audiences for this project are middle-school students and after-school educators from three Tribal Nations in Oklahoma. The project will advance the infrastructure and capacity for after-school STEM programs in three Tribal Nations, the Pawnee, Citizen Potawatomi, and the Chickasaw Nations. Over 250 Native American students will be served in after-school programs that are facilitated by educators prepared through summer professional development programs. The project will create technology centers and an inclusive curriculum to support the community-defined hackathons where family and Tribal citizens are exposed to new workplace technologies (VR, AR, 3D printing) in a way that prioritizes the practices, knowledge, skills, and values of each Tribal Nation. Project research will focus on the impacts of the after-school programs on Native American youth and variables relevant their STEM career development. The project research plan draws on contemporary indigenous scholarship about the role of personal and science identity development on the career attitudes of Native American. Mixed methods will be employed in this research. Qualitative data from observations, focus groups, narrative program reports, and career life assessment approaches will explore the program impacts on youth STEM identity and engagement. Pre-post quantitative measures will assess student interest, motivation, spatial learning, and STEM identity. The project will make its research findings, after-school curricular resources, and a digital artifact repository available online for other Tribal Nations and after-school programs. The knowledge and insights gained from this research will provide evidence for the usefulness of project resources and will add to the knowledge base on developing culturally responsive programs that are co-created with the community. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.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.

该项目将开发和研究一个课后计划，旨在提高美国土著中学生的STEM职业兴趣和动机。 学生将使用数字技术，包括虚拟现实（VR），增强现实（AR）和3D打印，通过该项目的文化响应，基于问题的学习教育模块来解决空间设计问题。通过涉及课后教育工作者，社区成员和学生的生成性共同设计过程，该项目将在与美国原住民学生相关的学习环境的发展中融入历史和当代文化知识。该项目的目标受众是来自俄克拉荷马州三个部落的中学生和课后教育工作者。该项目将提高波尼部落、波塔瓦托米公民部落和奇卡索部落三个部落的课后STEM项目的基础设施和能力。超过250名美国原住民学生将参加课后课程，这些课程由通过暑期专业发展课程准备的教育工作者提供便利。该项目将创建技术中心和包容性课程，以支持社区定义的黑客松，家庭和部落公民将以优先考虑每个部落国家的实践，知识，技能和价值观的方式接触新的工作场所技术（VR，AR，3D打印）。项目研究将侧重于课后计划对美洲原住民青年的影响以及与他们的STEM职业发展相关的变量。该项目的研究计划借鉴了当代土著学者关于个人和科学身份发展对美洲土著人职业态度的作用。本研究将采用混合方法。来自观察，焦点小组，叙述性计划报告和职业生涯评估方法的定性数据将探讨该计划对青年STEM身份和参与的影响。前后定量措施将评估学生的兴趣，动机，空间学习和STEM身份。该项目将使其研究成果，课后课程资源，和数字文物库可在线为其他部落民族和课后计划。从这项研究中获得的知识和见解将为项目资源的有用性提供证据，并将增加与社区共同创建的文化响应计划的知识基础。该项目由学生和教师创新技术体验（ITEST）计划资助，该计划支持建立对实践，计划元素，背景和过程的理解的项目，有助于增加学生对科学，技术，工程，信息和通信技术（ICT）该奖项反映了NSF的法定使命，并通过使用基金会的知识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

Work-in-Progress—Decolonizing the Digital Divide: Problem Based Spatial Design Through Immersive Technology for STEM Education in Minority Populations

正在进行中的工作——消除数字鸿沟：通过沉浸式技术进行基于问题的空间设计，促进少数民族人口的 STEM 教育

• DOI: 10.23919/ilrn55037.2022.9816003
• 发表时间: 2022
• 期刊: 2022 8th International Conference of the Immersive Learning Research Network (iLRN
• 作者: Chandrasekera, Tilanka;Colston, Nicole;Asino, Tutaleni;Orona, Cynthia;Allen, Katie;Howard, Allison;Bott, Piper;Adewumi, Oluwafikayo
• 通讯作者: Adewumi, Oluwafikayo