University of Bahrain
Scientific Journals

Integrating Context and Authenticity to Increase Pre-College Engagement through the STEM Academy for Renewable Energy Education

Show simple item record Bosman, Lisa B. Chelberg, Kelli A. 2019-10-01T09:53:41Z 2019-10-01T09:53:41Z 2019-07-01
dc.description.abstract American Indian engagement in STEM undergraduate degrees remains limited, at best. One approach to increase minority interest and enrollment in STEM degrees is through culturally relevant pedagogy, incorporated into pre-college, high school level educational experiences. Due to the natural connection between American Indians and the environment, the authors set out to design a renewable energy focused learning experience for American Indian High School and undergraduate students. This paper outlines the development and assessment of the first STEM Academy for Renewable Energy Education offered to 10 students (7 High School students and 3 college level student mentors). The academy engaged students in a series of learning activities related to renewable energy, often based on a Problem Based Learning approach that encompassed STEM as well as the social sciences. Most activities had a small group and/or hands-on component, and embedded assessments were prevalent. The mixed methods assessment included surveys, a focus group, and facilitator observation. The findings provide considerable evidence that the academy made substantial progress toward its learning goals, including the fact that participating students found the experience to be very engaging, enjoyable, motivating, and rich with learning on new topics. The findings provide much insight into ways for faculty to engage both American Indian K-16 students in STEM topics through the context of renewable energy and sustainability. en_US
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International *
dc.rights.uri *
dc.subject summer en_US
dc.subject mentoring en_US
dc.subject solar energy en_US
dc.subject pre-college en_US
dc.subject K-12 en_US
dc.title Integrating Context and Authenticity to Increase Pre-College Engagement through the STEM Academy for Renewable Energy Education en_US
dc.volume Volume 7 en_US
dc.issue Issue 2 en_US
dc.contributor.authorcountry USA en_US
dc.contributor.authorcountry USA en_US
dc.contributor.authoraffiliation Purdue Polytechnic Institute, Purdue University, West Lafayette, IN, U.S.A. en_US
dc.contributor.authoraffiliation Department of Education, College of Menominee Nation, Keshena, WI, U.S.A. en_US
dc.source.title International Journal of Pedagogical Innovations en_US

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