Building Opportunities and Overtures in Science and Technology: Establishing an Early Intervention, Multi-Level, Continuous STEM Pathway Program

Autor/inn/en	Garcia, Jamie; Gibson, Rebecca A.; Breslav, Alexander; Alvarado, Jonnathan Singh; Seas, Andreas; Maduka, Austin; Coleman, Douglass; Fuller, Anthony T.
Titel	Building Opportunities and Overtures in Science and Technology: Establishing an Early Intervention, Multi-Level, Continuous STEM Pathway Program
Quelle	In: Journal of STEM Outreach, 4 (2021) 1, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2576-6767
Schlagwörter	STEM Education; Early Intervention; Grade 6; Grade 7; Grade 8; Disproportionate Representation; Middle School Students; Minority Group Students; Student Leadership; Mentors; High School Students; Undergraduate Students; Program Content; North Carolina (Durham) + Suchen Sie Ihr Suchwort? STEM; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Studentenwerk; High school; High schools; Oberschule; Studentin; Programmgestaltung
Abstract	Building Opportunities and Overtures in Science and Technology (BOOST) is an early intervention, multi-level, continuous STEM pathway program. Born out of a partnership between Duke University and Durham Public Schools, the BOOST program provides 6th through 8th grade students underrepresented in STEM fields with interactive, in-depth explorations of STEM education and STEM careers. BOOST uniquely provides program continuity through high school, undergraduate, and graduate leadership programming. The purpose of this article is to characterize the components of the BOOST program including program background, principles, structure, timeline, and leadership opportunities. BOOST highlights the benefits of integrating early intervention and continuity into the framework of STEM pathway programs. We hope that lessons learned from this program will inform existing programs and encourage the creation of future early intervention, multi-level, continuous STEM pathway programs. (As Provided).
Anmerkungen	Journal of STEM Outreach. PMB 0367, 230 Appleton Place, Nashville, TN 37203. e-mail: jstemoutreach@vanderbilt.edu; Web site: https://www.jstemoutreach.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01