Collaboration and Near-Peer Mentoring as a Platform for Sustainable Science Education Outreach

Autor/inn/en	Pluth, Michael D.; Boettcher, Shannon W.; Nazin, George V.; Greenaway, Ann L.; Hartle, Matthew D.
Titel	Collaboration and Near-Peer Mentoring as a Platform for Sustainable Science Education Outreach
Quelle	In: Journal of Chemical Education, 92 (2015) 4, (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed500377m
Schlagwörter	Cooperative Learning; Peer Teaching; Mentors; Sustainability; Science Education; Outreach Programs; Middle School Students; High School Students; College School Cooperation; Hands on Science; Science Laboratories; Laboratory Experiments; Science Experiments; Scaffolding (Teaching Technique); After School Programs; College Students; Student Attitudes; Secondary School Science; STEM Education; Student Surveys; Chemistry; Oregon + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Peer group teaching; Peer Group Teaching; Nachhaltigkeit; Naturwissenschaftliche Bildung; Jobcoaching; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Laboratory work; Laborarbeit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Collegestudent; Schülerverhalten; STEM; Schülerbefragung; Chemie
Abstract	Decreased funding for middle and high school education has resulted in reduced classroom time, which, when coupled with an increased focus on standardized testing, has decreased the exposure of many middle school students to hands-on science education. To help address these challenges, we developed an integrated outreach program, spanning grades 6-12, designed to engage students by bringing students to the University of Oregon to perform hands-on laboratory experiments. Initially developed to supplement science education lost to state-mandated furlough days, the programmatic design can be applied readily in other contexts including afterschool, weekend, or summer programs. The outreach activities and scaffolding rely heavily on near-peer mentoring, which provides a visible pathway for younger students to envision themselves as future scientists while also providing mentoring and leadership opportunities for high school, undergraduate, and graduate students. The use of near-peer mentoring is also critically important for the program's sustainability because it enables a more efficient allocation of graduate student and faculty time. In the first 2.5 years, over 450 middle school students have participated in the program and student feedback shows that students are engaged and excited about the outreach activities. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01