A year long Science, Technology, Engineering and Math (STEM) program was developed for middle schools students on Individualized Education Programs (IEPs) involving learning disabilities. The workshops were designed to encourage students both on IEPs and not on IEPs to explore STEM as a future career choice by building their knowledge and confidence. The participants in the workshops included 11 students on IEPs and 15 students not on IEPs. Parents also provided feedback regarding their attitudes toward the program. The results indicated that there were increases in student participant knowledge and career interest for both the students not on IEPs and the students on IEPs. Overall, reactions to the program from both students and parents were quite positive.
The Enhancing Access and Fostering Science, Technology, Engineering and Math (STEM) Program for specific learning disabilities students is a National Science Foundation Research in Disabilities Education Focused Research Initiative (RDE-FRI) funded program at The University of Akron. The program is the first such program in Northeast Ohio and will provide educational opportunities designed to motivate and support specific learning disabilities (SLD) and typical middle school students in the STEM fields. The three major objectives of this pilot project are: 1) encourage SLD and typical students to explore STEM as a future career choice by building their confidence and efficacy in STEM, 2) develop empathy and better appreciation of diversity amongst students who would traditionally enter engineering programs and 3) develop understanding, better appreciation of diversity, and an elaborated sense of teaching and learning amongst the participants. Exciting hands-on activities based on the intelligent balloon, sensors, and information and communication technology are designed to spark and capture the interests of participants in the STEM fields. The materials presented at the workshops will illustrate aspects of inclusive technology and engineering classroom education that will help the students succeed. The purpose of this paper is to describe, summarize the findings and assess the first year summer STEM workshop for SLD and typical middle school students. Data obtained from the participants and their parents via various surveys were used in the analysis.
Hippocampal input to the hypothalamus is known to be critically involved in mediating the negative feedback inhibition of stress response. However, the underlying neural circuitry has not been fully elucidated. Using a combination of rabies tracing, pathway-specific optogenetic inhibition, and cell-type specific synaptic silencing, the present study examined the role of hippocampal input to the hypothalamus in modulating neuroendocrine and behavioral responses to stress in mice. Transsynaptic rabies tracing revealed that the ventral hippocampus (vHPC) is monosynaptically connected to inhibitory cells in the anterior hypothalamic nucleus (AHN-GABA cells). Optogenetic inhibition of the vHPC→AHN pathway during a restraint stress resulted in a prolonged and exaggerated release of corticosterone, accompanied by an increase in stress-induced anxiety behaviors. Consistently, tetanus toxin-mediated synaptic inhibition in AHN-GABA cells produced a remarkably similar effect on the corticosterone release profile, corroborating the role of HPC→AHN pathway in mediating the hippocampal control of stress responses. Lastly, we found that chronic inhibition of AHN-GABA cells leads to cognitive impairments in both object and social recognition memory. Together, our data present a novel hypothalamic circuit for the modulation of adaptive stress responses, the dysfunction of which has been implicated in various affective disorders.
Through the analysis of relevant professional of domestic colleges and universities, on the basis of researching the demand for talent and industry characteristics in the field of resource recycling in Tianjin, tightly around the treatment and disposal of municipal sludge and electrical & electronic waste and their resource utilization, the authors have developed personnel training objectives, determined the professional characteristics and built significant curriculum system.Curriculum system, that is scientific and reasonable, can meet the current needs of the community, and has potential development capacity, will provide teaching information and reference for all other universities in this new professional construction.
The purpose of this article is to investigate the use of two commonly used selection variableshigh school grade point average and ACT composite test score, as predictors of success for African-American students in a minority engineering program. In a followup to an earlier study, we looked at a larger sample composed of 208 African-American students enrolled in the minority engineering program and 208 White students. There were two measures of success: graduation and university grade point average. Although both ACT and high school grade point average were significantly correlated with the success measures, when used in combination, high school grade point average was the only significant predictor for both African-American and White students.
A Science, Technology, Engineering and Math (STEM) summer Bridge Program was developed for high school students. The program was designed to encourage students to consider choosing an engineering major in college and to explore STEM as a future career. This was accomplished through a 10-week program involving multidisciplinary research activities. The participants in the program included 33 high school students. Among former participants in position to make a choice in terms of attending college, 100% had chosen to continue on in college, and 86% had chosen to major in a STEM area. The results indicated that that the program had enhanced their confidence in STEM and motivated them in choosing careers in STEM areas. Overall, the participants were very positive about the program and expressed appreciation for the opportunity.
For the past fifteen years, the United States has been faced with a steady decline in the number of students who are interested in the study of Science, Technology, Engineering and Mathematics (STEM). According to the study [1] of the four million high school sophomores in 1977, only 750,000 indicated an interest in science and engineering. This number further declined to 340,000 college freshmen who declared science or engineering as a major in 1980, and only 206,000 baccalaureate science and engineering degrees were awarded in 1984. Of these, only 46,000 received Master degrees in 1986 and approximately 9,700 Ph.D. degrees were granted. The picture is even bleaker for new college entrants in the next millennium. To increase the pool of students interested in STEM careers, it is important to develop programs capable of tackling disparities in STEM education and to provide a means of alleviating these problems. The purpose of this paper is to describe, summarize the findings and assess the first year summer and Saturday academic year STEM workshop programs for special learning disabilities (SLD) and typical middle school students. Exciting hands-on activities based on the Society of Automotive Engineers' "A World in Motion", smart balloon, civil materials, and information communication technology are designed to spark and capture the interests of participants in the STEM fields. In this paper the Civil Engineering curricula and hands-on activities presented at the workshops will illustrate aspects of inclusive technology and engineering classroom education that will help the students succeed. Data obtained from the participants and their parents via various surveys were used in the analysis.
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