Forum 5: Understanding Vaccine Efficacy and Effectiveness: A Statistician\u27s Perspective/Open Access STEM research

In the first part of this presentation, Jyotishka Datta discusses the concepts and calculations behind the efficacy and effectiveness for vaccines from a statistician’s perspective, as well as the different factors contributing to it. Prof. Datta also offers a brief tour through the history of vaccines in preventing infectious diseases and the development of statistical tools such as randomized controlled trials. Lastly, Prof. Datta discusses the direct and indirect effects, the inherent uncertainties involved with the efficacy and efficiency numbers and remark on their comparison. In the second part of this presentation, Angie Ohler discusses the vital role of open access in advancing research on COVID-19

Critical Reflections on Teacher Conceptions of Race as Related to the Effectiveness of Science Learning

The Maker Movement’s current traction in education revolves around the notion that constructing artifacts improves student interest and engagement. Often touted as a new and important way for students to access STEM content, “making” activities offer a unique opportunity to disrupt the traditional perceptions of who can successfully “do” STEM. Blending familiar materials and practices (e.g. sewing with a needle and thread) with atypical materials (e.g., conductive thread and sewable LED bulbs), electronic textiles, or e-textiles, allow makers to create working circuits in ways that connect with their out-of-school lives, including heritage and vernacular cultural practices. This article describes the experiences of one student and one teacher as they explored e-textiles for the first time in their respective roles. Our student, a thirteen year-old Native American girl, reported a sense of empowerment and newfound engagement with science; she shares the ways in which she was able to incorporate multiple aspects of her identity into her project. On the other side of the experience, we examine the ways in which our teacher’s ideas and conceptions of the abilities of his ELLs shifted as he taught science using e-textiles. Our discussion highlights the importance of these self and other conceptual changes as a mechanism for broadening participation in STEM learning

Concurrent Sessions - Finding the Footholds: An Orientation and One - credit Course for Community College Transfers in STEM at a Selective Liberal Arts College

Community college students transferring to four-year institutions to major in science or mathematics negotiate many transitions. Here we describe a one-credit course and customized orientation to help these students successfully navigate intense upper-level STEM courses and pursue professional experiences that could launch a career in STEM

High School Bridge Program: A Multidisciplinary STEM Research Program

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

Power, Responsibility, and Accountability: Re-Thinking the Legitimacy of Institutions for Climate Finance

Offers lessons from current mechanisms to finance climate mitigation and adaptation and considerations for legitimacy in new ones: the capacity to determine outcomes, the exercise of power as intended, and standards and systems to ensure accountability

An Evaluation of a STEM Program for Middle School Students on Learning Disability Related IEPs

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

Opportunity and Access to Informal STEM Learning Environments

The University of Kentucky (UK) STEM Experiences is a collaboration amongst the UK Colleges of Education, Engineering, and Arts & Sciences. Our goal is to expose students to a variety positive learning experiences and career options in the STEM fields. Additionally, the summer experiences