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

Equity-Oriented Conceptual Framework for K-12 STEM Literacy

We introduce a conceptual framework of K-12 STEM literacy that rightfully and intentionally positions each and every student, particularly minoritized groups, as belonging in STEM. In order to conceptualize the equity-based framework of STEM literacy, we conducted a systematic review of literature related to STEM literacy, which includes empirical studies that contribute to STEM literacy. The literature on the siloed literacies within STEM (i.e., science, technology, engineering, and mathematics literacy) also contributed to formulate the necessity of and what it means to develop STEM literacy. The Equity-Oriented STEM Literacy Framework illuminates the complexities of disrupting the status quo and rightfully transforming integrated STEM education in ways that provide equitable opportunities and access to all learners. The Equity-Oriented STEM Literacy Framework is a research-based, equity and access-focused framework that will guide research, inform practice, and provide a lens for the field that will ensure each and every student, especially minoritized students, develop, and are developing STEM literacy

“What IVC?”: Deep Vein Thrombosis in the Context of IVC Dysgenesis

Among young, otherwise healthy adults with unprovoked deep vein thrombosis (DVT), uncommon causes like variation in the normal sequential development of the inferior vena cava (IVC), must be explored. Anomalous IVC conditions are estimated to occur in up to 9% of the general population, with the rarest anomaly being IVC agenesis at 0.0005% - 1% general population prevalence. DVTs are more likely to develop in this population due to venous stasis from decreased venous return, even with the formation of extensive collateral veins. Herein, the authorial team presents a 22-year-old patient with leg pain and swelling who was found to have acute DVT, and, incidentally, the absence of the suprarenal IVC with a robust collateral system on further imaging studies. The morbidity of DVTs in this population is very high, and attention should be given to young patients who present with new-onset DVT in the setting of normal coagulation studies and lack of personal or family history of clotting disorders, as the need for specialized imaging such as venograms is necessary to secure the proper diagnosis

Opportunity and Access to Informal STEM Learning Environments

Informal STEM learning experiences can provide context for and extend students’ learning in formal STEM learning environments (Roberts et al., 2018). Not restricted by constraints faced by formal school settings (Myers et al., 2013), informal learning environments allow for real-world modeling examples (Martin, 2004; Meredith, 2010) and help students better understand concepts (Popovic & Lederman, 2015). Moreover, participation in informal learning environments has been shown to increase students interest in STEM (Mohr-Schroeder et al., 2014; Baran et al., 2016). Given the need to spark students’ interest in STEM and to address limitations many students experience in formal mathematics instruction, we used a situated learning perspective to answer the following research question: how does participation in an informal STEM learning environment influence middle school students’ perceptions of STEM? Using naturalistic inquiry and a situated learning lens, we analyzed 254 unique student interview transcripts collected from informal STEM learning experiences at three different universities in the United States. Two primary themes emerged from the data. The informal learning environment (a) provided students with creative problem solving opportunities and (b) allowed for the exploration of applications of STEM, particularly in robotics. Using authentic STEM activities allowed students to engage in the process of science and mathematics and develop an appreciation for authentic applications of STEM content

Yakuza in Japan: Why Are They Still There?

Project files are comprised of 1 page pdf and presentation recording in mp4 format.For generations Japan has been trying to control and contain their mafia organizations known as yakuzas. The yakuza groups have been an issue since the Tokugawa era in the early 1800s, and to this day they continue to defy the Japanese government which has never been able to fully rid the country of these organizations. In our research we examine why the Japanese government has such a hard time trying to deal with yakuza and why the yakuza have a big impact on Japanese society. For our research we will be using sources such as historical documents, police reports, articles/newspapers, and first hand accounts on dealing with yakuza. Taking a look at such sources has led us to finding out that the Japanese government is starting to crack down on yakuza more since 2011 with the support of the United States government though the yakuza still continue to hold roots in Japanese businesses and citizens. We hope to bring awareness to this topic and teach people how the yakuza organizations have changed and adapted over the years, how they are currently being handled in Japan, and how they could be dealt with in the future

Equity-Oriented Conceptual Framework for K-12 STEM literacy

Abstract We introduce a conceptual framework of K-12 STEM literacy that rightfully and intentionally positions each and every student, particularly minoritized groups, as belonging in STEM. In order to conceptualize the equity-based framework of STEM literacy, we conducted a systematic review of literature related to STEM literacy, which includes empirical studies that contribute to STEM literacy. The literature on the siloed literacies within STEM (i.e., science, technology, engineering, and mathematics literacy) also contributed to formulate the necessity of and what it means to develop STEM literacy. The Equity-Oriented STEM Literacy Framework illuminates the complexities of disrupting the status quo and rightfully transforming integrated STEM education in ways that provide equitable opportunities and access to all learners. The Equity-Oriented STEM Literacy Framework is a research-based, equity and access-focused framework that will guide research, inform practice, and provide a lens for the field that will ensure each and every student, especially minoritized students, develop, and are developing STEM literacy