Using Human-Centered Design to Partner for Continuous Program Improvement of STEM Programming-Reference-Cited by-同舟云学术

Using Human-Centered Design to Partner for Continuous Program Improvement of STEM Programming

Published:2023-08-30 Issue: Volume: Page:71-94
ISSN:2329-5929
Container-title:Advances in Early Childhood and K-12 Education
language:
Short-container-title:

Author:

Denton Ashlie¹,Zhang Tong²,Moon Kristin³,Motamedi Jason Greenberg¹

Affiliation:

1. Education Northwest, USA

2. Oregon MESA at Portland State University Foundation, USA

3. Portland Public Schools, USA

Abstract

Oregon MESA provides students historically underrepresented in STEM fields with the skills, knowledge, and opportunities to develop their talents, explore technology-based careers, enter college, and compete successfully in the workforce. To provide project-based and participatory learning in its STEM out of school time program, MESA collaborated with teacher advisors and community members to co-develop and continuously improve its curriculum. Through this process MESA curriculum shifted from traditional inquiry-based programming that program leaders found to be limited and elitist toward an approach grounded in invention and human-centered design. This transition has meant that MESA is better able to build relevance and community partnerships that meet the needs of its students traditionally underrepresented in STEM. MESA has partnered with Education Northwest to evaluate the curriculum implementation and student and teacher Advisor outcomes. MESA has measurable impacts on students' sense of belonging, confidence and identities in STEM and invention, and ultimately graduation.

Publisher

IGI Global

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