Location
Hamilton Hall 112
Session
Session 6
Start Date
12-4-2014 9:30 AM
End Date
12-4-2014 10:30 AM
Description
The purpose of this session will be to discuss the outcomes, benefits and lessons learned from a collaborative service learning project with the local Girl Scout Council and the TEACH Project interns. This community partnership grew from a shared goal to engage 3rd through 6th grade girls in STEM-related activities and conversations. Based on current research findings, women hold less than 25 percent of STEM jobs. Therefore, a secondary goal of the project was to educate the girls on the STEM career choice available to them. The one-week STEM camp utilized a Girl Scout curriculum focused on three areas of science and technology including energy conservation, biology, and physical science. In addition, a fourth session covered technology and math. ULM’s new alternative certification teacher candidates had the opportunity to watch master teachers model pedagogical strategies and behavior management techniques for the first two days, co-taught on the third day and solo taught on the last day of instruction. Candidates were observed and evaluated by university supervisors who provided commendation and recommendations for improvement. This valuable field experience was an invaluable component of the introductory course rotation.
Girl Scouts Power Up with TEACH Project Partnership
Hamilton Hall 112
The purpose of this session will be to discuss the outcomes, benefits and lessons learned from a collaborative service learning project with the local Girl Scout Council and the TEACH Project interns. This community partnership grew from a shared goal to engage 3rd through 6th grade girls in STEM-related activities and conversations. Based on current research findings, women hold less than 25 percent of STEM jobs. Therefore, a secondary goal of the project was to educate the girls on the STEM career choice available to them. The one-week STEM camp utilized a Girl Scout curriculum focused on three areas of science and technology including energy conservation, biology, and physical science. In addition, a fourth session covered technology and math. ULM’s new alternative certification teacher candidates had the opportunity to watch master teachers model pedagogical strategies and behavior management techniques for the first two days, co-taught on the third day and solo taught on the last day of instruction. Candidates were observed and evaluated by university supervisors who provided commendation and recommendations for improvement. This valuable field experience was an invaluable component of the introductory course rotation.