1 / 22

Connect, Learn, BreakThru: Virtual STEM E-Mentoring for Students with Disabilities

Connect, Learn, BreakThru: Virtual STEM E-Mentoring for Students with Disabilities. Gerri Wolfe, PhD University of Georgia Athens, Georgia. People with Disabilities and STEM.

bob
Download Presentation

Connect, Learn, BreakThru: Virtual STEM E-Mentoring for Students with Disabilities

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Connect, Learn, BreakThru: Virtual STEM E-Mentoring for Students with Disabilities Gerri Wolfe, PhD University of Georgia Athens, Georgia

  2. People with Disabilities and STEM SOURCES: Population and U.S. workforce—U.S. Census Bureau, Survey of Income and Program Participation, 2005; Students 6-17—U.S. Department of Education, Office of Special Education Programs, 2008; Undergraduate and graduate students—U.S. Department of Education, National Center for Education Statistics, National Postsecondary Student Aid Study, 2008; STEM doctorate recipients, NSF/SRS, Survey of Earned Doctorates 2008, Workforce and doctoral faculty—National Science Foundation, SESTAT data system, and Survey of Doctorate Recipients, 2006.

  3. BreakThru • NSF-sponsored Initiative of Georgia STEM Accessibility Alliance • Collaboration between University of Georgia and Georgia Tech, with Partners at Georgia Perimeter College and Clarke, Greene, and Gwinnett County High Schools • Online Learning Communities for Students with Disabilities • Second Life • Skype • Twitter • Online Discussion Groups

  4. E-Mentorship in BreakThru • The purpose: Fostering a relationship in which experienced persons share knowledge and perspectiveand achieve the personal and educational growth of students through digital communication. • The focus: Breaking down barriers to STEM learning for students with disabilities to promote access and persistence in pursuit of STEM degrees and careers. • Key components: • Online learning and training practices based on universal design for STEM learning principles. • Access to virtual and social media tools to promote connections and community. • Linkage to local STEM resources to continue support of STEM ambitions.

  5. Overview of Mentors • Community of Mentors and Studentsto Provide Support, Guidance, Opportunities for Social/Academic Development, and Resources • Mentors Include: • Secondary Science and Mathematics Teachers • Postsecondary STEM Faculty • STEM Graduate Students • Advanced BreakThru Participants • Project Staff

  6. Participants’ Pre-test Profile • Participants are moderately high in their intent to persist in STEM education and pursue careers in STEM. • More than 65% of participants intend to take math and science courses in the next year, get a degree in math or science, and have a career in math or science. • Difficulty seeing themselves working as scientists and mathematicians.

  7. Participants’ Pre-test Profile • Participants perceive science as interesting and useful, but they also report moderate levels of anxiety concerning their performance in science. • Participants show high levels of negative math affect. This suggests that participants’ anxieties regarding their math performance may have dampened their interests in math. • Addressing performance anxiety, particularly in math, may be critical to enhancing participants’ positive affect towards math and science.

  8. Participants’ Pre-test Profile • Participants report moderately high levels of self‐determination (e.g., the ability to set goals and make decisions) • However, their abilities to effectively communicate, convey, negotiate or assert themselves (e.g. Self‐Advocacy) may be in need of improvement. • Impact ability to seek assistance

  9. How BreakThru Works • Recruited from a variety of sources • STEM advisors, STEM faculty, DS offices, etc. • Students apply on-line (georgiabreakthru.org). • Selected and matched to a mentor based on STEM background, interests, and other factors. • Connect via digital means and supported by BreakThru staff.

  10. Mentor Roles • Provide: • Support • Guidance • Opportunities for social & academic development • Link to resources • Role model planning, decision making, problem solving, and solution finding

  11. Mentees • Learn techniques to overcome accessibility barriers in STEM education to improve academic success. • Develop self-advocacy skills and the confidence to put them into practice. • Attend workshops designed to bring students and educators together. • All undergraduate and graduate students are eligible to apply for the mentee program.

  12. BreakThru Mentor Island • BreakThru’s most distinctive feature: Mentor Island located in the world of Second Life; • The core resource for BreakThru mentoring and training activities.

  13. E-Mentorship Activities • Virtual Mentoring Activities • Training Events • Speakers • Graduate Symposium/HS Transition Academy • Virtual Resources (field trips) • Virtual Incentives • 10 Mentoring Sessions Each Semester • Learning Modules

  14. E-Mentorship Sessions • 1,832 Mentor-Mentee meetings recorded 2012-2013. • Most popular platforms: E-mail and Telephone. • Most use a combination of communication media. • Digital Voice meetings lasted longer on average than other mediums (Second Life).

  15. E-Mentoring Effects on Students • Mentees are more positive about the quality of the communication and relationship than their mentors • Most mentors and mentees use three or more different communication media. • An increase in the number of communication media used is correlated with higher mentoring quality among both mentors and mentees. • An increase in the number of communication media is positively correlated to increases in self advocacy.

  16. Learning Modules • Approximately 25 learning modules: • All participants complete the 4 critical modules: • Time Management • Self-Determination • Introduction to STEM • Classroom Accommodations • Additional Modules: • 87% participants completed additional modules • Test Anxiety, STEM Study Skills, Taking Notes, Forming a Study Group most common • All relate to academic/classroom support.

  17. BreakThru Moments • Associated factors that affect development of mentor/mentee relationship • Roles shift • Pairs had to solve problems together which created role reversals • Technical problems with SL • Successful relationships moved beyond STEM concerns and discussed personal topics • “Someone you can talk about different things and get decent advice. You can look up to them.”

  18. BreakThru Moments • Factors that increase a mentee’s persistence in STEM • Disability advocacy • Ability to communicate disability needs. Identify barriers. Accommodations. • “I have an accommodation plan myself, so when they come to me with that paperwork, I know what it is all about. I’ve been there. I’m going to be the one that says, you can do this.” • Shared goals between mentor and mentee • Develop a mentoring goal plan invests both mentors and mentees

  19. Conclusion • Currently analyzing the data • E-Mentoring is effective using the variety of social media and virtual tools • E-Mentoring is effective as a method to students persisting in STEM education • Island Demo or Video

  20. More Information • Website: http://www.georgiabreakthru.org • Blog: http://blog.georgiabreakthru.org • YouTube channel: http://www.youtube.com/user/BreakThruGSAA • Facebook page: http://www.facebook.com/BreakThruGSAA

  21. Acknowledgements BreakThru is supported by the National Science Foundation, Research in Disabilities Education, under Award Numbers 1027635 and 1027655 Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

More Related