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Using a Mobile Laboratory to Promote College-Level Outreach and Graduate Student Engagement in Precollege STEM Literacy

    Authors: Patricia Irizarry-Barreto1,2,*, Susan Coletta1,3, Kathleen Scott1,4
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    Affiliations: 1: Math and Science Learning Center, Rutgers University, New Brunswick, NJ 08901; 2: Office of STEM Education, Rutgers University, New Brunswick, NJ 08901; 3: Waksman Institute, Rutgers University, Piscataway, NJ 08854; 4: School of Arts and Sciences, Rutgers University, New Brunswick, NJ 08901
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    Source: J. Microbiol. Biol. Educ. March 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1438
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    Abstract:

    This article presents a case study about the impact that our mobile laboratory, the Rutgers Science Explorer bus, has had on the professional development of graduate students and content enrichment for the middle school communities in the state of New Jersey.

References & Citations

1. Committee on Highly Successful Schools or Programs for K–12 STEM Education2011Successful K–12 STEM education: identifying effective approaches in science, technology, engineering, and mathematicsThe National Academies PressWashington, DC
2. Penuel WR, Harris CJ, DeBarger AH2015Implementing the next generation science standardsKappan Mag966454910.1177/0031721715575299 http://dx.doi.org/10.1177/0031721715575299
3. Jones AL, Stapleton MK20171.2 million kids and counting— mobile science laboratories drive student interest in STEMPLOS Biol155e200169210.1371/journal.pbio.2001692285105725433680 http://dx.doi.org/10.1371/journal.pbio.2001692
4. Wyss VL, Heulskamp D, Siebert CJ2012Increasing middle school students in STEM careers with videos of scientistsInt J Env Sci Educ74501522
5. Aschbacher PR, Li E, Roth EJ2010Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicineJ Res Sci Teach475564582
6. Chemers MM, Zurbriggen EL, Syed M, Goza BK, Bearman S2011The role of efficacy and identity in science career commitment among underrepresented minority studentsJ Soc Iss67346949110.1111/j.1540-4560.2011.01710.x http://dx.doi.org/10.1111/j.1540-4560.2011.01710.x
7. Hughes RM, Nzekwe B, Molyneaux KJ2013The single sex debate for girls in science: a comparison between two informal science programs on middle school students’ STEM identity formationRes Sci Educ431979200710.1007/s11165-012-9345-7 http://dx.doi.org/10.1007/s11165-012-9345-7
8. Cepeda LF2009Effects of participation in inquiry science workshops and follow-up activities on middle school science teachers’ content knowledge, teacher-held misconceptions, and classroom practicesElectronic Theses and Dissertations118Denver UniversityDenver, CO

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2018-03-30
2018-07-18

Abstract:

This article presents a case study about the impact that our mobile laboratory, the Rutgers Science Explorer bus, has had on the professional development of graduate students and content enrichment for the middle school communities in the state of New Jersey.

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Figures

Image of FIGURE 1

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FIGURE 1

The Rutgers Science Explorer is a 40-foot-long Blue Bird bus that was custom designed to be a STEM laboratory. A) Exterior of the Rutgers Science Explorer. B) Interior of the Rutgers Science Explorer.

Source: J. Microbiol. Biol. Educ. March 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1438
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Image of FIGURE 2

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FIGURE 2

Outbreak Unit: Materials developed to conduct a clinical microbiology exploration where students identify two different bacteria causing outbreaks in the human population in New Jersey. A) Microbes guide ( Appendix 2 ). B) A 6-well plate before test (clear) and after test (pink and yellow results are obtained by adding one drop of pH indicator). C) Paper simulation of API strip.

Source: J. Microbiol. Biol. Educ. March 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1438
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Image of FIGURE 3

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FIGURE 3

Rutgers Science Explorer graduate students by STEM discipline ( = 80).

Source: J. Microbiol. Biol. Educ. March 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1438
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Image of FIGURE 4

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FIGURE 4

Career pathways taken by graduate students who have participated in the Rutgers Science Explorer program ( = 80).

Source: J. Microbiol. Biol. Educ. March 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1438
Download as Powerpoint

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