AM Posters 2009 START Conference Manager    

Evaluating technology-, information literacy-, and content-related learning outcomes among undergraduate students in face-to-face and social networking environments

Phillip Edwards, Evelyn Daniel, Jane Greenberg, Jacob Kramer-Duffield, Hill Taylor, David Woodbury, Stephen Seiberling, Alan Weakley and Michael Shoffner

(Submission #76)


Abstract

Recruitment and retention of women and students of color in science, technology, mathematics, and engineering (STEM) disciplines remain challenging for secondary and post-secondary educational institutions. Changes in the ways that STEM topics are taught have the potential not only to increase recruitment and retention among these historically underrepresented groups but to generate increased interest in scientific topics and processes among students and citizens more broadly. The NSF-funded Bot 2.0 project is an innovative technological approach to enhance student interest in the biological and botanical sciences and address the lack of diversity among the population of students who ultimately pursue advanced education and careers in these fields. The primary activity associated with the Bot 2.0 project is an educational initiative called BotCamp. In the summer of 2008, a cohort of undergraduate students from a range of institutions in the Piedmont region of North Carolina were recruited to take part in an online and face-to-face curriculum. The curriculum incorporated Web 2.0 technologies such as social software and cell phones to facilitate student engagement with the disciplinary content of the course. The second iteration of BotCamp is scheduled for summer of 2009. Based on the results of the research and evaluation of BotCamp 2008, the espoused student learning outcomes, the structure of the curriculum, the technologies being using, and the associated methods of evaluation have been modified to better align with student needs and with the goals of the project. This poster discusses the process through which these changes were derived and assessedódiscussing lessons learned from the BotCamp 2008 curriculum; connecting these conclusions to the rationale for subsequent modifications of learning outcomes, curriculum, technologies, and evaluation methods; and presenting the preliminary results of the BotCamp 2009 evaluation.


  
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