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The Mobile Making Program: Supporting Maker-Based STEM Engagement Among Youth During Out-of-School Time

The Mobile Making Program: Supporting Maker-Based STEM Engagement Among Youth During Out-of-School Time

Sinem Siyahhan, Edward Price, James Marshall
Copyright: © 2023 |Pages: 22
ISBN13: 9781668477717|ISBN10: 1668477718|ISBN13 Softcover: 9781668477755|EISBN13: 9781668477724
DOI: 10.4018/978-1-6684-7771-7.ch002
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MLA

Siyahhan, Sinem, et al. "The Mobile Making Program: Supporting Maker-Based STEM Engagement Among Youth During Out-of-School Time." Developing and Sustaining STEM Programs Across the K-12 Education Landscape, edited by Jessica L. Spott, et al., IGI Global, 2023, pp. 23-44. https://doi.org/10.4018/978-1-6684-7771-7.ch002

APA

Siyahhan, S., Price, E., & Marshall, J. (2023). The Mobile Making Program: Supporting Maker-Based STEM Engagement Among Youth During Out-of-School Time. In J. Spott, L. Sobehrad, & R. Hite (Eds.), Developing and Sustaining STEM Programs Across the K-12 Education Landscape (pp. 23-44). IGI Global. https://doi.org/10.4018/978-1-6684-7771-7.ch002

Chicago

Siyahhan, Sinem, Edward Price, and James Marshall. "The Mobile Making Program: Supporting Maker-Based STEM Engagement Among Youth During Out-of-School Time." In Developing and Sustaining STEM Programs Across the K-12 Education Landscape, edited by Jessica L. Spott, Lane J. Sobehrad, and Rebecca L. Hite, 23-44. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7771-7.ch002

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Abstract

This chapter focuses on STEM out-of-school time and describes the Mobile Making program as a university-community partnership-driven out-of-school (OST) program wherein racially and ethnically diverse university students bring materials in their own vehicles and facilitate youth's engagement and learning in maker-based STEM activities at school and community sites. The authors discuss the program model and the lessons learned about how to (a) design maker-based STEM activities for youth (grades 4th through 8th), (b) recruit and train undergraduate students to serve as near-peer mentors, (c) work closely with school sites, (d) scale this program to multiple sites, and (d) sustain this afterschool program over the years. Further, the authors share the findings from phase two of the project and discuss implications for developing and scaling maker-based STEM afterschool programs.

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