A Texas university STEM center has conducted a summer camp for urban secondary studentsevery year using STEM Project-Based Learning (PBL) as the primary instructional mode. During thesummer of 2014, students (n = 48) designed an artifact on a 3-D printer and were also involved in otherSTEM projects requiring the ability to design creative, artistic solutions to a problem and used these as amarketing tool. Pre- and post-test questionnaires measuring student perceptions of the presence of arts inSTEM projects and careers were administered. Additionally, interviews were conducted with selectedstudents. Results showed a positive feeling about including creativity and the arts in STEM projectswhere students were comfortable, but a hesitancy to participate in 3-D printing, an activity for which theyhad no prior knowledge.
|Title of host publication||Conference proceedings: International Conference on Urban Education|
|Place of Publication||Charlotte, NC|
|Publisher||Urban Education Collaborative|
|Number of pages||5|
|Publication status||Published - 2014|
|Event||International Conference on Urban Education - Half Moon Hotel, Montego Bay, Jamaica|
Duration: 06 Nov 2014 → 08 Nov 2014
|Conference||International Conference on Urban Education|
|Abbreviated title||Building and Sustaining Global Partnerships for Learning and Development|
|Period||06/11/14 → 08/11/14|
Capraro, M. M., Capraro, R. M., Nite, S. B., Morgan, J., & Peterson, C. A. (2014). Does inclusion of the arts in STEM project-based learning increase motivation for learning for urban students in informal settings? In Conference proceedings: International Conference on Urban Education (pp. 204-208). Urban Education Collaborative.