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dc.contributor.authorHoward, Ayanna M.
dc.contributor.authorDorsey, Rayshun
dc.date.accessioned2019-04-25T19:39:09Z
dc.date.available2019-04-25T19:39:09Z
dc.date.issued2010-12
dc.identifier.urihttp://hdl.handle.net/1853/61007
dc.descriptionIssued as final reporten_US
dc.descriptionPC2Mainen_US
dc.description.abstractEvery day, at least eight million children and youth are left alone and unsupervised once the school bell rings. After-school hours are a critical time for youth. That time can represent either an opportunity to learn and grow, through quality after-school programs, or a time of risk to youth's health and safety. Students from underserved communities need exposure to real world situation and should be given such opportunities early in their education, to stay competitive in the world area of science, technology, engineering and math (STEM). Underserved students need more informal education opportunities based on science and technology that challenge young adults in STEM fields and connect them with the scientific and technology community.en_US
dc.description.sponsorshipUniversity of Notre Dameen_US
dc.language.isoen_USen_US
dc.publisherGeorgia Institute of Technologyen_US
dc.relation.ispartofseriesSchool of Electrical and Computer Engineering ; Project no. 113043en_US
dc.subjectSTEM educationen_US
dc.subjectUnderserved communitiesen_US
dc.titleMeasuring the effectiveness of robotics activities in underserved K-­12 communities outside the classroomen_US
dc.typeTechnical Reporten_US
dc.contributor.corporatenameGeorgia Institute of Technology. Office of Sponsored Programsen_US
dc.contributor.corporatenameGeorgia Institute of Technology. School of Electrical and Computer Engineeringen_US
dc.contributor.corporatenameWizKidz Science and Technology Centersen_US


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