Employing the Low-Stakes Intentional Failure Technique (LIFT) to Scaffold Development of Underrepresented Student’s Self-Efficacy

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  In Roundtable Session: Culture, Learning, and Design (Table 3)

Abstract

This paper explores the real-world application of ordinary tools used in extraordinary ways as a means to shatter barriers to participation for students largely underrepresented in STEM from marginalized rural communities. Through the provision of blended learning, students engaged in innovative cross-cultural STEM education built upon the low-stakes intentional failure technique (LIFT). Learners worked amongst peers, student mentors, and subject matter experts employing the just-in-time application of concepts. Students utilized 21st Century skills while navigating the iterative engineering design processes. Qualitative observations were conducted detailing the experiences of the students involved in the project to provide narratives relating to their experiences with the intention of gaining insight regarding how best to recruit, engage, and retain students in STEM educational pursuits.

Authors

• Tonika J. Jones, University of Florida

• Matthew Traum, University of Florida

• Jodi Doher, Santa Fe College

• Adrienne Provost, University of Florida

• Pasha Antonenko, University of Florida