Prime the Pipeline: Putting Knowledge to Work

• In Event: STEM Learning to STEM Careers

Abstract

The need for more experts and innovators in STEM fields is critical to the success of our nation (Bray, 2010; Couto, Mani, Lewin, & Peeters, 2007; National Science Board, 2010). While this need has been increasing since 2000, the number of students pursuing and completing degrees in these fields is decreasing (Kendall, Pollack, Schwols, & Snyder, 2007; National Academies of Science, 2007). Prime the Pipeline Project ( P3): Putting Knowledge to Work (NSF, #0833760, 2008 - 2011) proposed a solution to this problem by designing, implementing and evaluating the scientific village strategy for 1) increasing student interest in and success with the study of mathematics and science, and introducing them to engineering design principles, workplace technologies and to STEM careers, and 2) by updating teachers in STEM fields.
Additional support for P3 comes from 1) research on workplace needs in STEM fields (Bray, 2010; National Science Board, 2010); the power of integrated projects to enhance student acquisition and application of mathematics and science concepts and skills and various technology tools (Corcoran & Silander, 2009; Darling-Hammond, et al., 2008) and to motivate students to learn (Allen, Bonous-Hammarth, & Suh, 2005; Sedlacek, 2004; and 3) evidence that teachers are underprepared to engage students in the application of mathematics and science concepts and new technologies to the solution of workplace problems (Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2009; Stigler & Hiebert, 2009).
The Scientific Village vehicle for achieving the P3 goals, is a community of high school students and secondary school certified teachers (participating as learners), scientist leaders, and undergraduate students who serve as assistants to the leaders and mentor the villagers. Villagers work collaboratively on long-term high interest projects/problems, designed by the scientists that require application of STEM concepts and skills. The approach reverses the lecture-and-then-apply method of instruction. Rather, villagers bring to bear what they already know and gain information/direction at point of need. Villagers work in the labs of the university for 9 weeks each semester in late afternoons during the academic year, and for two weeks during the summer. Among the 28 different P3scientific villages : Cellular Communications and Network Design; Cleanroom Science; Wind Turbines; Aviation Flight Training; Programming Apps for iPods and iPads, Technology Remix Music Lab; Photography Creativity + Technology; 3-D Virtual Modeling for Emergency Services; Film and Media Production; and Forensics and DNA Fingerprinting.
Results through the end of December 2010, strongly favor P3 students with respect to number of advanced (AP, Honors, Dual Enrollment) courses completed (Mi = 4.44, Mc = 2.29; F(1,68) = 10.77; p = 0.002); and number of STEM courses taken (Mi = 7.68, Mc = 4.97; F(1,68) = 19.63; p < 0.001). Furthermore P3 students were more likely to take courses beyond graduation requirements, including Chemistry (48%), Pre-Calculus or Calculus (46%), Physics (51%), Advanced Biology (34%), Engineering (14%), and Anatomy and Physiology (14%). Students and teachers showed significant gains with Village-specific knowledge; and. teachers indicated changes in expectations for student performance and greater use of integrated projects.

Author

• Carole E. Greenes, Arizona State University