STEM 360: Multiple Touch Point Informal STEM Engagement Program for Underrepresented Urban Youth

• In Event: Asset-Based Ecosystem Learning Research: Toward Just Education Renewal?

Abstract

Objective
Building on understandings developed as part of the Synergies p4roject (cf., Paper Two), we discuss how an ecosystem approach to practice, supports 5th and 6th grade STEM outcomes: engagement and attitudes, career awareness, as well as more general outcomes such as school attendance and STEM academic achievement.

Framework
There is growing awareness that school alone is insufficient to support youth’s engagement with STEM-related subjects and careers (NRC, 2015). Instead, it is necessary to take more of a community-wide, “ecosystem” approach (e.g., Authors, 2015; NRC, 2015). Such approaches recognize that to achieve the goal of a STEM literate and engaged society, no single institution can accomplish this (Traphagen & Traill, 2014). Rather, the entire STEM learning ecosystem, including schools, informal learning institutions, libraries, content experts, and families, need to be involved (Barron et al., 2009; Bevan et al., 2010; Authors, 2016; NRC, 2015; Traphagen & Traill, 2014). And importantly, none of these resources can work in isolation; all must work synergistically within the context of a single, coordinated system (Authors, 2016).

Method
The STEM 360 program, a state-funded collaboration centered at a space and science center, utilized an ecosystem approach to support 5th and 6th grade youths’ STEM careers awareness, STEM learning and academic achievement, and STEM engagement and attitudes. The program identified the following critical pieces of the STEM learning ecosystem: the people—local classroom teachers and museum educators designated as STEM coaches, informal science educators at local partner free-choice learning organizations; and the designed learning experiences—outreach programs within the school classroom and field experiences.

The mixed-methods longitudinal research study followed a cohort of students between 5th and 6th grade from schools participating in the program. We administered end-of-program surveys, based on existing validated research instruments, which included a series of retrospective pre-test quantitative and qualitative questions (cf. Hill, 2020; Hwaleck, et al., 2021; Pratt, et al., 2000), designed to capture changes in STEM career awareness, academic achievement, and STEM engagement and attitudes, comparing these measures before, and after the 2-year STEM 360 program.

Semi-structured interviews were also conducted with a subset of STEM 360 students at the beginning and end of their 5th and 6th grade school years. These interviews provided rich data about students’ existing interests and any changes in their interests, participation, and job aspirations in general and specifically STEM.

Results and Significance
Using qualitative and quantitative analyses, findings show that the program had a positive impact on students. There were significant increases in students’ STEM career awareness and aspiration, participation in STEM group activities (e.g., out-of-school programs, visiting a zoo) and self-organized activities (e.g., gardening, building or taking things apart), and attitudes towards, and interest in STEM in general, and specific STEM-related topics. Through this unique research opportunity, we have developed, tested, and refined how an ecosystem approach can be put into practice in support of youth’s STEM learning and engagement.

Author

• Deborah Siegel, Institute for Learning Innovation