FULL STEAM AHEAD
2022-23 GRANT OUTCOMES
ADMINISTERED BY THE CONSORTIUM OF
FLORIDA EDUCATION FOUNDATIONS
PREPARED BY THE STEM2 HUB The Northeast Florida Regional STEM2 Hub is pleased to partner with the Consortium of Florida Education Foundations to measure the impact of STEM programs across the state. We are pleased to present our finding son the outcomes of the AT&T STEAM Grant administered by the Consortium of Florida Education Foundations. For questions regarding the report, please contact Dr. Kathleen Schofield, Executive Director, at kathleen@stem2hub.org
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BACKGROUND The Importance of K-12 Exposure to STEAM Education for Career Thinking Engaging K-12 students in STEM (Science, Technology, Engineering, and Mathematics) programs is of paramount importance in cultivating a strong interest in STEM careers and nurturing a skilled, diverse workforce for the future. Early exposure to these fields bridges the gap between theoretical learning and real- world problem-solving, allowing students to grasp the practical applications of STEM concepts (Tai et al., 2006). As a result, their attitudes towards STEAM subjects become more positive, increasing the likelihood of pursuing STEM careers later in life. An integral aspect of promoting a robust STEM workforce lies in fostering diversity within STEAM programs. Encouraging participation from students of all backgrounds, including underrepresented minorities and girls, contributes to a more inclusive and innovative STEM community (National Academy of Sciences et al., 2011). Diverse perspectives lead to a broader range of ideas and solutions, enriching the dynamism and effectiveness of STEM fields. Incorporating hands-on learning and interactive projects into STEAM programs sparks excitement and relevance for students. Engaging in practical experiments and problem-solving activities showcases the real-world applications of STEM concepts. This active learning approach nurtures critical thinking, creativity, and teamwork skills, all of which are vital for success in STEM careers and beyond (Pedersen & Liu, 2003). Furthermore, involvement in STEAM programs affords students the opportunity to explore a multitude of STEM career paths. Interacting with professionals and experts in STEM fields provides valuable insights into the various roles and opportunities available (Olson & Labov, 2010). Early career exploration empowers students to make informed decisions about their educational and professional paths, ultimately increasing their chances of pursuing fulfilling and successful careers in STEM. Research indicates that students engaged in STEAM programs often exhibit improved academic performance not only in STEM subjects but also across other disciplines (Sirin, 2012). The hands-on and practical nature of STEAM education enhances their understanding and retention of complex concepts, leading to better academic achievements overall. K-12 STEAM programs play a pivotal role in nurturing the interest and proficiency of students in STEM fields. By providing early exposure, promoting diversity, offering hands-on learning experiences, and encouraging career exploration, these programs prepare the next generation of professionals to tackle complex challenges, drive technological advancements, and contribute to the growth and development of STEM industries. As a result, they are instrumental in shaping a bright and innovative future for our society. Grant Awards Awards were made to the local education foundations in each of the following Florida School Districts: Baker, Bay, Bradford, Brevard, Broward, Clay, Collier, Escambia, Flagler, Franklin, Lake, Leon, Martin, Okaloosa, Osceola, Polk, Santa Rosa, St. Johns, Suwannee, Volusia
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Data Collection Data were collected at the conclusion of the program using a retrospective survey where students were asked to think about how they felt compared to the start of the program. Survey questions were based upon a modified version of the PEAR Institute’s Retrospective Survey which was created in partnership with the University of North Florida. Participants A total of 1,453 students participated in the survey. The survey was designed to accommodate primary aged (PK-3) students, as well as all students, K-12. The primary-aged version of the survey was designed following a Likert-like design and utilizing images instead of text for pre-readers or emergent readers. Primary teachers used their discretion when deciding which version of the survey to administer. Goals The goal of the survey was to determine student interest in and sense of belong in STEAM. Student interest was gauged with relation to taking additional STEAM classes, taking a STEAM program in college, and/or considering a STEAM career. Self-perceived student learning outcomes were measured, as well as resiliency and problem solving, and overall engagement in school as a result of participation in the program. The survey also measured the learning environment through questions about student sense of care by the adults in the program and a measure of trust students had for the adults in the program. Across the state, students highly enjoyed the programs that they participated in through their Education Foundation partners. The data revealed that leaders at the district level developed positive learning environments where students felt cared about and that they trusted the adults who worked with them. Programmatic outcomes were positive for all subgroups with regard to enjoyment, perseverance in problem solving, self-efficacy and a sense of belong in STEAM. Positive outcomes were accomplished across all subgroups.
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POPULATION SURVEYED
Ethnicity
Demographic data was self-reported on the survey. The population served, as measured by participation in the survey consisted of Caucasian (40%); African American (11%); Latino or Hispanic (21%); and Asian/Pacific Islander (2%). 8% of participants identified as Biracial and 16% chose not to disclose their ethnicity.
Gender
Approximately 49% of students served were males and 43% were female. The remaining 8% of students chose not to disclose their gender. Students in all grade levels, K-12, were served by the program.
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Program Ratings
Students were asked to respond to the following questions rating on a 5-point Likert-like scale.
Enjoyment: I enjoyed this program.
Challenging: This program challenged me to do things I could not think I could do.
Likelihood of Recommending: I would tell my friends to join this program.
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Learning: I learned a lot in this program.
Caring Adults: The adults in my program cared about me.
Trust: I trusted the adults in this program.
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Persistence in Problem Solving
This program challenged me to do things I didn’t think I could do.
Career Interest
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Primary Students The findings revealed that even among primary students, a significant majority (over 66%) demonstrated a remarkable sense of perseverance in problem-solving. They expressed a resolute determination to persistently work on a problem until they uncover a solution, showcasing their tenacity and commitment to overcoming challenges. Only a mere 3% of primary students reported that they would give up, indicating that the vast majority were inclined to face difficulties head-on. Interestingly, this trend of strong perseverance in problem-solving continued as the students progressed into the upper grade levels. The older students also exhibited a similar tenacity, with a substantial proportion showing the willingness to persist in their efforts to solve problems. This consistency in the pattern of perseverance throughout the different grade levels highlights the enduring nature of this valuable trait among students as they advance in their education. Such resilience and determination in problem-solving have significant implications for their academic growth and future success. By instilling this positive mindset and approach to tackling challenges, educators and parents can further nurture students' problem-solving skills and equip them with invaluable tools to thrive in their academic journey and beyond.
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STEAM Activities Students were asked to report on how often they participate in STEAM activities outside of school time. Overwhelmingly, across all categories, in both age groups, the students reported spending relatively little time doing “ STEM Things ” during out of school time.
It's not uncommon to find that students, across various age groups, may report spending relatively little time engaging in STEAM activities outside of school. There can be several reasons for this observation, including:
1. Limited exposure: Students might have limited exposure to STEAM activities outside of school, which could be due to the availability of such opportunities in their local community.
2. Lack of resources: Engaging in STEAM activities often requires access to resources such as science kits, electronics, or materials that some students may not have at home.
3. Time constraints: Many students have busy schedules with various extracurricular activities, family commitments, and homework, leaving them with limited time for pursuing STEM-related interests.
4. Interest and motivation: Not all students may have a strong interest or motivation in STEM fields, leading them to spend their leisure time on other hobbies or activities.
5. Perceived difficulty: Some students might perceive STEAM activities as challenging, leading them to choose more accessible and familiar leisure activities.
6. Gender and cultural stereotypes: Certain societal stereotypes and cultural norms may influence students' interests and choices regarding STEAM activities outside of school.
Grades PreK - 3
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Grades 1-12
Addressing the challenges of limited STEAM engagement outside of school necessitates a comprehensive and multi-faceted approach involving collaboration among schools, families, and the community. Schools play a critical role in promoting STEAM interest by offering a diverse array of after-school STEAM programs, clubs, and workshops, much like the initiatives supported through this program. These opportunities not only allow students to delve deeper into STEAM subjects but also foster a sense of curiosity and excitement about the possibilities in these fields. As evidenced by the compelling data presented herein, one key aspect of this approach is changing societal perceptions regarding STEAM education. By elevating the understanding of the importance and relevance of STEM fields, we can inspire students to explore these areas with a newfound enthusiasm. Highlighting the myriad of opportunities and exciting career paths available in STEM can motivate young minds to embrace these subjects and envision a future in which they can make meaningful contributions. It is critical that teachers are empowered to bring high-quality STEAM educational curriculum and materials into the school day. By collectively addressing these barriers, we can create an ecosystem that encourages more students to actively participate in STEAM activities outside of school. This, in turn, leads to the development of a stronger interest and proficiency in science, technology, engineering, and mathematics fields. Moreover, nurturing this interest from an early age builds a foundation for a future workforce that is skilled, diverse, and well-equipped to tackle the challenges and advancements of our rapidly evolving world. As we invest in the passion and potential of our students, we are investing in the growth and prosperity of our society as a whole.
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CONCLUSION
The program was incredibly successful at giving students across the state foundational experiences with STEAM curriculum that were aligned to Florida standards as well as aligned to the skills needed for the high- wage, high- demand jobs that will be available for today’s students. Through this p rogram, the grant served students across the full spectrum of grade levels – kindergarten through graduation! Participating students showed commitment to problem-solving and persevering until they reached success. This is a critical skill that will impact them in all areas of their lives, from their time as a student and into the workforce. Critical thinking and problem solving are essential for all aspects of STEAM careers. By coupling this “stick -to-it- ness” with the highly engaging projects that wer e implemented through this funding, students found a high level of engagement (as evidenced by their high ratings in recommending the program to a friend, as well as their high interest in continuing their exploration of STEAM programs). Students developed habits of the mind that will likely empower them to persevere in academic content on their journey through school. Self-efficacy and a sense of identity and belong in the STEAM fields are critical to develop early, as many subgroups loose interest in STEAM fields because they do not see themselves in the careers. Data from this survey also indicated positive outcomes for underserved groups who are underrepresented in the workforce. One indicator is a feeling of accomplishment when being challenged to do something that the student did not think they could do. In all subgroups, especially girls and African American students, the students overwhelmingly reported agreement or strong agreement with the statement, “This program challenged me to do things I di d not think I could do.” One area where the data revealed a challenge is the transfer from student enjoyment, self-confidence, and self- efficacy to pursuing a college program in STEAM and furthering themselves to the workforce. While students enjoyed their programs, felt challenged, and wanted to continue to have experiences in these areas, many did not connect these experiences to careers. To increase student interest in pursuing STEAM careers, focus should be placed on showing the experiences explored in the various programs placed in the context of the workforce. Further exposure to STEAM programs will help students continue to build relevant skills for their future and for the economic development of our communities by building a robust STEAM talent pipeline. The work in this project exemplified a positive move in the direction of building student self-efficacy towards the careers of the future.
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References
National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. (2011). Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads. The National Academies Press. DOI: 10.17226/12984
Olson, S., & Labov, J. B. (2010). Broader Impacts of the NSF CAREER Awards: Examples from the Division of Chemistry. National Academies Press. DOI: 10.17226/12820
Pedersen, J. E., & Liu, M. (2003). Teachers' beliefs about issues in the implementation of a student-centered learning environment. Educational Technology Research and Development, 51(2), 57-76. DOI: 10.1007/BF02504504
Sirin, S. R. (2012). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research, 82(3), 125-156. DOI: 10.3102/0034654312453633
Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science. Science, 312(5777), 1143-1144. DOI: 10.1126/science.1128690
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FULL STEAM AHEAD
2022-23 GRANT OUTCOMES
ADMINISTERED BY THE CONSORTIUM OF FLORIDA EDUCATION FOUNDATIONS
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