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.
FULL STEAM AHEAD OUTCOMES - 2022-2023
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