Annual Report 2019 - 2020
Northeast Florida Regional STEM2 Hub
Annual Report 2019 – 2020
We convene, inspire, and invest in the STEM2 field by providing the essential missing elements to accelerate the growth of STEM2 education and careers.
STEM2 Hub envisions high - quality, culturally relevant STEM2 learning experiences for every child and young person. In STEM2 Hub ’ s view of Northeast Florida, students should have access to and possess a sense of belonging in STEM2 and lifelong learning pathways that extend across formal and informal K– 12 and higher education settings, including schools, science centers, and other STEM - rich institutions. A STEM2 education holds promise for powerfully transforming all students ’ access to and engagement in STEM2 for the promise of a diverse and inclusive workforce, entrepreneurship, a strong and healthy community, yielding economic prosperity and financial health for the individuals we serve
Thank you for your support. We cannot do this work without you!
From the Executive Director The year 2020 has proven to be one of unprecedented change around the world. Change that has deeply impacted our lives, communities and the children we serve. Our commitment to prepare students for the critical STEM jobs of the future has not waivered. Since our inception in 2015, we have opened doors to high quality STEM programs to over 100,000 local students, both within the school day and through afterschool and summer programs. We have worked with many partners, both locally and nationally, who have offered us support and insights into the needs of the workforce so that we can craft experiences to help students, especially those most underrepresented in the high - wage, high - demand STEM fields to develop 21st century technology skills.
Our work is designed with the end in mind: To develop a robust talent pipeline for economic prosperity, and a vibrant and healthy community where our students will thrive, be financially healthy, and have abundant opportunities to pursue their dreams. During these challenging times, we have: • Expanded our geographic reach by shifting to a hybrid or virtual learning environment, increasing student participation in STEM + CS learning during out of school time. • Redesigned professional learning for educators to accelerate the growth of computer science programs during the school day. • Accelerated our work with regard to closing the digital divide and structured program development to address elements that will help close COVID learning gaps. This year, we along with every other organization, had to find new ways to operate and to meet our mission. What does it take to be successful in these times? It takes critical thinking as well as the ability to apply tested strategies to solve novel problems. These critical thinking skills underpin every program and experience we develop. Whether it be through coding and programming a robot, through exploring AI and data science, learning how to fly a drone, or by hacking an engineering solution to solve an environmental problem or develop a roadmap for starting their own business, we will continue into 2021 to engage students in experiences that foster these skills so that we help open doors for a brighter future for those living in our community. We are seeing results! I am thankful for every one of you reading this, our partners. Without your support, we simply could not do this critical work! I can ’ t wait to see what we will accomplish together in the upcoming year! Kathleen Schofield, Ed.D Executive Director
From the Founder and Chairman of the Board
There is an enormous shortage of STEM talent across America. As a result, companies are finding it difficult to find the talent required to meet the needs of their workforce. The limited talent pool is affecting the emerging technology areas the most which ultimately impacts our economy. This shortage is creating an economic risk that needs to be addressed. It all starts with education. Our kids are not learning the critical skills required to participate in our technology driven workforce. We must align our education with the workforce. Students at all levels should have the opportunity to learn valuable skills that can be used in the workplace. Unfortunately, our underserved children are impacted the most. In order to be the global leader for prosperity and innovation, our kids have to be proficient in Math and Computer Science. The highest paid opportunities will be Technology based. The opportunities in key areas such as Software Development, Artificial Intelligence, Data Sciences, Cyber Security and others will lead the transformation in the digital world. The work being done by the Northeast Florida STEM2Hub is rapidly transforming the way we are educating and training our future workforce in Northeast Florida. Based on the current data, the North Florida workforce is teaching kids the critical STEM skills to be successful in the workforce. The work being performed by the STEM2Hub needs to be accelerated. With additional resources, the STEM2Hub model can be implemented across the State of Florida. We are very fortunate to have such a strong partnership between the STEM2Hub and our corporate community. The collective efforts are positioning the region as the talent hub for the future.
Gary Chartrand
Gary Chartrand
Founder
David Reichard
David Reichard
Chairman of the Board
STEM2 Hub Board of Directors
Gary Chartrand, Founder Executive Chair Acosta Sales & Marketing
Michael Aubin President Wolfson Children ’ s Hospital Kathleen Brandt SVP/CIO CSX Joe Nackashi President Black Knight Financial Ido Gileadi CIO FIS Devon Fox Director David Reichard, Chairman CEO Alluvion Staffing Inc.
Anna Lebesch, Ed.D. VP, Talent Development JAXUSA Partnership David Balz Vice President Haskell Jennifer Mason Chief Strategy Officer Auditmacs Jason Raymond VP/CISO Florida Blue Matthew Hutchins Vice President Wells Fargo Lisa Cochran CITI. Global Head of Operations Digitization & Technology Matt Kane, Vice Chair Founder & Board Member Greenshades
THE PLAYERS Mark Bosma Vice President TIAA
Education and Community Partners
Baker County School District
Girl Scouts of Gateway Council
Big Brothers/Big Sisters
Jax Chamber
Boys and Girls Clubs
Jax Police Athletic League
Clay County School District
JASMYN
Clay Education Foundation
NASA
Communities in Schools
Nassau County School District
Duval County Public Schools
Pace Center for Girls
Edward Waters College
Putnam County School District
Flagler County Public Schools
St. Johns County School District
Consortium of Florida Education Foundations
State of Florida Department of Education
University of North Florida
Florida State College at Jacksonville
YMCA
Hacking STEM
Microsoft Hacking STEM: In July of 2019, 30 local educators spent two weeks on campus at Microsoft learning computer science side - by - side with software engineers and developers learning foundations for invention and rapid prototyping. Upon return, and into the school year, the team implemented in while simultaneously scaling the work by training others in their schools and districts. Even as the pandemic forced school closures in the Spring of 2020, the work continued through virtual lessons, camps and professional learning experiences for teachers. Through the Microsoft Hacking STEM curriculum teachers continue to learn how to provide instruction which introduces data science through AI, IoT, and machine learning experiences. Hundreds of teachers and thousands of students have been introduced to these critical concepts that can be used to solve local problems and encourage invention, build an entrepreneurial mindset and lead to tomorrow ’ s innovations! We had the very first Day of Data celebration in partnership with the Microsoft Excel team! Biomimicry: Learning lessons from nature to solve everyday problems empowers students to think critically. A two - day workshop was held for 30 local educators to learn how to infuse biomimicry's core principles into secondary science classrooms. Employing these concepts teachers were trained to apply lessons learned from nature as they implement core science concepts into the classroom. During the 19 - 20 school year, teachers across the region implemented projects. The Hackathon and Design Challenge, which was scheduled for the spring, has been postponed due to COVID - 19. Summer Programs: We have developed a series of in - person, hybrid, and fully on - line summer programs for all grade levels. These programs range from being completely coding - based, utilizing robotic and drone simulations and on - line resources to a full Hacking STEM experience where kids received generous packets of supplies and learned breadboarding and circuitry. Over the summer, we reached over 1,000 students across the region in Duval, Nassau, St. Johns, Clay, and Flagler Counties through partner organizations, including the National Security Agency (NSA), FSCJ, UNF, Boys & Girls Clubs, Girl Scouts, Communities in Schools, and others. We measured outcomes using our modified PEAR Retrospective instrument and found that participant ’ s likelihood to pursue a STEM career has increased.
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Robotics
Robotic technology is changing the world! Autonomous processes are everywhere. We need to assure all children have access to robotic technologies. There has been exceptional growth across our region in access to robotics in after school programs, and we are making strides to bring robotics into the school day. Districts and schools around the region are institutionalizing robotics by budgeting for a stipend for a teacher to coach the robotics team, much like the sports programs. Even more remarkable is the infusion of robotics into the school day. Many schools are offering robotics during the school day through STEM classes. Through our partnership with LEGO Education, districts are developing long - term plans to assure all schools will equitably make robotics available to all children. Leadership buy - in and understanding of the critical workforce need for all students to have access to programs such as these is leading to robust participation, and a clear vision for STEM across our region. We began with the FIRST LEGO League (FLL). FLL is the first competitive level of the FIRST program. Students use the EV2 robot to learn to code and prepare to compete. Students develop a research project around a problem in the theme, program their robot to complete missions, and demonstrate their ability to work as a team, a much - desired workforce skill. The STEM2 Hub provided training to coaches all around the region to build team leadership capacity. Over 150 teams, serving close to 2,000 students, were started by the STEM2 Hub and receive ongoing support and training so that capacity can be built. Dozens of competitions have taken place, and many of our teams moved on to regional and even state competitions. Then the pandemic hit, halting in - person events. But this did not stop the forward progress. Continuing to work with our partners, we have developed a new support model that works for fully virtual, hybrid, and traditional in - person settings. We have even been able to expand our reach to younger students through FLL Junior and the WeDo robot! We are pleased to report that 100% of Communities in Schools sites, Boys and Girls Clubs, and selected Girl Scout troops and YMCA programs now have robotics programs across out region.
Even with all the tremendous progress, all students do not yet have access. Our goal is for EVERY student to have a chance to program a robot. We will not rest until we meet this goal.
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Computer Science Just four short years ago, computer science courses were being offered in only two high schools in Duval County Public Schools. It was critical that students would have the opportunity to take computer science courses in all high schools so that doors would be open for all students. In 2016, we began a partnership with Code.org in the region to bring computer science education to elementary school students. The work began in Clay County, and regional capacity was built so that instruction in computer science fundamentals was available across the region. In 2017, with just two high schools offering computer science, we set a goal to bring this offering to all high schools in the region. Just three years later, all high schools in our region are offering at least one computer science course. The following year, the STEM2 Hub was an earlier adopter of Computer Science Discoveries, a middle school course, now being taught formally or informally across middle schools in the region. Robotics and STEM courses are being implemented in the school day in middle schools, as well. Courses range from Advanced Placement Computer Science Principles to courses such as web design, 3D game design, cybersecurity, and more. New courses are currently being developed, such as Computer Science for AI and Mathematics for AI, and Introduction to Machine Learning. As demand for coding and computer science grows, access must be provided in a systematic way that assures access for all students. The state of Florida added two courses to the course catalog for computer science in elementary schools. Now, both Introduction to Computer Science I and II has been made available. There are approximately 1.2 million elementary school students in the state of Florida. There are 214,000 students, or 17% of elementary school students, presently enrolled in this course. Over 78,000 of those students attend school in Northeast Florida. Over half of those enrolled are students who are identified as part of a group who are underrepresented in the technology workforce.
We continue to build capacity for high quality computer science instruction to be delivered in our classrooms. The STEM2 Hub staff participated in the development and implementation of the Department of Education's Computer Science Bootcamps. These boot camps were designed to equip teachers to pass the State Computer Science Certification test. Over 1,000 Florida teachers have taken the week - long program, with hundreds from our region.
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Florida AP Computer Science Over Time
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Spotlight Partnership: Blue Origin ’ s Club for the Future
The space economy is rapidly developing as we recently launched two people into space from Kennedy Space Center, the first manned space launch on our shores in almost 10 years. Simultaneously, Cecil is developing as a spaceport and businesses are coming to Jacksonville, bringing space innovation and entrepreneurship to our community! Imagine students sending projects into space to see the effect of microgravity or acceleration forces acting upon it! Recently, NASA awarded a contract for companies to study and develop lunar landing systems for people to live and work on the moon! Think of the innovation and creation that will be sparked, AND THE JOBS that will be created!!! To prepare students to think about the space economy, we have partnered with the Club for the Future to launch a new project, Dream Big Florida. Through Dream Big Florida, ALL students in Florida have the opportunity to make a postcard depicting a problem on Earth that can be solved with access to space. Postcards were distributed by the Club for the Future to every school in Florida, and are being collected and returned to the Blue Origin launch site. The postcards are being flown as payload into space on the New Shepard Rocket. Upon return to Earth, the postcards will be “ stamped ” flown in space, and then returned to the students. What a commemorative item to have and imagine the sparks of STEM innovation that will be ignited!
STEM2 Hub ’ s Partners
Amazon
Blue Origin
Club for the Future
Code.org
Jacksonville Jaguars
Lego Education
Microsoft Hacking STEM
Microsoft Military Affairs
Microsoft Philanthropy
Microsoft TEALS
Woz Education
“ Talent is absolutely critical, for us to be able to attract jobs. It ’ s exciting for us to see how we can do things that get kids excited about space, it ’ s a new frontier and it ’ s the next economy. ” - Daniel Davis, President and CEO, Jax Chamber
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STEM2 Hub Highlights
*Some Photos Taken Prior to the Pandemic*
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Over 100,000 Students Coding Across the Region
1,500 Computers Distributed to Students
157 Competitive Robotics Teams Supported
56 Chief Science Officers Appointed
7,487 Students Attend Camps and Fieldtrips
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Workforce Development As we move into an era of rapid change due to the advancement of technology, it is critically important that we develop a pipeline of student learners who possess adequate background knowledge and readiness for STEM + Computer Science careers. These unprecedented changes are impacting just about every industry, including our national security, as articulated by a recent Pentagon report. For this reason, educational systems and schools must also change, reskilling educators to align curriculum and instruction with this new set of required skills as well as building learning pathways and experiences that will empower students to a new set of skills that are aligned with the needs of the workforce our country will require, both from the private and public sector perspectives. The jobs and the requirements for these jobs are rapidly changing, and all students need exposure to new skills and experiences to thrive in a technology rich environment where innovation is at the heart of learning and success. STEM skills will be required in at least 80% of all jobs, so schools and systems are compelled to assure all students graduate with these fundamental skills. Working in partnership with WOZ Education, we have identified critical pathways including drone technology, artificial intelligence, cybersecurity, mobile app development and engineering beginning in kindergarten, so that children develop confidence and strong self - efficacy, and see themselves in these careers.
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from the Boardroom to the Classroom
Virtual or Face - to - Face
STEM Learning CONTINUES
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Closing the Digital Divide
Students who do not have a computer are at risk and do not have the opportunities that are available to those with a computer. Those without a computer cannot complete their homework, explore coding, do research, explore careers, and complete applications for college. Simply put, this is not fair, and the business community has come together to address this societal issue. Through the generous donations of end - of - life computers from the business community, as well as the private funding to complete the refurbishments, we have been able to provide over 1,500 computers to students who have the greatest need. These computers are making a difference in the lives of students in our communities, stretching from the rural corners of the region, deep into the urban core. In the fall of 2019, THE PLAYERS and the PGA Tour came together to donate 500 computers to the Northeast Florida Regional STEM2 Hub to be refurbished and put into the hands of local students who did not have a computer. Little did we know we were right around the corner from the onset of the COVID - 19 pandemic, and that these computers, along with others from prior drives, would empower local students with access to their education during the challenges we faced together during 2020. THE PLAYERS and The PGA Tour donated 500 computers, the single largest donation in the history of this project, to aggressively empower local students. The STEM2 Hub worked with local businesses who refurbish computers to give the devices a refresh and update, with the latest operating system installed. Guidewell, the parent company of Florida Blue, provided the funding for the cost of refurbishment. The computers were read- ied, and the staff of the STEM2 Hub got to work identifying partners to work with so that students could be selected to receive a computer. The Northeast Florida Regional STEM2 Hub believes that ALL students need a computer of their own, but that providing students with a computer solves only part of the problem. For that reason, the STEM2 Hub staff works with other youth serving organizations, to connect us with those students in need, and align an educational experience that exposes students to potential STEM careers in various fields so that they are aware of the vast opportunities and high - demand, high - wage careers that are within reach! Partnering with other organizations allows pathways to be built for on - going experiences, such as camps, clubs, competitions, and coursework that can light the way for student success.
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Cultivating Tomorrows Leaders
The Chief Science Officer Program was founded by Dr. Jeremy Babendure of the SciTech Institute at Arizona State University. Babendure noticed that the student voice was missing in the STEM conversation. Beginning with a handful of Arizona students, the program has expanded to 9 states and 3 countries. Leadership at the STEM2 Hub knew it was time for Florida to join the growing list of international collaborators and make this available to Florida students. In the spring of 2019, visionaries from STEM2HUB and the Putnam County School District embarked on their journey to bring CSO to Florida, attending two rounds of Leadership Development Training. Their goal was action. The result was the introduction of the student Chief Science Officer (CSO) program into schools across North Florida. Two Leadership Training Institute (LTI) sessions took place at the University of North Florida during the academic year. The result was 56 certified CSOs at 23 schools in Florida. Our state is now part of the more than 1,000 students in 9 states and 3 countries. CSOs at each participating school must develop a STEM plan following the four goals of the CSO International Program. Like how the Future Farmers of America (FFA) are to agriculture, the CSO program is to STEM.
Joining forces to expand the reach is Broward County Public Schools, the sixth largest school district in the nation, who will be onboarding this
fall and expanding our program by as many as 50 schools!
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Teacher Preparation in Partnership with UNF
Over $4,000,000 in funding has been awarded to UNF, in partnership with DCPS and STEM2 Hub through a highly competitive grant from the US Department of Education to formalize and study teacher preparation to bring STEM into early childhood learning, thus setting the stage for system - changing best practices! The notion of an early childhood STEM+C classroom brings to mind a vision of young students in small groups, engaged in playful standards - driven exploration with a variety of manipulative materials, robots, building blocks and other tech toys. The young learners, informally stationed around the room, are carefully investigating the process needed for building a new home for a story character. Some are building content knowledge through direct teacher instruction on measurement standards. Others are engaged in creating a vehicle that can move their building materials to the imaginative construction site. Others are testing their structures by collecting and analyzing data. Some are exploring books in the literacy area on the subject related to the work the vehicle performs, while others are writing a sequel to the original story using the new home they have created. As they apply an increasingly varied range of student - led learning, they develop self - regulation, persistence, and collaboration through lively discussion with classmates. Now consider the teacher working to support student learning in this environment. What skills, knowledge, and dispositions does this teacher need to scaffold student learning, redirect misconceptions in math and science, and lay the foundation for critical computational thinking skills that young children will need to successfully move from early childhood into the challenging content needed to innovate and solve the problems they will face as adults? Most teachers in preK - 2 classrooms today are not equipped to teach in this learning environment. Deficits in teacher content knowledge in math and science persist, and few teachers have adequate exposure to computational thinking. The effect of these deficits is too often reflected in student achievement, especially in the most challenged and underserved communities. This project will strengthen teachers and lead to broad outcomes! One of the most significant outcomes of this work has been the collaboration between the College of Education and the College of Computer Science to develop programs that strengthen preservice teacher programs to begin introducing computational thinking, coding, and computer science to our future teachers before they graduate! This will strengthen our teacher workforce and represents a system - wide shift in teacher preparation.
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A New Partnership Towards Social Mobility in the Times of a Global Pandemic
Jacksonville is the most populous city in Florida and is the largest city by area in the contiguous United States. There is a strong business community in the urban core where companies such as CSX Railroad, TIAA Bank, FIS Global, Black Knight Financial, Guidewell/Florida Blue and more call Jacksonville “ home ”. Filled with southern charm and hospitality, Jacksonville is known for outdoor exploration, an eco - friendly environment boasting 22 miles of beaches, an extensive park system, world - class fishing, historic neighborhoods, eclectic museums, a vibrant street arts scene, and creative coastal cuisine. But within this slice of paradise, there is a problem. Jacksonville suffers from an elevated violent crime rate, with 6.34 such crimes committed per every 1,000 residents; by comparison, both Florida and the rest of the US have violent crime rates around 4 per 1,000 people. The most common violent crime is assault; there are roughly 3,500 of these crimes each year. The murder rate is on the rise. In 2018, Florida ranked third, nationally, in homicide mortality, according to the CDC. In addition, there are pockets of deep, generational poverty.
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In the spring of 2020 amidst the challenges of the COVID - 19 pandemic, the Samueli Foundation came to us with an opportunity to look deeper at our most challenged communities through the lens of social mobility. While the STEM2 Hub is working deeply in the urban core, and working with the mayor ’ s initiatives for afterschool programming, as well as working with schools across the district, to cultivate diversity in the STEM talent pipeline, we saw a great opportunity to take this work a step further. We stand in unison with the Samueli Foundation: The social mobility elevator appears to be broken, and there is more that we can do to help assure the workforce skills students are learning translate into career engagement and prosperity. We accepted the generous gift from the Samueli Foundation in the amount of $100,000 and a match commitment from the Chartrand Family Foundation. We reorganized, staffed and are getting to work! We have selected two communities as our starting point and have begun identifying the key organizations and partners to work with from the community to begin understanding the needs. The two communities selected are the Arlington Area and the East Area of Jacksonville. One of the targeted communities contains the street with the highest murder and crime rates in the city of Jacksonville. These “ sister communities ” are a short ride from each other across the St. Johns River. During the first year, we will work in the areas where our strongest partnerships already exist - the education space - will continue to build into the other areas as project progresses. The first year is a planning year for community building and development, following our proven capacity building model. We will focus on building career pathways in the school feeder pattern systems across both communities with a collaborative effort across the schools that are located in the targeted areas. Year 1 will also include efforts to build and deepen community engagement and establish committees and subgroups to influence and design the years two and three projects. Space will be needed for the community center projects, and there is an abundance of abandoned buildings available for updating. During year 2 and 3, the workforce development and upskilling center will be implemented and during years 3 and 4 other community related services will be investigated and implemented. In partnership with our board member companies, including Florida Blue, TIAA, Wells Fargo, FIS Global, Alluvion Staffing, we will bring employment opportunities to the community through the development of a technology “ on - shoring ” program where we will keep work here in Jacksonville, while transforming these communities. Principles of the project will be mirrored and extended into the Grove Park area in Clay County and to rural Putnam County. We will develop and expand upon new partnerships across the region working with Read USA, the Clay Education Foundation, Lyft Jax, and the Steven Wozniak Foundation through the Woz Education Partnership.
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STEM2 Hub Highlights
96 Schools Providing Robotics and Coding in the School Day
27 Cutting Edge Program Pilots
154 Teachers Hacking STEM Curriculum
47,000 Students Participate in Hour of Code
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*Some Photos Taken Prior to the Pandemic*
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FY 2019 – 20 Financial Information
Growth in Revenue
Assets & Liabilities
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STEM2 Hub Staff
Frank Robinson— Program Director, After School
Throughout his quarter - century career at NASA, Robinson has held multiple positions – some at the same time, such as when he was Chief of the Risk Management Office and the on - site Director for the NASA Assurance Technology Center, the predecessor to the new NASA Safety Center. He has also been Project Manager for the Thermal Energy Storage Reflight Experiment 2, which was launched on the Endeavor Shuttle in January 1996. His engineering team designed, developed and tested hardware and software to provide data for understanding the long duration microgravity behavior of thermal energy storage lithium - fluoride salts that undergo repeated melting and freezing cycles.
Celeste Sciandra— Program Director, In - School
Celeste holds a Bachelor's Degree in Elementary Education and earned a Mas- ter ’ s Degree in Education, with an emphasis in Math and Science, from Johns Hopkins University. During her 26 year career in education she has served as a Classroom Teacher, a Math Resource Teacher, Code.org, CSF, and an INTEL Math National Trainer. Celeste joined the team in February of 2020. Celeste believes that math is foundational in order to ensure all learners, no matter their background, will be prepared and possess the knowledge to pursue high - wage, high - demand careers. She recognizes the importance of closing gaps and building confidence in Mathematics as it is the foundation of computer science and many STEM careers.
Betina Malhotra— Director of Research
Betina is the program manager and regional partner for Code.org and director of research initiatives for the STEM2 Hub. With a doctorate in neuroscience, Betina designs cognitively appropriate experiences for student engagement in STEM. With her expertise in research, she partners to measure outcomes from complex data sets spanning multiple districts and states. As a design thinker Betina develops innovative programs across the STEM disciplines with a focus on social justice, diversity and inclusion in our most challenged communities.
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