Memphis Virtual STEM Academy at East High School

东部高中孟菲斯虚拟 STEM 学院

• 批准号: 1311876
• 负责人: Stephanie Ivey
• 金额: $ 134.3万
• 依托单位: University of Memphis
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2019-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1311876&HistoricalAwards=false
• 关键词: Memphis; Virtual; STEM; Academy; East

Memphis Virtual STEM Academy at East High SchoolThe Memphis Virtual STEM Academy at East High School project investigates the implementation of a virtual STEM curriculum that utilizes self-paced modules, face-to-face STEM laboratory projects, and field experiences designed to help students (grades 9-12) understand pre-engineering concepts and principles as well as develop an interest in and motivation to pursue STEM and ICT careers. The four project objectives are to: 1) increase Virtual STEM Academy students' use and integration of technology into their learning experiences; 2) increase Virtual STEM Academy students' STEM learning as compared to students in other district STEM-focused programs; 3) decrease gaps in achievement and technical skills among student populations by gender, racial/ethnic background, and economic level; and 4) increase the Virtual STEM Academy students' STEM career awareness and interest. The Academy establishes a single site, centrally located in the district, which provides a state-of-the-art laboratory facility and well-trained teachers with engineering degrees. Students from the district's more than 40 high schools are able to access high quality lab facilities and teachers not typically available to local high schools. Approximately 100 freshmen will enroll in the Academy each year, selected on the basis of qualifying scores on the ACT Explore assessment, completion of a statement of interest for engineering or engineering technology, and a letter of parental support. Primary partners in the project are Shelby County Schools (formerly Memphis City Schools) and the Herff College of Engineering at the University of Memphis.The project design is a hybrid model that permits students to remain at their geographically assigned school for a program of study that incorporates Internet-based curriculum intended for flexible use based upon national best practice implementation and integration strategies. All students will take Introduction to Engineering and Principles of Engineering, providing students with the opportunity to link content and apply it to solve real-world problems. Students then choose an elective track from the focus areas of civil engineering & architecture, biotechnology, manufacturing or energy and participate in corresponding laboratory exercises and projects as they attend the lab facility during the evenings or on Saturday. ITEST strategies to enhance student interest include student support, teacher support, STEM interest development, and partnership development. Capacity-building includes training of STEM teachers at home schools, tutoring from engineering undergraduates, and engagement of local industries for site visits and internships. The evaluation plan utilizes a quasi-experimental design with formative and summative analyses of data sources that include enrollment and retention figures, student performance (GPA, ACT, AP, End of Course Tests, observation, interest inventories, graduation rates), and professional development participation. The method of analysis will include both descriptive statistics and inferential tests, including associated effect sizes.Project deliverables and products will include a detailed description of the model and the implementation plan as well as research articles, reports, and presentations regarding the effectiveness of the project model and its impact on improving student interest, identity, and persistence in STEM. Approximately, 400 students (in grades 9 - 12) and 70 STEM teachers will be directly targeted during the project period. However, the project will also reach and serve middle school students who express initial interest in STEM careers. The Virtual STEM Academy is designed to create broader impacts locally, regionally, and nationally in K-12 and higher education environments by addressing some of the challenges faced by large, urban school districts in their efforts to offer STEM programs of study with limited resources (human and fiscal) and/or student interest at one particular school. The model developed will demonstrate how an innovative approach that leverages existing resources can be used to create a unique learning opportunity for students without having them transfer to a magnet school. The findings from this project will not only support the efforts of large, urban districts but may also be relevant to small, rural school districts that face similar challenges.

East High School的Memphis Virtual STEM Academy项目调查了虚拟STEM课程的实施情况，该课程利用自定进度模块、面对面的STEM实验室项目和现场体验，旨在帮助学生（9-12年级）理解预工程概念和原则，并培养对STEM和ICT职业的兴趣和动力。该项目的四个目标是：1)提高虚拟STEM学院学生在学习过程中对技术的使用和整合；2)与其他以STEM为重点的学区项目的学生相比，增加虚拟STEM学院学生的STEM学习；3)缩小学生群体在性别、种族/民族背景和经济水平方面的成就和技能差距；4)提高Virtual STEM Academy学生的STEM职业意识和兴趣。学院建立了一个单一的站点，位于该地区的中心，它提供了最先进的实验室设施和训练有素的教师与工程学位。来自该地区40多所高中的学生可以使用高质量的实验室设施和当地高中通常无法获得的教师。每年大约有100名新生将进入学院，他们将根据ACT探索评估的合格分数，完成工程或工程技术的兴趣声明，以及父母的支持信来选择。该项目的主要合作伙伴是谢尔比县学校（前身为孟菲斯市学校）和孟菲斯大学的赫夫工程学院。该项目设计是一种混合模式，允许学生留在他们的地理分配学校学习，其中包括基于国家最佳实践实施和整合战略的灵活使用的基于互联网的课程。所有学生都将学习工程导论和工程原理，为学生提供将内容联系起来并应用于解决现实问题的机会。然后，学生从土木工程和建筑、生物技术、制造或能源等重点领域中选择一门选修课程，并在晚上或周六参加相应的实验室练习和项目。ITEST提高学生兴趣的策略包括学生支持、教师支持、STEM兴趣发展和伙伴关系发展。能力建设包括在家庭学校培训STEM教师，对工程本科生进行辅导，以及让当地行业参与实地考察和实习。评估计划采用准实验设计，对数据源进行形成性和总结性分析，包括注册和保留数据、学生表现（GPA、ACT、AP、课程结束测试、观察、兴趣清单、毕业率）和专业发展参与。分析方法将包括描述性统计和推论检验，包括相关的效应量。项目可交付成果和产品将包括模型和实施计划的详细描述，以及关于项目模型有效性及其对提高学生对STEM的兴趣、认同和持久性的影响的研究文章、报告和演示文稿。大约400名学生（9 - 12年级）和70名STEM教师将在项目期间直接针对。然而，该项目也将覆盖并服务于对STEM职业表现出最初兴趣的中学生。虚拟STEM学院旨在通过解决大型城市学区在努力提供具有有限资源（人力和财政）和/或学生兴趣的STEM学习计划时面临的一些挑战，在当地，区域和全国K-12和高等教育环境中产生更广泛的影响。开发的模型将展示如何利用现有资源的创新方法，为学生创造独特的学习机会，而不必让他们转学到名牌学校。该项目的研究结果不仅将支持大型城市学区的努力，也可能与面临类似挑战的小型农村学区相关。