STEM-IQ: Science, Technology, Engineering and Mathematics Inquiry- Enhancing Science Education in Southeast Alabama

该项目测试了科学博览会参与在多大程度上解决了限制 STEM 管道多样性的机会差距，例如获得教育机会、接触职业机会、教育项目的质量以及机构和个人竞争力。它的重点是提高中学教师领导学生参加科学博览会项目的积极性和能力，并培养对探究性学习有效性的长期认识。这项为期五年的计划针对农村、高需求学校和来自代表性不足的少数群体 (URM) 的经济弱势学生。高质量、有竞争力、基于探究的科学博览会项目引导学生通过强大的 STEM 管道，从而增加对高等教育和潜在 STEM 职业的参与。 智力优势 该项目的目标是：(1) 建立一个由 STEM 教师和地区管理员组成的网络，主动让学生参与基于项目的学习，并为他们提供大学资源和指导，以增强基于探究的 STEM 学习； (2) 增加来自阿拉巴马州农村地区代表性不足群体的学生参加高质量科学博览会项目的数量； (3) 在奥本大学和当地公立学校之间建立可持续的关系，以实现项目范围之外的持续增长； (4) 通过接受高等教育、职业选择以及与大学研究导师的互动，提高学生对 STEM 的积极态度。为了实现这些目标，项目领导层邀请垂直学校（例如，进入特定高中的中学）的初中和高中教师和管理人员参加专业发展研讨会，重点关注科学和工程公平项目开发并举办当地科学公平竞赛。教师和学生利用大学实验室和教师指导开发高质量的科学博览会项目。 训练有素的教师和管理人员成为扩大网络和在学校建立 STEM 文化的推动者。 更广泛的影响 该项目利用奥本大学科学和数学外展中心的活动，在奥本大学科学和工程学院与阿拉巴马州东南部的高需求公立学校之间建立伙伴关系。来自 34 个学区的超过 720 名学生、48 名科学教师和 12 名管理人员正在使用奥本大学的研究设施和教师专业知识来开发高质量的科学博览会项目。该计划在可能不考虑 STEM 高等教育的学生中促进基于项目的 STEM 学习文化和积极的 STEM 认同。大学和当地学校系统互动以提高 URM 对 STEM 高等教育的兴趣和参与的模式可以在全国范围内推广和复制。

This project tests the extent to which science fair participation addresses the opportunity gaps that limit STEM pipeline diversity, such as access to educational opportunities, exposure to career possibilities, quality of educational programs, and institutional and personal competitiveness. It focuses on advancing secondary school teachers' motivation and ability to lead their students in science fair projects, and develop a long-term appreciation for the effectiveness of inquiry-based learning. The five-year program targets rural, high-need schools, and economically disadvantaged students from underrepresented minority (URM) groups. The high quality, competitive, inquiry-based science fair projects lead students through a strong STEM pipeline leading to increased participation in higher education and potentially STEM careers.Intellectual MeritThe project goals are to: (1) establish a network of STEM teachers and area administrators that pro-actively engage students in project-based learning and give them access to university resources and guidance to empower inquiry-based STEM learning; (2) increase the number of students from underrepresented groups in rural Alabama that participate in high-quality science fair projects; (3) develop a sustainable relationship between Auburn University and local public schools for continued growth beyond the scope of the project; and (4) increase positive student attitudes towards STEM through exposure to higher education, career options, and interactions with university research mentors. To accomplish these goals, the project leadership engages middle and high school teachers and administrators from vertically aligned schools (e.g., a middle school that feeds into a specific high school) in professional development workshops that focus on science and engineering fair project development and hosting local science fair competitions. Teachers and students develop high-quality science fair projects using university laboratories and faculty guidance. Trained teachers and administrators become agents of expanding the network and establishing a STEM culture in their schools.Broader ImpactsThe project leverages Auburn University?s College of Sciences and Mathematics Outreach Center activities to establish partnerships between Auburn University science and engineering faculty and high-need public schools in southeast Alabama. Over 720 students, 48 science teachers, and 12 administrators from 34 school districts are gaining access to Auburn University research facilities and faculty expertise in developing high-quality science fair projects. The program promotes a culture of project-based STEM learning and positive STEM identity among students who might not consider STEM higher education as an option. The model of university and local school system interaction to enhance URM interest and engagement in STEM higher education can be scaled and replicated nationwide.