An Integrated Approach to Creating STEM Career Pathways

该项目将推进“面向学生和教师的创新技术体验”（ITEST）项目的工作，通过开发和测试旨在帮助低收入青年为当地劳动力做好准备的为期六年的一系列课程和夏季活动，更好地理解和促进提高学生在科学、技术、工程或数学（STEM）领域从事职业的动机和能力的实践。该项目将从stem相关领域中代表性不足的人群中招募、留住和培养学生。在课程中，学生将学习：a)与水培相关的科学概念；B)如何开发由替代能源驱动的水培系统；C)如何制造和编程机器人手臂来种植和收获农产品；D)如何实现水培系统的自动化操作和监控；e)如何在获得大学学分的同时构建和编程远程呈现机器人。在项目的中途，从10年级开始，参与的学生还将受益于一个基于网络的指导项目，该项目将促进与STEM专业人员、项目校友以及彼此之间的互动。这个项目是由一个学区、一所社区学院、一所大学和一个指导组织合作完成的。将通过基于调查数据和参与者访谈相结合的混合方法研究方法来研究多年活动、课程和指导策略计划的结果。项目的理论框架以社会认知职业理论、职业建设理论和工作关系理论为基础。这项工作将以四个研究问题为指导：1。在多大程度上，播种未来的干预促进了学生追求进一步的STEM教育选择和考虑STEM职业的意愿的进步？2. 干预在多大程度上提高了学生的职业适应能力，即学业弹性？3. 以虚拟辅导项目为例的关系支持、来自家庭成员、教师和学生生活中其他重要人物的支持，在自我效能感发展、兴趣形成、弹性和追求STEM课程和领域的意向性方面发挥了什么作用？和4。青少年对复杂科学技术系统的理解如何随着时间的推移而改变？该计划的哪些方面支持青少年系统思维？测量的构念包括社会支持、学术支持、学术弹性、数学与科学成果期望、数学与科学意图、数学与科学自我效能感和科学兴趣。

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by developing and testing a six-year sequence of courses and summer events designed to prepare low-income youth for the local area workforce. The project will recruit, retain, and prepare students from underrepresented populations in STEM-related fields. While in the program, students will learn: a) science concepts related to hydroponics; b) how to develop hydroponics systems that are powered by alternative energy sources; c) how to build and program robotic arms to plant and harvest produce; d) how to automate the operation and monitoring of hydroponic systems; and e) how to build and program telepresence robots while earning college credits. Midway through the program, beginning in grade 10, participating students will also benefit from a Web-based mentoring program that will facilitate interactions with STEM professionals, program alumni, and each other. The project is collaborative effort involving a school district, a community college, a university, and a mentoring organization. Outcomes of the multi-year program of activities, courses, and mentoring strategies will be studied through a mixed-methods research approach based on a combination of survey data and participant interviews. The theoretical framework for the project is grounded in social cognitive career theory, career construction theory, and the relational theory of working. The work will be guided by four research questions: 1. To what extent does the seeding-the-future intervention foster progress in students' intentions to pursue further STEM educational options and to consider STEM careers? 2. To what extent does the intervention enhance students' career adaptability, as defined by academic resilience? 3. What role does relational support, as exemplified by the virtual mentoring program, support from family members, teachers, and other important people in the students' lives, play in self-efficacy development, interest formation, resilience, and intentionality to pursue STEM courses and fields? And, 4. How do youth understandings of complex scientific and technological systems change over time, and what aspects of the program support youth system thinking? Constructs being measured include social support, academic support, academic resilience, mathematics and science outcome expectancy, mathematics and science intent, mathematics and science self-efficacy, and science interest.