An Integrated Approach to Creating STEM Career Pathways

该项目将推进学生和教师创新技术体验（ITEST）计划的努力，以更好地理解和促进提高学生在科学，技术，工程或数学（STEM）领域追求职业的动机和能力的做法，开发和测试旨在为当地劳动力准备低收入青年的六年课程和夏季活动。 该项目将从STEM相关领域代表性不足的人群中招募，保留和培养学生。 在该计划中，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供电的水培系统; c）如何构建和编程机器人手臂种植和收获农产品; d）如何自动化操作和监控水培系统;以及e）如何构建和编程远程呈现机器人，同时获得大学学分。 在该计划的中途，从10年级开始，参与的学生还将受益于基于网络的指导计划，这将促进与STEM专业人士，计划校友和彼此的互动。 该项目是一个学区、一所社区学院、一所大学和一个辅导组织共同努力的结果。 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活动，课程和指导战略的多年计划的结果。 该项目的理论框架基于社会认知职业理论、职业建构理论和工作关系理论。 这项工作将由四个研究问题指导：1。播种未来的干预措施在多大程度上促进了学生进一步追求STEM教育选择和考虑STEM职业的意图？ 2.干预在多大程度上提高了学生的职业适应性，如学术弹性所定义的？ 3.什么样的角色关系的支持，例如虚拟辅导计划，从家庭成员，教师和其他重要的人在学生的生活中的支持，发挥自我效能的发展，兴趣的形成，弹性和意向性追求STEM课程和领域？ 第四青年对复杂科学和技术系统的理解如何随着时间的推移而变化，该计划的哪些方面支持青年系统思维？ 被测量的结构包括社会支持，学术支持，学术弹性，数学和科学的结果预期，数学和科学的意图，数学和科学的自我效能感，和科学的兴趣。

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.