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六年课程和夏季活动，更好地理解和推广提高学生在科学、技术、工程或数学 (STEM) 领域追求职业的动力和能力的实践。 该项目将从 STEM 相关领域的代表性不足的人群中招募、保留和培养学生。 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) 如何构建和编程机械臂来种植和收获农产品； d) 如何实现水培系统的操作和监控自动化； e) 如何在获得大学学分的同时构建远程呈现机器人并对其进行编程。 从 10 年级开始，项目进行到一半时，参与的学生还将受益于基于网络的指导计划，该计划将促进与 STEM 专业人士、项目校友以及彼此之间的互动。 该项目是一个涉及学区、社区学院、大学和辅导组织的合作项目。 多年活动计划、课程和指导策略的成果将通过基于调查数据和参与者访谈的混合方法研究方法进行研究。 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。 这项工作将以四个研究问题为指导： 1. 未来播种干预措施在多大程度上促进学生进一步追求 STEM 教育选择和考虑 STEM 职业的意愿？ 2. 干预措施在多大程度上增强了学生的职业适应性（按学术弹性定义）？ 3. 关系支持（如虚拟辅导计划、家庭成员、老师和学生生活中其他重要人士的支持）在自我效能发展、兴趣形成、适应力和追求 STEM 课程和领域的意向方面发挥什么作用？ 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变化，该项目的哪些方面支持青少年的系统思考？ 测量的结构包括社会支持、学术支持、学术弹性、数学和科学成果预期、数学和科学意图、数学和科学自我效能以及科学兴趣。

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.