Memphis Virtual STEM Academy at East High School

东高中孟菲斯虚拟STEM学院东高中项目的孟菲斯虚拟STEM学院调查了虚拟STEM课程的实施，该课程利用自定进度的模块，面对面的STEM实验室项目和现场经验，旨在帮助学生（9-12年级）了解工程前的概念和原则，并培养追求STEM和ICT职业的兴趣和动力。四个项目目标是：1）增加虚拟STEM学院学生的使用和技术融入他们的学习经验; 2）增加虚拟STEM学院学生的STEM学习相比，学生在其他地区STEM为重点的计划; 3）减少成绩和技术技能的差距按性别，种族/民族背景，和经济水平的学生群体; 4）提高虚拟STEM学院学生的STEM职业意识和兴趣。该学院建立了一个单一的网站，位于该地区的中心，它提供了一个国家的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多所高中的学生能够获得当地高中通常无法获得的高质量实验室设施和教师。每年大约有100名新生将进入学院，根据ACT探索评估的合格分数，完成工程或工程技术的兴趣陈述以及家长支持信进行选择。该项目的主要合作伙伴是谢尔比县学校（前孟菲斯市学校）和孟菲斯大学赫夫工程学院，项目设计是一种混合模式，允许学生留在他们所在地区的学校学习一个结合基于互联网的课程，以便根据国家最佳做法实施和一体化战略灵活使用。 所有学生都将学习工程概论和工程原理，为学生提供链接内容并应用于解决现实问题的机会。然后，学生从土木工程建筑，生物技术，制造或能源的重点领域选择选修课程，并参加相应的实验室练习和项目，因为他们在晚上或周六参加实验室设施。提高学生兴趣的ITEST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，工程本科生辅导，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，包括入学和保留数字，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断性检验，包括相关的效应量。项目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。在项目期间，大约有400名学生（9 - 12年级）和70名STEM教师将直接成为目标。 然而，该项目也将接触并服务于对STEM职业表示初步兴趣的中学生。 虚拟STEM学院旨在通过解决大型城市学区面临的一些挑战，在K-12和高等教育环境中在当地，区域和全国范围内产生更广泛的影响，以有限的资源（人力和财政）和/或学生兴趣在一所特定的学校提供STEM学习课程。 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，而无需将他们转移到磁铁学校。 该项目的研究结果不仅将支持大城市地区的努力，而且可能与面临类似挑战的小农村学区有关。

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.