STEM Career Clubs: Enhancing the potential of underrepresented students in STEM careers through a Strategic Teaming Model

STEM职业俱乐部建立在一种成功的、以研究为基础的战略合作模式上，以增加参与的学生攻读STEM专业和职业的可能性。该项目由三个主要目标推动：1)通过提高学生和家长对STEM领域和职业的认识、兴趣和积极看法，促进他们对STEM社区的认同感；2)增加学生和教师的STEM内容知识和技能；以及3)加强战略团队模式对STEM职业俱乐部创新的领导者、教师、家长和学生认知的影响。STEM职业俱乐部是北卡罗来纳州立大学科学学院(The Science House)、教育学院的科学、技术、工程和数学(STEM)教育系、课程、教学和顾问教育(CICE)以及北卡罗来纳州东北部的四个高贫困学区(北安普顿、万斯、纳什-落基山和沃伦县)之间的合作伙伴关系。STEM职业俱乐部将允许学生探索科学、技术、工程、数学和创业方面的基于项目的学习活动，这些活动将扩展课堂上教授的课程，并培养学生在STEM劳动力、工具和技术方面的能力。在战略团队模式中，学校管理人员和教师教练将在团队中工作，并将参加专业发展，以合作制定计划，以支持和维持STEM职业俱乐部的创新。大学团队成员将与STEM专业人员接触俱乐部学生团队，提供指导机会，并开展强调STEM劳动力相关经验的活动。研究人员将采用混合方法解决八个研究问题，探索学生参加STEM职业俱乐部是否能提高学生(1)对STEM职业的认识、兴趣、积极看法和认同感；(2)数学和科学学习；以及(3)高级课程的注册。该项目将有助于STEM教育的基础研究，突出同龄人、家长、教师和大学合作伙伴对学生在STEM领域的动机和表现的个人和联合影响，利用潜在的变革性社交媒体组件(即Twitter)、基于项目的学习、寄宿大学经历和明确的职业联系。STEM职业俱乐部每学年将直接服务于4个学区4所中学的120名或更多学生俱乐部成员及其家长、24名STEM教师教练和40名领导人员。

STEM Career Clubs builds on a successful and research-based Strategic Teaming Model to increase the likelihood that participating students will pursue STEM majors and careers. The project is driven by three key objectives: 1) Facilitate students' and parents' identification with the STEM community by increasing their awareness of, interest in, and positive perceptions of STEM fields and careers; 2) Increase students' and teachers' STEM content knowledge and skills; and 3) Enhance the impact of the Strategic Teaming Model on leader, teacher, parent, & student perceptions of STEM Career Clubs innovation. STEM Career Clubs is a partnership between North Carolina State University's College of Sciences (The Science House), the Departments of Science, Technology, Engineering, & Mathematics (STEM) Education, and Curriculum, Instruction, & Counselor Education (CICE) in the College of Education, and four high poverty school districts in northeast North Carolina: Northampton, Vance, Nash-Rocky Mount and Warren Counties.STEM Career Clubs will allow students to explore project-based learning activities in science, technology, engineering, mathematics and entrepreneurship that will extend the curriculum taught in the classroom and build student competency in STEM workforce skills, tools, and technology. In the Strategic Teaming Model, school administrators and teacher-coaches will work in teams and will attend professional development to collaboratively develop plans to support and sustain the innovation of the STEM Career Clubs. University team members will engage Club student teams with STEM professionals, mentoring opportunities, and activities emphasizing STEM workforce-relevant experience. The researchers will employ a mixed-methods approach to address eight research questions, exploring whether student participation in STEM Career Clubs enhances student (1) awareness of, interest in, positive perceptions of, and identification with STEM careers; (2) learning in mathematics and science; and (3) enrollment in advanced courses. The project will contribute to fundamental research in STEM education by highlighting individual and joint effects of peers, parents, teachers, and university partners on students' motivation and performance in STEM areas, using potentially transformative social media component (i.e., Twitter), project-based learning, a residential university experience, and explicit career links. STEM Career Clubs will directly serve 120 or more student Club members and their parents, 24 STEM Teacher-Coaches, and 40 leadership personnel in 4 middle schools in 4 school districts, each academic year.