Changing the Face of STEM with Stormwater Research

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Autor/inn/en	Musavi, Mohamad; Friess, Wilhelm A.; James, Cary; Isherwood, Jennifer C.
Titel	Changing the Face of STEM with Stormwater Research
Quelle	In: International Journal of STEM Education, 5 (2018), Artikel 2 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Friess, Wilhelm A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-018-0099-2
Schlagwörter	STEM Education; Water; High School Students; Females; Disproportionate Representation; Minority Group Students; Active Learning; Data Collection; Science Process Skills; Summer Science Programs; Citizen Participation; Water Pollution; Student Participation; Cohort Analysis; Learning Activities; Problem Solving; Science Careers; Experiential Learning; Science Interests; Student Surveys; Maine + Suchen Sie Ihr Suchwort? STEM; Wasser; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Aktives Lernen; Data capture; Datensammlung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Gewässerverschmutzung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kohortenanalyse; Lernaktivität; Problemlösen; Experiental learning; Erfahrungsorientiertes Lernen; Schülerbefragung
Abstract	Background: The University of Maine Stormwater Management and Research Team (SMART) program began in 2014 with the goal of creating a diverse science-technology-engineering-math (STEM) pathway with community water research. The program engages female and underrepresented minority high school students in locally relevant STEM research. It focuses on creating educational experiences that are active and relevant to students that build confidence, connect knowledge and skills directly to solving problems in local communities, and support student cultural identities. The core tools of the SMART program are resources and relationships: university-designed or commercial water data collection equipment, data loggers and chemistry supplies, on-campus science and engineering training for teacher-mentors and students, and a community mentor network. The program supports an annual summer institute that trains both students and teacher-mentors and academic-year student research projects. SMART groups are formed at local schools or community centers. Activities revolve around engaging students in citizen-science to expand their understanding of the environment, developing community strategies to address the complex problem of stormwater pollution, and using the tools of science, engineering, and technology effectively. In addition, the program supports teachers and students in reaching out to local science and engineering professionals to form a mentor network for student research. Results: Over 3 years, 220 students and 25 teachers have been trained in the science and engineering of stormwater, having taken and recorded over 4000 local water measurements (i.e., temperature, conductivity, pH). In all cohorts to date, over 75% of student participants have self-identified as either female or a racial minority. Of approximately 125 currently college-eligible former and current SMART students, more than 41% have been accepted or are enrolled in a secondary STEM degree program. In pre- and post-program surveys, female and underrepresented minority students reported that SMART activities and their relationship with mentors have increased their awareness of how stormwater affects the community and increased their interest in pursuing a STEM career. Conclusion: With its focus on problem-solving at the community level, SMART supports students in active, local, and culturally relevant science and engineering experiences that contribute to building their confidence and affirming their decision to pursue post-secondary STEM careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01