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Science Mentoring Program Hughes STEM High School. Community Partnership Experiences February 7, 2012. Kent Buckingham, Ph.D., Program Coordinator. Science Mentoring Program Overview. Initiated 2010-11 at Hughes STEM High School Involved 80 ninth grade students and 33 adult mentors
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Science Mentoring ProgramHughes STEM High School Community Partnership Experiences February 7, 2012 Kent Buckingham, Ph.D., Program Coordinator
Science Mentoring Program Overview • Initiated 2010-11 at Hughes STEM High School • Involved 80 ninth grade students and 33 adult mentors • Sessions held 1-hour/week, fall term and spring term • Focus on 9th grade curriculum, and on core skills • Critical thinking and problem solving • Reading comprehension (scientific) and analyzing data • Goal: to help students excel in the sciences and feel motivated to pursue college degrees and careers in STEM-related fields
Partners in Science Mentoring • Ninth grade science students • Primarily minority, prevalent economic disadvantage • About one-third of ninth grade class • Adult STEM professionals • Diverse cohort of volunteers from the community • Commit 1 hr./week, most for more than 1 school term (fall, spring) • Science teachers • Select students for the program, and set expectations for students • Develop weekly hands-on activities, and post on mentor website • Program coordinator • Recruit mentors, training, background check, logistics, mentor feedback • Track metrics, and lead continuous quality improvement (CQI)
Partners in the Development ofthe Science Mentoring Program • Hughes STEM High School • Manager for STEM Curriculum • Passion for students; Focus on teaching, student engagement • University of Cincinnati • OSLN Asst. Director, College of Education • Passion for teaching principles; Focus on information sharing • Industry Scientist from the Community • Volunteer, retired scientist/manager (P&G) • Passion for science; Focus on mentors, metrics, CQI
Two Unique Elements ofScience Mentoring Program • First: positive interaction between students and adult STEM professionals • Student/mentor pairings are sustained for term • Discuss cultural backgrounds, learning styles • Involves tutoring (re; STEM subjects and concepts) • Involves mentoring (re; STEM college education and STEM career opportunities) • Mentors share personal “STEM Stories” • Students see real-world STEM career opportunities
Mentor Diversity (33 Volunteers)Hughes STEM School Year 2010 – 2011 42% 58% 30% 36% 33% 21% 33% 36% 39% 61% 79% 30%
Partners in the Recruiting of AdultSTEM Professionals as Mentors • Professional Scientific Societies • Local Industrial Companies • Local Scientific Staffing Companies • Local Nonprofit Organizations • Government Scientific Agencies • Local Universities/Colleges
Partners in the Recruiting of AdultSTEM Professionals as MentorsRecruiting Efforts = 39 • Professional Scientific Societies – 10 • Local Industrial Companies – 6 • Local Scientific Staffing Companies – 3 • Local Nonprofit Organizations – 7 • Government Scientific Agencies – 2 • Local Universities/Colleges – 11
Partners in the Recruiting of AdultSTEM Professionals as MentorsMentors Recruited = 47 • Professional Scientific Societies – 8 • Local Industrial Companies – 0 • Local Scientific Staffing Companies – 19 • Local Nonprofit Organizations – 0 • Government Scientific Agencies – 1 • Local Universities/Colleges – 19
Two Unique Elements of Science Mentoring Program (Cont’d) • Second: a rigorous metrics plan to evaluate the impact of student participation in the program during the 2011 – 2012 school year • Student academic performance (grades, test scores) • Student attitudes (science, college, STEM careers)
Metrics Plan Methodology • Criteria for student selection (120 students) • Middle of “bell curve” for performance • Desire to participate and improve performance • Randomization for test vs. control cohorts • Test Group A (40 students mentored fall 2011) • Test Group B (40 students mentored spring 2012) • Control Group (40 students not mentored)
Measurement of Student Attitudes • Attitudes assessed via survey • Pre-Attitude Survey (Oct 2011) • Post-Attitude Survey (May 2012) • Students can select their survey responses from: • Strongly disagree • Disagree • Somewhat disagree • Somewhat agree • Agree • Strongly agree
Six Survey Statementsabout Student STEM Attitudes • I am planning to continue my education after I graduate from high school • I am interested in pursuing a STEM related career • I am interested in learning more about STEM careers • I enjoy learning about science • I have the skills and abilities to learn science • Adults in this school want me to succeed
Multiple Partners for Metrics Plan • Implementation Partners for Metrics Plan • Cincinnati Public School District (Director of Research) • Hughes STEM High School (Teachers, Pre-Attitude Survey) • Strive Partnership (Learning Partner Dashboard – Grades) • Industry (Data Analysis – Grades and Attitudes) • Program Coordinator (Overall Leadership) • Perspective about Partners • Motivation (what’s in it for them) • Expertise (who does what) • Leadership (who, how to interact and to track progress)