Partnerships for Creating STEM Pipelines

1. Partnerships for Creating STEM Pipelines Dr. Patricia Ralston, Chair and Gary Rivoli, Outreach Director Department of Engineering Fundamentals and Dr. M. R. Wilhelm, Dean Emeritus and Professor Industrial Engineering University of Louisville Kentucky Engagement Conference Western Kentucky University November 8, 2012

2. Who are the STEM Partners? • Primary Partner: Speed School • Established in 2007, the Engineering Fundamentals Department at J.B. Speed School of Engineering adopted as a specific mission to develop a K-12 Outreach Program. • Jefferson County Public School System ( JCPS) and now other school systems are partners. • Boston Museum of Science • Louisville Science Center • Local industry • Various supporting organizations such as 4-H, ASME, Girls STEM collaborative network.

3. K-12 Outreach Desired long-term outcomes: • Increase number of students interested in and capable of studying STEM fields, with an emphasis on engineering • Improve understanding of STEM careers • Improve preparation for STEM study • Improve retention of engineering students – (those most interested persist)

4. Pipeline and Pipelines

5. Effective Outreach Programs Recent research: types of outreach vs. engineering self-efficacy (belief they can succeed in engineering) • Need immediate feedback • Need a “do” or “hands-on” component • Promote self-learning • Real-life application (problem-based) • Long-term and challenging

6. Programs and Pipelines • Engineering is Elementary (EiE) • In the Middle of Engineering (IME) • Project Lead the Way (PLTW) Select schools to create a pipelineto • “pull” students into engineering in elementary school • mentor them through middle school • and on to high school. Develop – Sustain – Replicate

7. Engineering is Elementary® (EiE) • Created by the Boston Museum of Science • “Hands-on” • Integrates engineering and technology concepts with elementary science topics • Used by over 9000 teachers and 480,000 students nationwide. • Integrated into elementary science class or as an enrichment period

8. In the Middle of Engineering (IME) • Targeted Middle schools that are fed by elementary schools with an EIE program • Developed by Speed School Outreach Coordinator • Coordinate with science teachers • Weekly enrichment program adjusted to fit the needs of individual schools • Use hands on kits from Slinky® Science • Our Amazing Bridges, The Electro Lab, All About Gears, Solar Energy

10. Program Participation

11. Students in the Pipeline • In Fall 2009, there were approximately 120 students in the PLTW program that was the primary pipeline high school. The number increased to 220 students in fall 2011, and more than 280 students enrolled for fall 2012, a 233 percent increase over this period. • The PLTW Program Director attributes this growth to the partnership with Speed School and the resulting pipeline coupled with a principal who firmly believed in the PLTW program.

12. Students in the Pipeline • One elementary school (that has all students in K-5 using the EiE curriculum for the past three years) has seen math and science scores on the Kentucky Core Content Test improve 4 percent and 13.4 percent respectively over the past two years. • Data for this past year is not yet available. These gains are based on an increase in the percent of students that score proficient or distinguished. • They attribute these increases to the EiE curriculum use in science classes and the support Speed’s Outreach Program.

13. Students in the Pipeline • This same elementary school (one with significant numbers of minority and economically disadvantaged students) has seen an increase in students participating in the technology magnet program offered at the school. • In two years, the enrollment increased from 30 students to 100 students, a 333 percent increase. The principal attributes this increase directly to Speed’s Outreach Program. • Another impressive and quantifiable impact noted by the principal is that for the first time, students from this elementary school applied for admission to the competitive math and science magnet middle school; all five student applicants were accepted.

14. Challenges • Program Assessment – how to define, measure, and track outcomes of overall program • Assessment of students once in college • Moving existing programs and pipeline to a self-sustaining model • Identifying new and on-going funding sources • Extending programming to replicate pipelines in other areas

15. Conclusion and Future Direction • Program participation increases and requests for pipeline replication is encouraging. • Assessment data from EiE program indicates concrete gains in science knowledge. • Continued emphasis on teacher training (with BMOS) is of paramount importance. Pipeline concept – elementary – middle-high school – has high potential.