It was a rough, long day. I did have a chance to streak out eight Delftia acidovorans isolates we want to sequence! Tonight, I watched “Raising STEM Interest Among Underserved Youth Through Problem-based Learning” by Jaymee Nanasi Davis from the University of Hawaii Maui College and Nahid Nariman, the Director of Research, TIDES. This recorded session was part of the 2021 Lilly Conference online in May. The presenters described their NSF-funded STEMulate project that is based on the tenets of problem-based learning (PBL):
- Real-world focus
- Student-centered/student driven
- Open-ended outcomes
- Interdisciplinary approach
This was implemented at three sites in Hawaii and involved 287 high school students and 27 teachers over three years. There was a student summer course with STEM PBL Curriculum addressing the five tenets of PBL. A STEM partner provides real-world problems and mentoring with mentors, site visits, and field trips. PBL in the classroom with teachers and facilitators after students watch modules. Teams of 4-5 students work collaboratively on an aspect of the overarching topic. A STEM Symposium Competition includes judges. An interdisciplinary team of math, science, lit/tech writing instructors works with students. The presenters deconstructed the problem for students. While they mentioned that the problem is provided by the partner, teachers help refine it. Students brainstorm multiple issues with teacher facilitators and focus on issues of interest. Student form groups and develop a problem statement and hypothesis and are guided by teachers and partners. Students in the program are supported through a 9-week STEM PBL training system. The presenters explained that throughout the project, they gathered qualitative data through focus group interviews, course materials, student reports, and observations of students. They also obtained quantitative data through the science self-efficacy survey (STEBI) and student pre/post surveys. The project measured impact on teachers through the improvement of teaching science and implementation of PBL. I did not know about STEBI, and was glad they explained that it has 25 different items looking at level of confidence with PBL, for example. The presenters talked about the impact of Project STEMulate on students, including increase in students’ interest in STEM, growth motivation, and improvement in science efficacy. The study also had a comparison group. The resources that are available as part of this project include the course syllabus and outline, science logic & communication modules, student STEM training, and STEM PBL objectives. The presenters concluded that STEMulate project generated a model that engages teachers, includes professional development, stimulates participants in creative ways. The presenters also encouraged future assessment research. This session relates to discussions earlier with colleagues about professional development and how to measure impact of active learning beyond one class session and focusing on the improvement of instructor delivery.
