Enhancing STEM ~ The Arts Effect
A Pilot Project Proposal
EXECUTIVE SUMMARY
STEM education persists as one answer for reforming education and preparing students for their future as citizens and workers in the 21st century. STEM education means different things to different people and even more so when the arts are included. Specifically, this proposed project will focus on how the arts can benefit integrated STEM learning while amplifying two known benefits of high-quality STEM curricula -- student engagement and student learning of rigorous math and science content. We center our attention on bringing underrepresented and at-risk student populations to the high level of student engagement and learning being reported in recent STEM education research literature (National Academy of Engineering & National Research Council, 2014; Harlan, J. et al,, 2014; Lachapelle, et al., 2013) .
We seek funding support for this pilot project, Enhancing STEM: The Arts Effect, that will provide critical exploratory research to inform a subsequent and larger arts-enhanced STEM curriculum development project. This initial pilot project includes the research and development (development, implementation, and examination of impact on students) of three to five art-interventions or lessons, to enhance an existing, high-quality, and well-studied STEM education program, for example Engineering is Elementary (EiE). Each of these arts interventions will embed the arts in one (or more) of the following ways:
This pilot project will progress in two phases. We seek funding for both phases:
Phase 1: Pilot Planning -- Three Months:
As noted above, for this project, our lens focuses on how the arts can benefit integrated STEM learning by amplifying two known benefits of high-quality STEM curricula -- student engagement and student understanding of rigorous math and science content. We will concentrate on enhancing these benefits for student populations to bring them to the level of STEM engagement and learning of their peers, or beyond. Outcomes will be evaluated by considering two known measurements of existing high-quality STEM programs.
REFERENCES
Harlan, J.; Pruet, S. Van Haneghan, J.; Waltman, R. (June, 2014) Using Curriculum-Integrated Engineering Modules to Improve Understanding of Math and Science Content and STEM Attitudes in Middle Grade Students. American Society of Engineering Education 2014 Conference Proceedings. Indianapolis, IN.
Lachapelle, C. P., Sargianis, K., & Cunningham, C. M. (2013). Engineer it, learn it: Science and engineering practices in action. Science and Children, 51(3) 70-76.
National Academy of Engineering & National Research Council. (2014). STEM integration in K-12 education. Washington, DC: NAP
Email us for more information or ask a question on the CONTACT page.
[email protected]
STEM education persists as one answer for reforming education and preparing students for their future as citizens and workers in the 21st century. STEM education means different things to different people and even more so when the arts are included. Specifically, this proposed project will focus on how the arts can benefit integrated STEM learning while amplifying two known benefits of high-quality STEM curricula -- student engagement and student learning of rigorous math and science content. We center our attention on bringing underrepresented and at-risk student populations to the high level of student engagement and learning being reported in recent STEM education research literature (National Academy of Engineering & National Research Council, 2014; Harlan, J. et al,, 2014; Lachapelle, et al., 2013) .
We seek funding support for this pilot project, Enhancing STEM: The Arts Effect, that will provide critical exploratory research to inform a subsequent and larger arts-enhanced STEM curriculum development project. This initial pilot project includes the research and development (development, implementation, and examination of impact on students) of three to five art-interventions or lessons, to enhance an existing, high-quality, and well-studied STEM education program, for example Engineering is Elementary (EiE). Each of these arts interventions will embed the arts in one (or more) of the following ways:
- Students will use the arts in the creation of technologies through engineering.
- Students will use the arts in the marketing of technologies to include various forms of communication and presentations so that products are adopted by consumers.
- Students will explore and apply science and/or math content while using the arts as a learning strategy.
- Arts experiences will be used to engage more students in STEM and the engineering design process.
- The arts serve as an on-ramp to STEM learning to increase participation of underrepresented populations in STEM.
This pilot project will progress in two phases. We seek funding for both phases:
Phase 1: Pilot Planning -- Three Months:
- Identify the specific unit from an existing STEM curriculum, e.g., EiE, that we will enhance with arts interventions.
- Develop criteria and scope for arts interventions that will ultimately be adopted (e.g., length of time to implement, ease in implementing in typical classroom, cost parameters, Identify high-priority arts interventions).
- Decide if arts intervention should be a stand-alone activity versus dependent on the existing unit.
- Choose and develop descriptions for 3-5 specific interventions.
- Use a class or club as a “pilot” to inform planning work (part of phase 2).
- Identify and document potential participating pilot cohorts of classes/clubs for implementation in Phase 2.
- Develop detailed lesson plans/student assignments/assessments and budgets for materials for each of the three to five interventions, including how the lesson plans and assignments will be incorporated into the existing unit (time, statement of purpose for students so they see connections, etc.)
- Select pilot schools and students.
- Implement STEM unit with arts interventions, according to lesson plans; assessment instruments administered (pre and post tests and interest surveys).
- Analyze and report on qualitative and quantitative data pre/post and revise lesson plans as needed.
- Develop and conduct informational webinar with results and next steps for funders.
As noted above, for this project, our lens focuses on how the arts can benefit integrated STEM learning by amplifying two known benefits of high-quality STEM curricula -- student engagement and student understanding of rigorous math and science content. We will concentrate on enhancing these benefits for student populations to bring them to the level of STEM engagement and learning of their peers, or beyond. Outcomes will be evaluated by considering two known measurements of existing high-quality STEM programs.
- Measurement 1: Level of student engagement in STEM and STEM careers
- Measurement 2: Student learning of rigorous math and science content.
REFERENCES
Harlan, J.; Pruet, S. Van Haneghan, J.; Waltman, R. (June, 2014) Using Curriculum-Integrated Engineering Modules to Improve Understanding of Math and Science Content and STEM Attitudes in Middle Grade Students. American Society of Engineering Education 2014 Conference Proceedings. Indianapolis, IN.
Lachapelle, C. P., Sargianis, K., & Cunningham, C. M. (2013). Engineer it, learn it: Science and engineering practices in action. Science and Children, 51(3) 70-76.
National Academy of Engineering & National Research Council. (2014). STEM integration in K-12 education. Washington, DC: NAP
Email us for more information or ask a question on the CONTACT page.
[email protected]