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Authors:
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Rachelle Reisberg, Northeastern University
Katherine Ziemer, Northeastern University
Meredith Knight, Tufts University
Peter Wong, Tufts University
Anna Swan, Boston University
Sumru Erkut, Wellesley College
Terri Camesano, Worcester Polytechnic Institute
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Abstract:
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Recognizing the need for both technological literacy and a more diverse pool of students in technical fields, universities, companies, and professional organizations (such as the Society of Women Engineers) have developed outreach programs to local school districts to address the pre-college pipeline issue. These groups have often worked alongside each other, but with little guidance on how to maximize the effects of the interaction between academia and industry in K12 settings. In 2002, Northeastern University, Boston University, Tufts University and Worcester Polytechnic Institute began a collaboration to test a new model for outreach under the Four Schools for Women in Engineering program. Along with their evaluation partner, the Wellesley Center for Research on Women, the concept of a Science, Technology, Engineering and Mathematics Team, or STEM Team was born. Each STEM Team worked together to select and develop a unit in a different area: 1. Northeastern University - chemical engineering - To use the 8 step engineering design process to experiment with methods to concentrate orange juice. 2. Boston University - genetics - To illustrate DNA as a building block to code genetic traits. 3. Tufts University - computer science - To use binary numbers to introduce the language of computers. 4. Worcester Polytechnic Institute - biomedical engineering and materials science - To explore, through the engineering design process, the creation of different solutions involving orthopedic casts.
In the STEM Team model, K12 science teachers from local school districts partner with university staff, engineering faculty and students, as well as practicing engineers to develop and implement gender inclusive engineering activities for eighth grade science classrooms. This paper will present the final evaluation data from the three year project (both positive and negative findings), along with a discussion of how others can implement STEM teams and learn from our work. As part of the discussion of the STEM Team Model, we will explore the benefits and challenges of working across the different cultures of K12 education, academia, and industry. This paper also presents an outline of two of the products developed from these efforts: the Growing a STEM Team Manual and a DVD.
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