Creating a STEM program: from makerspaces to hurricane-proof houses, STEM integration curriculum
| Author(s) | Brooks, Heather | |
| Date Accessioned | 2024-01-24T15:04:48Z | |
| Date Available | 2024-01-24T15:04:48Z | |
| Publication Date | 2023 | |
| SWORD Update | 2024-01-22T20:09:12Z | |
| Abstract | In this Educational Leadership Portfolio (ELP), I focus on how to create an elementary-level STEM program. Improving STEM education is a priority for the economic health of the United States. Preparing college and secondary students to enter advanced coursework falls on K-8 teachers to build foundational skills and interest in STEM fields. Yet, these teachers may not be prepared to teach those topics. There is an urgent need to provide pathways for schools, especially those with limited resources, to create programming in already full schedules with the teachers already in place. ☐ I argue that these pathways can be forged within a school without purchasing expensive published curricula. Teachers can create the beginnings of a STEM program in-house and effect positive change by using six strategies: logic models, action research, program evaluations, literature reviews, implementation journals, and expert evaluation. Together, these strategies can result in informed decision-making, organizational learning, and an increase in teachers’ skill and positive feelings about STEM. These outcomes may, eventually, increase student proficiency and interest in STEM fields, increase enrollment at schools where STEM coursework is missing, and contribute opportunities for teacher leadership. ☐ In this ELP, I document how I used six improvement strategies (i.e., a logic model, an action research study, a program evaluation, three literature reviews, a study of implementation, a study of expert analysis) to create a Lower School STEM Program at The Tatnall School. This ELP offers several reflections. First, developing and enacting curriculum are situated in the culture of the school in which it is created. Second, resources of the school must align with the goals of STEM integration as teachers and students alike will need time to adjust to student-centered, STEM-focused topics, skills, and thinking. Finally, STEM cannot be implemented by word alone. Teachers must delve into the STEM fields and take away what educators and researchers before them have learned. Just because students can build a toothpick bridge between two points does not mean students are learning foundational skills that will build a brighter tomorrow. Planning, research, implementation, evaluation, and iteration are necessary steps to creating an elementary STEM program. | |
| Advisor | Lavigne, Nancy C. | |
| Degree | D.Ed. | |
| Department | University of Delaware, School of Education | |
| DOI | https://doi.org/10.58088/0n3r-6559 | |
| Unique Identifier | 1445626214 | |
| URL | https://udspace.udel.edu/handle/19716/33877 | |
| Language | en | |
| Publisher | University of Delaware | |
| URI | https://www.proquest.com/pqdtlocal1006271/dissertations-theses/creating-stem-program-makerspaces-hurricane-proof/docview/2917436667/sem-2?accountid=10457 | |
| Keywords | Curricular integration | |
| Keywords | Elementary STEM program | |
| Keywords | Engineering education | |
| Keywords | STEM education | |
| Keywords | STEM integration | |
| Title | Creating a STEM program: from makerspaces to hurricane-proof houses, STEM integration curriculum | |
| Type | Thesis |