Continuing and Expanding Options for
Engineering STEM Identity
When they look
in the mirror…
helping students
envision themselves
as STEM
professionals.
Approximately 2,400
students in 6-8th grade
will be immersed in
STEM cultures to explicitly
build STEM identities
and positively influence
their persistence in STEM
education leading to
future STEM careers.
In school year 2015, participating
Engineering STEM Identity 6-8th
grade students increased science
achievement by 6% and math
achievement by 4%.
The Challenge
US engineering corporations face the
risk of a future shortage of talented
engineers. To remedy this, more STEM
professionals need to be developed.
The challenge is that most students
decide if they are interested in science,
technology, engineering, or math prior
to exiting middle school, and too many
choose not to pursue STEM. Barriers
restricting STEM interest in middle
school students include lack of role
models, lack of confidence, or the lack
of being able to envision themselves
in STEM careers – otherwise known
as an overall lack of STEM identity.
Factors that influence STEM identity
development have been linked to
Challenged Accepted
gender, social and economic status,
social perceptions, experienced
success in STEM fields, and an overall
perception of STEM professionals being
“cool” or “not cool”. STEM identity
has been shown to predict student
persistence in STEM fields. Developing
STEM identities in K-12 students has
been determined necessary in order to
promote success in STEM disciplines
and an increase in students pursuing
STEM fields throughout postsecondary
education. If students are immersed
in a STEM culture explicitly focused
on building STEM identities, student
success in STEM disciplines will be
increased.
Engineering Stem Identity 2.0 aims
to first develop teacher content and
content pedagogy to equip them to
engage students in a re-envisioned
learning environment. Students will
interact with STEM role models and a
STEM community of learners as they
solve and communicate about authentic
challenges.
MCESA
3
Highlights of Data Results
Reported by: ESI External Evaluators—SWECA—Dr. Stephen Powers Ph.D., Lead Evaluator
Student Career Interest Survey
ESI students showed increase of
engagement in Science, Technology
and Mathematics and a statistical
increase of 10% in Engineering.
BECI* Results
ESI teachers showed a 12.5% mean
increase in teacher content.
ATI/Galileo Science and Math Scores
Percentage mean increase in ATI/Galileo Science Scores
(2014-2015)
Percentage mean increase in ATI/Galileo Math Scores
(2014-2015)
ATI/Galileo Science
Actual Scale Growth Vs. Expected Scale Growth
Actual Growth
Expected Growth
*Basic Energy Concept Inventory
4
Engineering STEM Identity
ESI
Logic Model
RESOURCES
Staff, STEM Professionals, Modeling Curriculum, Interactive Video Lab, Tablets, LearningMate GoClass,
Technology Support, Materials, Stipends for Teachers, Student and Teacher Surveys and Assessments
REDESIGNING COURSE CONTENT
Students must develop a STEM identity to successfully persist in
STEM courses and careers.
OUTPUT
Modeling
Curriculum
Professional
Development
• Teachers prepared for NGSS
Standards
• Increased capacity to plan and
facilitate STEM instruction
STEM Pro
Spotlights
• Repeated application of STEM Pro
expertise to student projects
• Increased access to relevant role
models for students
Challenge
Cohort
•A
pplication of engineering practicesto
relevant challenges
• Increased student task orientedselfefficacy
Peer Panels
• Increased ability to identify success
• Increased recognition opportunities for
students
L
OA
1
Teachers need appropriate conditions for professional growth to
effectively develop STEM identity in students.
G
G
ACTIVITIES
REDESIGNING INSTRUCTIONAL PRACTICES
Increase students’ achievement and engagement by
redesigning course content to develop STEM identity.
ACTIVITIES
OUTPUT
Implementation
of Modeling
Curriculum
• Students engaged in authentic
activities and using scientificacademic
language
• Students posing questions and
explaining rationale
STEM Coaching
•S
upport for teachers in context of
teaching and immediate needs.
• Teacher self-reflection abouteffective
teaching
Leading
Challenge
Cohort
• Increased teacher knowledge of
engineering design
• Increased professional discourse
and collaboration among teacher
colleagues
School Leader
Cohort
• Principals equipped to effectively
evaluate rigorous STEM instruction
• Principal support of implementation ESI
L
OA
2
Increase teachers’ effectiveness and competence
in implementing redesigned course content and
instructional practices.
IMPACT
A prototype that is scalable at the national level to improve K-12 STEM education within both urban and rural communities
MCESA
5
4041 N. Central Ave., Ste. 1200
Phoenix, AZ 85012
education.maricopa.gov
mcesaaz
© MCESA
May 2016
Maricopa County Education Service Agency (MCESA), under the direction of Maricopa County Superintendent of Schools, is dedicated to ensuring that all
school-age children in the county graduate college- and career-ready. MCESA builds alliance partnerships that provide leadership, services and programs in
the areas of Educational Innovation, Economic Management and Executive Leadership.