This is a copy of the presentation presented at the American Educational Research Association (AERA) 2018 Annual Meeting held in NYC, NY.

1. Engaging Diverse Youth in
Experiential STEM Learning
A University & High School District Partnership
Presented by:
Norma Boakes, Associate Professor of Education, Stockton University
Norma.Boakes@stockton.edu

2. • 9,216 full- & part-time undergraduate
and graduate students
• 1,569 first-time freshmen
• 988 new transfer students

3. Stockton’s STEM Collaborative aims to coordinate
STEM/STEAM (STEM with an Arts component)
initiatives within and beyond the university including
local community.
https://stockton.edu/sciences-math/stem-collaborative.html
Teentech May 2017
Student Spaceflight Program-
Mission 11 July 2017
Project funded by:

4. EYE STEM
Engaging Youth in Experiential
STEM Learning Opportunities
Program goal: increase the
awareness, motivation, and
participation of area high-
school students in STEM
through a specialized project
focused on experiential learning
Teacher training session in progress

5. National support for STEM programming
• 2015 Nation’s Report Card… “Science scores up at grades 4 and 8
but no change at grade 12”
• 2015 National Science Board report on the STEM Workforce… “To
ensure a strong, flexible STEM-capable workforce in a 21st Century
economy, our Nation must ensure that all students acquire a strong
educational foundation in primary and secondary school.”
• 2010 President’s Council of Advisors on Science & Technology
report... “not just a lack of proficiency among American students;
there is also a lack of interest in STEM fields among many
students”
• National Academies Press publication (2014) highlights the Next
Generation Science Standards call for more and deeper
connections to STEM subjects with focus on teaching science and
engineering in an integrated fashion

6. Focus on diverse & at-risk populations
• Well-rounded pre-college education is needed
in STEM with focus on underrepresented
groups (National Science Board, 2015)
• Disparities among underrepresented groups in
STEM career areas persist despite growing
need in field… (Means et al., 2017)
• Children’s interest and attitudes decline by
secondary school due to the way science is
approached; society-focused, less content-led
teaching is necessary particularly for at-risk
populations… (Holbrook, 2010)Student team working on their ROV

9. Capitalizing on regional connections…
https://www.stockton.edu/coastal-research-center/dredged-hole-utilization.html

10. Ocean exploration “captures imaginations, intrigues
young minds, has the potential to inspire an ocean
science-literate citizenry and foster the innovative
thinking that leads to engineering and technology
literacy” (NOAA, 2012, p.vi).

11. Research study structure
• Quasi-experimental double pre- post-test design
• Sample of ninth graders from 3 high schools in single school district
with similar demographic and academic background
• Year 1- Social studies classes’ used
• Year 2- Mandatory career & educational technology classes’ used
• Experimental and control group format (Year 1: 2 experimental, 1
control; Year 2: 1 experimental, 1 control)
• Pre- and post-test included series of Likert-style attitude questions &
additional post-test questions for those in experimental groups (Likert
style & open-ended)

12. Demographics & academic background
• 3,000 students approximately among 3 schools
• Disadvantaged students- range from 41 to 57%
• Underrepresented groups- range from 35 to 54%
• Performance data in biology (for 8th grade year)- 2 of 3 schools
performed below 50% proficient (47%, 23% & 64%)
• STEM study isolated to magnet programs at schools (varies by school-
noted below) & junior/senior elective courses
• Biomedical
• Homeland security
• Engineering

13. Teaching the EYE STEM Unit
Ocean Exploration-
Collaborative Web Quest (yr 1)
• Discussion and learning about
the history and impact of ocean
exploration
• Collaborative web quest to learn
about past & present
exploration including key
discoveries, scientist,…
• Individual exploration
Ocean Exploration-
Hands-on (yr 1 & 2)
• Discussion and learning about
the history and impact of ocean
exploration
• Hands-on project- building an
ROV
• Debrief discussion of ROV use,
historical connection & impact
on society

14. Ocean Exploration-
Collaborative Web Quest
A. Introduction to ocean exploration & its
link to history*
B. Cooperative web quest & individual
exploration
C. De-brief discussion*
1. Scientific value of ROV & explorations
2. Historical connection & impact on our
society
*Brief pre/post-survey taken (approx 15 min)

15. Hands-On Exploration with ROV
A. Introduction to ocean exploration*
1. Historical foundations
2. Impact on society
3. Today’s uses (including local & NOAA
expeditions)
B. Building of the sample ROV
1. Body
2. Controller
3. Water tests
C. De-brief discussion*
1. Scientific value of ROV & explorations
2. Historical connection & impact on our society
D. Mock exploration w/ROV (pool facility in
local K-6 school)
*Brief pre/post-survey taken (approx 15 min)
Mock exploration of ROV at pool facility

17. EYE STEM Structure- Year 1
Pilot STEM
project
w/hands on
Pilot STEM
project
w/collaborative
exercise
but no hands-on
Control
Group
(No changes)
EYE STEM Structure- Year 2
Pilot STEM
project
w/hands on
Teacher training with Stockton STEM faculty
Teacher training with Stockton STEM faculty (4 hrs)
Control
Group
(No changes)
w/Stockton STEM
faculty support
w/Stockton STEM
faculty support
4 hr
3 hr
3 hr
2.5 hr
4 hr

18. Pre & Post Student Survey
• Opinions about the study of science* ( 9 questions- Likert scale)
• I am sure of myself when I do science
• I would consider a career in science
• I expect to use science when I get out of school….
• Opinion about engineering & technology* (9 questions- Likert scale)
• I am good at building & fixing things
• Design products or structures will be important to my future
• I am curious how electronics work….
• Your future*… looks at interest in 12 possible STEM related careers (9 questions-
4 choice Likert style scale)
• Physics, Environmental work, biology/zoology, veterinary work, mathematics,…
• Experiment-based questions (for those in experimental hands-on group only)
• Opinion on overall experience (2 questions- Likert scale)
• Open-ended question describing experience (3 questions)
• Future structure question (4 questions- 4 choice Likert style scale)
*Based on the S-STEM of Friday Institute for Educational Innovation (2010)

19. *see Tables in paper proceedings for full report
Study of science*
Questions w/significant differences (red)
Exp w/ROV
Yr1- 1
Yr 2- 2
Exp w/o ROV
(Yr1 only)
Control
I am sure of myself when I do science 1 2
I would consider a career in science 1 2
I know I can do well in science 1 2
I expect to use science when I get out of
school.
1 2
Knowing science will help me earn a living. 1 2
I will need science for my future work 1 2
I know I can do well in science. 1 2
Science will be important to me in my life’s
work
1 2
I can handle most subjects well, but I cannot
do a good job with science.
1, 2
I am sure I could do advanced work in
science.
1 2

20. Engineering & technology*
Questions w/significant differences (red)
Exp
w/ROV
Yr1- 1
Yr 2- 2
Exp
w/o ROV
(Yr1
only)
Control
I like to imagine creating new products. 1, 2
If I learn engineering, then I can improve things that people use every
day.
1, 2
I am good at building and fixing things. 1, 2
I am interested in what makes machines work. 1, 2
Designing products or structures will be important for my future
work.
1, 2
I am curious about how electronics work. 1, 2
I would like to use creativity and innovation in my future work. 1, 2
Knowing how to use math and science together will allow me to
invent useful things.
1, 2
I believe I can be successful in a career in engineering 1, 2
*see Tables in paper proceedings for full report

21. STEM careers*
Questions
w/significant
differences
Experimental
w/ROV
Experimental w/o
ROV (Yr 2 only)
Control
Physics 1, 2
Environmental work 1 2
Biology & zoology 1 2
Veterinary work 1 2
Mathematics 1 2
Medicine 1 2
Earth science 1
Computer science 1 2
Engineer 2
*see Tables in paper proceedings for full report

22. Feelings towards STEM study
• Overall
• 39 positive statements such as cool, amazing & fun
• 7 neutral or not applicable such as “building” or “robotics”
• 9 negative or blank
• Liked about project
• Ability to work on own
• Using tools
• Assembling & testing of ROV
• “i liked how we got to build the sub and test it out and find out
what was going wrong if there was anything.”
• “Making the robot was the best part. Testing it and making sure it
worked felt like I had accomplished something.”
• “I enjoyed following the directions to physically put together a
product that can be useful for a problem that people are trying to
solve.”
I love the idea. It
introduces technology
and engineering to
students and may
even spark an interest
in either one of those
fields.
What will
we build
next?

23. EYE STEM unit student responses

24. Results & Discussion
• Interest in engineering & technology impacted by those participating
in EYE STEM
• Interest in study of science varied from Yr 1 to Yr 2 (from
experimental to control group) except for one statement…..
• “I can handle most subjects well, but I cannot do a good job with science.”
• Layout and format of EYE STEM may have influenced results found on
changes in attitudes
• Shifting from Social Studies to CET course
• Timing & culminating event (field testing at pool)
• Students liked STEM activity
• Stronger response in CET than SS course
• Week long programming preferred
• Overall positive feedback on experiences

25. Considerations
• Attitudes is one of many factors that may have been impacted
• Commitment of K-12 school setting
• Time dedicated for preparation & implementation
• Dedicated contact to assist with programming/planning activities and training
• Commitment of university
• Faculty buy in and input
• Advanced planning for events to ensure involvement
• Funding mechanism
• Collaboration with K-12 teachers on layout and format of project

26. Email Norma.Boakes@Stockton.edu for additional
details on the EYE STEM project and its results.

27. References
• Friday Institute for Educational Innovation (2012). Middle/high school student
attitudes toward STEM survey. Raleigh, NC: Author.
• Holbrook, J. (2010). Education through science education for all. Science
Education International, 21 (2), 80-91.
• Means, B. et al. Expanding STEM opportunities through inclusive STEM-focused
high schools. Science Education, 101 (5), 681-715.
• National Academies Press (2014). STEM Integration in K-12 education: Status,
prospects, and an agenda for research. Retrieved from:
http://www.nap.edu/catalog.php?record_id=18612
• Nation’s Report Card (2015). 2015 Science Assessment. Retrieved from:
https://www.nationsreportcard.gov/science_2015/#?grade=4
• Next Generation Science Standards. Lead States. (2013). Washington, DC: The
National Academies Press. Retrieved from: http://www.nextgenscience.org/next-
generation-science-standards
• NOAA. (2012). The NOAA ship Okeanos Explore educational materials collection
for grades 5-12, volume 2: How do we explore? (Vol.2). National Oceanic and
Atmospheric Administration. Retrieved from:
http://www.usna.edu/STEM/_files/documents/TES_Fall2015_Issue_USNA_NOAA
.pdf

28. • Payne, D. (2006). Under Pressure: A study of issues with Oceanography.
Retrieved from:
http://www.nsta.org/publications/news/story.aspx?id=52450
• Robeck, E. (n.d.). The NGSS and STEM Instruction: Two intersecting
initiatives (White paper). McGraw Hill Education. Retrieved from:
http://ecommerce-
prod.mheducation.com.s3.amazonaws.com/unitas/school/explore/ngss/w
hite-papers/ngss-and-stem-instruciton.pdf
• PCAST (President’s Council of Advisors on Science and Technology) (2010).
Report to the President: Prepare and inspire: K-12 science, technology,
engineering, and math (STEM) education for America’s future. President’s
Council of Advisors on Science and Technology. Retrieved from:
http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-
stem-ed-final.pdf
• School of Engineering (n.d.). The RGU ROV kit: Introduction. Scotland, UK:
The Robert Gordon University. Retrieved from:
https://www.scribd.com/document/234925665/00-ROV-Instructions-
Additional-Revised