An effective model for leveraging field trips to broaden participation in stem (work in progress)

Abstract

Current and emerging research cites the need for early and sustained engagement in science and engineering learning to attract young learners to STEM careers. The STEM workforce size and demographics is a national concern in the United States [1]. Federal funding agencies such as NSF, NIH, the Department of Education and educators nationwide have been focusing on solving this national problem [2]. Attracting more underrepresented students to STEM fields has been recognized as crucial to addressing the current and expanding needs of our national STEM workforce. Field trips to local universities are one vehicle to introduce youth to STEM topics. If designed and utilized effectively, these experiences can be leveraged to encourage pre, during, and post engagement in STEM learning. With over 10 years of experience, Northeastern University has designed and implemented an effective and successful model of one-day field trips to an urban university campus. The model focuses on elementary and early middle school students, accompanied by their teachers and additional volunteers. Once on campus, the learning experience is led by University staff and undergraduate students who gain valuable experience interacting with children, communicating science and engineering concepts in addition to serving as role models for program participants. The model continues to evolve to maximize impacts of these one-day STEM experiences for all. This Work In Progress paper will discuss the essential elements of one-day STEM field trips: the logistics, the daily program and schedule, the process from start to finish, and student and teacher feedback. The paper will also share preliminary results, analysis, discussion and conclusions.