A Student-centered Program to Increase STEM Interest Through NASA-STEM Content

Abstract

This article is an evidence-based practice paper which is based on NASA Minority University Research and Education Project (MUREP) Aerospace Academy (AA) program implemented at Florida Atlantic University (FAU). The program is focused on student-centered methodology for infusion of NASA-STEM contents into the existing curriculum in middle and high schools. This novel program aims to increase awareness and create interest in underserved minority students in Grades 6-12 for pursuing STEM fields. FAU has designed and embedded the NASA-STEM contents into Florida's existing Next Generation Sunshine Standards for Grades 6-12. The implementation of embedding the NASA-STEM content modules is carried out by two participating schools - Lauderdale Lakes Middle School in Broward County and Lake Worth Community High School in Palm Beach County in Florida. The program aims to provide 36 hours of NASA STEM contents in each academic quarter. The STEM content uses available information from the four NASA Education mission directorates - Aeronautics Research, Human Exploration and Operations Mission Directorate, Science, and Space Technology. The NASA STEM content is embedded so as to seamlessly blend into the Next Generation Sunshine Standards (NGSSS). The NASA STEM contents include in-class instruction, homework and after-class activities in a technology rich environment. The NASA STEM curriculum is supplemented and enhanced with authentic STEM experiences to families through Family Cafés held once a quarter. The Family Cafés are intended to improve students' STEM learning and educational growth through parental support. Teachers' professional development training and summer workshop are also organized with presentations by guest speakers from the NASA Florida Space Grant Consortium, Aerospace Industries and NASA EPDC (Educator Professional Development Collaborative) educators. Program evaluations included both quantitative and qualitative data collection from students, teachers, and parents to evaluate the different components of the program: i) NASA-STEM content development, ii) Teachers' professional development training, iii) Student learning activities, iv) Family Café events, and v) Summer workshop for STEM teachers. Based on the STEM teachers' evaluation of the program, a majority of the teachers agreed that the student learning activities are engaging for students. A majority of teachers also agreed that the program improved their confidence in teaching NASA STEM contents in their classrooms. Based on the Family Café events' surveys, a majority of the families commended the quality of information presented by the guest speakers, the hands-on activities and the technology demonstrations. The families agreed that the events increased their awareness and ability to support their child's STEM pursuits. A majority of students agreed that activities such as the mobile planetarium event were a good use of their time, that they would like to have more such events in the future, and that the event increased their interest or knowledge in STEM. Based on the survey response from the 2-day summer workshop, all responding teachers agreed that the workshop themes are useful in increasing students' STEM interest, skills, and knowledge. In this paper, a detailed methodology and evaluation results of the NASA STEM program are presented.