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1. CCERS STEM + C – Emphasis on the Professional Learning of the Classroom Teachers – Expansion of the Pillar

   https://doi.org/10.5430/jct.v11n4p210  

   Birney, Lauren; McNamara, Denise M. (April 2022, Journal of Curriculum and Teaching)

   This qualitative study chronicles one of the fundamental pillars of the Curriculum and Community Enterprise for Restoration Science (CCERS). The professional development is focused on curricula that are grounded in the community-based environmental restoration of the waterways of New York Harbor. Centered on the restoration of the native oyster population, hundreds of New York City public school teachers take part in this experience with the intent of increasing their own place-based pedagogical content knowledge and skills. Most of the participants teach in school with populations that are underrepresented in post-secondary STEM majors and STEM related careers. Professional learning activities for teachers and community scientists were offered throughout the 2021 calendar year. Professional Learning Activity Surveys were administered and teachers responded to questions about how they participated in CCERS events, the ways in which CCERS participation has impacted their teaching practice, whether they use CCERS activities for student research, and ways CCERS participation impacts student STEM career interest. An intended outcome is to instill a STEM identity in students identifying as URM and to bring STEM career awareness to these students. More than 72% of the teachers in the professional development sessions agreed that the professional learning activities were effective in providing new STEM content knowledge and best practices for teaching. The majority also reported that the sessions enabled them to increase their students’ engagement with STEM and interest in STEM careers. 

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2. Partnering Middle School Teachers, Industry, and Academic to Bring Engineering to the Science Classroom

   Carrico, C.; Grohs, J.R.; Matusovich, H.M.; Kirk, G.R.; Schilling, M.R. (July 2021, 2021 ASEE Virtual Annual Conference Content Access)

   Despite limited success in broadening participation in engineering with rural and Appalachian youth, there remain challenges such as misunderstandings around engineering careers, misalignments with youth’s sociocultural background, and other environmental barriers. In addition, middle school science teachers may be unfamiliar with engineering or how to integrate engineering concepts into science lessons. Furthermore, teachers interested in incorporating engineering into their curriculum may not have the time or resources to do so. The result may be single interventions such as a professional development workshop for teachers or a career day for students. However, those are unlikely to cause major change or sustained interest development. To address these challenges, we have undertaken our NSF ITEST project titled, Virginia Tech Partnering with Educators and Engineers in Rural Schools (VT PEERS). Through this project, we sought to improve youth awareness of and preparation for engineering related careers and educational pathways. Utilizing regular engagement in engineering-aligned classroom activities and culturally relevant programming, we sought to spark an interest with some students. In addition, our project involves a partnership with teachers, school districts, and local industry to provide a holistic and, hopefully, sustainable influence. By engaging over time we aspired to promote sustainability beyond this NSF project via increased teacher confidence with engineering related activities, continued integration within their science curriculum, and continued relationships with local industry. From the 2017-2020 school years the project has been in seven schools across three rural counties. Each year a grade level was added; that is, the teachers and students from the first year remained for all three years. Year 1 included eight 6th grade science teachers, year 2 added eight 7th grade science teachers, and year 3 added three 8th grade science teachers and a career and technology teacher. The number of students increased from over 500 students in year 1 to over 2500 in year 3. Our three industry partners have remained active throughout the project. During the third and final year in the classrooms, we focused on the sustainable aspects of the project. In particular, on how the intervention support has evolved each year based on data, support requests from the school divisions, and in scaffolding “ownership” of the engineering activities. Qualitative data were used to support our understanding of teachers’ confidence to incorporate engineering into their lessons plans and how their confidence changed over time. Noteworthy, our student data analysis resulted in an instrument change for the third year; however due to COVID, pre and post data was limited to schools who taught on a semester basis. Throughout the project we have utilized the ITEST STEM Workforce Education Helix model to support a pragmatic approach of our research informing our practice to enable an “iterative relationship between STEM content development and STEM career development activities… within the cultural context of schools, with teachers supported by professional development, and through programs supported by effective partnerships.” For example, over the course of the project, scaffolding from the University leading interventions to teachers leading interventions occurred. 

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3. Integrating community assets, place-based learning, and career development through project-based learning in rural settings

   https://doi.org/10.3389/feduc.2025.1577093  

   Kizys, DeNae; Lotter, Christine; Perez, Lucas; Gilreath, Rachel; Limberg, Dodie (May 2025, Frontiers in Education)

   Our study investigates the first year of a two-year place-based education (PBE) professional development model that focuses on career development in rural middle schools through project-based learning (PBL) units. Rural science, technology, engineering, and mathematics (STEM) educators face unique challenges, including geographic isolation, limited resources, and reduced access to professional development opportunities, which can hinder the effective integration of career-oriented learning in the classroom. We addressed these challenges by implementing professional development in which school counselors and teachers collaborate to design PBL units aligned with rural community local needs and STEM careers. Using a descriptive multiple-case study methodology to document the experiences of three teams of educators, we used cross-case analysis to explore how the teams integrated PBL and PBE principles to foster meaningful learning experiences and enhance career awareness among students. The research questions focused on each team’s implementation of the PBL units based on key PBL design elements and how they integrated local community connections and places. Initial findings suggest that while teams effectively engaged with community members and integrated STEM career connections, they faced challenges in broadly applying learning and assessment practices. We highlight the potential of PBE to enhance rural STEM education and emphasize the need for long-term professional development to equip teachers with the skills necessary to integrate STEM content and career development effectively. 

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4. Building Interest in Technology Careers for High School Students

   https://doi.org/10.18260/1-2--46785  

   Wosczyna-Birch, K; Robicheau, W (June 2024, ASEE PEER)

   The goal of this program, funded by the National Science Foundation Advanced Technological Education (NSF ATE) program, is to provide additional professional and technical skills to cohorts of high school students through a Saturday Program. The program has provided inner-city high school students with out-of-school, hands-on educational experiences focusing on both professional and technical skills. Participant demographics will be discussed in this paper as diversity is a key objective of the program. The program utilizes industry-driven, project-based learning (PBL) and lessons in career and college readiness to prepare students for the workforce. Each student session consists of five consecutive Saturdays and is taught by a team of high school teachers, community college faculty, and instructors with expertise in professional skills, teambuilding, leadership, technical writing, coding, and STEM disciplines. The program is held on community college campuses as a way to show students that they are welcome in a college environment, which has inspired participants to have confidence in their own abilities to attend college and pursue educational and career goals in technology fields. Principals from participating high schools have commented that students who attended the Program have demonstrated an improvement in their academics and behavior due to the knowledge of professional and technical skills that they have gleaned from the program. The program’s leadership team disseminates best practices through presentations, social media, publications, and workshops at national conferences. The virtual four-day Summer Teachers’ Workshop allows high school and community college educators from throughout the United States to experience the same program that is used for the high school students. Although the workshop is virtual, participants are provided with materials and supplies, so they have the same hands-on experiences as the students in the Saturday program. 

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5. Building Interest in Technology Careers through a Five-Week Saturday Program

   https://doi.org/10.18260/1-2--42663  

   Wosczyna-Birch, Karen (June 2023, ASEE Annual Conference & Exposition)

   The goal of this program, funded by the National Science Foundation Advanced Technological Education (NSF ATE) program, is to provide additional professional and technical skills to cohorts of high school students through a five-week Saturday Program. The curriculum is continuously reviewed and modified to address current skills needed by the technician workforce. While this program was originally proposed and planned as in-person, the leadership team decided to shift to a virtual environment as the pandemic caused the closure of community college campuses where the program was to be held. Program modalities and curriculum were modified to shift to an online experience. In Fall 2022, the program was able to return to an in-person format. The program’s leadership team disseminates best practices through presentations, social media, publications, and workshops at national conferences. The four-day Summer Teachers’ Workshop brings high school and community college educators from throughout the United States to experience the same program that is used for the high school students. The Program’s outreach efforts and the national dissemination of best practices for engaging underrepresented populations in technology careers has a national impact that will potentially increase the diversity of the technician workforce. The program has inspired participants to have confidence in their own abilities. Principals from participating high schools have commented that students who attended the Program have demonstrated an improvement in their academics and behavior due to the knowledge of professional and technical skills that they have gleaned from the program. The program has provided inner-city students from four high schools with out-of-school, hands-on educational programs focusing on professional skills, technical writing and engineering technology competencies. Participant demographics will be discussed in this paper as diversity is a key objective of the program. The program utilizes industry-driven, project-based learning (PBL) and lessons in career and college readiness to prepare students for the workforce. Each student session consists of five consecutive Saturdays and is taught by a team of high school teachers, community college faculty, and instructors with expertise in professional skills, teambuilding, leadership, technical writing, coding, and STEM disciplines. 

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