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In early 2020, a research collaboration between a college of engineering, a research institute, a pre-college STEM program, a rural school district, and the local advanced manufacturing industry began. The goal of this Innovative Technology Experiences for Students and Teachers (ITEST) project was to create community-based engineering design experiences for underserved middle school students (grades 6-8) from rural NC aimed to improve their cognitive (STEM content knowledge and career awareness) and non-cognitive (interest, self-efficacy, and STEM identity) outcomes, and ultimately lead to their increased participation in STEM fields, particularly engineering. The project leverages strategic partnerships to create a 3-part, grade-level specific Engineering Design and Exploration course that engages middle school students in authentic engineering design experiences that allow them to research, design, and problem-solve in a simulated advanced manufacturing environment. Shortly after receiving university approval to begin the research process, progress was halted due to an unprecedented global health crisis. The school district was closed for several weeks as administrators and teachers prepared to transition to remote learning. In addition, the district experienced unexpected teacher and administrator turnover. In the wake of such uncertainty, the partners have pivoted their research design to work more closely with industry partners while still maintaining an active relationship with the school district as they rebuild. This paper will describe the challenges faced, strategies employed, and lessons learned during the course development and implementation process.
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This content will become publicly available on January 16, 2026
Fostering STEM competency in high-school students by bridging engineering and ophthalmology through eye research
Recent data across the globe indicates a decline in stem competency among secondary education students. Despite persistent interest in STEM fields this decrease in preparedness could yield detrimental effects for both future scientists and engineers. To address this current trend, a collaborative partnership between a university and high school commenced. The goal was to create an advanced experiential engineering course focused primarily on ophthalmology principles, research, and hands-on solutions. Twenty-one high school students (grades 9-12) enrolled in the course. Their objective was to investigate research questions involving ocular physiology. These ranged from surveying intraocular pressure measurement methods, examining the nature of vitreous humor properties, and investigating the inherent connection between blood flow and fluid dynamics. Furthermore, students engaged in hands-on experimentation that resulted in a hydraulics-based model which attempted to link the correlation between blood pressure and intraocular pressure involved in glaucoma progression. Post-course interviews revealed three major themes: i) an increased appreciation for the utility of mathematics and its real-world use; ii) the importance of the mentor-mentee relationship and professional networking; and iii) increased access to resources beyond what is traditionally found in a high school classroom. These findings suggest that incorporating research into a high school classroom can foster positive outcomes and spark students’ interest in ophthalmology research and in STEM more broadly. This course can serve as a model in future development of project-based engineering curriculum and help broaden participation in STEM.
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- PAR ID:
- 10639181
- Publisher / Repository:
- PAGEPress, Pavia, Italy.
- Date Published:
- Journal Name:
- Proceedings of the European Academy of Sciences and Arts
- Volume:
- 4
- ISSN:
- 2791-5301
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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