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Increasing students’ confidence in their technological ability has been found to have a broader impact on their content knowledge in several subject areas, but most strikingly, in STEM (science, technology, engineering, and mathematics). A sample of 513 students in grades 6 through 12 in the New York City public school system were questioned on their perceived technological ability after participating in The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project, hereafter referred to as the CCERS STEM + C Project. Also explored was the students’ access to technology to determine if this would be a factor in student self-efficacy in technology ability. Analysis revealed that science self-efficacy and technology ability were both strengthened through participation in the project. Additionally, the study found that working alongside STEM professionals and exposure to STEM careers were also contributing factors. The study aims to determine if increased access to technology would, in turn, increase students’ self-efficacy in their technology knowledge and skills and have a positive effect on their self-confidence in STEM content. The results of the study contribute to the body of research that suggests greater access to technology may be an important factor in students’ self-agency and academic achievement.

 

The rationale for this research is the ever-increasing reliance on technology in all aspects of life, but especially in the realm of education. Technology tools, use, and approaches that support inclusive student learning are supported by the empirical evidence found in this report. The research emphasized self-efficacy levels achieved in the student learning of technology-supported integrated science, technology, engineering, and mathematics (STEM). The Curriculum and Community Environmental Restoration Science STEM + Computer Science (CCERS) makes use of web-based authentic STEM content, providing interactive technology on a dynamic environmental science platform and providing real-world environmental conundrums. Results of this study indicate that CCERS respondents have higher confidence in their technological abilities than those of the non-CCERS respondents. In addition, under-represented groups (URG) CCERS respondents, on average, have higher confidence in their technological abilities than URG non-CCERS respondents. This suggests that CCERS has a positive impact on participants' confidence in their technological abilities, a key indicator in pursuing STEM careers. This study provides practical implications for current and future research in technology-supported learning in integrated STEM learning environments and student outcomes.

 

Information technology has become ubiquitous in the 21st Century. Acquiring the skills and confidence to navigate the computational arena is all but obligatory for educational and professional success. Underrepresentation of women in the wide variety of fields associated with information technology is an authentic concern for both the individual and society as a whole. Various studies have emphasized the importance of stronger representative of marginalized groups to bolster creative thinking and a variety of perspectives. The CCERS STEM + C Program is a long-term hands-on environmental restoration project that has been embedded in the New York City Department of Education public schools. Students work to restore the native oyster population to New York Harbor through both field work and working with large sets of data on the open-access platform. One of the several areas studied throughout this program is the motivation and self-efficacy of the students, especially students who are underrepresented in the STEM and technology fields. Student surveys were initiated by 764 students with 513 participants and non-participants completing the survey. Aimed at eliciting levels of several self-reported factors, the survey included a subscale measuring levels of confidence in technological abilities. Results of the survey indicated that 9th grade female students have a higher level of self-efficacy and motivation than female students in the later high school grade levels. These results are consistent with the waning motivation and interest of female students in technology and STEM found in other studies. 

The role of classroom teachers in the development of a well-designed curriculum is paramount. For this reason, teachers were asked to participate in the use and evaluation of a remote learning environmental restoration curriculum. The purpose of the study was to determine whether the participating teachers increased their content knowledge of STEM concepts and content related to the environmental restoration, specifically in terms of New York Harbor and oyster restoration, by participating in a remote learning curriculum pilot. New York City public school teachers of grades 6 through 12 instructed their students in the remote learning computer science curriculum lessons for one semester. A reflective survey was administered to the teachers at the conclusion of the semester and the findings indicated that 89% of the participating teachers experienced an increase in their knowledge of STEM concepts and content related to harbor and oyster restoration. The study was limited by the element of time and the model can be augmented in future iterations by increasing the length of the study to a full year of school and across several grade levels. 

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. 

Underrepresented and marginalized students have challenges when connecting their personal identities to STEM identities. This has a direct impact on the post-secondary educational and career choices of these students. Some factors which contribute to the disenfranchisement of marginalized students include inequity in academic preparation, students’ lack of self-efficacy and self-identity in STEM, students’ lack of connection to the STEM curriculum and students’ lack of role models and mentors. Although the opportunities in the STEM workforce are abundant and lucrative, students who identify as students of color, female and/or English language learners are poorly represented in the STEM professions. Through the CCERS STEM + C Program, students are asked to expand their STEM identity through near-peer mentoring, encounters with STEM experts and individual STEM Research projects that are focused on the environmental restoration of New York Harbor, its watershed and the native oyster population. 

The aim of this study is to showcase the use of incorporating problem-solving in a multifaceted, long-term investigation. New York Harbor and its estuaries are undergoing a major revitalization due to the efforts of the Curriculum and Community Enterprise for Environmental Restoration Project. Comprised of a network of local educational and business partnerships, students who have been historically underrepresented in the S.T.E.M. field are given the opportunity to delve into environmental restoration in their local communities and strategize, analyze and evaluate environmental challenges to achieve success in problem-solving. The restoration of a sustainable environment is reliant upon innovative responses to the challenges posed. Problem-solving allows the students to use advanced thinking ability and it can also be the driving force of change. The project has resulted in a deeper understanding of local environmental restoration efforts and a stronger commitment to actionable plans for the future. 

This paper examines the current understanding of the green economy movement and the critical role that education plays in attracting a viable workforce for this relatively new crusade. By connecting youth with the importance of environmental concerns in their community, tangible opportunities for sustainable change are created. By giving human agency to some of the most marginalized populations in New York City, the opportunity to experience environmental challenges in the community in which they live exposes these students to a plethora of enriching and rewarding employment opportunities. By combining the stewardship of their environment with formal and informal education, the Curriculum and Community Enterprise for Restoration Science in New York City is presenting multiple pathways for employment and educational opportunities in the green economy.