Work-in-Progress: Pursuing STEM/STEAM Certification as a Method for Maintaining an Integrated STEM/STEAM Learning Environment

Talia Capozzoli Kessler; Keisha Simmons; Katherine Leigh Boice; Justina Jackson; Jasmine Choi; Meltem Alemdar

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Multidisciplinary Engineering Division (MULTI) Technical Session 2
Tagged Division: Multidisciplinary Engineering Division (MULTI)
Permanent URL: https://peer.asee.org/48549

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Paper Authors

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Talia Capozzoli Kessler Georgia Institute of Technology orcid.org/0000-0002-8257-8150

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Talia Kessler, MSPP is a research associate at The Center for Education Integrating Science, Mathematics, and Computing (CEISMC) at Georgia Tech. As a research associate, she works on research and evaluation projects centering on K-12 STEM education. She has a Master's degree in Public Policy from Georgia Tech and is currently studying towards a PhD in Educational Policy Studies at Georgia State University.

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Keisha Simmons Georgia Institute of Technology

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Katherine Leigh Boice Georgia Institute of Technology

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Katherine (Katie) Boice is currently a Research Associate at the Georgia Institute of Technology's Center for Education Integrating Science, Mathematics, and Computing (CEISMC). With a background in applied developmental science, she contributes her knowledge of developmental psychology and research methodologies to various projects in informal and formal education spaces. Her current work focuses on STEAM education, out-of-school-time STEM, culturally-responsive evaluation methods, and educator wellbeing. She holds B.A. degrees in Psychology and Music from Emory University and an M.Ed. in Child Studies from Vanderbilt University’s Peabody College of Education.

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Justina Jackson Georgia Institute of Technology

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Justina Jackson (PhD) is a Research Scientist at Georgia Tech’s Center for Education Integrating
Science, Mathematics, and Computing (CEISMC). As part of the Research and Evaluation Team at CEISMC, she is involved in the study of STEM/STEAM programs and initiatives in K-12 and university settings. She earned her Ph.D. in Educational Policy with a Certificate in Qualitative Research and Certificate in Excellence in College Teaching from Georgia State University.

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Jasmine Choi Georgia Institute of Technology

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Jasmine Choi is a Research Scientist II at the Georgia Institute of Technology in the Center for Education Integrating Science, Mathematics, and Computing (CEISMC). Her research focuses on investigating evidence-based teaching and learning approaches and the impact of learning technologies in STEM K-12 classrooms.

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Meltem Alemdar Georgia Institute of Technology

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Dr. Meltem Alemdar is a Associate Director and Principal Research Scientist at Georgia Institute of Technology’s Center for Education Integrating Science, Mathematics, and Computing (CEISMC), Dr. Alemdar made significant contributions to the fields of STEM education. Her research focuses on improving K-12 STEM education through research on curriculum development, teacher professional development, and student learning in integrated STEM environments. Dr. Alemdar currently serves as PI and co-PI for research on various NSF funded projects that focuses on engineering education, teacher networks and STEM learning environments. Her expertise includes program evaluation, social network analysis, mixed methods, and advanced quantitative methods. Dr. Alemdar is passionate advocate for equitable and inclusive STEM education. She actively engages with educators, students, and communities to promote the importance of STEM disciplines and education research in preparing the next generation for the challenges of the future. She received her Ph.D. in Educational Policy, with a concentration in Research, Measurement, and Statistics, from Georgia State University.

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Abstract

A five-year long STEAM initiative, the ******* program, was designed by a STEM technical institute to develop and evaluate a model for STEAM professional learning for K-12 teachers. Specifically, program objectives focused on art integration within three STEM subjects: engineering, computer science, and innovation/entrepreneurship. Throughout the five-year program, ******* partnered with three local school districts in the surrounding metropolitan area to implement this model, centering on teacher professional learning and community building in STEAM. As a method to sustain program efforts, ******* collaborated with these schools to support their work pursuing and obtaining state-level STEM or STEAM certification. By acquiring STEM or STEAM certification, schools demonstrate evidence of expertise in multidisciplinary teaching and learning. As a part of the state certification process, schools are assessed by evaluators on a multi-part continuum, measuring five school characteristics: STEM or STEAM culture, instructional practices, professional learning, community partnerships, and sustainability of STEM or STEAM learning. Acquiring STEM or STEAM certification can be a lengthy process for schools, as it may require hiring specialized coordinators, implementing new STEM or STEAM-based instruction, or partnering with community organizations. While the certification process has become increasingly popular with school districts and other policymakers, few studies analyze the STEM or STEAM certification process, especially the impact on K-12 environments. In this work-in-progress paper, we will conduct a retrospective policy analysis [1] regarding the state's STEM and STEAM certification process and the implications of this process on participating schools. We will also reference qualitative data collected in focus groups and interviews with administrators at ******* schools to highlight school administrators’ perceptions of state STEM or STEAM certification. Preliminary findings indicate that administrators identified several school contextual factors that contributed to their perception of both the STEM or STEAM certification process as well as interest in pursuing certification, such as district mandates, levels of student achievement, and teacher instructional change. As more school districts consider STEM or STEAM certification, the findings presented in this work-in-progress paper may inform policymakers and school administrators on the relationship between STEM or STEAM certification and multidisciplinary teaching and learning.

Citation
Format

Kessler, T. C., & Simmons, K., & Boice, K. L., & Jackson, J., & Choi, J., & Alemdar, M. (2024, June), Work-in-Progress: Pursuing STEM/STEAM Certification as a Method for Maintaining an Integrated STEM/STEAM Learning Environment Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48549

TY  - CPAPER
AB  - A five-year long STEAM initiative, the ******* program, was designed by a STEM technical institute to develop and evaluate a model for STEAM professional learning for K-12 teachers. Specifically, program objectives focused on art integration within three STEM subjects: engineering, computer science, and innovation/entrepreneurship. Throughout the five-year program, ******* partnered with three local school districts in the surrounding metropolitan area to implement this model, centering on teacher professional learning and community building in STEAM. As a method to sustain program efforts, ******* collaborated with these schools to support their work pursuing and obtaining state-level STEM or STEAM certification. By acquiring STEM or STEAM certification, schools demonstrate evidence of expertise in multidisciplinary teaching and learning. As a part of the state certification process, schools are assessed by evaluators on a multi-part continuum, measuring five school characteristics: STEM or STEAM culture, instructional practices, professional learning, community partnerships, and sustainability of STEM or STEAM learning. Acquiring STEM or STEAM certification can be a lengthy process for schools, as it may require hiring specialized coordinators, implementing new STEM or STEAM-based instruction, or partnering with community organizations. While the certification process has become increasingly popular with school districts and other policymakers, few studies analyze the STEM or STEAM certification process, especially the impact on K-12 environments. In this work-in-progress paper, we will conduct a retrospective policy analysis [1] regarding the state&#39;s STEM and STEAM certification process and the implications of this process on participating schools. We will also reference qualitative data collected in focus groups and interviews with administrators at ******* schools to highlight school administrators’ perceptions of state STEM or STEAM certification. Preliminary findings indicate that administrators identified several school contextual factors that contributed to their perception of both the STEM or STEAM certification process as well as interest in pursuing certification, such as district mandates, levels of student achievement, and teacher instructional change. As more school districts consider STEM or STEAM certification, the findings presented in this work-in-progress paper may inform policymakers and school administrators on the relationship between STEM or STEAM certification and multidisciplinary teaching and learning.
AU  - Talia Capozzoli Kessler
AU  - Keisha Simmons
AU  - Katherine Leigh Boice
AU  - Justina Jackson
AU  - Jasmine Choi
AU  - Meltem Alemdar
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Work-in-Progress: Pursuing STEM/STEAM Certification as a Method for Maintaining an Integrated STEM/STEAM Learning Environment
UR  - https://peer.asee.org/48549
ER  -