Promoting Strategic STEM Education Outreach Programming Using a Systems-Based STEM-EO Model
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| Title: | Promoting Strategic STEM Education Outreach Programming Using a Systems-Based STEM-EO Model |
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| Language: | English |
| Authors: | Ward, Annmarie R. |
| Source: | Research Management Review. 2015 20(2). |
| Availability: | National Council of University Research Administrators. 1015 18th Street NW Suite 901, Washington, DC 20036. Tel: 202-466-3894; Fax: 202-223-5573; e-mail: info@ncura.edu; Web site: http://www.ncura.edu/content/news/rmr |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Outreach Programs, Strategic Planning, Models, Visual Aids, Program Implementation, Integrated Activities, Audience Analysis, Context Effect, Behavioral Objectives, Literacy, Program Improvement, Systems Development, Program Descriptions, School Community Programs, Partnerships in Education, College Programs |
| Geographic Terms: | Pennsylvania |
| ISSN: | 1068-4867 |
| Abstract: | In this paper a STEM Education Outreach (STEM-EO) Model for promoting strategic university outreach programming at Penn State University to the benefit of university, school district and community stakeholders is described. The model considers STEM-EO as a complex system involving overarching learning goals addressed within four outreach domains and multiple outreach dimensions. The STEM-EO Framework provides a visual representation summarizing the complex system of interacting elements comprising STEM-EO. The STEM-EO Goals identify core aspects of STEM learning that support STEM literacy and address challenges facing the STEM pipeline. The STEM-EO Dimensions describe the context of specific projects, defining finer-grained characteristics, such as the nature of the targeted audience(s), educational setting, and methods of instructional engagement. The combination of Framework, Goals, and Dimensions provides a detailed description of projects and a multi-level grid on which to map and understand existing projects in terms of the pipeline, domains, goals, and dimensions. It allows more accurate identification of gaps in STEM-EO programming and development of projects that will help fill those gaps. This combination also emphasizes the importance of goal/assessment driven programming while recognizing the need to consider aspects of program dimensions and influence within and across domains during goal and assessment design and interpretation of assessment data. |
| Abstractor: | As Provided |
| Number of References: | 5 |
| Entry Date: | 2015 |
| Accession Number: | EJ1063995 |
| Database: | ERIC |
| Abstract: | In this paper a STEM Education Outreach (STEM-EO) Model for promoting strategic university outreach programming at Penn State University to the benefit of university, school district and community stakeholders is described. The model considers STEM-EO as a complex system involving overarching learning goals addressed within four outreach domains and multiple outreach dimensions. The STEM-EO Framework provides a visual representation summarizing the complex system of interacting elements comprising STEM-EO. The STEM-EO Goals identify core aspects of STEM learning that support STEM literacy and address challenges facing the STEM pipeline. The STEM-EO Dimensions describe the context of specific projects, defining finer-grained characteristics, such as the nature of the targeted audience(s), educational setting, and methods of instructional engagement. The combination of Framework, Goals, and Dimensions provides a detailed description of projects and a multi-level grid on which to map and understand existing projects in terms of the pipeline, domains, goals, and dimensions. It allows more accurate identification of gaps in STEM-EO programming and development of projects that will help fill those gaps. This combination also emphasizes the importance of goal/assessment driven programming while recognizing the need to consider aspects of program dimensions and influence within and across domains during goal and assessment design and interpretation of assessment data. |
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| ISSN: | 1068-4867 |
