ENGAGING DIVERSE YOUTH IN EXPERIENTIAL STEM LEARNING: A UNIVERSITY AND HIGH SCHOOL PARTNERSHIP

Abstract

This paper presents the results of a partnership between a New Jersey school district andfour-year university seeking to enhance STEM programming for the district’s diverse studentpopulation. The project utilized a STEM-focused experiential unit integrated into existing ninthgrade school non-science classes (social studies and career readiness courses). A quasiexperimentaldouble pre- and post-test design was used to gauge feeling towards and interestin STEM study among the diverse sample population over a two- year period. Data from YearOne was used to refine and adjust the Year Two structure. Results offer credence to the use offocused STEM units with general population students to influence interest in science andSTEM-related careers. The experiential component of the unit was most well-received withstudents supporting its integration into a non-science classroom.