Building Student Engagement Through STEM!

Purpose & objective

Since 2018, classrooms operated by Lancaster Lebanon IU13 have been adding STEM lessons to their weekly instruction to boost positive behavior and engage our students in academic learning. This poster presentation will focus on our process and success of this implementation.
Our STEM Program created STEM lessons and a training model to help our teachers implement STEM and the hired of a center based STEM teacher to continue our growth in this area. Our STEM team is currently working on an easy to use and searchable platform to organize and house STEM materials and lessons for our Special Education Teachers to use.
Through this process, the team has been collecting and compiling data that indicates that this program is successful at reducing student maladaptive behaviors and increasing on-task behavior. Because of this success we are able to continually grow and develop this program.

Outline

Content:
Poster- includes information about our programs, our timeline, and student behavior data.
Photo Slideshow- photos of projects completed in classes and competitions.
Artifacts: Items from STEM events and projects that can be used to drive conversation
IU13 STEM Website: Can further discussion and provide more information to refer to in the future.

Time: Time will vary based on the interests of the audience. A brief description of the poster will be provided to audience members, then discussion will drive the amount of time spent on each component.

Process: Peer-to-peer interaction, visuals

Supporting research

The Effectiveness of a Design Thinking Tool for the Development of Creativity in Teaching STEM Subjects among Special Needs Education Teachers
Balakrishnan, B., Azman, M. N. A., Sharif, A. M., Yaacob, M. I. H., Zain, H. H. M., & Kway Eng Hock. (2021). The Effectiveness of a Design Thinking Tool for the Development of Creativity in Teaching STEM Subjects among Special Needs Education Teachers. International Journal of Science, Mathematics & Technology Learning, 28(1), 15–26. https://doi-org.proxy-lvc.klnpa.org/10.18848/2327-7971/CGP/v28i01/15-26

Science in Action: How Middle School Students Are Changing Their World Through STEM Service-Learning Projects.
Newman, J. L., Dantzler, J., & Coleman, A. N. (2015). Science in Action: How Middle School Students Are Changing Their World Through STEM Service-Learning Projects. Theory Into Practice, 54(1), 47–54. https://doi-org.proxy-lvc.klnpa.org/10.1080/00405841.2015.977661

Improving Retention Through Metacognition: A Program for Deaf/Hard-of-Hearing and First-Generation STEM College Students.
Franklin, S. V., Hane, E., Kustusch, M. B., Ptak, C., & Sayre, E. C. (2018). Improving Retention Through Metacognition: A Program for Deaf/Hard-of-Hearing and First-Generation STEM College Students. Journal of College Science Teaching, 48(2), 21–27. https://doi-org.proxy-lvc.klnpa.org/10.2505/4/jcst18_048_02_21

Perceptions of Self-Efficacy among STEM Students with Disabilities
Jenson, R. J., Petri, A. N., Day, A. D., Truman, K. Z., & Duffy, K. (2011). Perceptions of Self-Efficacy among STEM Students with Disabilities. Journal of Postsecondary Education and Disability, 24(4), 269–283.

How an integrative STEM curriculum can benefit students in engineering design practices.
Fan, S.-C., & Yu, K.-C. (2017). How an integrative STEM curriculum can benefit students in engineering design practices. International Journal of Technology & Design Education, 27(1), 107–129. https://doi-org.proxy-lvc.klnpa.org/10.1007/s10798-015-9328-x

Inclusive STEM: Making Integrative Curriculum Accessible to All Students.
Goeke, J. L., & Ciotoli, F. (2014). inclusive STEM: making integrative curriculum accessible to all students. Children’s Technology & Engineering, 18(3), 18–22.