4/10/12 1 WHY LINKING IN- AND OUT-OF-SCHOOL EXPERIENCES MATTERS FOR STUDENTS HISTORICALLY UNDERREPRESENTED IN STEM Successful K-12 STEM Education National Science Foundation April 10, 2012 Chicago, IL Diane Miller, St. Louis Science Center Gabrielle Lyon, PhD, Project Exploration Rafael Rosa, Peggy Notebaert Nature Museum

3/16/12 STEM in the Service of Students Successful K-12 STEM Education National Science Foundation Gabrielle Lyon, Project Exploration Chicago April 10,

Who Will Do Science? Project Exploration YES at St. Louis Science Center Peggy Notebaert Nature Museum

Science is Peculiar When we talk about “underrepresented populations in science” or “minorities in science” we need to take into account… Achievement gap: We should be looking at socioeconomic status in addition to race and ethnicity. Literacy: If you can’t read well you won’t get to do science.

1959 National Engagement Strategies Resources, programs focused on academic top 10% Government funding is “soft” money; primarily ends up at universities and research-based institutions High-caliber informal experiences target academically elite students and families who can pay for them.

Obstacles* Students from underrepresented minority groups face specific obstacles to continuing in STEM at different points: Fail to enter higher education because K-12 training is weak; Tuition costs are a significant barrier to higher education; Lack of laboratory research experiences keep students from being competitive for graduate school.

Opportunities* Three most effective strategies for students from populations historically underrepresented in science: 1)overnight and residential or summer programs 2)one-on-one opportunities 3)hands on lab experiences  Key element across all successful programs: commitment and effectiveness of program staff. * Investigating the Human Potential, AAAS 1983.

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Who We Are Project Exploration is a nonprofit science education organization whose mission is to ensure that communities traditionally overlooked by science — particularly minority youth and girls — have access to personalized experiences with science and scientists. 3/16/12 9

Who We Serve 6 th -12 th grade Chicago Public School students least likely to have the chance to be involved with science. Students who struggle academically and students attending chronically under-resourced Chicago Public Schools with graduation rates just above 50%, well below the national average. Nearly 85% of Project Exploration students come from low-income families. 54% are African American and 41% are Latino; 78% are female. 10

Our Goals: Get students interested in science Keep students interested in science Equip students to pursue science, should they choose Through: Long-term relationships Access to experts Interest-driven content co-created by students Personalized learning supported by caring adults

Sisters4Science

All Girls Expedition

Lab Internships

Our Impact to Date* Project Exploration’s 10-year retrospective study of the 1,000 students who have participated in our programs found:  Engagement in communities of practice  Increased science capacity  Strengthened socio-emotional mindsets *Chi, et al. Project Exploration 10-Year Retrospective Program Evaluation, 2010.

Our Impact to Date*  95% of our students 18 years and older have graduated or are on track to graduate high school.  50% of these students are enrolled in a four-year college or have already graduated.  60% of students pursuing higher education majored or are majoring in STEM-related fields. Furthermore,  30% have jobs in a STEM-related career.  60% would like to pursue higher education. *Chi, et al. Project Exploration 10-Year Retrospective Program Evaluation,

Metrics that Matter to Students* Someone knows their name The program “never ends” It feels like “family” They learn how to write They’re in the news … Not just about science *Chi, et al. Project Exploration 10-Year Retrospective Program Evaluation, 2010.

Hope Jernigan: Recommendations to Scientists 18 1.Learn about your audience. 2. Share something about yourself. 3. Interact in ways that build student confidence. 4. Provide an authentic, hands-on activity.

Our Youth-Science Model Building positive youth development and science competencies Open- minded and curious students Working alongside scientists Authentic, inquiry-based learning experiences 19

Connecting Back to Academic Lives… Dear Principal Dust, Your students, Miguel and Hector, were immersed in a world of scientific discovery and leadership development this past summer through Project Exploration’s Junior Paleontologist (JP) program. Each year, Project Exploration selects twelve high school students…This year, students worked with scientists during the classroom training, representing a variety of scientific fields such as geology, paleontology, and comparative anatomy. At the end of this rigorous training, the students presented projects to their families, teachers, and community members. In South Dakota, Miguel and Hector… worked with ten scientists over the course of five days searching for mammoth bones, preparing fossils, and exploring the Black Hills. Throughout the experience, students developed leadership and communication skills as they worked together in a new and challenging environment.

The questions that matter at Project Exploration: What’s worth knowing and experiencing in STEM? What are youth looking for in STEM experiences? What activities will best serve students’ needs? How can we build positive youth development assets through STEM?