1. Questar III BOCES STEM Research Institute
ASEA
Colorado Springs
Fall 2018

2. Program Goals
Increase the number of Capital Region high school graduates inspired, motivated, and academically prepared to pursue training programs and/or college and careers in STEM fields

3. Goals ……
Increase the available workforce required for business, research, and industry in the Tech Valley Region of New York State.

4. Goals……..
Provide secondary STEM teachers real world experiences in business, industry and science research while developing lessons and curriculum aligned to meet the needs of the 21st century STEM workforce

5. TheSTEM Research Institute
How?
TheSTEM Research Institute

6. History Columbia University, Dr. Sam Silverstein
Professor of Medicine, Physiology and Cellular Biophysics
28 years, 400 NYC science teachers
Proven results

7. 2013- 2016 Questar III Science Research Institute
2013- Pilot Year
***4 school districts, 5 science teachers
*** 7 school districts, 7 more science teachers
The Wadsworth Center- NYS Health Dep’t (Dr. Erasmus Schneider)
SUNY Polytechnic Institute
University at Albany
Albany College of Pharmacy
Rensselaer Polytechnic Institute
Momentive Chemical Corporation

11. The 2013-2016 Science Institute
What did it look like?
The placement
The research
The classroom professional development
Lesson and curriculum development
The funding

12. 2014-2016 Financial Supporters
Questar III BOCES
McCarthy Foundation
Workforce Development Corporation
General Electric
Regeneron
Wadsworth Center

13. Results
28 year study of the Columbia program have shown significant improvement in student achievement both passing and mastery rates on the NYS Living Environment Regents Exams
Questar Analysis Shows:
Increase in mastery levels of achievement on NY Science assessments
Significant changes in classroom instructional strategies

14. STEM Research Institute Teacher Summary Data
Survey Item
Agree
Disagree
# of Participants
My participation to become a STEM teacher aligned well with the knowledge and skills required in the workplace setting in which I worked.
75%
25% 36
As a result of my participation in the STEM Research Institute I have implemented or will implement alternative ways of teaching to foster student learning.
100% 0%
I am a stronger, more confident teacher as a result of my participation in the STEM Research Institute.
My classroom has become more student-centered, embedding inquiry-based activities as a result of the STEM Research Institute.
98% 2%
I believe my participation in the STEM Research Institute has, or will, impact my students’ view of STEM.

15. Sample Regents Data

16. 2017-2018 Program Expansion Expansion to all STEM teachers: Science
Mathematics
Technology
Engineering
Focus: science research, business, manufacturing, engineering……”Tech Valley”

17. Effective partnership between education and business!
What Does It Look Like?
Science teachers in research labs
Technology, Engineering, and Mathematics teachers in Capital Region businesses and industries
Effective partnership between education and business!

18. School Board Perspective…….
Mr. Joseph “Seph” Garland
Questar III BOCES ( since 2008)
Coxsackie-Athens CSD (since 1991)

19. New STEM Partners/Placements
Centrotherm Ecosystems
National Grid
The Center of Gravity
Digifab Manufacturing
Lo Dolce
Monolith Solar

21. Monolith Solar Crew….Teacher Ed Bryden

22. Rensselaer Polytechnic Institute
Water Analysis Project- Adirondacks Carbon Dioxide Impact
Dr. Kevin Rose- Mentor Deborah Mabey- Teacher

23. Funding Sources 2018 McCarthy Foundation Workforce Development
Center for Economic Growth
National Grid
Regeneron Co.
Pharma Co.
Cap Com
Chief Executive Network
Questar III BOCES
Pending……NSF, NIH Grants

24. Sample Fellows’ Survey Comments
I have a better understanding of the desired skills in the fields I teach and how my classroom curriculum needs to connect with the real world.
My lessons now allow for more discovery, creativity, collaboration and problem-solving…even though it takes more time.
I realized how integral a deep understanding of math is in many STEM subjects and I can now make cross curricular connections to help motivate my students
I now understand how critical it is for my students to learn how to collaborate and problem-solve together.
A lot of my students think of me now as a scientist as well as a teacher, instead of a teacher of science. This inspires them!
Nothing I had ever done before prepared me to explain to a student what a STEM career is or could be. It opened my eyes.
Although I always felt I was a life-long learner, I actually feel more empowered now and my love for teaching has been awakened once again.

25. Vision for the Future
Dr. Gladys Cruz….. How can this be replicated?