Journal article
A theoretically based STEM talent development program that bridges excellence gaps
Annals of the New York Academy of Sciences, Vol.1522(1), pp.109-116
04/2023
DOI: 10.1111/nyas.14978
PMID: 36908105
Appears in UI Libraries Support Open Access
Abstract
The pipeline of highly trained STEM (science, technology, engineering, and mathematics) professionals has narrowed in recent decades, forcing society to re-examine how schools are discovering and developing STEM talent. Of particular concern is the finding that rural students attend post-secondary schools at lower rates than their urban counterparts, and when they do attend, they are less likely to graduate from STEM programs. One reason may be that they are not prepared for advanced STEM coursework because they lack access to essential STEM talent-development programs in middle or high school. This creates excellence gaps, which exacerbate the narrowing STEM pipeline to the workforce. To address this, we formed a university-school partnership to develop an outside-of-school STEM talent development program, called STEM Excellence, for rural middle-school students who attend under-resourced schools. The aim of STEM Excellence was to increase students' achievement and aspirations while empowering their teachers to develop local STEM programs grounded in developmental psychology theories. STEM Excellence integrated the Talent Development Megamodel Principles of ability, domains of talent, opportunity, and psychosocial variables. STEM Excellence also recognized the interplay of multiple person-environment systems as presented in the Bioecological Systems Model.
Details
- Title: Subtitle
- A theoretically based STEM talent development program that bridges excellence gaps
- Creators
- Susan G Assouline - University of IowaDuhita Mahatmya - University of IowaLori M Ihrig - University of IowaStephanie Lynch - California Department of Education, Sacramento, California, USANesibe Karakis - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Annals of the New York Academy of Sciences, Vol.1522(1), pp.109-116
- DOI
- 10.1111/nyas.14978
- PMID
- 36908105
- NLM abbreviation
- Ann N Y Acad Sci
- ISSN
- 0077-8923
- eISSN
- 1749-6632
- Publisher
- Wiley
- Grant note
- Jack Kent Cooke Foundation 1713123 / National Science Foundation
- Language
- English
- Electronic publication date
- 03/12/2023
- Date published
- 04/2023
- Academic Unit
- Center for Evaluation and Assessment; Iowa Neuroscience Institute; Center for Social Science Innovation; Education Administration; Psychological and Quantitative Foundations
- Record Identifier
- 9984377757202771
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