STEM Education Success Stories
Madison Park Middle School's STEAM Program helps students develop the knowledge and skills to prepare them for tomorrow's leading careers. Instructor, Jason Bruso, elaborates on the success of the Paxton/Patterson program. Take an inside look with interviews from students and teachers.
KGET-NBC: Learn how students prepare for their future with STEM education, in Delano, California. The new College & Career Ready Labs program at Pioneer School is making one classroom interactive, giving students an opportunity to learn their interests and aptitudes before high school.
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The Paxton/Patterson STEM Lab at Cerro Villa Middle School with instructor, Dan Baker. Students engineer mechanisms, test fly gliders, experiment with lasers and wind turbines, 3D print, race dragsters, launch rockets, create forensic science sketches, and more.
Arizona Week news: Altar Valley Launches into STEM efforts with Paxton/Patterson. Learn how test scores have nearly doubled in just one year. Watch interviews with teachers, administrators and students.
Lorraine Rivera, of Arizona Week, interviews Dr. David Dumon, Superintendent of Altar Valley School District, to discuss the success of their Paxton/Patterson STEM Lab. Learn about the significant improvements in reading, writing and math benchmark scores as the district concentrates on communication, collaboration, critical thinking and creativity skills.
STEM Learning Systems pathway to postsecondary success
The combination of Science, Technology, Engineering and Mathematics is commonly referred to as S.T.E.M., however at Northside High School and the Advanced Applied S.T.E.M. Academy, it has another meaning. Director, Kari Cobb, focuses on Strategies-That-Engage-Minds, and those strategies are proving very effective at engaging a large number of diverse female students. 31.68% of students are female.
The Academy utilizes the Paxton/Patterson S.T.E.M. programs CAREERplus and CAREERplus 2. With these technology and engineering programs, students take the driver’s seat and Kari takes on the role of coach, mentor, and facilitator. “You can see a difference in these students,” She explains. “They come in asking questions like How do I solve this? What do you want me to do? What’s the answer? Then after about a week or so of work in the labs, they stop asking and start doing and discovering. We want them to work in teams to find the best solution verses the right answer. Not all of the solutions work right away, but these students have grit. They persevere through challenges that many didn’t believe they would be able to overcome when they first started the class. That's engaging! I believe it is the reason we get such great participation from a wide range of students.”
Rose Students Explore Careers Through STEM Program
Three freshmen at J.H. Rose High School gathered around a glass tank filled with rocks, dirt, several tiny wells and a small septic tank to study how toxins can spread through a water system.
“We put about five different dyes through five different wells, and we can see how the contaminated one contaminates three other ones,” student Clay Stanley said.
Stanley and his module partners, David Massey and Kori Kone, were in the STEM (science, technology, engineering and math) class at Rose, which began at the high school in August. They were working in the environmental technology module as classmates worked on other projects.
“We stay in our module for a month,” Kone said. ”Then we switch modules with different people to test out the careers and interests.’”
Other modules include alternative energy, architectural design, biotechnology, construction technology, manufacturing technology, materials science, and robotics and automation.
The STEM class comes via a company called Paxton Patterson, which develops the software programs and supplies for the class, in which students basically teach and test themselves.
Since Rose already had computers, the software and materials for the class cost $92,000, according to Beth Ann Trueblood, director of career and technology education for Pitt County Schools.
Paxton Patterson, a national company that develops and sells STEM Learning Systems to school systems, is project-based and helps students explore their interests while learning new skills.
About a dozen high schools in North Carolina use the Paxton Patterson curriculum. North Pitt will be starting the program in the fall.
“We try to create an environment for STEM education with our primary focus on advanced manufacturing,” said Roger Kennedy, an educational consultant for Paxton Patterson in North Carolina.
Advanced manufacturing skills such as 3-D modeling and programming, biotechnology, and robots and automation, are required for today’s job market, he said.
“It would get kids started,” he said. ”What we try to do is show students manufacturing is not what their parents did.”
The new type of manufacturing needs skilled workers who can design, program and maintain the expensive equipment used in advanced manufacturing, Kennedy said.
If students taking the first STEM class discover they have a special interest in a particular area like architecture or environmental technology, they can continue taking classes with that focus.
Some will be ready to enter the workforce after graduation; others may decide to pursue that career path in community college or at a four-year university.
Having skilled workers means better economic development for North Carolina, and a well-prepared workforce makes the country stronger, Kennedy said.
Rose was selected as the first high school in Pitt County to use the STEM curriculum, partly because two of its feeder schools — C.M. Eppes Middle School and E.B. Aycock Middle School — have STEM programs.
This year, the school opened the classes to those freshmen who already had taken STEM classes in middle school, according to Ashleigh Wagoner, career development coordinator at Rose.
Students Keagan McCauley and Patrick Vallandingham worked at the alternative energy module during a demonstration of the STEM program Monday.
McCauley demonstrated how cold and heat could produce energy to run a small fan using a Stirling engine and described the problems associated with using either one on a larger scale.
His favorite module was architecture, where he explored his father’s dream of becoming an architect.
“I really love it,” he said. ”Ever since I was younger, I really enjoyed architecture.”
In each module, the students follow a computer program to work through their projects, then answer questions and take tests before moving to the next module.
They learn to work in teams on authentic industry equipment to complete and test themselves and their projects.
-Beth Velliquette, Reflector.com
Contact Beth Velliquette at firstname.lastname@example.org or at 252-329-9566.