Progress 09/01/16 to 08/31/21
Outputs
Target Audience:Despite the COVID-19 pandemic, our work to date has centered around STEM programs and relationship building with our project's fourprimary sites (Ansonville Elementary, Monroe Avenue Elementary, Peachland - Polkton Elementary, and Wallace Elementary) and their communities. During thespring and summerof 2021 our programming efforts expanded to additional sites based in our target communities includingthe following elementary schools in Richmond County: Mineral Springs, East Rockingham, Fairview Heights, LJ Bell, West Rockingham, Washington Street; and in Anson County the additional sites included the following elementary schools Wadesboro Primary, Wadesboro, Lilesville, and Morven. Ourelementary school sites werecentral to our project's targeted audiences: 1): students (youth attending each elementary school, their STEM clubs and after-school programs, 2): their families, 3): school teachers (grades 2 - 5), 4): school officials, 5): after school staff, and 6): each site's community at-large (stakeholders, local business and industry, local government, religious organizations, other youth serving agencies, etc.). During year 5of our CYFAR project, 781students in grades 2nd through 5th grade took part in our virtual science literacy program efforts,4,835 After-Dinner Science kits (take-home hands-on science kits) were distributed to 967 youth, and148adults and 1,030youth took part in our face-to-face summer CYFAR ExpandedSTEM programs. Changes/Problems:COVID-19 continued to have a significant impact on our CYFAR STEM programs. Many North Carolina schools continuedremote learning and or hybrid classroomsduring year 5 of our project. Many of our planned STEM programs for grades 2-5 were canceled and / or were conducted virtually.Our sites had varying abilities and resources for their student population re: take home technology needs. During this time we continued our workon our last After Dinner Science (ADS) Kits for distribution and the team worked diligently to move "in-person" STEM curriculum programs to the online environment for year five. A significant amount of funding from year 4 and 5was not used becausesites prohibitedfrom havingace-to-face programs until June 2021. A scope change was sought and grantedin May 2021 that allowed for the program to expand its sites within our target communities. Two of our NC school systems worked with our program and allowed us to host a summer intensive STEM programs for youth. Approximately 1,030 students and 148 adults (teachers / school officials) participated in an 8-week program where students participated in hands-on STEM programs that correlated to in-school academic programs including field trips, experiments, labs and more. Despite the setbacks we experienced due to COVID-19, our project ended on a high note. What opportunities for training and professional development has the project provided?Teachers at each school site are trained (virtually in year 5) to deliver 4-H Embryology, Soil Solutions, Robotics, Ecosystems, Bees and Pollinators, and Microbiology. These curricula are aligned to the standard course of study that assists with the required NC and SC scope and sequence for teachers. Once trained, these teachers will be able to continue delivering our CYFAR STEM programs even after funding has ended. Schools were provided with additional technology support and resources to enhance programs. This technology will also allow for the addition of supplemental activities. For example, a school has developed a school garden and chicken coop for youth to expand learning in embryology, soils, and pollination. Program implementation and teacher training have created a lot of excitement and visibility within the sites and their local communities. As the CYFAR team continued to work as "part of the local community" the sites expressed willingness to work with our local Extension partners. Local Extension partners (4-H agents and 4-H educators) have been working in conjunction with the CYFAR team on program design and implementation. The STEM Coordinator and the CYFAR team worked with community-based organizations and local government to make them aware of the program and the importance of STEM for their youth (i.e. CYFAR is "a smart investment in our future"). We are hopeful that creating a community consensus around the CYFAR STEM project will ultimately attract more partners, investors, and bring forward individuals who can push the project forward in their community. How have the results been disseminated to communities of interest?Community engagement continuedto be central to our project. The entire CYFARteam and especially the local CYFAR STEM Coordinator has created relationships and collaborations with local and state government officials in the counties as well as local businesses such as Pee Dee Electric, Tractor Supply, and Millstone 4-H Camp. While face-to-face community outreach has been very limited in year 5 of this project, the CYFAR STEM Coordinator participated in a handful of school and community drive-by events. The majority of our dissemination efforts for the past two (2) years re COVID-19 have been virtual. Our CYFAR STEM Coordinator collaborated with various members of the community to promote our programs and digital assetsthis year. After creating various videos to correlate with the After Dinner Science Kits, the technology specialist promoted these videos along with "SPARK" videos to enhance the 4-H curriculum during the COVID pandemic. By using social media platforms, these digital assets were available to all school districts, teachers, parents, and volunteers. This communication allowed the community at large to experience not only the CYFAR STEM programs, but 4-H activities overall during a time when other community events could not take place. The Coordinator received positive feedback from several teachers, school board members, and county officials about this progress. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Due to the COVID pandemic, program implementation was predominantly administered in a virtual setting. Despite the hardships experienced during the pandemic, thirty-two (32) teachers andschool administrators implemented CYFAR virtual STEM programs. The entire CYFAR STEM team worked diligently to design digital / virtual program options as well as new digital curriculum pieces for our sites. Despite the limitations our program experienced we are proud of our programs accomplishments. During year 5 the following in-school programs took place. Fifth grade teachers implemented the Microbiology curriculum to 209 students. Fourth-grade teachers at Ansonville Elementary provided Hive Helper (bee) and Robotics curriculum to 162 students. Third grade students (234) received Soil Solutions curriculum materials and 176 students were involved in the Embryology unit. In our final year, 781 students participated in CYFAR school-based STEM programs. In addition, our "After Dinner Science" program was implemented at all sites with a total of 4,835 after-dinner science kits distributed to 967 students; These hands-on STEM kits, designed to be completed at home, focused on the following STEM topics: What's the Matter (states of matter), Score!!! (force and motion), Candy Rock (geology), Ecosystem Jungle (ecosystems), Tornado in a Bottle (weather), and It's Raining, It's Pouring (weather and measurement). This year, our CYFAR project also included an expended summer STEM programs that reached 1,030 students and 148 adults from June to August 2021. Community involvement was very different this year as the 85% of the year our sites were closed and school was held virtually. Yet, despite the school closings, the CYFAR STEM Coordinator collaborated with various members of the community to promote the new digital assets virtual learning. The team created numerous videos to correlate with the After Dinner Science Kits (ADS) and our technology specialist promoted these videos along with 4-H "SPARK" videos to enhance the curriculum during the COVID pandemic. By using social media platforms, these digital assets were available to all school districts, teachers, parents, and volunteers. This communication allowed the community at large to experience not only the CYFAR STEM curriculum, but 4-H activities overall during a time when other community events could not take place.
Publications
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Progress 09/01/19 to 08/31/20
Outputs
Target Audience:Our work to date has centered around STEM programs and relationship building with our project's three sites (Ansonville Elementary, Monroe Avenue Elementary and Wallace Elementary) and their communities. Our three elementary school sites are central to our project's targeted audiences: 1): students (youth attending each elementary school, their STEM clubs and after-school programs, 2): their families, 3): school teachers (grades 2 - 5), 4): school officials, 5): after school staff, and 6): each site's community at-large (stakeholders, local business and industry, local government, religious organizations, other youth serving agencies, etc.). During year 4 of our CYFAR project, 567 students in grades 2nd through 5th grade took part in our science literacy program efforts. 2,835 After-Dinner Science kits (take-home hands-on science kits) and 224 adults 789 youth individuals (youth / families) took part in our community outreach (events were held in the community of our target schools). In the upcoming months, the CYFAR project team will participate in the PTO meetings at the SCP sites as well as "science nights". In February, the team will hold a "station" at the Ansonville Elementary STEM Night. The students there will be working with Magnetic Slime and taking home instructions to duplicate their experiment at home with their families. Similarly, the team will be attending and participating in the Duke Energy Night at Monroe Avenue Elementary. The CYFAR team worked with our university-based STEM specialists to design, develop and implement a training program for 2nd through 5th grade teachers from our SCP sites. 8 teachers were trained on the formal science literacy programs used this year in September. 1 representative from ROC Inc was trained on Microbiology to utilize in their Afterschool program and 1 4H Agent was trained in Embryology. Changes/Problems:COVID-19 had a significant impact on our Spring 2019 STEM programs. North Carolina schools moved to remote learning during the last 10 weeks of the school year school. Many of our planned STEM programs for grades 2-5 were postponed. Our sites had varying abilities and resources for their student population re: take home technology needs. During this time we worked on preparing our last After Dinner Science (ADS) Kits for distrubtion when families were allowed to return to schools to collect their personal belongings. The team is working to move "in-person" STEM curriculum programs to the online environment for year five. A significant amount of funding for the spring programs was not used since they were postponed. During 2018, we underwent a major turnover process at local 4-H Agent (Extension) level and within the CYFAR project itself. At the local level we now have three new 4-H Extension professionals. Our South Carolina school has had several new 4-H Agents. As a result of the vacancy in one of our site communities (Richmond County, NC) our then CYFAR coordinator resigned to fill that permanent position. While our program lost a valuable STEM Coordinator, she continues to be heavily involved with the project on a county 4-H perspective. In addition, the CYFAR team went through the hiring process for the third time and the projects now 3rd STEM Coordinator joined the team in the spring of 2019. Katy Haywood, our new CYFAR STEM Coordinator is from one of our site communities and she taught in the local school system for several years, so she's been able to hit-the-ground-running. Also, teacher and principal turnover have become a challenge. For this reason, we have decided to add training in September 2019 for teachers new to the grant. This has alleviated this challenge and has provided the grant with trained and effective teacher partners. In addition, the Technology Specialist has been able to bridge the issues we have faced with university purchasing and our partner sites technology needs thus, the technology line items are being implemented and more resources have been ordered. Each school has created a STEM Wish List. These items will also be considered for purchase. What opportunities for training and professional development has the project provided?The CYFAR team worked with our university-based STEM specialists to design, develop and implement a training program for 2nd 3rd 4th and 5th grade teachers from our SCP sites. These trainings were utilized to both update new teachers to the grant on the curriculum that was already implemented in the schools as well as inform 5th grade teachers of the latest curriculum incorporation (microbiology). A combination of teachers, 4-H Agents, curriculum specialists, and CYFAR program staff attended the two-day training to learn and collaborate together. Additionally, staff from the Afterschool program was present. The curriculum taught was Embryology, Soil Solutions, Hive Helpers/Robotics, and Microbiology. How have the results been disseminated to communities of interest?Community engagement continues to be at the heart of our project. To advance our efforts outside of the in-school and after-school environment, our community outreach has grown greatly. The CYFAR STEM Coordinator has created relationships and collaborations with local and state government officials in the counties as well as local businesses such as Pee Dee Electric, Tractor Supply, and Millstone 4H Camp. In September 2019, the CYFAR STEM Coordinator participated in the Richmond County Extension Open House Event. The public that attended the event was able to interact with pre-built EV3 robots as well as become more familiar with the idea of coding and technology usage. There were 100 adults that were in attendance and 25 youth that actively interacted with the robots. Among the adults that experienced the Robotic learning center were Tavares Bostic, Richmond County Commissioner and Tom McInnis, NC State Senator. Also, in conjunction with the 4-H Agent in Richmond County, the CYFAR STEM Coordinator spent 4 days with 607 5th grade students across the county at the 4-H Science Adventures Field Trip held at Millstone 4H Camp in Ellerbe, NC. The STEM Coordinator exhibited the microbiology curriculum by bringing microscopes and slides that held unicellular and multicellular organisms to introduce to students. The local FCS Agent collaborated with the STEM Coordinator as well to provide handwashing courses (from the microbiology curriculum). According to teacher evaluations, the station was the most highly aligned to the NC Standard Course of Study and was the student's favorite of the 7 stations. Several teachers asked for more 4-H microbiology information and raved about the opportunity that was given to the students through the utilization of the microscopes. During this event, a community member (volunteer) attended one of the microbiology lessons and asked the Coordinator to use a similar exhibit at the Richmond County Agricultural Fair. As a result, The CYFAR STEM Coordinator, as well as a 4-H volunteer, showcased the microbiology curriculum through the use of microscopes at the county fair to 157 youth and 90 adults. Several of the adults that utilized the microscopes and visited the learning station were excited about using the materials including several city councilmen as well as the mayor of the City of Hamlet, Bill Bayless. The youth that used the microscopes ranged in ages 4-18, many of which had never seen or used a microscope. In the upcoming months, the CYFAR project team will participate in the PTO meetings at the SCP sites as well as "science nights". In February, the team will hold a "station" at the Ansonville Elementary STEM Night. The students there will be working with Magnetic Slime and taking home instructions to duplicate their experiment at home with their families. Similarly, the team will be attending and participating in the Duke Energy Night at Monroe Avenue Elementary. What do you plan to do during the next reporting period to accomplish the goals?Teachers at each school site are trained to deliver 4-H Embryology, Soil Solutions, Robotics, Ecosystems, Bees and Pollinators, and Microbiology. These curricula are aligned to the standard course of study that assists in the required NC and SC scope and sequence for teachers. These teachers will be able to continue delivering the program after CYFAR funding has ended. Schools were provided with additional technology to all for them to expanse the program. These tools will provide an opportunity for the program to continue once CYFAR funding ends. This technology also allows for the addition of supplemental activities. For example, a school has developed a school garden and chicken coop for youth to expand learning in embryology, soils, and pollination. Program implementation and teacher training have created a lot of excitement and visibility within the sites and their local communities. As the CYFAR team continues to work as "part of the local community" the sites are expressing additional needs and a willingness to work with our local Extension partners. Local Extension partners (4-H agents and 4-H educators) have been working in conjunction with the CYFAR team on program design and implementation. The STEM Coordinator and the CYFAR team is working with community-based organizations and local government to make them aware of the program and the importance of STEM for their youth (i.e. CYFAR is "a smart investment in our future"). We are hopeful that creating a community consensus around the CYFAR STEM project will ultimately attract more partners, investors, and bring forward individuals who can push the project forward in their community. To gauge programmatic success via our outputs and impacts the program will utilize the CYFAR Common Measures for Science (elementary grades) as well as content specific evaluations that measure attitude, aspirations, and knowledge gained and youth participating in the both the formal (in-school) and non-formal (after-school and community) programs. To fulfill both educator objectives in the coming year, the project will focus on in-school, after- school, and community STEM engagement. School administrators, teachers in 2nd 3rd 4th and 5th grade classes, and after-school staff will be trained by our university content specialists (NC State University & NC A&T State University) to implement the life cycles (Embryology & Bees & Pollinators), ecosystems (Soil Solutions), Forces and Motion (Magic of Electricity), Robotics, and Microbiology programming efforts and STEM learning technologies. STEM curriculum training and professional development sessions (utilizing 4-H STEM curriculum, experiential learning & project-based learning, utilizing STEM learning technologies in the classroom, etc.) in the fall. In addition, our IT Specialist will continue to roll-out the programs technology platform and provide training for the sites on STEM learning technologies.
Impacts
What was accomplished under these goals?
The long-term goal for this project is to increase youth interest in STEM related careers so that there is a more diverse pool of youth entering into STEM related college programs and career paths. This project will work with youth, families, teachers, administrators, afterschool providers and community-based organizations to A) Design and implement a well-integrated and coordinated approach to increase student knowledge, skills and attitudes in Science, Technology, Engineering, and Math (STEM) with a strong focus on food, agriculture, natural resources, biological and physical science curricula while leveraging hands-on technology applications at the elementary school level. B) Utilize formal and nonformal education programs, 4-H, outreach and community based initiatives that are highly relevant to agriculture science. C) Promote family engagement and learning through nonformal program efforts and community events and expand STEM learning systems into new and existing 4-H and FCS community programs. This project will also strengthen rural elementary teachers' knowledge, skills and attitudes regarding science instruction, use of instructional resources, and technology applications that serve vulnerable families and communities. The short-term objectives for this project include: Youth will increase their positive attitudes about science learning. Youth will increase their science knowledge within several areas of science inquiry. Formal and nonformal science educators will increase their confidence in teaching STEM content. Formal and nonformal science educators will increase their ability to teach STEM content. The long-term objectives for this project include: The number and diversity of youth who pursue STEM related education and career paths will increase. Formal and nonformal science educators will continue to spend more classroom time providing STEM content. The NCSU, Clemson, and NCA&T 4-H STEM CYFAR SCP will become sustainable beyond the 5-year funding period and will become a model for increasing STEM education state and nationwide.
Publications
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Progress 09/01/18 to 08/31/19
Outputs
Target Audience:Our work to date has centered around STEM programs and relationship building with our project's four sites (Ansonville Elementary, Monroe Avenue Elementary, Wallace Elementary, and Latta Elementary) and their communities. Our four elementary school sites are central to our project's targeted audiences: 1): students (youth attending each elementary school and their after-school programs, 2): their families, 3): school teachers (grades 2 - 5), 4): school officials, 5): after school staff, and 6): each site's community at-large (stakeholders, local business and industry, local government, religious organizations, other youth serving agencies, etc.). During year 3 of our CYFAR project, four hundred and thirty-one (431) students in grades 2nd through 5th grade took part in our science literacy program efforts, 850 students participated in our After-Dinner Science programs (take-home hands-onscience kits) and over 410 individuals (youth / families) took part in our Science Adventure Nights (events were held at eachof our SCP sites). The CYFAR team worked with our university-based STEM specialists to design, develop and implement a training program for 2nd through 5th grade teachers from our four (4) SCP sites. Twenty-six (26) teachers were trained on the four (4) formal science literacy programs used this year. Changes/Problems:During 2018, we underwent a major turnover process at local 4-H Agent (Extension) level and within the CYFAR project itself. At the local level we now have three new 4-H Extension professionals. In 2018, our two South Carolina site communities hired and lost two (2) 4-H professionals, and both of our North Carolina communities lost long-term 4-H agents due to promotions. As a result of the vacancy in one of our site communities (Richmond County, NC) our then CYFAR coordinator resigned to fill that permeant position. While our program lost a valuable STEM Coordinator, she continues to be heavily involved with the project on a county 4­-H perspective. In addition, the CYFAR team went through the hiring process for the third time and the projects now 3rd STEM Coordinator joined team in the spring of 2019. Kay Haywood, our new CYFAR STEM Coordinator is from one of our site communities and she taught in the local school system for several years, so, she's been able to she's hit-the-ground-running. In addition, Technology Specialist has been able to bridge the issues we have faced with university purchasing and our partner sites technology needs thus, the technology line items are being implemented and more resources have been ordered. Funding will remain in approved line items and carryover into the coming months when the project expenses will catch up to programmatic efforts (a significant amount of funding will be spent on technology in the fall of year four [fall 2019] which will catch this line-item up on expenses) and now that we have a new CYFAR STEM Coordinator in positionso, that funding will be expended. What opportunities for training and professional development has the project provided?The CYFAR team worked with our university-based STEM specialists to design, develop and implement a training program for 2nd 3rd 4th and 5th grade teachers from our four (4) SCP sites. Twenty-six (26) teachers were trained on four (4) formal science literacy programs including: Embryology, Soil Solutions, Bees & Pollinators and Robotics. How have the results been disseminated to communities of interest?Community engagement continues to be at the heart of our project. During year three of our project, the CYFAR team designed and implemented three (3) Parent Teacher Organization (PTA/PTO) Science Nights at three of our sites (over 410 students and families attended these events). During these programs, the CYFAR team was able to talk about our project and its goals. Community members were encouraged to ask questions and explore the in-school and after-school programs the project is currently implementing and some that are still to come. To outreach and inform the community of our project the previous CYFAR project coordinator attended and presented at several community-based events in our SCP communities. Presentations were given to the following organizations: Girl Scouts of the Carolinas, Lions Club, Kiwanians, and the local Parks and Recreation programs. What do you plan to do during the next reporting period to accomplish the goals?To fulfill both youth objectives in the coming year, the project will focus on in-school, after­ school, and community STEM engagement. In-school programs will focus on 2nd 3rd 4th and 5th grade youth. The program focuses in 2nd grade will be life cycles (Embryology), 3rd grade will focus on ecosystems (Soil Solutions), 4th grade will focus on Forces and Motion (Magic of Electricity) and Bees and Pollinators (ecosystems), and 5th grade Robotics. Our project will work with after-school sites, in-school clubs and summer STEM programs at our sites to implement an extended non-formal science learning program that complements their formal classroom STEM work. A variety of family and community STEM engagement programs will continue (After Dinner Science, PTA STEM Nights, etc.). In addition, the local 4-H agents working in these communities will coordinate with the 4-H CYFAR STEM Coordinator to market local 4-H programming and involve site families, youth and school staff in 4-H programming (4-H clubs, service learning opportunities, etc.). To gauge programmatic success via our outputs and impacts the program will utilize the CYFAR Common Measures for Science (elementary grades) as well as content specific evaluations that measure attitude, aspirations, and knowledge gained and youth participating in the both the formal (in-school) and non-formal (after-school and community) programs. To fulfill both educator objectives in in the coming year, the project will focus on in-school, after­ school, and community STEM engagement. School administrators, teachers in 2nd 3rd 4th and 5th grade classes, and after-school staff will be trained by our university content specialists (NC State University & NC A&T State University) to implement the life cycles (Embryology & Bees & Pollinators), ecosystems (Soil Solutions), Forces and Motion (Magic of Electricity), and Robotics programming efforts and STEM learning technologies. STEM curriculum training and professional development sessions (utilizing 4-H STEM curriculum, experiential learning & project-based learning, utilizing STEM learning technologies in the classroom, etc.) will be offered in spring, summer and fall of 2019, and carry over into 2020. In addition, our IT Specialist will continue to roll-out the programs technology platform and provide training for the sites on STEM learning technologies.
Impacts
What was accomplished under these goals?
During year three our CYFAR project has centered around four primary focus areas: 1) STEM programming and engagement with students / youth; 2) teacher training (STEM focus), 3) outreach and relationship building with our four (4) SCP sites and their communities (Ansonville Elementary (Anson County), Monroe Ave. Elementary (Richmond County), Wallace Elementary (Marlboro County), and Latta Elementary (Dillon County); and 4) recruiting and hiring a new Regional STEM Project Coordinator as well as working with three new 4-H agents that were all hired in our site communities during 2018. To advance our programmatic efforts the CYFAR team continued to worked directly with our four (4) SCP sites, and our new local Extension agents to maintain clear lines of communication. The CYFAR team developed an implementation calendar for our 2nd 3rd 4th and 5th grade science literacy programming (formal science program) as well as the after school and "After Dinner Science" components (non-formal science program). During year 3 of our CYFAR project, four hundred and thirty-one (431) students in grades 2 through 5 took part in our science literacy program efforts, 850 students participated in our After-Dinner Science (ADS) programs (take-home hands-on science kits) and over 410 individuals (youth / families) took part in a Science Adventure Nights and PTA events held at three of our SCP sites. During 2018, the STEM Coordinator worked with the four sites to determine the best science essentialstandards to connect to our After-Dinner Science (ADS) kits to and 850 ADS kits were distributed to our site's students. In addition, nine (9) ADS lessons were developed for implementation in grades 2 through 5 on hands-on topics like rocketry (forces & motion) magnetism and math (magnetic slime), flower power (soil science), and pizza power (plant science) just to name a few. Our Evaluation Specialist continued to worked with our SCP sites and administrators on the proper protocols for the evaluation components of the grant and secured all necessary documentation including all the IRB protocols for the remainder of this project. The CYFAR Technology Specialist is continuing to work directly with each site partner on designing and implementing a technology plan that fits their needs. Sites have received and/or requested iPads and Chromebooks that allows for a one-to-­one teaching opportunity for youth and Smartboards for classroom use. While technology integration continues to be a slow process, especially for our South Carolina sites since they operate in two (2) different administrative systems and contain different technology protocols then NC, we are excited the project is now expending from our technology budget line and we anticipate significant impacts will be seen from this in 2019. Our Technology Specialist is also working with our partner sites on integration of new technologies and resources that enhance and align to both school essentialstandard goals and our projects. A few examples of this include: EV3 robotic kits, a small-scale 3D printer used for both robotics and life cycle programs, and a greenhouse that focuses on 3rd and 4th grade programs (plant science & ecosystems). The greenhouse, for example, extends not only the formal in-school component of this project by connecting our 3rd grade and 4th grade programs but it also provides a great community integration opportunity whereas community volunteers can support their local students and business and industry can see STEM efforts truly coming to life in their local schools. The CYFAR team, school administrators and teachers, families, and community leaders from our four (4) partner sites continue to witness both an interest and excitement in science flourish. During our recent CYFAR site visit (April 2019) with our CYFAR Coach Kim Burgess-Neloms students we're quoted as saying - "Coding [and robotics] is fun - I thought it would be too hard for me - but I love it!" and "Studying the plant life cycle was boring until now . . . it's awesome to see how seeds really take in water - I mean they went from little seeds to fuzzy, like fast!" Our CYFAR team continues to be excited and inspired by students, teachers, administrators and communites our projects
Publications
- Type:
Other
Status:
Published
Year Published:
2018
Citation:
N/A
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Progress 09/01/17 to 08/31/18
Outputs
Target Audience:Our work to date has centered around outreach and relationship building with our project's four sites (Ansonville Elementary, Monroe Avenue Elementary, Wallace Elementary, and Latta Elementary) and their communities through our local Cooperative Extension agents. Our four elementary school sites are central to our project's targeted audiences: 1) students (youth attending each elementary school and their after-school programs, 2) their families, 3) school teachers (grades 2 - 5), 4) school officials, 5) after school staff, and 6) each site's community at-large (stakeholders, local business and industry, local government, religious organizations, other youth serving agencies, etc.). During year 2 of our CYFAR project, fourhundred and eight (408) students in grades 2nd and 3rd grade took part in our science literacy program efforts, 825 students participated in our After-Dinner Science programs (take-home hands-on science kits) and over 550 individuals (youth / families) took part in our Science Adventure Nights (events were held at each of our SCP sites). The CYFAR team worked with our university-based STEM specialists to design, develop and implement a training program for 2nd and 3rd grade teachers from our four (4) SCP sites. Thirty-two (32) teachers (including teaching assistants) were trained on the two (2) formal science literacy programs used this year (Embryology and Soil Solutions). Changes/Problems:While our CYFAR project has had a very successful year overall there have been a few "bumps-in-the-road" during year two. Unfortunately, we faced an employment performance issue this year with our original Regional STEM Project Coordinator. The original Regional STEM Project Coordinator was released of their duties in early December, 2017. Our CYFAR team used this time to rewrite the position description which allowed us to be very specific about this positions responsibilities and the requirement that the individual hired "live" within one of our four target communities. Subsequently, we reviewed candidate packets, conducted two rounds of interviews and hired an "outstanding" individual for this position. Our new Regional STEM Project Coordinator, Catherine Shelley, started her position on May 1, 2017. Mrs. Shelley came to us from the Richmond County School System, where she's been an elementary teacher for 7 years. In addition, Mrs. Shelley, has a BS in elementary education, a MS in Environmental Science Education and she's a native of Richmond County, NC (one of our targeted communities). Catherine has "hit-the-ground running" and has exceeded our expectations. In addition, our SCP school systems have been slow to adopt our technology support however, our SCP sites are now on-board and excited about the technology allocations and support (the district schools systems (in general) have been very slow to approve items for purchase and implementation). Our IT specialist continues to work with our sites and the district liaisons and we believe that our IT plan will roll-out this fall. Thus, the grant allocations for technology will be implemented during years 3 - 5 (i.e. we will use thisun-spent line item in early fall of 2018). What opportunities for training and professional development has the project provided?The CYFAR team worked with our university-based STEM specialists to design, develop and implement a training program for 2nd and 3rd grade teachers from our four (4) SCP sites. Thirty-two (32) teachers (including teaching assistants) were trained on the two (2) formal science literacy programs used this year (Embryology and Soil Solutions). In addition, non-formal programs materials were developed and shared with our SCP sites for cross-over with non-formal program efforts. How have the results been disseminated to communities of interest?Community engagement is at the heart of our project. During year two of our project, the CYFAR team designed and implemented three (3) Parent Teacher Organization (PTA/PTO) Science Nights at three of our sites (over 650 students and families attended these events). During these programs, the CYFAR team was able to talk about CYFAR (in general) and about the goals of our STEM project. Community members were able to ask questions and explore a variety of the in-school and after-school programs the project is currently implementing and some that are still to come. To outreach and inform the community of our project the previous CYFAR project coordinator attended and presented at several community-based events in our SCP communities. Presentations were given to the following civic organizations: Lions Club, Kiwanians, and the local Parks and Recreation programs. North Carolina Senator Tom McInnis learned about our CYFAR project at a community event and he subsequently requested and hosted a meeting with community leaders and city officials (from his entire Senate district), and this project's PI (Dr. Mitzi Downing). At this meeting Dr. Downing talked about our CYFAR program and its importance to the region. This meeting gave our CYFAR project added exposure (project dissemination) and it jump-started our program sustainability efforts. What do you plan to do during the next reporting period to accomplish the goals?Youth Related Objectives: Objective 1: Youth will increase their positive attitudes about science learning. Objective 2: Youth will increase their science knowledge within several areas of science inquiry. To fulfill both youth objectives in the coming year, the project will focus on in-school, after-school, and community STEM engagement. In-school programs will focus on 2nd, 3rd and 4th grade youth. The program focus in 2nd grade will be life cycles (Embryology), 3rd grade will focus on ecosystems (Soil Solutions) and 4th grade will focus on Force and Motion (Magic of Electricity). After-school sites will implement an extended nonformal science learning program that complements their formal classroom STEM work. A variety of family and community STEM engagement programs will begin (After Dinner Science, PTA STEM Nights, etc.). In addition, the local 4-H agents working in these communities will coordinate with the new 4-H CYFAR STEM Project Coordinator to market local 4-H programming and involve site families, youth and school staff in 4-H programming (4-H clubs, service learning opportunities, etc.). To gauge programmatic success via our outputs and impacts the program will utilize the CYFAR Common Measures for Science (elementary grades) as well as content specific evaluations that measure attitude, aspirations, and knowledge gained by youth participating in the both the formal (in-school) and non-formal (after-school and community) programs. Educator-Related Objectives: Objective 3: Formal and non-formal science educators will increase their confidence in teaching STEM content. Objective 4: Formal and non-formal science educators will increase their ability to teach STEM content. To fulfill both educator objectives in in the coming year, the project will focus on in-school, after-school, and community STEM engagement. School administrators, teachers in 2nd, 3rd and 4th grade classes, and after-school staff will be trained by our university content specialists (NC State University & NC A&T State University) to implement the life cycles (Embryology), ecosystems (Soil Solutions), and Life Science (Magic of Electricity) programming efforts and STEM learning technologies. STEM curriculum training and professional development sessions (utilizing 4-H STEM curriculum, experiential learning & project-based learning, utilizing STEM learning technologies in the classroom, etc.) will be offered in late summer and early fall of 2018, and carry over into 2019. In addition, our IT Specialist will continue to roll-out the programs technology platform and provide training for the sites on STEM learning technologies.
Impacts
What was accomplished under these goals?
During year two, ourCYFAR team developed an implementation calendar for our 2nd and 3rd grade science literacy programming (formal science program) as well as the after school and "After Dinner Science" components (non-formal science program). During year 2 of our CYFAR project, fourhundred and eight (408) students in grades 2nd and 3rd grade took part in our science literacy program efforts, 725 students participated in our After-Dinner Science programs (take-home hands-on science kits) and over 550 individuals (youth / families) took part in our Science Adventure Nights (events were held at each of our SCP sites). The CYFAR team worked with our university-based STEM specialists to design, develop and implement a training program for 2nd and 3rd grade teachers from our four (4) SCP sites. Thirty-two (32) teachers (including teaching assistants) were trained on the two (2) formal science literacy programs used this year (Embryology and Soil Solutions). In addition, the CYFAR team developed and implemented a series of Science Nights at three of our four schools where families, students, teachers, and administrators participated in hands-on science activities that complemented the Science and ELA curriculum being taught in the classrooms. The CYFAR team developed four (4) projects for use during our Science Night events including: Magnets (Force); Microbiology - Germs and Blood (Red & White Blood Cells, Platelets, etc.); and Electricity (Open & Closed Circuits). The CYFAR team worked with our four (4) SCP site administrors (school principals) and PTA/PTO groups to deliver three hands-on and exciting "Science Nights" and Parent Information sessions. Our 4-H After-Dinner Science (ADS) program kicked-off in year-two with the dissemination of over 850 science kits being sent home with our sites students. ADS kits are designed to inform families about the CYFAR project and to engage both the youth and their family in science projects that can happen inside their home or right outside their door. The CYFAR team developed four (4) ADS kits and distributed two (2) during this school year. Our ADS kits focused on the "weather" and 'force and motion." Throughout both the formal and non-formal STEM programming efforts science educators increased their confience and abilities to teach science content to their students and youth increased their knowledge in grade-level science content and increased their positive attitudes about science learning.
Publications
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Downing, M., Chilcote, A., Guin, A., & Palmer, L. (2018). When Murphy's Law Impacts A Grant: The Importance of Hiring The Right People. CYFAR Professional Development Conference, Alexandria, VA (June 12-13, 2018).
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Progress 09/01/16 to 08/31/17
Outputs
Target Audience:Our work to date has centered around outreach and relationship building with our project's four sites (Wadesboro Primary, Monroe AvenueElementary, Wallace Elementary, and Latta Elementary) and their communities through our local Cooperative Extension agents. Our four elementary school sites are central to our project's targeted audiences: 1) students (youth attending each elementary school and their after-school programs, 2) their families, 3) school teachers (grades 2 - 5), 4) school officials, 5) after school staff, and 6) each site's community at-large (stakeholders, local business and industry, local government, religious organizations, other youth serving agencies, etc.). Changes/Problems:Year one of this grant was designed as both a planning year and a quick start implementation year. During this first year, some aspects of our programming began later than originally planned due todelays in finalization of funding, complications in hiring the Project Coordinator, and a change in the IT Specialist. We are making steady progress at the current time. What opportunities for training and professional development has the project provided?Our Site and State CYFAR Program Team membersattend the CYFAR 2016 SCP Orientationand the 2017 CYFAR Professional Development Conference. Currently, the State CYFAR Program Team members are working with our university content specialist at both NC State University and NC A&T State University to design and plan the upcoming teacher / afterschool STEM Training workshops scheduled for early fall 2017. In addition, the State CYFAR Program Team has made plans to visit a CYFAR project in Minnesota this summer to learn more about their project sustainability model as well as learn from their team's successes. How have the results been disseminated to communities of interest?NC 4-H STEM CYFAR team wrote two online blog articles describing our project and intended impacts. NC Senator, Tom McInnis read the blog posts and expressed his excitement and support for the project. Senator McInnishas talked about this project during various meetings and presentations. In addition, Dr. Muquarrab Qureshi, Deputy Director of the Institute of Youth, Family, and Community, met with our team on Monday, May 22, 2017 which gave our team a wonderful opportunity to learn more about the "in's and out's" of CYFAR projects, as well as provided us information on additional funding streams for continued project sustainability. What do you plan to do during the next reporting period to accomplish the goals?Youth Related Objectives: Objective 1: Youth will increase their positive attitudes about science learning. Objective 2: Youth will increase their science knowledge within several areas of science inquiry. To fulfill both youth objectives in the coming year, the project will focus on in-school, after-school, and community STEM engagement. In-school programs will focus on 2nd and 3rd grade youth. The program focus in 2nd grade will be life cycles (Embryology), while 3rd grade will focus on ecosystems (Soil Solutions). After-school sites will implement an extended nonformal science learning program that complements their formal classroom STEM work. A variety of family and community STEM engagement programs will begin (After Dinner Science, PTA STEM Nights, etc.). In addition, the local 4-H agents working in these communities will coordinate with the 4-H CYFAR STEM Project Coordinator (starting July 3, 2017) to market local 4-H programming and involve site families, youth and school staff in 4-H programming (4-H clubs, service learning opportunities, etc.). To gauge programmatic success via our outputs and impacts the program will utilize the CYFAR Common Measures for Science (elementary grades) as well as content specific evaluations that measure attitude, aspirations, and knowledge gained by youth participating in the both the formal (in-school) and non-formal (after-school and community) programs. Educator-Related Objectives: Objective 3: Formal and non-formal science educators will increase their confidence in teaching STEM content. Objective 4: Formal and non-formal science educators will increase their ability to teach STEM content. To fulfill both educator objectives in in the coming year, the project will focus on in-school, after-school, and community STEM engagement. School administrators, teachers in 2nd and 3rd grade classes, and after-school staff will be trained by our university content specialists (NC State University & NC A&T State University) to implement the life cycles (Embryology) and ecosystems (Soil Solutions) programming efforts and STEM learning technologies. STEM curriculum training and professional development sessions (utilizing 4-H STEM curriculum, experiential learning & project-based learning, utilizing STEM learning technologies in the classroom, etc.) will be offered in late summer and early fall of 2017, and carry over into 2018. In addition, our IT Specialist will begin to roll-out the programs technology platform and provide training for the sites on STEM learning technologies (utilizing the Asus Zenpads / Tablets, etc.). Specific Action Steps include (but are not limited to): Monthly trainings begin for SCP site teachers and afterschool staff on project curricula. Content specialist (NCSU & NCA&T faculty) visit SCP sites, provide on-site training. Purchase technology, disseminate and provide set-up for sites; Technology training for sites. Ongoing technology training and support. Secure baseline evaluation data (see logic model). Ongoing data collection and evaluation. Train SCP sites on the National Youth Science Day Experiment; sites participate in NYSD. Training held for 2nd and 3rd grade teachers and afterschool staff on Life Cycle and Ecosystem curriculum and activities. Implement 2nd grade student 4-H STEM classroom program (Life Cycles) at all SCP sites. Implement 3rd grade student 4-H STEM classroom program (Life Cycles) at all SCP sites. Implement 4-H STEM and Science Literacy program at all SCP Afterschool sites. Design and implementation of SCP site and community based STEM technology outreach efforts (Social Media, Webpages, listserves, Blogs).
Impacts
What was accomplished under these goals?
The long-term goal for this project is to increase youth interest in STEM related careers so that there is a more diverse pool of youth entering into STEM related college programs and career paths.This project will work with youth, families, teachers, administrators, afterschool providers and community-based organizations to: A) Design and implement a well-integrated and coordinated approach to increase student knowledge, skills and attitudes in Science, Technology, Engineering, and Math (STEM) with a strong focus on food, agriculture, natural resources, biological and physical science curricula while leveraging hands-on technology applications at the elementary school level.Accomplishments: Our project has hired our 4-H STEM Coordinator and a Technology Specialist. The 4-H STEM Coordinator serves as the bridge between the universities, the four sites and their local communities. This individual works with the sites daily and helps to coordinate training,program implementation and support evaluation protocols. The Technology Specialist works with our sites to design technology rich methodologies for STEM programming and trains youth, teachers, after-school staff, families, etc. on technology applications used within our programmatic efforts. B) Utilize formal and nonformal education programs, 4-H, outreach and community based initiatives that are highly relevant to agriculture science.Accomplishments:The CYFAR leadership team meets biweekly to review progress and to make plans for next steps; and workwith our local Cooperative Extension agents on local outreach efforts that strengthen our programmatic efforts. C) Promote family engagement and learning through nonformal program efforts and community events and expand STEM learning systems into new and existing 4-H and FCS community programs. This project will also strengthen rural elementary teachers' knowledge, skills and attitudes regarding science instruction, use of instructional resources, and technology applications that serve vulnerable families and communities. The short-term objectives for this project include: Youth will increase their positive attitudes about science learning. Accomplishments: Educational supplies and technology purchases have been made to support programmatic efforts slated for early fall 2017 (National Youth Science Day Kits and Asus Zenpads / Tablets). Youth will increase their science knowledge within several areas of science inquiry. Accomplishments: Educational supplies and technology purchases have been made to support programmatic efforts slated for early fall 2017 (National Youth Science Day Kits and Asus Zenpads / Tablets). Formal and nonformal science educators will increase their confidence in teaching STEM content. Accomplishments:Plans for STEM training lead by ourcontent specialists (from NC State University and NC A&T State University) are underway in preparation for the launch of the program in all four counties in the Fall of 2017.Training in STEM curricula for teachers and volunteers is planned for late summer and early fall of 2017. Formal and nonformal science educators will increase their ability to teach STEM content. Accomplishments:Plans for STEM training lead by ourcontent specialists (from NC State University and NC A&T State University) are underway in preparation for the launch of the program in all four counties in the Fall of 2017. Training in STEM curricula for teachers and volunteers is planned for late summer and early fall of 2017. The long-term objectives for this project include: The number and diversity of youth who pursue STEM related education and career paths will increase. Formal and nonformal science educators will continue to spend more classroom time providing STEM content. The NCSU, Clemson, and NCA&T 4-H STEM CYFAR SCP will become sustainable beyond the 5-year funding period and will become a model for increasing STEM education state and nationwide.
Publications
- Type:
Websites
Status:
Published
Year Published:
2017
Citation:
Downing, Mitzi. Inspiring Future STEM Leaders: CYFAR Project. Website / Blog spotlight. NC Cooperative Extension Website.
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