2022 STEM Cognia Review
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Standard 1: School/program provides equitable opportunities for students to engage in high-quality STEM learning.
Concept 1: School/program has adopted an inclusive model of STEM education that is representative of community served by the institution. Concept 2: School/program engages in proactive strategies to recruit & support engagement from students traditionally underrepresented in STEM fields of work & learning. |
AdvancED Standard 1.1: The STEM school/program supports non-traditional student participation through outreach to groups often underrepresented in STEM program areas.
Statement: Identify clear success measures to integrate within the academy’s outreach plans to serve Underrepresented Minority (URM) students. General Recommendations: “During classroom observations, it was observed that in some cases classroom demographics for male to female ratios did not always achieve a uniform balance, in those cases the data were generally skewed toward a higher percentage of males. . . . While [the program’s comprehensive summary of its outreach program] was well thought out, it lacked specificity on the actual intended outcomes to maintain and/or increase diversity amongst its student population (gender and ethnicities) to ensure equitable learning opportunities in the STEM fields.” |
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Standard 3: School/program engages diverse STEM communities in order to support & sustain STEM programs & initiatives.
Concept 1: School/program establishes & maintains sustainable partnerships with a variety of community organizations, including local businesses, STEM practitioners, institutions of higher education, & individuals/families. Concept 2: School/program proactively seek resources & support from STEM partners to improve STEM teaching & learning. |
AdvancED Standard 1.11: Students are supported in their STEM learning through adult-world connections and extended day opportunities.
Statement: Research and review methods to deepen the connection with post-secondary institutions throughout the school year. General Recommendations: "Postsecondary education opens up a world of opportunities for high school graduates. Creating connections early on helps to ensure students have opportunities and avenues to further their education and facilitates the realization that this is an important step toward successful lives and careers." |
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Standard 4: School/program has established a shared vision for STEM & have leadership structures to support effective implementation.
Concept 1: School/program has developed a model of shared leadership whereby structures exist both internally & externally to support & sustain STEM initiatives. Concept 2: STEM leadership has effectively communicated a shared vision & mission for the STEM culture, with goals & intended outcomes for STEM initiatives. |
AdvancED Standard 1.9: STEM teachers and leaders participate in a continuous program of STEM-specific professional learning.
Statement: Identify teachers with master practitioner skill sets to serve as model teachers and offer their expertise to facilitate continued growth in instructional toolkits (practices and strategies) throughout the entire STEM faculty. General Recommendations: ". . . in some instances classes were teacher-focused and instruction was largely facilitated as whole group. . . . While professional development should improve teachers' knowledge of content they are teaching, it should also enhance their understanding of student thinking in that subject matter." |
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Standard 11: STEM learning experiences integrate all STEM disciplines with an emphasis on processes & practices associated with STEM.
Concept 1: The curriculum & associated learning activities integrate learning across all STEM disciplines. Concept 2: The curriculum engages students in STEM processes & practices. |
AdvancED Standard 1.2: Students work independently and collaboratively in an inquiry-based learning environment that encourages finding creative solutions to authentic and complex problems.
Statement: Explore the differences between an engineering problem-solving approach versus scientific inquiry and determine how to best integrate them for effective use at LSHS STEM. General Recommendations: "During [observations], the team observed more scientific, intentional, and methodical problem solving approaches and in limited instances were observed inquiry practices aligned to metacognition where students discovered their learning as it unfolded. . . . it was unclear how this safe, secure, and positive school culture and climate are being capitalized to cultivate authentic solution development." |
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Standard 16: School/program conducts evaluative activities to ensure the effectiveness of STEM implementation.
Concept 1: School/program engages in a formal process to evaluate the effectiveness of our STEM initiatives & activities in terms of impact on student learning & development. Concept 2: School/program engages in a formal process to evaluate the effectiveness of its STEM initiatives & activities in terms of improvement of professional & teaching practices. |
AdvancED Standard 1.6: The interdisciplinary problem-based curriculum includes a focus on real-world applications.
Statement: Review lunch schedules to best determine how instructional time will be maximized, fiercely protected, and foster the effective delivery of rigorous curriculum to support students’ acquisition of skills including time management. General Recommendations: "In reviewing [certification] artifacts, it was revealed time management issues were implicit in many of the students' reflections. . . It was revealed teachers prolong Activators (aka bell ringers) in the classes structured around lunch periods. . . . Classroom connections were required to be reestablished to settle back into learning modes. . . . It was unclear how this schedule reinforced constructive time management skills for students and supported the effective delivery of rigorous problem-based learning curricula." |