Project STEM Edge Collaborative

Project STEM Edge Collaborative: Tarboro High School

Proposal Draft
Gloria Caroline Joyce, Grant Writer
Mailing Address: 1570 Wimbledon Drive, Apt. 202, Greenville, NC 27858
Phone: 252-314-0163
caroline_joyce@ncsu.edu
Period: March 2016-June 2017
Total: $107,659

Project STEM Edge Collaborative

Project Summary
High school students in Edgecombe County need an engaging and globally competitive academic program to prepare them for
opportunities in college and the workplace. Science, technology, engineering and math (STEM) majors are in great need in todays
21st century world. Rural, low income areas, such as Edgecombe, are the least likely to produce STEM majors due to a lack of STEM
and community resources. Nevertheless, Eastern North Carolina has 23 regional STEM businesses that need STEM trained
employees. Instead of relying on transient employees, who have little to attract and keep them in the area, these businesses need to
hire locals, who are tied to the community. The STEM Edge Collaborative at Tarboro High offers students an opportunity to fully
immerse themselves in a three-year engineering program that includes a mentorship and internship to prepare them for success in
engineering and other STEM programs at postsecondary institutions. They will also have an opportunity to form long lasting
relationships with their mentors. By establishing early relationships with high school students, it is a win-win for businesses to groom
perspective future employees, and students are more likely to excel and commit to STEM majors in college. Afterward, alumni will
likely return work for their mentors. This STEM Edge Collaborative will bring economic growth to Eastern North Carolina and
change the dismal post high school paths of many of our graduates.

Project STEM Edge Collaborative

Table of Contents
Project Description
I.
II.
III.
IV.
V.

Background & Significance

Goals & Objectives
Program Design & Methods
Evaluation Design & Methods
Sustainability Plan

Appendices
Appendix A: References
Appendix B: Evaluation Design and Methods Action Plan
Appendix C: Program Timeline
Appendix D: Budget
Appendix E: Budget Justification
Appendix F: Program Logic Model

Project STEM Edge Collaborative

I. Background and Significance
Research indicates that only 16% of American high school seniors are interested in a STEM career. According to the U. S. Department
of Education, STEM fields include natural sciences, computer sciences (technology), engineering, and mathematics (Chen & Weko,
2009). In their federal study, Chen and Weko (2009) found that only 15% of declared college majors were enrolled in the following
STEM fields: 5% computer/information sciences, 4% engineering, % biological/agricultural sciences, less than 1% in physical science
and less than 1% in mathematics. While in college, 55% of declared STEM majors either switched to a non-STEM major or did not
earn a bachelors degree (Chen & Weko, 2009). A bachelors degree in a STEM field is typically the prerequisite for attaining a
STEM job (Maltese & Tai, 2011). Without graduating enough students in high school with a sustaining interest in pursuing a STEM
program of study in college, fewer STEM bachelor degrees limit the number of STEM jobs for American students to compete in a
global marketplace, and ultimately, stifles the number of advanced degrees in STEM careers (Maltese & Tai, 2011). The National
Science Board (2015) reports that in 2000 and in 2011, only 14% of bachelors degrees were earned in engineering among American
universities, including domestic and international students. Even fewer were earned by minorities, with only 5% of blacks and
Hispanics earning a degree in engineering. As Campbell and Nevsimal (1997) propose, the shortage of engineering students could be
remedied by preparing students in high school with the material needed to maintain interest and succeed in completing a degree in
engineering. Students in rural areas with low incomes are least likely to major in a STEM field since they lack community and STEM
resources (Rogers-Chapman, 2013). Edgecombe County Public Schools in rural eastern North Carolina does not have a stem program
in place for traditional high school students and is in need of STEM resources to attract students to STEM careers.
Equipment and Space
Campbell et al. (1997) reported that one of the major hurdles to STEMof their experience of not having properly equipped classrooms.
Since collaboration is imperative for hands-on project based learning, physical space allowing for flexible workspaces that allow for
team collaboration and space for project building. Initial equipment is also important to successfully implement and carry out an
engineering course that prepare high school students for the materials covered in early stages of engineering in college (Campbell et
al., 1997)
Knowledge and Training
Choice of PLTW Program
Project Lead the Way is an evidence based program that provides inclusive professional development, curriculum, software, and
technical support for middle and high schools (Tai, 2012). Furthermore, research by Tai indicates that students enrolled in PLTW
courses have an increase in achievement levels in their math and science courses. The majority of students make their decisions for
their program of study prior to arriving at college (Maltese et al., 2011). Students who have taken PLTW STEM classes indicate an

Project STEM Edge Collaborative

interest in pursuing STEM fields in college. One of the strengths recognized by parents and teachers in PLTW surveys indicate that
the strong professional training of the STEM teachers has a high impact on student success (Tai)
Internship Experience
Authentic experiences during internships at workplaces strengthens student understanding and helps them develop on-the-job skills. In
addition, students get the opportunity to work under the guidance of expert engineers or scientists (Wagner-Luptacik, 2011). In fact,
62% of students had increased interest in science and engineering after internship where only 5% experienced less interest in the field
after their internship (Wagner-Luptacik). In a similar study, Roberts and colleagues (2008) reported that high school students who
participated in scientific research were significantly more likely to remain in and pursue science research in careers.
Community Collaboration
The success of schools depend on the communities (Meza-Villalobos, 2010). Dabipi et al. (2007) maintain that community
collaborations in our schools is necessary for the success of students pursuing STEM careers. Dabipi and colleagues recognize that
the expertise of professionals in business and industry, government programs, and higher education can supplement what the
classroom teacher provides and give students authentic real-life experiences. Students learn the most when they are working on reallife issues within their community (Paterson, 2007). Ultimately, these collaborations provide colleges and universities with capable
STEM majors that will fill the high need jobs in the STEM industry. Another insight Dabipi and colleagues provided was the
utilization of college students as mentors to high school students, providing a valuable learning experience for the high school student
by giving them the opportunity to explore their interests and address their competence levels. Likewise, university students gain from
the leadership role as mentors, and all students involved learn the value of a collaborative environment (Dabipi). Furthermore, MezaVillalobos maintain that as communities become more vested and see the value of school programs, they become further involved and
committed to the success of the school, and strengthen their bonds with the students. Stephen Hill (2015), Director of STEM East of
NC East Alliance, has formed a board consisting of ten superintendents and 11 regional STEM business representatives that meets
monthly to collaborate between the schools and businesses.
II. Goals and Objectives
The goal of this project is to partner Tarboro High School with a STEM organization, three local and 23 regional businesses, and 18
post secondary educational institutions in Eastern North Carolina to prepare students for STEM related colleges and careers, and
bring them back to work and grow our community.
Short Term Objectives

Project STEM Edge Collaborative

By the end of fall semester 2016, 80% of the students enrolled in Introduction to Engineering Design (IED) will be proficient
in the North Carolina VoCAT exam.
By the end of spring semester 2017, 80% of the students enrolled in Introduction to Engineering Design (IED) will be
proficient in the North Carolina VoCAT exam.
By the end of spring semester 2018, there will be less than 15% attrition rate in membership of the program.

Mid Term Objectives

By the end of spring semester 2019, 80% of seniors will complete a six-month minimum mentorship.
By the end of 2019, 80% of engineering students will complete the comprehensive three-year program.
By the end of spring semester 2021, 80% of all students enrolled in the engineering program will be proficient in the North
Carolina VoCAT exams.

Long Term Objectives

By fall 2019, 60% of graduating engineering students will enter STEM related higher education or careers.
By 2023, 25% of engineering alumni will mentor rising seniors currently enrolled in engineering program for a minimum of
six months.
By 2026, 25% of engineering alumni will return to Eastern North Carolina for their STEM careers.

III. Program Design & Methods

With my fourteen years of experience teaching high school science, and as principal and director of STEM Edge Collaborative, I am
personally vested in the STEM endeavor and will oversee and ensure the integrity of the program. Our students in rural Edgecombe
County need STEM opportunities to provide them with an opportunity to compete in a global economy rather than continue with the
historic trend of needing to take remediation math and English courses at the community college (Hill, pers. comm.), if they even
attend postsecondary school.
Project STEM Edge Collaborative at Tarboro High School will consist of the following activities: 1) Forming STEM Edge Advisory
Council, 2) Enrolling in Project Lead the Way (PLTW) STEM initiative, 3) Hiring a qualified, licensed career and technical education
(CTE) teacher, 4) Designing and equipping STEM classroom, 5) Acquiring PLTW curriculum and software and purchasing supplies

Project STEM Edge Collaborative

for introduction to engineering and design course (IED), 6) Training principal, guidance counselor, and teacher, 7) Enrolling and
teaching sophomore students in PLTW engineering foundation course, 8) Having master PLTW teacher further train the CTE
teacher(s), and 9) Hosting a Career Day for university, community college, and regional STEM business representatives for
information sessions with students and parents. The first phase of STEM will span the course of sixteen months, March 2016 to May
2017.
Several preparatory steps will take place between March and August of 2016. Beginning in March, the director of the project, the
principal, will form the STEM Edge Advisory Council, which will include representatives of all stakeholders: the principal, Steve Hill,
three regional business representatives, the CTE teacher (when hired), the guidance counselor and three rising sophomore students.
Each interest group will have input in the decision making process of the program. The meetings will take place bimonthly at Tarboro
High. By considering existing knowledge and experience of the STEM East council members, the furnishings of the STEM lab will be
selected and ordered. In March, the guidance counselor will host an information session for ninth graders with representatives from
Edgecombe Community College and East Carolina University. During this session, the counselor will provide an overview of the
upcoming STEM curriculum, and the college representatives will introduce STEM college pathways and careers. The information
session will be aimed at attracting students who have an interest in enrolling in the STEM program. The guidance counselor will
complete enrollment of 120 students in April. The principal will select and hire the new CTE teacher in June.
Project Lead The Way will provide the training to equip the principal and guidance counselor with the knowledge of how to serve and
promote STEM education among Tarboro High School students. Project Lead the Way will train and mentor the CTE teacher
throughout the year to develop an IED course with the best teaching practices to ensure the success of the students. The principal will
direct the development and follow-through of the STEM program at Tarboro High School, including the designing and equipping of
the classroom, the ordering of supplies, the hiring of the CTE teacher, and evaluation of the program. The guidance counselor will be
responsible for enrollment and coordinating Career Day and the Parent Shadowing Days. The CTE teacher will complete the first year
of training and will teach and execute the programs curriculum and teach the six IED courses.
PLTW will train the newly hired CTE teacher, so students in the Introduction to Engineering (IED) course will learn specifically about
the role of an engineer as they collaborate in teams and acquire the following skills: technical drawing, geometry and statistics, 3D
modeling, prototype building and redesign. By applying math and writing daily entries in engineering journals, the engineering course
will supplement tenth grade geometry lessons in math and the tenth grade writing emphasis in English class. The CTE teacher will
arrange for parents to shadow their students in the class in September and in the spring semester, parents will shadow in April.
Shadowing gives an opportunity for students to show their parents what they are learning and creating in class. Also in April, the
council will identify mentors and future internship sites for rising juniors. Student mentees and interns will have the opportunity to
form working relationships with possible employers and will gain real-life experiences in a STEM field. In May, the guidance

Project STEM Edge Collaborative

counselor will be responsible for hosting a Career Day that will include university and community college representatives, STEM East
representatives, and regional STEM businesses to introduce parents and students of the many STEM academic and career
opportunities.
IV. Evaluation Design and Methods
Project STEM Edge Collaboratives evaluation plan includes a mixed-method qualitative and quantitative approach. The project
director/principal, guidance counselor, CTE teacher, and students will be responsible for the evaluation process. The CTE teacher will
oversee the assessment of the course content and performance in the form of formative and summative assessments throughout each
semester.
The director/principal will monitor the performance of the CTE teacher through informal and formal teacher observations. The CTE
teacher will give an end-of-course Post-then-Pre evaluation test to every student who completed the course and to a control group that
did not take the course.The following six statements will be included for students to mark if any of them applay now and/or before the
course: 1) Take all three engineering courses, 2) Prefer working in collaborative teams, 3) Major in engineering or STEM field, 4)
Apply to college, 5) Apply for a regional STEM job, 6) Become an engineer. This evaluation will be completed using the Solomon
Four-Group Design, where students will be randomly assigned to four groups. In the first group, Study Group 1, students will be given
pretest and post-test questions upon the completion of the course. In the second group, Control Group 2, non-engineering students will
be given a post-test with no class and no pretest. In Control Group 4, students will take the pre and post-test without having had the
course. Such methods as the Solomon Four may show the change in behavior may be inferred as the direct result of the program. Two
data points will be analyzed, before and after the course. We will use a Wilcoxon signed-rank test to determine the effectiveness of the
course. The director/principal will tabulate and analyze the data collected by the CTE teacher. At the end of the semester, data will be
collected in the form of the NC DPI vocational test in engineering. The data will be assessed by the principal/director to evaluate the
progress towards the 80% proficiency goal. Such data will be compared between the fall and spring semester within the school, and
also among other engineering students within the state of North Carolina.
The director/principal will also conduct a formative qualitative evaluation midway through each semester. It will consist of the
following 12 questions for the CTE teacher: 1) Is the timeline being followed? Do we need to change it? 2) Were we able to recruit the
maximum number of students? Do we need to do additional recruiting? 3) What are three take-away points learned from PLTW
teacher training? 4) What about the program needs to be improved for the students? 5) How are the classroom furnishings? Is there
anything that you would recommend changing? 6) How is the technological support provided by PLTW? 7) Is the PLTW Master
Teacher available when needed via email/phone? 8) What do you think of the PLTW lesson plans? 9) Are the students engaged in the

Project STEM Edge Collaborative

PLTW course? Are there times when they are not? When? 10) How are the students at problem solving? Are they successful? 11)
How is team building? 12) How would you rate the quality of the engineering journals? How could they be improved? These
questions will be used as a tool to improve the quality of the program as it is in progress.
The guidance counselor will collect enrollment and retention data. In addition, the guidance counselor and the CTE teacher will work
together with a Response to Intervention plan to counsel any students who may be struggling in the course to ensure success of the
student throughout the semester.
III.
Sustainability Plan
Growth
Initially, this first year grant will create our first STEM lab classroom, provide the materials and supplies for the IED course, train the
principal/director and guidance counselor to better serve the students in the program, train the first CTE teacher throughout the year,
provide snacks and refreshments to the participants of the Career Day. Over a three-year period, our membership should grow to
approximately 360 students enrolled in the engineering program per year. By the third year, we will have three PLTW trained CTE
teachers with tiered levels of experience and training. They, in turn, will have their own professional learning community for support,
data analysis, lesson planning and carrying out the logistics of the program. The PLTW curriculum will be established and aligned
with the North Carolina Department of Instructions Engineering course program. We will have three STEM-equipped classrooms.
With each successive year, the annual Career Day will grow in breadth as more businesses participate and more alumni return to
present their studies and careers. Parent shadowing and buddy shadowing will take place every semester to inform and attract more
students. Annual evaluations will continue to hone in on areas that need improvements, so the team can continuously improve the
program. In addition to the three courses, we will have a robotics team, mentorships and internships available to enrich our students
exposure to engineering topics and career opportunities. Our students will become ambassadors of our program as they venture out
into the businesses in which they intern and embark in their own academic pursuits after graduation.
Community Collaboration
As we continue to expand our program, we expect our reputation to precede us through the quality of our students that we send to
regional STEM businesses for internships. We expect to develop a reputation of preparing our students for successful pursuits in
STEM-related academic programs at the university and community college level. It is our intention that some of our alumni return to
pursue careers within our region, where they have already established enduring relationships through their internships. At the very
least, we expect our alumni to mentor or host internships for our current students. Through collaboration with regional businesses, we
will continue to modify and fine-tune the curriculum to suit the needs of their business interests in addition to aligning the curriculum
to North Carolinas Department of Public Instruction. With continuous feedback on internship experiences from the interns and their
hosts, we will strive to maximize the strengths of the intern program. By tracking our students and collaborating with the professors

Project STEM Edge Collaborative

from regional universities and community colleges who are teaching our alumni, we will gauge the effectiveness of our program and
strive to improve in any needed areas that are identified. Our Career Day will expand to include returning alumni for panel sessions
about their transitions into college and the workplace to further nurture our students for success and to provide a lasting network of
support. Lastly, we plan to have our seniors mentor our juniors and our juniors mentor our sophomores within Tarboro High. The
greater our commitment is to collaborating with each stakeholder: regional businesses, post-secondary institutions, students and
alumni, we will become a sustainable alliance with the same goal to prepare students for meaningful job skills and knowledge, so they
can pursue STEM careers and give back to the program and businesses that helped make them successful.
Other Grant Funding Opportunities
This project will require additional funding for the first three years in order to build up the program that consists of three engineering
courses that will require a fully equipped STEM lab, a trained CTE teacher, and supplies and materials. As STEM East continues to
expand from 10 counties to 25, including Edgecombe County, STEM EAST Director Stephen Hill has included the STEM Edge
Collaborative director/principal in the STEM Board and has personally communicated support in future endeavors. Thus far, STEM
East has acquired $9.4 million through Golden Leaf grants for the middle schools throughout Eastern North Carolina and will continue
to add to the program with high schools. Through the help of STEM East, we expect other grant funding opportunities to help us after
our initial year.

Project STEM Edge Collaborative

Appendices
Appendix A: References
Campbell, S., Kranc, S., & Nevsimal, E. (1997). Engineering a high school course. Frontiers in Education Conference, 1997. 27th
Annual Conference. Teaching and Learning in an Era of Change. Proceedings, 2, 932-938.
Chen, X. , Weko, T. (2009). Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary
Education. Stats in Brief. NCES 2009-161, 1-24) National Center for Education Statistics.
Dabipi, I., Dingwall, B., & Arumala, J. (2007). Creating collaborative developmental communities: A pipeline to Science,
Technology, Engineering and Mathematics (STEM) education. Frontiers In Education Conference-Global Engineering: Knowledge
Without Borders, Opportunities Without Passports, 2007. FIE'07. 37th Annual, F1B-9-12
Hill, S. (2015, June 10). Edgecombe County's Opportunities with STEM East [Personal interview].
Maltese, A. V. and Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees
in STEM among U.S. students. Sci. Ed., 95: 877907.
Esmeralda Meza-Villalobos. (2010) "School-community Relations", Journal of Educational Administration, Vol. 48 Iss: 2, pp.270
272.
National Science Board. (2014). Science and Engineering Indicators 2014. Arlington VA: National Science Foundation (NSB 14-01).
National Science Foundation. (2015). Characteristics of the College-Educated Population and the Science and Engineering Workforce
in the United States. Arlington, VA: National Science Foundation.
Paterson, J. (2007, 05). School and community relations. Leadership for Student Activities, 35, 8-12. Retrieved from
http://search.proquest.com/docview/234986521?accountid=12725
Roberts, L. F., & Wassersug, R. J. (2009). Does doing scientific research in high school correlate with students staying in science? A
half-century retrospective study. Research in Science Education, 39(2), 251-256.

Project STEM Edge Collaborative

Rogers-Chapman, M.F. (2013, September). Accessing STEM-Focused Education: Factors That Contribute to the Opportunity to
Attend STEM High Schools Across the United States, Education and Urban Society, vol. 46: pp. 716-737.
Tai, Robert H. (2012). An Examination of Research Literature on PLTW. University of Virginia. Publication by PLTW. Retrieved
from https://www.pltw.org/sites/default/files/PLTW%20DR.
TAI%20-%20brochure_pages.pdf
Wagner-Luptacik, P. (2011). The real stuff: R&D internships as real-world learning environment for science, engineering and
technology students. 2011 IEEE Global Engineering Education Conference (EDUCON), 649-653.