This evaluation of a secondary level STEM Magnet program that implements Project Based Learning (PBL) analyzes three areas of study, Engineering, Biomedical Science, and Game Design and the relationship to student achievement. The three areas of study provide the platform for a STEM-PBL learning methodology that is geared towards stimulating student academic interest through STEM activities intentionally developed and implemented in a cross-curricular framework that applies multiple content standards to solve real-world community issues. Students have the opportunity to develop the needed 21st century skills of communication, collaboration, critical-thinking and problem solving with the ultimate outcome of generating a viable product. The students within each of the three areas of study participate in specific organizations (CTSO’s) allowing them to apply their learned skills within a local, state, and national competitive arena. Overall, the process of STEM-PBL fosters innovation and allows access to a designed learning method that in turn prepares students with the skills necessary to meet the challenges as future leaders in the STEM industry.
","abstract_html":"<p>This evaluation of a secondary level STEM Magnet program that implements Project Based Learning (PBL) analyzes three areas of study, Engineering, Biomedical Science, and Game Design and the relationship to student achievement. The three areas of study provide the platform for a STEM-PBL learning methodology that is geared towards stimulating student academic interest through STEM activities intentionally developed and implemented in a cross-curricular framework that applies multiple content standards to solve real-world community issues. Students have the opportunity to develop the needed 21<sup>st</sup> century skills of communication, collaboration, critical-thinking and problem solving with the ultimate outcome of generating a viable product. The students within each of the three areas of study participate in specific organizations (CTSO’s) allowing them to apply their learned skills within a local, state, and national competitive arena. Overall, the process of STEM-PBL fosters innovation and allows access to a designed learning method that in turn prepares students with the skills necessary to meet the challenges as future leaders in the STEM industry.</p>","abstract_has_math":false,"creators":["Serrano, LeShea Boromei"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Carol A. Burg, Ph.D.","Susan Moxley, Ed. D.","Tamara K. Cornwell, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-12-01T08:00:00Z","date_published":"2019-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["STEM","PBL","Critical thinking","collacoration","cross-curricular","global achievement gap","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/395","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carol A. Burg, Ph.D.","Susan Moxley, Ed. D.","Tamara K. Cornwell, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Serrano, LeShea Boromei"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-07-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["STEM","PBL","Critical thinking","collacoration","cross-curricular","global achievement gap","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/395"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This evaluation of a secondary level STEM Magnet program that implements Project Based Learning (PBL) analyzes three areas of study, Engineering, Biomedical Science, and Game Design and the relationship to student achievement. The three areas of study provide the platform for a STEM-PBL learning methodology that is geared towards stimulating student academic interest through STEM activities intentionally developed and implemented in a cross-curricular framework that applies multiple content standards to solve real-world community issues. Students have the opportunity to develop the needed 21st century skills of communication, collaboration, critical-thinking and problem solving with the ultimate outcome of generating a viable product. The students within each of the three areas of study participate in specific organizations (CTSO’s) allowing them to apply their learned skills within a local, state, and national competitive arena. Overall, the process of STEM-PBL fosters innovation and allows access to a designed learning method that in turn prepares students with the skills necessary to meet the challenges as future leaders in the STEM industry.
"]},{"key":"dc:title","label":"Title","values":["An Evaluation Of A Stem Magnet Program That Utilizes Project-Based Learning To Improve Student Achievement"]}]}],"canonical_facts":{"dc:contributor":["Carol A. Burg, Ph.D.","Susan Moxley, Ed. D.","Tamara K. Cornwell, Ed.D."],"dc:creator":["Serrano, LeShea Boromei"],"dc:date.available":["2019-07-01T07:00:00Z"],"dc:description.abstract":["This evaluation of a secondary level STEM Magnet program that implements Project Based Learning (PBL) analyzes three areas of study, Engineering, Biomedical Science, and Game Design and the relationship to student achievement. The three areas of study provide the platform for a STEM-PBL learning methodology that is geared towards stimulating student academic interest through STEM activities intentionally developed and implemented in a cross-curricular framework that applies multiple content standards to solve real-world community issues. Students have the opportunity to develop the needed 21st century skills of communication, collaboration, critical-thinking and problem solving with the ultimate outcome of generating a viable product. The students within each of the three areas of study participate in specific organizations (CTSO’s) allowing them to apply their learned skills within a local, state, and national competitive arena. Overall, the process of STEM-PBL fosters innovation and allows access to a designed learning method that in turn prepares students with the skills necessary to meet the challenges as future leaders in the STEM industry.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/395"],"dc:subject":["STEM","PBL","Critical thinking","collacoration","cross-curricular","global achievement gap","Education"],"dc:title":["An Evaluation Of A Stem Magnet Program That Utilizes Project-Based Learning To Improve Student Achievement"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}