An Evaluation Of A Stem Magnet Program That Utilizes Project-Based Learning To Improve Student Achievement

<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^st 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>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2019

Author dc:creator

• Serrano, LeShea Boromei

Contributors dc:contributor

• Carol A. Burg, Ph.D.
• Susan Moxley, Ed. D.
• Tamara K. Cornwell, Ed.D.

• STEM
• PBL
• Critical thinking
• collacoration
• cross-curricular
• global achievement gap
• Education

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/395

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1424