CSTEM Challenge
In 2002, CSTEM (communication, science, technology, engineering, and mathematics) a 501 (c)(3) organization, began as a pilot study at a single middle school campus as part of Dr. Reagan Flowers' dissertation action research project. The external partnership that CSTEM provides schools offers the support teachers need to increase student achievement in STEM. Organizational goals are achieved in requiring teacher training in STEM; usage of the CSTEM instructional tool-kit resources; participation in STEM workshops led by industry experts; identification of STEM student leaders at each school level and across the Challenge categories; school partnerships using a collaborative framework; teachers competing alongside their students; and participation in the kick-off and competition.
About You
About You
First Name
Reagan
Last Name
Flowers
About Your Organization
Organization Name
CSTEM Teacher and Student Support Services, Inc.
Organization Website
Organization Phone
713-443-4521
Organization Address
3226 Alabama St
Organization Country
United States, TX, Harris County
Country where this project is creating social impact
Is your organization a
Non‐profit/NGO/citizen sector organization
How long has your organization been operating?
More than 5 years
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Innovation
Entry Form title
CSTEM Challenge
What change do you want to bring to the world?
In 2002, CSTEM (communication, science, technology, engineering, and mathematics) a 501 (c)(3) organization, began as a pilot study at a single middle school campus as part of Dr. Reagan Flowers' dissertation action research project. The external partnership that CSTEM provides schools offers the support teachers need to increase student achievement in STEM. Organizational goals are achieved in requiring teacher training in STEM; usage of the CSTEM instructional tool-kit resources; participation in STEM workshops led by industry experts; identification of STEM student leaders at each school level and across the Challenge categories; school partnerships using a collaborative framework; teachers competing alongside their students; and participation in the kick-off and competition.
What are the primary activities of your project?
The annual CSTEM Challenge provides a platform for Pre K-12th grade students and teachers to create artifact solutions to real-world, present-day problems designed by industry professionals in areas of: robotics; environmental conservation; geographical information systems (GIS); mural and sculpture arts; 3-dimensional geometry; creative writing; and social media. The Challenge model is research based, develops teacher content knowledge; creates innovative classroom learning experiences (that integrate current trends in STEM); monitors and evaluates teacher effectiveness (conduct monthly workshops, ongoing student-engaged social mediums and overall team performance in the competition); and kicks-off during the Fall semester and culminates in the Spring. The added bonus in this format is the inherent mentorship that happens along the Pre K-12th grade pipeline for both teachers and students. The different academic levels collaborate on interdisciplinary projects—promoting dialogue and peer review among participants vertically, horizontally, and communicating socially using the cstem-break.ning.com network. The development of teacher content knowledge, through mandatory teacher training, is key to educating CSTEM students to become future STEM innovators and assists in ensuring a sustainable future.
What is innovative about your initiative? How is it a new contribution to the field?
CSTEM’s inclusive curricula and pedagogy focuses on STEM content areas with an emphasis in communications as the foundational thread that ensures student academic success. The development of CSTEM is in direct response to consistent data, which continues to report a widening of the achievement gap among ethnic-minority and non-minority students in the U.S. It is evident what a “one size fits all” approach to improving STEM education is not the solution. CSTEM’s successes are attributed to innovative STEM learning solutions the organization provides schools. The delivery model is flexible and takes into account educational, cultural, and economic issues that are unique to varying schools whether they are in urban, suburban, or rural communities. The CSTEM Challenge has proven track record of working successfully in all school communities. The program begins and ends with the school year; enhances curricula with applied learning experiences applicable to both formal and informal classroom settings; sharpens critical thinking and problem solving skills using innovative tools and industry experts; have minimal teacher training fees; provides free instructional resources and support services; and waives fees associated with the kick-off and competition.
There are notable STEM programs such as PLTW, FIRST, JETS, SECME, and MESA that are working to address the same issues as CSTEM. The approach used by the mentioned programs may vary in their target audience and length of program; implementation methods; cost; services and resources, and/or training requirements.
What stage is your project in?
Operating for more than 5 years
Tell us about the community that you engage? eg. economic conditions, political structures, norms and values, demographic trends, history, and experience with engagement efforts.
Usually in the communities we work with, there is low engagement in STEM education and technology usage/integration is minimal or absent from the classroom. These communities have been historically under-represented, under-served, under-developed, under-funded, under-exposed and under-educated. The political ideology follows the same trends, the norms and values reflects a materialistic society--placing less value on work ethic and education and more value on sports and entertainment. Of the 48-60 Pre K-12 schools we serve annually, over 70% are Title I schools, having over 40% of their students participating in the free and reduced lunch program, representing more of a monolithic society that benefits greatly from the social support infrastructure and system. Currently, CSTEM programs are located in 81% urban, 12% suburban and 6% rural school districts in Texas, Maryland, Mississippi, Tennessee and the Dominican Republic. CSTEM demographics reflect 91% minority and 45% female participation. The founder of CSTEM is very familiar with the community the organization serves, as she grew up in poverty, benefited from the free and reduced lunch program as well as social services, worked for seven years in schools that mirror the community CSTEM serves, and CSTEM Headquarters office is located in the heart of a high-needs, low-income community--the historic Houston Third Ward. The CSTEM Challenge model has served as an excellent tool to engage the community at large—school systems, political officials, industry, colleges/universities, and professional organizations.
Share the story of the founder and what inspired the founder to start this project
Reagan Flowers, PhD is an innovator and early pioneer in the work of STEM education. Her journey to become the leader of the non-profit organization CSTEM (communication, science, technology, engineering, and mathematics) began from humble beginnings in Detroit, Michigan. Born into impoverished conditions, the early part of Reagan’s life was riddled with despair, which prevented her from seeing a future beyond her immediate challenges—a disposition common, even today, to a number of inner–city minority children.
Early on, Reagan was labelled a “slow learner”, having failed second grade and matriculating to the fifth grade without ever mastering the multiplication tables. It was a chance encounter with her fifth grade social studies teacher in Detroit and being uprooted to a rural elementary school in Mississippi that ignited her passion for learning. There, she would be taught how to study, work hard, be accountable, and earn good grades. These newly acquired disciplines subsequently led to Reagan making the honor roll for the first time in the sixth grade. From that point forward, she used education as a vehicle to escape poverty and create real opportunities for herself. Reagan would spend the next seven years in Cleveland, Mississippi, completing high school after three years. She has been able to draw from her personal challenges in the creation of CSTEM.
Subsequently, the ten years she spent working for the Houston Independent School District helped her discover that STEM education is her vehicle to help schools become better places of learning.
Social Impact
This Entry is about (Issues)
Please describe how your project has been successful and how that success is measured
CSTEM looks at a variety of performance and engagement measures to gauge program success throughout the academic year—both quantitatively and qualitatively. On the CSTEM website, the video and photograph repository captures student and teacher interviews, participation in the teaching and learning process, interaction with mentors, team work, collaboration, problem-solving, and STEM learning. Through the use of surveys and polls, quantitative data is captured and reflected in data reports that feature program highlights and in external evaluations. Some key data points highlighting successes includes: prior to CSTEM 95% of teachers were not engaging their students in STEM project-based learning and 100% of teachers had never engaged in collaborative interdisciplinary teaching, grades Pre K-12. CSTEM gives students, never exposed to STEM enrichment, the opportunity to engage in hands-on, applied learning with individual and group projects. Some to the student data reports: over 53% of CSTEM participants graduate high school to pursue a STEM related degree in college or university; 94% want to continue in the CSTEM program; 100% indicate that CSTEM provided their first STEM enrichment experience (i.e. robotics, GIS, digital fabrication, etc.); 60% are NOT in a gifted or talented program and are successfully engaging in STEM enrichment; 82% indicate they plan to attend either a college or a four-year university; 75% spend three hours or more per week on CSTEM projects (20% spending 10 or more hours per week); and CSTEM students report 100% passing rates on math and science state standardized tests.
How many people have been impacted by your project?
More than 10,000
How many people could be impacted by your project in the next three years?
More than 10,000
How will your project evolve over the next three years?
Through the CSTEM Challenge program, we will continue to support the needs of teachers and students. CSTEM’s approach to program sustainability is based on its five pillars community partnership model that supports the continued scaling of the program. Sustaining existing partnerships and continued expansion within current regions is key to its evolution. The expansion efforts will be targeted towards schools that have the propensity to embrace innovation, project-based learning, curricula that is relevant and connected to real-world content, and external partnerships. The growth plan includes expansion to states such as Georgia, Florida, Alabama, Louisiana, Michigan, Virginia, Pennsylvania, New Jersey, Illinois, and Ohio.
Sustainability
What barriers might hinder the success of your project and how do you plan to overcome them?
The potential hindrances to success include overcoming funding challenges, evolving with the varying changes in education, maintaining impact, and remaining relevant. Having to continue to reinvent yourself in an effort to keep up with current trends and information in areas of STEM requires a tremendous amount of work and a commitment to effective program implementation. The ever evolving CSTEM Challenge places us on par with changes made to education curricula, the organizations ability to operate a program that is ahead of the curve, and maintaining a vigilante keen focus on the fundamentals allows us to remain relevant and impactful. Lastly, successful implementation of the five pillars sustainability model will enable us to overcome funding challenges.
Tell us about your partnerships
The CSTEM five pillars community partnership model provides the infrastructure to sustain the continuing expansion of the Challenge program. Corporate partnerships are created with civic-minded companies such as Shell Oil, Schlumberger, Kellogg Brown and Root (KBR), American Society of Mechanical Engineers (ASME), Dow Chemical, and State Farm. Employee's of partnering organizations volunteer to provide expertise and recommendations to design a curriculum that integrates real world experiences. School districts cover minimal expenses for teacher training, requiring the participation of a minimum of six teachers (math, science, social studies, English Language Arts, technology, and art teachers). The diversity of teacher specializations assists in getting teachers to work collaboratively in an interdisciplinary manner on the CSTEM Challenge and allows schools to become vested in the program. The college/university, non-profits/professional organizations, and public partners provide meeting space, technology support, mentors, interns, scholarships, identify funding opportunities, and assist with increasing community engagement. An added benefit provided through this partnership model is the opportunity for teachers to acquire continuing STEM education graduate credit for their participation in the program.
Current annual budget of project, in US dollars
$250,001‐500,000
Explain your selections
To date, CSTEM’s main sources of funding are from private corporations, individuals, and grants from various agencies/organizations. CSTEM has never received multi-year funding and fundraisers daily to meet or exceed the annual budget. As it relates to state, regional, and national government RFP’s, the organization continues to partner with other non-profits, colleges/universities, and businesses in developing competitive responses. Currently, CSTEM has not been awarded any state or federal proposals but remains diligent in the quest to diversify funding streams that will strengthen the organizations infrastructure, improve upon program services, and expand the Challenge program to impact greater numbers of teachers and students.
How do you plan to strengthen your project in the next three years?
Over the next three years, CSTEM will work on strengthening the organizations infrastructure. This includes building a stronger and more diverse board, being competitive at the national level in securing grant funding, and participating as part of the core group of “go to” STEM programs. CSTEM’s program has proven to be effective and can be supported with data from both internal and external evaluations. As such, an area of opportunity to strengthen our program would be in branding and running an effective ongoing public relations campaign. Moreover, broadening the organizations working relationship with existing partners and expanding the pool of partners to include all the education organizations, public agencies, corporate partners, and resource partners will increase our capacity to assist more schools in STEM related areas.
Partnerships and Accountability
Please tell us more about how your partnership was formed and how it functions. What specific role does each partner play? What unique resources does each partner bring to the initiative?
The diversity of CSTEM partnerships reflects a cross section of the community as a whole. CSTEM partners help create an environment that lends itself to providing impactful and scalable STEM support services for both teachers and students. CSTEM is research based and has a proven track record that provides partners with an effective vehicle to connect directly with schools in an effort to transform classroom learning. The majority of CSTEM partnerships are formed through our efforts of engagement with companies/organizations that have a long term interest in developing their future workforce, equipping teachers with the knowledge and resources to engage students in STEM, want to create a sustainable future, and committed to instilling in children the excitement and since of wonderment that comes with learning math and science.
How are you building in accountability for students' successful STEM learning outcomes? Please provide a summary and examples.
The CSTEM model has a built in accountability system that tracks student performance and perceptions towards STEM at various points throughout the course of the school year. A range of tools used to measure STEM learning outcomes include and are not limited to: surveys, polls, focus groups, performance and placement in the competition, interviews, standardized test scores, graduation rates, and selection of a STEM related major/career post high school. Progress is also measured through the students individual web page hosted on the CSTEM social media site (cstem-break.ning.com) as it relates to their STEM content posts, blogs, videos, and pictures that document how and why students are engaging in the learning process.
Needs
Investment, Human Resources/Talent, Marketing/Media.
Please use this space to elaborate on your selection above and/or to add needs that may not be listed.
Additional community resources would strengthen our program in the followings ways:
•Investment - will help fuel our growth as we are able to build a better infrastructure for our program;
•Human resources/Talent – identifying good talent and expertise to fill critical positions within the organization in this highly competitive space;
•Marketing/Media – will strengthen our branding nationally and expand our outreach which in turn offers a greater opportunity to connect with potential resource partners and possible school district targets;
•Collaboration/Networking – will assist in matching the right program with the right audience. Strategic collaboration and networking affords us greater opportunities and access to key education stakeholders.
Offers
Research/Information, Innovation/Ideas, Mentorship.
Please use this space to elaborate on your selection above and/or to add offers that may not be listed.
CSTEM has developed skills and resources that can add value to others in their work within the space of STEM education. Others can benefit from our resources and support in the following ways:
•Mentorship – through CSTEM community relationships;
•Exchange of cutting edge innovative ideas, solutions, and best practices regarding Pre K-12 STEM education;
•Sharing of research and information that CSTEM has contributed to the field for almost ten years.
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Comments
Hi Reagan,
How are you? Long time no chat.
Can you share with me how your application addresses the part-time, full-time requirement. Many people seem to missing this in their application and we want you to be a starter!
jim
Hello Jim,
Thanks for sharing this opportunity. It has been a long time no chat.
Thanks for for the inquiry. Our application addresses the part-time and full-time requirement in the following ways:
1. CSTEM works well in both the formal and informal setting.
a. Formal setting - we have seen schools implement CSTEM during the school day as an elective course or during ancillary time. We have also seen the program implemented as enricment activities that enhance current curriculum.
b. Informal setting - we have seen schools implement CSTEM after-school any where from 1-5 days per week and some schools that have implemented CSTEM on Saturdays only.
2. We are flexible regarding whether schools want to implement the progam over 6-9 weeks or 6-9 months. We recommend that the progam take place during the school day and over the course of the school year. Additionally, there are some programs that we partner with that implement CSTEM as a 3-4 week summer camp 4-5 days per week up to 6-7 hours per day.
The organization recommends but the final decision rests on the school. CSTEM support services are structured to assist schools either way they choose to implement, with the ultimate goal being success for all involved.
Although the competition has ended, we would like to share with all of you our Unveiling of the 2012 CSTEM Challenge video that will present the concept of our 2012 CSTEM Challenge and how it all unfolds including the responsibilities of the teachers and students at the elementary, middle and high school levels to engage in collaborative learning through projects on current and relevant subjects such as the dead zone, water pollution and environmental management. The students and teachers will achieve this through the use of sacred geometry, software programs such as Geographical Information Systems, Google SketchUp, programming robots, paper engineering, and many other current STEM tools.
Click on the link below to enter the realm of the 2012 CSTEM Challenge:
http://vimeo.com/31646281
Sincerely,
Sheetal Shah
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