RAISE: Supporting STEM Education in Northeastern NC 1

RAISE (Raising Awareness and Interest in STEM Education)

Potential Partners: Tonya M. Little, Administrative Intern, Riverside Middle School, Williamston, NC 27892 Martin County LEA, Middle School Science & Math Teachers North Carolina State University Science House Martin County NC Cooperative Extension Agency & 4H NC A&T State University Its Your Move Now, Inc. After School Program Potential Foundation/Institution Partners: Dominion Foundation Golden LEAF Foundation of NC Burroughs Wellcome Fund North Carolina Biotechnology Center American Honda Foundation http://corporate.honda.com/america/philanthropy.aspx?id=ahf NCDPI 21st Century Community Learning Center

Project Duration: August 2013 May 201C

RAISE: Supporting STEM Education in Northeastern NC 2

Project Summary This project exposes Martin County middle school students to STEM education and careers so important to establishing sustainable development in both our local and global economy and the improvement of food, textiles, energy, agriculture, and pharmaceuticals. RAISE will provide hands-on collaborative STEM laboratory experiences and scientific literacy. RAISE will engage students in STEM applications important in sustainable development of local and global economies. RAISE will provide training for teachers to implement hands-on, minds-on STEM curriculum. RAISE will partner with Martin County Schools, community colleges and universities, Martin County 4-H and after school programs such as Its Your Move Now, Inc. to provide STEM opportunities. RAISE will form community partnerships with local STEM business resources and career mentors. RAISE will develop scientific literacy, enabling students to identify scientific issues underlying global, national and local decisions, expressing scientifically and technologically informed positions. The goals of the project include (1) RAISE will provide an extracurricular opportunity to explore biotechnology. (2) RAISE will be hands-on, career-based and involve real-world applications with a focus on laboratory investigation and scientific literacy. (3) RAISE will foster team-building skills; demonstrating that scientists do not solve problems in isolation, but as effective teams. (4) RAISE will understand the local and global economic impact of having more youth inspired to become scientists, engineers, and mathematicians. (5) RAISE will have a catalytic effect upon the school curriculum to provide STEM educational opportunities for teacher training, implementation of a more hands-on, minds-on curriculum and student involvement in extracurricular STEM initiatives. Students will complete 7 modules that will expose them to various agencies and businesses in the STEM industry, each module consisting of (1) site visit or guest presenter so students can see the business or industry and talk to possible career mentors; (2) hands-on, minds-on experiments associated with the scientific processes of the business or industry; and (3) a scientific literacy component involving data collection and analysis, STEM vocabulary and reflections. Students will read current literature (books, journal articles, etc.) associated with the global necessity of STEM education. Students will maintain a lab notebook for STEM experiments, literacy, and vocabulary. Students will create a digital story about their experience throughout the entire project. All of the aforementioned goals and expectations of the RAISE project are aligned with the Common Core Curriculum, the North Carolina Essential Standards, and the local and national accountability that has been placed upon educators to provide a skilled workforce ready to tackle the STEM problems facing our ever-growing resource-challenged populations. It is our expectations that students participating in the RAISE project will enroll in STEM courses in high school, seek opportunities for STEM summer enrichments through camps, universities, etc., will develop a more fluent STEM vocabulary and will compete in regional and/or state science competitions such as Science Olympiad, Science Quiz Bowl, Science Fair and/or NC Robotics Competition.

RAISE: Supporting STEM Education in Northeastern NC 3

TABLE OF CONTENTS Project Summary I. Background II. Goals & Objectives ... ... p. 4 p. 5 pp. 5-8 p. 9 p. 9 p. 23

III. Program Designs & Methods IV. Evaluation Designs V. Sustainability Plans VI. Timeline Appendices Appendix A. Appendix B. Appendix C. Appendix D. Appendix E. Appendix F. Appendix G. Appendix H. References Biographical Sketch Budget Justification Logic Model

p. 10 p. 11-13 pp. 14-19 p. 20 pp. 21-22 p. 23 pp. 24-26 p. 27

NAEP Science Scores Timeline

Lesson Modules .. Potential Stakeholders & Trainers ..

RAISE: Supporting STEM Education in Northeastern NC 4

I.

BACKGROUND

Middle-school students in Williamston, North Carolina are standing on the curb as the world of STEM education and biotechnology pass them by. North Carolina ranks #1 in contract research organizations in the United States. North Carolina ranks #2 in agricultural biotechnology research, #3 in biomanufacturing in the United States, and #4 in PharmManufacturing in the United States (North Carolina Bionetwork, 2012). Martin County sees more accessibility to agricultural biotechnology because of the farm and livestock economy in Martin County. There are Martin County residents who travel to other counties (Pitt, Nash, Washington, etc.) for STEM related jobs (i.e. DOMTAR paper manufacturing, DSM Pharmaceuticals, HOSPIRA Pharmaceuticals, AVOCA Research Farms, etc.). We must provide opportunities for Martin County students to be innovators and the next workforce to bring STEM related businesses and careers home. Martin County, rich in history and beauty of the coastal plain, is unfortunately not rich in economic resources. With the decline in agriculture and the loss of industry in the area, Martin County is rated as a Tier I county with a per capita income ranked among the lowest in the state. According to the 2010 USDA Economic Research Service Percent of Total Population in Poverty Data for North Carolina, Martin County ranks in the top twenty percent of counties for people living in poverty and in the top ten percent of counties for children living in poverty (http://www.ers.usda.gov/data-products/county-level-data-sets/poverty.aspx). Martin County schools currently do not offer any STEM-specific courses apart from the core curriculum science and mathematics courses. Small school staffs are inundated with teaching the core curriculum and do not have the opportunity to teach real-world science electives such as biotechnology, forensics, aquaculture, etc. The growing biotechnology industry in North Carolina places a sense of urgency for us to develop relevant STEM courses in our schools. Afterschool programs are currently serving more than 1.3 million middle school students, with many programs providing engaging STEM content ("Afterschool: Middle school," 2010). Combining STEM learning with afterschool programming offers middle school students a fun, challenging, hands-on introduction to the skills they will need in high school, college and the workplace. Middle school students are dealing with social, physical, academic and emotional changes. Peer pressure, academic demands, exposure to new social environments, and physical changes are added distractions to an already new and sometimes overwhelming time in their lives. It is during middle school that many youth, especially girls, turn away from math and science. Once their young minds stop progressing in these subjects, it is difficult to catch up with peers later on (McConville, 2010). An article in Education Week, "Science by Stealth," summed up the role of afterschool in STEM learning: "...afterschool programs offer an ideal setting for nurturing the potential scientist in every student, as well ...as reinforcing the science taught during the school hours. Compared to the school day, these programs' smaller groups, longer time slots, and less formal settings provide opportunities for young people to visit museums, study neighborhood environments, cultivate gardens, perform laboratory experiments and have their love of discovery awakened in countless other ways (Chi, Freeman, Lee, 2011, pg. 3). It is not surprising that 75 percent of Nobel Prize winners in the sciences report that their passion for science was first sparked in non-school environments (Chi et al.). Dr. Mae C. Jemison, astronaut, medical doctor, chemical engineer and Bayers longtime Making Science Make Sense spokesperson said, "These roadblocks have nothing to do with intellect, innate ability or talent. On the contrary, they are the kinds of larger, external socio-cultural and economic forces that students have no control over. As students, they cannot change the fact that they do not have access to quality science and math education in their schools. But adults can. And we must" (Bayer, 2010).

RAISE: Supporting STEM Education in Northeastern NC 5

II.

GOALS & OBJECTIVES

RAISE program-level benefits to providing STEM programming to middle school youth in the afterschool space include: A. Engaging, hands-on curricula tailor-made for middle school youth in afterschool programs are available. B. Connecting with STEM professionals as mentors and volunteers to work with students and provide exposure to STEM careers. C. Involving community-based organizations and foundations to supplement learning and further engage students. D. Providing opportunities for students to work collaboratively and include student-directed learning and reflection. E. Offering experiential learning activities that require youth to plan, investigate and communicate. F. Creating strong linkages to the school day and state curriculum by engaging and inspiring youth, keeping them on the STEM path during the regular school day, and preparing them for high school STEM learning and beyond. G. Integrating students who do not traditionally compete in STEM competitions such as Science Olympiad and Robotics Competitions to feel skilled and confidant to participate.

III.

PROGRAM DESIGNS & METHODS

The RAISE program focuses on (a) informing middle school students of the importance of early math and science preparation and critical thinking, (b) changing attitudes toward math and science, (c) improving math and experimental skills, and (d) exposing students to the possibility of high-tech careers, all under the umbrella context of STEM careers which were chosen due to the high degree of influence of these industries in North Carolina. Choosing STEM themes related to local industries are a common thread in RAISE because staying local is a costeffective way to tie STEM lessons to a relatable context. The year- long program will have two major components: an after-school portion and weekend field trips. The after-school segment consists of a two-hour-long, once-permonth session led by science and mathematics middle- school educators and community STEM stakeholders. RAISE will inform middle school students of the importance of early math and science preparedness by presenting a new question related to STEM at each session, followed by discussion of ways to solve it using teamwork and creative problem solving. Each session will include hands-on activities in which models are constructed or experiments are completed to demonstrate the potential solutions to the question at hand. Weekend sessions consist of field trips to local STEM laboratories and businesses (i.e., wastewater treatment facility, pharmaceutical company, etc.). Students will get firsthand exposure to real-world science, and meet role models employed in STEM occupations at each site. STEM field trip sites will become natural laboratories with students completing labs and activities on location with some of the stakeholders. RAISE will promote a change in attitude about STEM in northeastern North Carolina by providing training for teachers and high school student mentors. The program will include 5 middle school science and mathematics teachers and 5 high school students who will serve to monitor and guide students, as a group as well as individually, over an extended period of time. Teachers and students will become empowered to be STEM leaders in their community, driving the sense of urgency for a new workforce and economic base. There will also be a STEM advisory board consisting of post-secondary evaluators and STEM community stakeholders giving advice and suggestions. RAISE will be sensitive to the cultural backgrounds of students. This will take the form of place-based and community-based education where the native geography, culture and ethnicities become the setting for what is to be studied. For example, students will learn how the history and economy of local agriculture is impacted with the growing interest in biofuels. Cultural sensitivity will also be implicit in the recruitment of instructors, mentors and role models of the same sex and/or ethnicity of program participants. The seven modules will be presented within the local context giving familiarity, hands-on experiences and relatedness to their local community. RAISE will provide important opportunities for students to have peer-to-peer interactions in which participants offer each other academic, as well as social/emotional support. This will be achieved through group projects and compilations of reflective video production.

RAISE: Supporting STEM Education in Northeastern NC 6 The 2009 NAEP Science Assessment revealed differences in science achievement by racial/ethnic background and family income were significant: scores for white and Asian/Pacific Islander students were at least 28 points higher than those for black, Hispanic, and American Indian/Alaska Native students, and the score for students from higher income families was 29 points higher than that for students from lower income families (National Science Board, 2012). The two aforementioned goals should result in an increase in scores in science and math related courses because students will have contextual meaning and purpose in what they do in the classroom. This will also give students preparedness, confidence and drive to compete in STEM extracurricular activities such as camps and competitions, in which they traditionally did not compete. The following is a snapshot of Educational Value-Added Assessment System (EVAAS) data for Williamston Middle School based upon the eighth grade End-of-Grade Science Test. For the past three years, the school has not met expected growth and has scored significantly below the average school in the state.

RAISE: Supporting STEM Education in Northeastern NC 7 African-American students are markedly not achieving in Science. While White (<5%) and Hispanic (<5%) students represented a very small percentage of students at Level I on the 8th grade Science EOG, African-American students (17.5%) were higher than the State percentage (15.6%). Although Whites (13.8%), Hispanics (40.0%) and African-Americans (42.9%) were all higher than the percentage of students at Level II in each group category at the State Level, African-Americans represented the largest group at Level II. 86.2% White students performed at a Level III or IV in comparison to the State performance of 87.1%. 60.0% of Hispanic students performed at a Level III or IV in comparison to the State performance of Hispanic students at 67%. African-American students fell to a larger gap, with 39.7% performance at Level III or IV in comparison to the State performance of African-American students at 59.3%.

RAISE: Supporting STEM Education in Northeastern NC 8

RAISE: Supporting STEM Education in Northeastern NC 9

IV.

EVALUATION DESIGNS & METHODS

Quantitative, empirical evaluation will be done by comparing the RAISE group to a control group of students not involved in the program. A matched set of students will be used to compare attitudinal and/or academic progress. A baseline will be established with initial grades, interview/survey questions, learning styles analyses and STEM knowledge and vocabulary assessment. Post-assessment and survey will be taken to establish learning-process insights. RAISE groups will be tracked to determine if students are enrolling in accelerated STEM courses, seeking summer enrichment opportunities through camps, universities, etc. and competing in regional and/or state STEM competitions.

V. SUSTAINABILITY PLANS
Businesses, Universities, Museums, Natural Parks and Public Works, just to name a few, are all natural laboratories of the STEM disciplines and can be used as learning partners. These entities have a stake in ensuring that the next generation is STEM literate for their professional or personal pursuits; these stakeholders are motivated to provide mentors and material resources. The STEM foundation can only be built on collaboration and consensus around goals for students. The case for supporting the goals must be grounded in solid student data and repeated often in many types of venues by many stakeholders. Riverside Middle School and Its Your Move Now, Inc. will become aware of funding sources beyond traditional afterschool funding streams such as 21st CCLC. Public funding can be found in federal government agencies such as NASA, NIH, NOAA and NSF. Private funds can be obtained from STEMfocused businesses, including technology, engineering and telecommunication companies that often look to invest in local youth programs. Local and national foundations with a focus on STEM, youth development or workforce development are also potential funders. Riverside Middle School is a new school which opened in August 2012. The new facility offers many possibilities for the housing and development of a STEM-focused laboratory. The initial commitment to fund the STEM laboratory with equipment will have a lifespan of approximately three years. Consumables can be refurbished by the local school system partner.

RAISE: Supporting STEM Education in Northeastern NC 10 APPENDIX A. REFERENCES NCBionetwork. (2010). North Carolina Bionetwork. In ncbionetwork Quick Facts. Retrieved July 24, 2012, from http://www.ncbionetwork.org/index.php?/quick-facts.html. Afterschool: Middle school and science, technology, engineering and math (STEM) (2010, September). Retrieved July 31, 2012, from http://www.afterschoolalliance.org/issue_44_stem.cfm Bayer Corporation. (2010, March). Bayer Facts of Science Education Online Pressroom. In U.S. Women and Minority Scientists Discouraged from Pursuing STEM Careers, National Survey Shows. Retrieved July 30, 2012, from http://bayerfactsofscience.online-pressroom.com/. McConville, C. (2010, March 10). Astronaut, others stress importance of math, science. Boston Herald. Friedman, L.N., & Quinn, J. (2006, February 26). Science by Stealth. Education Week, #, (#), PG#s. Chi, B., Freeman, J., & Lee, S. (2011). Afterschool Innovations in Brief Focusing on Middle School Age Youth : Providing Multiple Benefits to Middle School Students Middle School and Science, Technology, Engineering and Math (STEM) Key to Health and Wellness for Pre-teens and Teens Supporting Career and College Pathways for Middle School Age Youth. Retrieved August 1, 2012, from http://www.afterschoolalliance.org/documents/MetLifeCompendium.pdf National Science Board (2012). Science and Engineering Indicators 2012. Retrieved August 2, 2012, from http://www.nsf.gov/statistics/seid12/c1/c1s1.htm#s1

RAISE: Supporting STEM Education in Northeastern NC 11 APPENDIX B. BIOGRAPHICAL SKETCH

Principal Investigator/Program Director :

Little, Tonya, Monique

BIOGRAPHICAL SKETCH

NAME

POSITION TITLE

Little, Tonya Monique

eRA COMMONS USER NAME

Northeast Leadership Academy Intern North Carolina State University

EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing, and include postdoctoral training.) INSTITUTION AND LOCATION DEGREE (if applicable) YEAR(s) Current Completion May 2013 FIELD OF STUDY

North Carolina State University Raleigh, NC Elizabeth City State University Elizabeth City, NC

MSA B.S.

Educational Administration Biology

1990

Positions and Employment: August 2012- current August 2005 June 2012 Administrative Internship, Martin County Public Schools, Riverside Middle School, Williamston, NC 27892 Science Department Chairperson Martin County Public Schools, Riverside High School, Williamston, NC 27892 Science Department Chairperson, Science Club Advisor Perquimans County Public Schools, Perquimans County High School, Hertford, NC 27944

August 1993- June 2005

Other Experiences: March 2013 June 2012 June 2012 April 2011 March 2011 Presenter, NC Scaling STEM Conference Engaging Students in Community Economic Development Through a STEM Co-Curricular Project Summer STEM Academy, Regional Collaborative for Excellence in STEM, North Carolina A&T State Univ., Greensboro, NC Communities Learning Exchange, PS 24, the Dual Language School for International Studies in Brooklyn, NY Teach While Learning, Learn While Teaching. Professional Learning Community Facilitator, Understanding the New Essential Standards for Science. Riverside High School, Williamston, NC NC Association of Educators National Board Certified Teachers Advocacy Training Conference, Participant, Raleigh, NC

RAISE: Supporting STEM Education in Northeastern NC 12 March 2010 April 2009 October 2008 English as a Second Language Northeastern Consortium, Teaching ESL Students Effectively Workshop Participant NC Association for Teaching Assistants, Facilitator Its In the Box! To-Go Lesson Plans for Minds-On, Hands-On Science Activities at All Grade Levels Presenter National Science Teachers Association Conference, Charlotte, NC, TechMath Module Wastewater Treatment Microbe ( a collaborative teaching module developed with a math teacher and a local business partner) USDA Cooperative Research Education Extension Service Microbial Genome Sequencing Program. Collaboration between North Carolina State University, high school teachers and high school students. Trainer/Facilitator Aseptic Processes and Techniques, DSM Pharmaceuticals, Greenville, NC SmartBoard Technology Training Facilitator, Williamston High School, Williamston, NC Adjunct Professor, BioWork, (128-hour certification course to prepare individuals to take a process technician certification examination leading to jobs in the biotechnology, pharmaceutical, agriscience and chemical manufacturing. Adjunct Professor, Intro to Biology Course and Lab, Elizabeth City State University, Elizabeth City, NC Satellites in Our Everyday World Conference, Raleigh, NC. Its About TIMED: Simulating the SABER Instrument in the Classroom. Served as teacher/advisor for the NASA SABER student lesson plans. East Carolina University Revitalize Partnership, A four-year commitment between ECU, NC rural schools and Illinois schools to examine and implement scientific visualization in classrooms to address the improvement of technology, conceptualization and computational skills of teachers and students. NC Technology in Schools Legislative Day at the NC House of Legislature, Raleigh, NC Mathematics and Science Coordinator, National Youth Sports Program, Elizabeth City State University, Elizabeth City, NC

JuneDecember 2008 June 2007

September 2006 August 2005 July 2007 May July 2004 March 2003

September 2002 April 2001 1993-2005

Professional Memberships: North Carolina Science Teachers Association National Science Teachers Association North Carolina Association of Educators National Education Association ASCD (formerly Association for Supervision and Curriculum) Community Learning Exchange

RAISE: Supporting STEM Education in Northeastern NC 13 Honors: 2011 20072008 20072008 2003 2002 2001 19992000 1996 1996 19931994 National Board for Professional Teaching Re-certification, Adolescent and Young Adult Science Martin County Teacher of the Year Williamston High School Teacher of the Year North Carolina Science Teachers Association Region 1 Outstanding Science Teacher of the Year National Board for Professional Teaching Certification, Adolescent and Young Adult Science One of thirty NC teachers selected to attend a Space Camp for Teachers, Huntsville, Alabama Perquimans County High School Cyber Teacher of the Year and grant recipient for excellence and creativity in the use of Internet resources for teaching and learning Keynote speaker for the NC Region 1 Beta Club Annual Meeting Fall convocation speaker, North Carolina School of Science and Mathematics, Durham, NC Perquimans County High School Teacher of the Year

RAISE: Supporting STEM Education in Northeastern NC 14

APPENDIX C. BUDGET JUSTIFICATION

BUDGET NARRATIVE WORKSHEET FOR RAISE GRANT

1. PERSONNEL

Name / Position

Comment

Cost $53,532

Tonya Little, Site Coordinator

Site coordinator will direct the day-to-day operations of the RAISE program. RAISE program staff will work with Martin County Middle Schools during the school year and will establish relationships with the students and parents. The RAISE Program site coordinators will plan and direct program activities and trips, oversee the mentoring of staff, as well as monitor activities. These individuals have had successful experiences working with at-risk middle school students and STEM education. The site coordinators will also be responsible for recruitment, support, and evaluation of the mentors that will participate in the program.

2. SUPPLIES & MATERIALS Supply Item Thomas Friedmans Hot, Flat & Crowded Thomas Friedmans That Used to Be Us: How America Fell Behind in the World It Invented and How We Can Come Back BioRad 2-20 l digital micropipette BioRad 20-200 l digital micropipette BioRad 100-1000 l digital micropipette BioRad Micropipette rack

PERSONNEL TOTAL Computation $10.88 x 100 $11.20 x 100 Cost $1088.00 $1120.00

$53,532

$164.00 x 36 $164.00 x 36 $164.00 x 36 $38.75 x 18

$5904.00 $5904.00 $5904.00 $697.50

BioRadMini-Sub Cell GT Cell and PowerPac Basic Power

$925.00 x 15

$13,875.00

RAISE: Supporting STEM Education in Northeastern NC 15 Supply #164-0300 BioRad Temperature Controlled Water Bath BioRad Mini Centrifuge BioRad Mini Incubation Oven BioRad BR-40 Pipet Tips #223-9040 BioRad Xcluda Style B Aerosol Barrier Pipet Tips #211-2006 BioRad Xcluda Style E Aerosol Barrier Pipet Tips #211-2016 BioRad DynaChill Portable Cooler BioRadInquiry Dye Electrophoresis Activity BioRad Biofuel Enzyme Kit BioRad Comparative Proteomics Kit BioRad Microbes and Health BioRad Forensic DNA Fingerprint Kit BioRad Genes in a Bottle Kit LabQuest 2 LabQuest 2 charging station Middle School Science With Vernier LabQuest 2 Lab Armor Vernier Gas Pressure Sensor Vernier Stainless Steel Temperature Probe Vernier Light Sensor Vernier pH Sensor Vernier Anemometer Basic Wind Experiment Kit(KidWind Project Classroom Kit) 4-H Junk Drawer Robotics Student Workbooks LEGO Mindstorms NXT 2.0 The LEGO MINDSTORMS $842.86 x 3 $427.14 x 3 $547.14 x 3 $19.00 x 6 $195.00 x 3 $150.00 x 3 $100.00 x 3 $67.50 x 6 $158.75 x 9 $206.25 x 9 $118.75 x 9 $162.50 x 9 $167.50 x 9 $329.00 x 24 $109.00 x 6 $48.00 x 3 $15.00 x 24 $83.00 x 24 $29.00 x 48 $48.00 x 24 $79.00 x 24 $89.00 x 24 $244.00 x 6 $6.00 x 100 $279.99 x 75 $2,528.58 $1,281.42 $1,641.42 $114.00 $585.00 $450.00 $300.00 $405.00 $1,428.75 $1,856.25 $1,068.75 $1,462.50 $ 1,507.50 $ 7,896.00 $654.00 $144.00 $360.00 $1,992.00 $1,392.00 $1,152.00 $1,896.00 $2,136.00 $1,464.00 $600.00 $20,999.25

RAISE: Supporting STEM Education in Northeastern NC 16 NXT 2.0 Discovery Book: A Beginner's Guide to Building and Programming Robots Corning Scholar Hot Plate Beakers, pack of 12 10 mL Beakers, pack of 12 100 mL Beakers, pack of 6 600 mL Graduated cylinders, 10 mL Graduated cylinders, 50 mL Test tubes, 20x150mm Pack of 24 Test tube brushes Test tube racks Mortar and pestle Weigh boats Pack of 500 Sampling bottle, 125 mL Sampling bottle, 250 mL Sampling bottle, 500 mL Hydrion Spectral pH Strips (pH 0.0 to 14.0), Pack 100 Ethanol, 500 mL 50X TAE Buffer Agarose Powder, 5g Latex-Free Gloves (Med) Latex- Free Gloves (Lg) Lab aprons(Gutsy Aprons) Fisher Scientific Case of 6 Pk RAISE Workshop materials(workbooks, folders, Name badges) T-shirts for RAISE participants

$16.52 x 3 $162.70 x 6 $30.90 x 6 $32.30 x 9 $23.95 x 6 $6.20 x 20 $7.45 x 20 $14.80 x 9 $2.10 x 30 $8.65 x 15 $8.65 x 15 $35.55 x 3 $6.70 x 15 $8.10 x 15 $10.75 x 6 $9.50 x 9 $7.95 x 6 $19.50 x 6 $14.50 x 6 $16.95 x 9 $16.95 x 9 $343.80 (150 students x $20.00) (150 students x $8.00/ shirt)

$49.56 $976.20 $185.40 $290.70 $143.70 $124.00 $149.00 $133.20 $63.00 $129.75 $129.75 $106.65 $100.50 $121.50 $64.50 $85.50 $47.70 $117.00 $87.00 $152.55 $152.55 $343.80 $3,000.00 $1,200.00

RAISE will provide hands-on collaborative laboratory experiences in biotechnology and scientific literacy. RAISE will engage students in biotechnology applications important in sustainable development of local and global economies. RAISE will provide training for teachers to implement hands-on, minds-on STEM curriculum. RAISE will partner Its Your Move Now, Inc., Martin County Schools, community colleges and northeastern North Carolina universities to provide STEM opportunities. RAISE will form community partnerships with local STEM business resources and career mentors. Students will complete 7 modules that will expose them to various agencies and businesses in the STEM industry, each module consisting of (1) site visit or guest presenter so students can see the business or industry and talk to possible career mentors; (2) hands-on, minds-on

RAISE: Supporting STEM Education in Northeastern NC 17 experiments associated with the scientific processes of the business or industry; and (3) a scientific literacy component involving data collection and analysis, STEM vocabulary and reflections. Students will read current literature (books, journal articles, etc.) associated with the global necessity of STEM education. Students will maintain a lab notebook for STEM experiments, literacy, and vocabulary. Students will create a digital story about their experience throughout the entire project. There will be opportunity for students to strengthen their reading, writing and problem solving assignments through organized educational workshops. Workshop materials will include art supplies, educational DVDs, school supplies such as journals, paper, pens, highlighters, poster boards, markers, batteries, and so on will be provided for students at all activities to complete learning activities, assignments and projects. A portion of this money will also be used to cover the cost of printing forms, handouts and other materials needed. T-shirts will be purchased to create group identity and help staff and students easily identify each other when coming together for activities/trips or serving in the community. SUPPLIES AND EQUIPMENT TOTAL $96,024.33 3. NUTRITION SERVICES FOOD PURCHASES Supply Items Computation Cost Snacks at Events and Family Showcase Events Snacks for day camps

10 x $250 (3 sites) 14x $50 (3 sites)

$7,500.00 $2,100.00

Some snacks will be required to support parents involvement during the family showcase events. Snacks will be provided for youth involved in the after school program. SUPPLIES AND EQUIPMENT TOTAL $10,088.10

4. FIELD TRIPS AND FAMILY ACTIVITIES Field Trips Computation Cost Site visits and field trips (30 x $100) x 3 middle school sites Program Family Activities (30 x $100) x 3 middle school sites

$9,000 $9,000

Program participants will participate in fun activities as part of the field trips to STEMrelated businesses and family showcase events. The per student cost will not exceed $70. FIELD TRIP & FAMILY ACTIVITIES TOTAL $15,300

RAISE: Supporting STEM Education in Northeastern NC 18

5. CONTRACTED/SALARY SERVICES Mentors Cost High School STEM Mentors Middle School STEM Teachers/Mentors Computation (6 x $1000) (12 x $4,000) $6,000 $48,000

In order to give students more one-on-one attention during all activities, 5 high school mentors will be contracted to mentor and provide structure and guidance during all activities. Mentors will be student leaders in STEM areas who have shown leadership abilities in the communities where students live and attend school. These mentors will be provided with a $500 stipend for their services. 5 middle school science and math teachers will be trained to use and implement the technology associated with the RAISE curriculum with students. CONTRACTS/SALARY TOTAL $54,000 6. TECHNOLOGY/COMPUTERS Technology Mac Book Air iPod Touch 32 GB Fifth Generation Computation 75 x $1,099.00 15 x $279.95 Cost $82,425.00 $4,199.25

In order to give students the opportunity to use technology while collecting and analyzing data and the opportunity to document their RAISE experience via digital stories (creating videos to document evidences, experiences and reflections) students will be trained to use iPods camera and video features and Apples iMovie and iPhoto features on the Mac computer. TOTAL $86,624.25 7. Travel Martin County Bus Transportation (bus mileage and driver) $10,000.00 $10,000.00 TOTAL $10,000.00

In order to give all students equal opportunity to participate in a program that is targeting inschool, after-school and weekend programming the RAISE program will work with the Martin County LEA transportation department in providing transportation for students utilizing the LEAs activity buses.

RAISE: Supporting STEM Education in Northeastern NC 19

8. TRAINING Facilitator NC Science House RAISE will partner with the North Carolina State Science House to provide STEM and place-based education training for teachers and high school mentors staffing the program. It will be essential for a quality, rigorous STEM program to have teachers and mentors who have been trained properly. 8. TOTAL DIRECT COSTS 9. INDIRECT COSTS Description F&A Computation 10% x $325,568.68 Cost $32,556.87 $325,568.68 Computation Cost

TOTAL COSTS $358,125.55

RAISE: Supporting STEM Education in Northeastern NC 20 APPNDIX D. PROGRAM LOGIC MODEL RAISE: Raising Awareness and Interest in STEM Education GOAL: To raise awareness and give access to middle school students in Martin County to STEM education, careers, and literacy . INPUTS
Existing Resources
Martin County middle school students (grades 7-8) Its Your Move Now, Inc. Staff (after-school program) NC State Science House Eastern Satellite Office (Edenton, NC) NC A&T State University STEM Academy (Greensboro, NC)

OBJECTIVES

OUTPUTS
Activities Level of Participation
Students will read and discuss, Hot, Flat, and Crowded by Thomas Friedman. Five mentors will attend 5 training sessions for professional development Mentor will receive 1 CEU credit each. 60% of students will complete all modules. 60% of students will complete a 3-5 minute digital story about their growth in STEM education. 60% of students will complete a lab notebook developing science literacy. Students will complete the Friday Institute for Educational Innovation (2012). Middle and High School STEM-Student Survey. The first five scales consists of Likert-scale questions which ask the respondent about their confidence and attitudes toward math, science, engineering and technology, and 21st century learning respectively. Final items in the surveys ask students about their attitudes toward 12 different STEM career areas, their performance expectations for themselves in the next year, whether or not they have plans to attend postsecondary school, and whether or not they know adults who work in STEM fields. Teachers will complete the Science, Technology, Engineering, Mathematics, and Teacher Efficacy and Attitudes toward STEM Surveys (T-STEM) containing six scales The first scale asks about confidence in teaching skills. The second scale asks about the degree to which they believe students learning can be impacted by effective teaching. The third scale addresses the frequency of student technology use, while the fourth addresses the frequency of some instructional practices. The fifth scale asks about attitudes toward 21st century learning. Final scale items in the survey asks about attitudes toward teacher leadership and awareness of STEM careers.

OUTCOMES
Short Term
(Years 1-2) Students enroll in STEM courses in high school. Students seek opportunities for STEM summer enrichments through camps, universities, etc. Students will develop a more fluent STEM vocabulary. Students will compete in regional and/or state science competitions such as Science Olympiad , Science Quiz Bowl, Science Fair and/or NC Robotics Competition.

Long Term
(beyond Year 2) Students pursue a degree in a STEM related field. Students will pursue a career in a STEM related field. Students will develop a more fluent STEM vocabulary.

RAISE will provide an extracurricular opportunity to explore STEM education and careers. RAISE will be hands-on, career-based and involve real-world applications with a focus on laboratory investigation and scientific literacy. RAISE will foster teambuilding skills; demonstrating that scientists do not solve problems in isolation, but as effective teams. RAISE will understand the local and global economic impact of having more youth inspired to become scientists, engineers, and mathematicians. RAISE will have a catalytic effect upon the school curriculum to provide STEM educational opportunities for teacher training, implementation of a more hands-on, minds-on curriculum and student involvement in extracurricular STEM initiatives.

Elizabeth City State University (Elizabeth City, NC) Pitt Community College (Greenville, NC) UNC Institute of Marine Sciences (Morehead City, NC) Duke Lab NOAA (Beaufort, NC) Bio-Rad learning modules Jason Manning, Greenville Wastewater Laboratory Analysts Committee UNC DESTINY Centers for Teaching and Learning (CTLs) and the dissemination of STEM pedagogy Training and curriculum distribution

Partnership with Martin County Cooperative Extension Agency to form a 4H Club and Robotics Team. Partnership with NC A&T State University for the development of student STEM projects and STEM opportunities. Read and discuss current literature about the significance of STEM education and to understand the urgency of now in regards to STEM education and our competitiveness in the global economy. Mentors will undergo formal training and professional development o How to improve student research and active involvement in STEM education. o Vernier LabQuest and sensors Students will work in teams to perform experiments. Students will complete 7 modules that will expose them to various agencies and businesses in the STEM industry, each module consisting of experiments, interviews, and evaluations. Students will create a digital story about their experience. Students will maintain a lab notebook for STEM experiments, literacy, and vocabulary.

RAISE: Supporting STEM Education in Northeastern NC 21 APPENDIX E. NAEP SCIENCE SCORES

Average NAEP science scores of students in grades 4, 8, and 12, by student and school characteristics: 2009
Student and school characteristic All students Sex Male Female Race/ethnicity White, non-Hispanic Black, non-Hispanic Hispanic Asian/Pacific Islander American Indian/Alaska Native Free/reduced-price lunch Eligible Not eligible English language learner (ELL) status ELL Not ELL Student disability status Has a disability Does not have a disability School type Public Grade 4 150 151 149 163 127 131 160 135 134 163 114 154 129 153 149 Grade 8 150 152 148 162 126 132 160 137 133 161 103 153 123 153 149 Grade 12 150 153 147 159 125 134 164 144 132 157 104 151 121 153 149

163

164

NA

Privatea

National Science Board (2012). Science and Engineering Indicators 2012. Retrieved August 2, 2012, from http://www.nsf.gov/statistics/seid12/c1/c1s1.htm#s1

RAISE: Supporting STEM Education in Northeastern NC 22

Students in grades 4, 8, and 12 scoring at or above NAEP's proficient level in science, by student and school characteristics: 2009
(Percent) Student and school characteristic All students Sex Male Female Race/ethnicity White, non-Hispanic Black, non-Hispanic Hispanic Asian/Pacific Islander American Indian/Alaska Native Free/reduced-price lunch Eligible Not eligible English language learner (ELL) status ELL Not ELL Student disability status Has a disability Does not have a disability School type Public Privatea Grade 4 33.7 35.0 32.5 47.1 10.6 13.8 44.6 17.4 16.1 48.0 5.1 36.6 16.5 35.9 32.4 48.2 Grade 8 30.3 33.6 26.9 41.6 8.3 12.3 40.6 17.1 13.8 40.7 2.4 31.8 11.2 32.6 29.0 43.5 Grade 12 20.9 24.2 17.6 27.0 4.4 8.3 36.2 13.1 8.2 25.9 1.2 21.5 5.6 22.3 20.1 NA

National Science Board (2012). Science and Engineering Indicators 2012. Retrieved August 2, 2012, from http://www.nsf.gov/statistics/seid12/c1/c1s1.htm#s1

RAISE: Supporting STEM Education in Northeastern NC 23 APPENDIX F: TIMELINE Timeline - RAISE month Identify STEM stakeholders ( businesses, universities, and agencies) Recruit Middle School Science & Math teachers and high school mentors Advertise and explain RAISE to potential student participants Present logic model and program plan to stakeholders and partners Technology training for teacher and student mentors Select RAISE participants Parent/ Student information session Students meet during school, after school, once a month and on designated days for hands-on activities, field experiences and laboratories. Digital Story Telling Training for Students Monitor student progress Tonya Little & RAISE Staff Tonya Little and Martin County LEA Administration Tonya Little Stakeholder trainer RAISE Students & RAISE staff 1
Aug

2
Sept

3
Oct

4
Nov

5
Dec

6
Jan

7
Feb

8
Mar

9
Apr

10
May

11
Jun

12
Jul

IMPLEMENTATION

PLANNING

APPENDIX G: Lesson Modules MODULE 1. Microbes as Employees

TOPIC (S) Micro- and macroorganisms in the wastewater treatments process DNA barcode testing

RAISE: Supporting STEM Education in Northeastern NC 24 BUSINESS / CAREER CONTACT COMMUNITY STAKEHOLDER (1)Wastewater Lab Jason Manning Treatment Facility technician, LabsEast Chairman (2) Public Utilities chemists Greenville Utilities manninmj@guc.com

2. Your Red Snapper is Probably Fake

3. Can Enzymes Solve Global Warming? BioFuels to the Rescue

Biofuels Alternative Fuel Sources

(1) UNC Institute of Marine Sciences (2) NOAA Atlantic fish research facility (3) Department of Health (1) Biofuels Center of NC (2) NC Cooperative Extension Service (3) U.S. Department of Agriculture Farm Services Agency (FSA) (4) Pitt Community College

Geneticists, Food scientists

Deborah A. Mosca, PhD Chief Executive Officer Marine Bio-Technologies Center of Innovation (MBCOI) 5600 Marvin K. Moss Lane Wilmington, NC 28409 www.mbcoi.net

Scientists, Process engineers

Bo Harrison Biofuels Center of NC Oxford, NC www.biofuelscenter.org Lawrence Hodgkins NCSU NELA Fellow Asst. Principal Southcreek Middle School, Martin County Biofuels Producer

RAISE: Supporting STEM Education in Northeastern NC 25

4. Wind for Schools Project

Alternative Fuel Sources

Local government Renewable Energy Developers

Scientists, Engineers, Machinists, Land Acquisitions Specialists, Wind Turbine Technicians

Johgn McCord UNC Coastal Studies Institute Manteo, NC http://csi.northcarolina.edu Northeastern NC locations Wind for Schools Projects (1) First Flight Middle School, Kill Devil Hills, NC (2) Cape Hatteras Secondary School of Coastal Studies, Buxton, NC (3) Edgecombe Community College, Tarboro, NC R. Jewell Tetterton Vernon G. James ResearchCenter/N.C. Department of Agriculture and Consumer Resources Tidewater Research Station Plymouth, NC study agriculture, natural resources and the local environment http://www.ces.ncsu.edu/plymouth

5. Can Hydroponics Solve World Hunger

Horticulture Hydroponics

Agriculture Stakeholders

Agriscience

6. Forensic DNA Fingerprinting

Forensic science

7. Robotics

Robotics Robotics Club Training to compete in the NC First Lego League Competition

RAISE: Supporting STEM Education in Northeastern NC 26 Law Enforcement Forensic Curriculum for Associates scientists Degree in Forensic Science and Law Technology enforcement Nash Community College. 522 N. Old Carriage Road, Rocky Mount, North Carolina 27804 (1)Da Vinci Surgical Mechanical Susan Tyre Robotics, Vidant engineer Martin County Medical Center, NC Cooperative Extension Agency Greenville, NC Biomedical 4H Coordinator (2) Perdue Lewiston engineer Plant Shawn Watlington PO Box Regional Collaborative for 460 Lewiston Excellence in STEM Woodville, NC Professional Development 27849 Coordinator NC A&T State University

RAISE: Supporting STEM Education in Northeastern NC 27 APPENDIX H: Potential Stakeholders & Trainers Stakeholders NC BioEast Alliance 3802 Hwy 58 North Kinston, North Carolina 28504 NC Community Colleges BioNetwork Bioprocessing Center hosted by Pitt Community College, Greenville Teacher & Student Trainers Collen Karl (Vernier LabQuest/ Place Based Learning) NCSU Science House Northeast Outreach Coordinator John A. Holmes High School PO Box 409 600 Woodard Street Edenton, NC 27932 Dr. Doris Williams The Rural School and Community Trust (Place-Based Education) 4455 Connecticut Avenue, NW Suite 310 Washington, DC 20008 Dr. Andrew Behnke (School and Community Engagement) NCSU 218 Ricks Hall Raleigh, NC Faith Brown (BioRad biotechnology equipment training) Shanae Godley NC A&T State University Greensboro, NC 27401 Susan Tyre (Robotics & 4H Partnership) Martin County NC Cooperative Extension Agency Williamston, NC 27892 Tonya Little (Site Program Development) Administrative Intern Riverside Middle School Williamston, NC 27892 Elizabeth City State Univesity Elizabeth City, NC East Carolina University Greenville, NC Pitt Community College Winterville, NC

RAISE: Supporting STEM Education in Northeastern NC 28