Kay Venteicher-Shulman

OMDE 670 Section 9040

Research Proposal 1

Working Title for Research Project: Redrawing Secondary STEM Education: Applying E-

Learning Theory as Supplemental Education Services

Research Topic: How e-learning elements of learning technologies, instructional strategies, and

pedagogical models can be applied to improve access to science, technology, engineering, and

mathematics (STEM) secondary education? Merging the traditional and technology-mediated

learning environment requires an understanding of appropriate e-learning theoretical framework

to ensure that e-learning elements are aligned with content areas. The research will explore how

e-learning at the secondary school level can reduce higher education challenges and increase a

students chances of success and in turn access to the STEM pipeline especially for women,

underrepresented minority groups, and underserved communities (Baber, Graham, Taylor,

Reese, Bragg, Lang, & Zamani-Gallaher, 2015). The following additional questions will be

researched.

1. What student factors impact access to STEM education?

2. What are the access barriers to STEM education?

3. What groups are primarily affected by these barriers? Current social profile of

distance education students involved in STEM.

4. How can e-learning lower these barriers especially for the affected socio-economic

groups?

4. How e-learning supplemental education services can be effectively utilized in

secondary education to increase access to STEM higher education for these at risk

groups?
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Research Proposal 2

Audience: The audiences for this paper are the stakeholders of e-learning STEM supplemental

education services which are divided into five groups: a) customers students, parents,

employers; b) suppliers educational institutions, teachers, content providers, technology

providers, and accreditation bodies; c) education boards; d) professional organizations teachers

and administrators; and e) special interest groups students (Aparicio, M., Bacao, F., & Oliveira,

T., 2016). Each of these groups could benefit from understanding how access to e-learning

STEM supplemental education services can improve student opportunities for success and

persistence in STEM secondary and higher education. Further understanding of programs and

partnerships to promote STEM supplemental education services in secondary education will

improve special interest STEM recruitment possibilities with the development of relationships

and initiatives with higher education distance education programs.

Methodology / Data: The research findings will be based on scholarly articles from the UMUC

Library. Relevant secondary data will be gathered from official sources including entities such

as the Department for Professional Employees, National Center for Education Statistics, and the

U.S. Bureau of Labor Statistics as well as the UMUC Library, Google Scholar, and the Internet.

Educational institution/administrators will be interviewed regarding their experience with adding

STEM supplemental education services to the secondary education course/program.

Purpose and Goals: The National Center for Education Statistics reported that high school

senior completion rates for high-level coursework was 26.8 percent in 2004 (Boatman, Long, and

Bettinger, 2013, pg. 94). Remediation or lack of academic preparation can become a potential

barrier for the student impacting both student persistence and performance rates of student

success (Boatman et al., 2013). Data shows that remedial course work is completed by 35 to 40
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OMDE 670 Section 9040
Research Proposal 3

percent of entering freshmen (Boatman et al., 2013, pg. 93). Navigation of the higher education

pipeline does bring significant academic challenges however, for the prepared high school

graduate the significance of those challenges is lessened.

The National Science Board projects employment trends in science and technology rates

to increase faster than other employment (NSF, 2016). The 2016 U.S. News/Raytheon STEM

Index showed a mixed report in STEM growth with women and minorities lagging behind

(Neuhauser, 2016, para. 2). The White House is promoting commitment to broaden participation

of women, underrepresented groups and students from low income or underserved

communities (White House, 2014a, para. 15). .

Traditional higher education initiatives and research projects focused to close the access

gap for women and minorities in STEM education have not been realized (White House, 2014b).

The purpose of this research is to examine current e-learning examples in STEM at the

secondary education level that demonstrate e-learning lowering the access barriers to STEM

education in higher education and identify which supplemental support services have the greatest

impact. Additional review of the material will be conducted to determine the benefit to

underrepresented groups most affected by STEM access barriers which could significantly

contribute to improved access to STEM higher education (Gourgey, H., Asiabanpour, B., &

Fenimore, C., 2010).

Relevance to the Distance Education Field: Improving access to STEM education is a national

priority. Secondary education e-learning STEM opportunities support growth in higher

education STEM especially for underrepresented students.

Outline: The initial outline for the research is included in the Appendix.
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Research Proposal 4

Initial List of References

Almarode, J. T., Subotnik, R. F., Crowe, E., Tai, R. H., Lee, G. M., & Nowlin, F. (2014).

Specialized high schools and talent search programs: Incubators for adolescents with

high ability in STEM disciplines. Journal of Advanced Academics. 25(3), 307-331.

Aparicio, M., Bacao, F., & Oliveira, T. (2016, January 12). An e-learning theoretical framework.

Journal of Educational Technology Systems. 19(1), 292-307.

Baber, L., Graham, E., Taylor, J.L., Reese, G., Bragg, D.D., Lang, J., & Zamani-Gallaher, E.M.

(2015). Illinois STEM college and career readiness: Forging a pathway to postsecondary

education by curbing math remediation. In Brief. Retrieved from

http://files.eric.ed.gov/fulltext/ED558789.pdf

Constan, Z. & Spicer, J. J. (2015). Maximizing future potential in physics and STEM: Evaluating

a summer program through a partnership between science outreach and education

research. Journal of Higher Education Outreach and Engagement. 19(2), 117-135.

Department for Professional Employees. (2016, June). The STEM workforce: An occupational

overview. DPE. Retrieved from http://dpeaflcio.org/programs-publications/issue-fact-

sheets/the-stem-workforce-an-occupational-overview/

Espinosa, L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors

and the college experiences that contribute to persistence. Harvard Educational Review.

81(2) 209-241. Retrieved from

http://dx.doi.org/10.17763/haer.81.2.92315ww157656k3u
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Franco, M. S., Patel, N. H., & Lindsey, J. (2012). Are STEM high school students entering the

STEM pipeline? NCSSSMST Journal. 1. 14-23. Retrieved from

http://files.eric.ed.gov/fulltext/EJ973549.pdf

Glennie, E., Mason, M., & Dalton, B. (2016). The role of STEM high schools in reducing gaps in

science and mathematics course taking: Evidence from North Carolina. RTI Press

Publication No. RR-0025-1603. Research Triangle Park, NC: RTI Press. Retrieved from

http://dx.doi.org/10.3768/rtipress.2016.44.0025.1603

Gourgey, H., Asiabanpour, B., & Fenimore, C. (2010). Case study of manor new tech high

school: Promising practices in STEM education for comprehensive high schools.

American Journal of Engineering Education. 1(1), 47-64.

Hussar, W. J., & Bailey, T. M. (2016, April). Projections of education statistics to 2023. National

Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2015/2015073.pdf

Institute of Education Sciences. (2014). Enrollment in distance education courses, by state: fall

2012. National Center for Education Statistics. Retrieved from

http://nces.ed.gov/pubs2014/2014023.pdf

Institute of Education Sciences. (n.d.). Fast facts. National Center for Education Statistics.

Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=80

Mills, L. A. & Angnakoon, P. (2015). How do high school students prefer to learn? Paper

presented at the 12th International Conference on Cognition and Exploratory Learning in

the Digital Age (CELDA 2015), Maynouth, Greater Dublin, Ireland. Abstract retrieved

from https://eric.ed.gov/?id=ED562121
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Morse, R. & Mason, M. (2016, May 17). Methodology behind the 2016 STEM index. U.S. News

& World Report. Retrieved from http://www.usnews.com/news/articles/2016-05-

17/methodology-behind-the-2016-stem-index

National Science Board, (2004, May). Higher education in science and engineering: Structure of

U.S. higher education. National Science Foundation, Retrieved from

http://nsf.gov/statistics/seind04/c2/c2s1.htm#c2s1l2

National Science Board. (2014). Science & engineering indicators. special report NSB 14-01.

National Science Foundation. Retrieved from http://www.nsf.gov/statistics/seind14/

National Science Board. (2016). Science & engineering indicators: special report NSB-2016-1.

National Science Foundation. Retrieved from http://nsf.gov/statistics/2016/nsb20161/#/

National Science Foundation, (2015). Women, minorities, and persons with disabilities in

science and engineering: 2015. special report NSB 15-311. National Center for Science

and Engineering Statistics. Retrieved from http://www.nsf.gov/statistics/2015/nsf15311/

Neuhauser, A. (2015, June 29). 2015 STEM Index shows gender, racial gaps widen. U.S. News

& World Report. Retrieved from http://www.usnews.com/news/stem-

index/articles/2015/06/29/gender-racial-gaps-widen-in-stem-fields

Olson, S. & Labov, J. B. (2012). Community colleges in the evolving STEM education

landscape: Summary of a summit. National Research Council and National Academy of

Engineering. Retrieved from http://www.nap.edu/catalog.php?record_id=13399

Osler, J. E., Bull, P. H., & Eaton, D. (2012, May.). Dynamic education collaboration between

university and high school faculty promoting partnership in teaching and learning in the

21st century. I-managers Journal on School Educational Technology. 7(4). 34-48.

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Report of the Diversity Subcommittee Governor Deval Patricks STEM Advisory Council

(2010, June 30). Closing the gap on STEM. Retrieved from

http://www.ncgs.org/newsandevents/symposium/PostMaterials/DiversitySubcommitteeR

eport.pdf

SRI Education. (2015, October). Expanding STEM opportunities through inclusive STEM-

focused high schools. Retrieved from

http://inclusivesteminsights.sri.com/downloads/JESPAR_SRI_Oct2015.pdf

Tofel-Grehl, C. & Callahan, C. M. (2014, June 17). STEM high school communities: Common

and differing features. Journal of Advanced Academics. 25(3). 237-271. Retrieved from

http://dx.doi.org/10.1177/1932202X14539156

Triplett, E. & Drew, J. C., (2016, January 06). The STEM education landscape: Identifying the

major barriers to online STEM degree programs. The Evolllution: A Destiny Solutions

Illumination. Retrieved from http://evolllution.com/revenue-

streams/distance_online_learning/the-stem-education-landscape-identifying-the-major-

barriers-to-online-stem-degree-programs/

U.S. Bureau of Labor Statistics. (2014). Occupational outlook quarterly spring 2014. Retrieved

from http://www.bls.gov/careeroutlook/2014/spring/art01.pdf

Wang, X. (2013, October 01). Why students choose STEM majors. American Educational

Research Journal. 50(5). 1081-1121. Retrieved from

http://dx.doi.org/10.3102/0002831213488622
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Research Proposal 8

Appendix

Proposed Outline

I. Introduction

A. What is STEM

B. Contextual Background in STEM

C. STEM Workforce

D. STEM Education

1. Secondary Education

2. Higher Education

3. STEM Education Programs/Partnerships

II. Literature Review

A. Terminology

B. History of Secondary Level E-Learning STEM Education

C. Access Barriers

D. Student Factors

E. Underrepresented Students in STEM Education

1. Women

2. Minorities

3. Socio-Economic Groups

III. Methodology

A. E-Learning Theoretical Framework Applied to Secondary STEM Education

1. Content Areas
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Research Proposal 9

2. Classroom

B. Secondary STEM Education Programs

IV. Analysis

A. Differences/Similarities between Programs

B. Success of Programs

C. Limitations of Programs

D. Important Supplemental Education Support Services

V. Conclusion

A. Summary of Findings

B. Recommendations for Future Research/Analysis