An Innovative STEM Learning Model in Engineering Education: A case study of High School Initiative in Remote Sensing of the Earth Systems Engineering and Science

The primary driving force of US economy depends on the advancement of the Science, Technology, Engineering and Mathematics (STEM). Historically, the “E” of STEM has been virtually silent in US elementary and secondary schools. In recent years, K–12 engineering education started to gain attention from educators and policy makers. However, there is strong need for more standardized engineering curriculum and assessment to be brought in the K-12 classrooms across the country. It is imperative that more efforts are introduced at local, districts, and federal level that help create strategies, education reforms and opportunities to boost the current meagre national STEM talent pool for a sustained US economy and meet the STEM workforce demands by the year 2020. It is imperative that more efforts are introduced at local, districts, and federal level that helps create strategies, education reforms and opportunities to boost the current meagre national STEM talent pool for a sustained US economy and meet the STEM workforce demands by the year 2020.

The National Oceanic and Atmospheric Administration-Cooperative Remote Sensing Science and Technology Center at the City College of the City University of New York funded by NOAA’s Educational Partnership Program with Minority Serving Institution created a unique project-based integrated STEM learning model that introduces a holistic learning approach to instill college-readiness and STEM motivation among HS students especially students of color and underserved communities. The program brings together HS students (mostly juniors and seniors) from various schools within the 5 boroughs of the NY City particularly focusing on students from underrepresented and underserved communities. The author will share the success and challenges of last three years (2014-2016) of the High School program.