Implementation Description
When Lake Lure Classical Academy (LLCA) of Rutherford County, North Carolina applied for their NC ACCESS subgrant in the 2019-20 academic year, one of their goals was to build a cohesive STEM program. While some aspects of that plan were put on hold as a result of the Coronavirus pandemic, leadership at the school was able to begin a Literacy in STEM pilot program in partnership with a local professor and initiate increased outdoor learning opportunities during the 2020-21 academic year.
When local community member Dr. Kenneth Welty, a former education Teaching and Learning professor at the University of Wisconsin-Stout and adjunct instructor in the Department of Curriculum and Instruction at Appalachian State University, heard about LLCA’s interest in expanding their focus on STEM, he approached school leaders with his idea for a comprehensive Literacy in STEM pilot program. Studies have shown that “an interdisciplinary approach to learning is critical for getting students college and career ready” (Gonser, 2020) and that integrating topics such as writing and math can help students excel in both areas (Wilcox & Monroe, 2011). Dr. Welty delivered Professional Development sessions to LLCA’s elementary teachers and worked with school leadership to design a curriculum based on the NC standards and National Science standards for kindergarten through fifth grade students. They selected non-fiction books that primarily focused on the scientific achievements of minorities or women, such as Secret Engineer: How Emily Roebling Built the Brooklyn Bridge, The Boy Who Harnessed the Wind: Creating Currents of Electricity and Hope, and Hidden Figures: The True Story of Four Black Women and the Space Race. While a few of the books needed to be adapted for a younger or older audience, the wide variety of text promoted diversity and positive character traits. Studying literary works with diverse characters can be “personally validating and academically engaging” for Students of Color while simultaneously providing glimpses of a minority experience to White students (Flannery, 2020). Every book was integrated into cross-disciplinary lesson plans. Making connections to literature across content areas allows reading to become a multi-sensory experience, which has been shown to benefit students who ordinarily struggle with reading (Shaw, 2021). Students learned biographical details about the hero or heroine of the story in history class, learned new vocabulary and literary elements in their English Language Arts class, and participated in hands on activities stemming from the text in science class. For example, when students read The Crayon Man: the True Story of the Invention of Crayola Crayons, they learned about the process for making Crayons, developed different kinds of molds, tested the viability of their molds, and made their own soap, which uses the same process as crayons, but is more cost effective and uses readily available supplies. Dr. Welty visited the school weekly to offer support to teachers and to help facilitate projects as needed.
With COVID-19 social distancing guidelines restricting indoor gathering, Lake Lure Classical’s staff sought opportunities for students to frequently participate in outdoor learning. This change birthed LLCA’s Outdoor Environmental Education program led by LLCA’s newly hired STEM teacher. Available NC ACCESS funding, as well as community donations, contributed to the purchase of outdoor classroom supplies, such as benches and tables, and outdoor education Professional Development sessions for some staff from Western Regional Education Service Alliance. Students and community members built raised beds and planted a pollinator garden to complement the outdoor learning space. LLCA plans to utilize these spaces in 2021-22 by offering horticulture classes. Research has shown that when children spend more time outdoors, they become healthier, happier, and smarter (Cohen, n.d.). School leaders at LLCA were able to extend their Outdoor Environmental Education program beyond their school grounds by partnering with community organizations such as Muddy Sneakers, Mountain Roots, and Chimney Rock State Park to plan excursions for their students. Ensuring exposure to outdoor activities is even more important for Educationally Disadvantaged students, based on a study which revealed that “children from low income and minority communities have less access to the outdoors than other communities” (Fitzner, 2019). School leaders commented that the increase in outdoor education opportunities and the literacy in STEM program made learning more interactive for their students.
Results
Qualitatively, LLCA’s students showed increased interest and engagement in STEM over the course of the year. Overall proficiency on in science scores was 74% with 95 % participation in the testing.
Challenges
The Coronavirus pandemic created numerous challenges for LLCA, and engaging students was often difficult as some learned remotely while others attended class in-person. Fortunately, the school was able to initiate educational programming that brought in-person students outside of the classroom and into the fresh air. And in some cases, students who learned remotely participated in hands-on experiments on campus, then returned home for virtual instruction.
Future Modifications
The Coronavirus pandemic created numerous challenges for LLCA, and engaging students was often difficult as some learned remotely while others attended class in-person. Fortunately, the school was able to initiate educational programming that brought in-person students outside of the classroom and into the fresh air. And in some cases, students who learned remotely participated in hands-on experiments on campus, then returned home for virtual instruction.
Critical Components
Getting Started
LLCA administrators commented that if schools are interested in implementing a similar Literacy in STEM program, it is essential to first determine program goals, which will dictate the instructional strategies, text choices, lesson design, and target student populations. The planning team may need to adapt texts for younger or older grade levels and develop a system for obtaining supplies for experiments. LLCA also found Professional Development sessions to be critical to the success of the program as well as an expectation of flexibility in regard to experimental learning.
Ongoing Supports
School leadership also commented that community partners are paramount to long-term success. They have built connections with local colleges and businesses, as well as local authors and scientists who have contributed knowledge and resources to the school’s burgeoning STEM programming. They plan to continue establishing relationships with community members in order to grow and sustain the program.
Equity Connections
Providing students with opportunities to learn about heroes who “overcame both personal and societal challenges to positively affect the world” is important for students’ character development and confidence building (Baneck & Anthony, 2016). LLCA’s Literacy in STEM program highlighted the accomplishments of minorities in STEM, building the confidence of Educationally Disadvantaged students so they can envision themselves as prospective scientists with great academic potential.
Studies show students living in poverty often have less access to safe green spaces than their same age peers. Often this inequality impacts a student’s physical and mental health. (Hoffimann, 2017). Lake Lure Classical’s outdoor learning space meets the need of economically disadvantaged students to be able to enjoy the outdoors in a safe environment.
Research
1. Baneck, M. & Anthony, K.V. (August 30, 2016). “They Need a Hero”. Association for Middle Level Education (AMLE). Accessed on August 13, 2021. Retrieved from https://www.amle.org/they-need-a-hero/
2. Cohen, D. (N.d.). “Why Kids Need to Spend Time in Nature”. Child Mind. Accessed August 13, 2021. Retrieved from https://childmind.org/article/why-kids-need-to-spend-time-in-nature/
3. Fitzner, Z. (August 8, 2019). “New efforts help engage disadvantaged youth in the outdoors”. Earth.com News. Accessed August 13, 2021. Retrieved from https://www.earth.com/news/engage-disadvantaged-youth-outdoors/
4. Flannery, M. E. (October 26, 2020). “Why We Need Diverse Books”. National Education Association (NEA). Accessed on August 13, 2021. Retrieved from https://www.nea.org/advocating-for-change/new-from-nea/why-we-need-diverse-books
5. Gosner, S. (January 10, 2020). “Connecting Math and Science to Reading and Writing”. Edutopia. Accessed on August 13, 2021. Retrieved from https://www.edutopia.org/article/connecting-math-and-science-reading-and-writing
6. Hoffimann, E., Barros, H., Ribeiro, A. (2017). Socioeconomic Inequalities in Green Space Quality and Accessibility—Evidence from a Southern European City. International Journal of Environmental Research and Public Health, 14(8), 916. Retrieved from doi:10.3390/ijerph14080916
7. Shaw, M. (2021). “Adapting Books to Increase Accessibility: A Multisensory Approach”. N2Y. Accessed on August 13, 2021. Retrieved from https://www.n2y.com/blog/adapting-books-to-increase-accessibility/
8. Wilcox, B. & Monroe, E. E. (2011). “Integrating Writing and Mathematics”. The Reading Teacher, 64: 521-529. doi: 10.1598/RT.64.7.6. Accessed on August 13, 2021. Retrieved from https://www.readingrockets.org/article/integrating-writing-and-mathematics
United States Census Bureau, Quick Facts North Carolina, Retrieved from https://www.census.gov/quickfacts/fact/table/NC/PST045219
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