Integrating Context and Authenticity to Increase Pre-College Engagement through the STEM Academy for Renewable Energy Education

Abstract

American Indian engagement in STEM undergraduate degrees remains limited, at best. One approach to increase minority interest and enrollment in STEM degrees is through culturally relevant pedagogy, incorporated into pre-college, high school level educational experiences. Due to the natural connection between American Indians and the environment, the authors set out to design a renewable energy focused learning experience for American Indian High School and undergraduate students. This paper outlines the development and assessment of the first STEM Academy for Renewable Energy Education offered to 10 students (7 High School students and 3 college level student mentors). The academy engaged students in a series of learning activities related to renewable energy, often based on a Problem Based Learning approach that encompassed STEM as well as the social sciences. Most activities had a small group and/or hands-on component, and embedded assessments were prevalent. The mixed methods assessment included surveys, a focus group, and facilitator observation. The findings provide considerable evidence that the academy made substantial progress toward its learning goals, including the fact that participating students found the experience to be very engaging, enjoyable, motivating, and rich with learning on new topics. The findings provide much insight into ways for faculty to engage both American Indian K-16 students in STEM topics through the context of renewable energy and sustainability.