1. Introduction Reflection Community Partner Methods Our instructor intended that we use this project to increase our understanding of the course content, develop an appreciation for instructional design, and increase our awareness of civic responsibility. Our goal was to use the concepts we learned in class and apply them in a useful and meaningful way. We hope that our work can be used to encourage more high school students to pursue a STEM related career. Coursework for EDTECH 503 focuses on the knowledge and process of instructional design. We coordinated with a subject matter expert (SME) in order to develop instruction. We considered the needs of the SME, analyzed the learners and learning context, and used this information to develop an appropriate instructional unit. Our experience in this Service Learning Project directly related to our course objectives and what we were learning in our coursework. Course Concepts We discussed with the teacher about the students, the learning environment, and resources available. We created a survey for the students to develop a needs analysis. We created an online instructional unit using Weebly. As the students work through the tasks they learn about the importance of STEM education and explore STEM careers. There is also a personality quiz that matches students with a STEM type. As we reviewed the survey, we realized that there is a need for STEM instruction in the high school. 64% of those surveyed had not heard about STEM before. Of those that indicated they knew what STEM was, some stated that they were not interested in a STEM career. However, when asked to list careers they were interested in, some of the careers were actually STEM related. Katie Bedke, our community partner, informed us that she does talk about STEM during class. Cindy and I both teach math, a major component of STEM. I do not currently talk to my students about STEM. I realized that I could do more to help the students that I work with. When my students are frustrated with the content, they ask “When am I ever going to use this?” That is when I would talk about real-life opportunities to use the concept and list possible careers. I have come to realize that it is not enough. As a math teacher, I should be doing more to promote STEM education. I have appreciated the opportunity to focus on this topic and help develop tools that I can use in my classroom. References: Building the talent pipeline: Policy recommendations for the condition of STEM 2013. (2014, May). Business-Higher Education Forum and ACT. Retrieved from http://www.bhef.com/sites/g/files/g829556/f/201406/2014_brief_B HEF_ACT_0.pdf http://www.bhef.com/sites/g/files/g829556/f/201406/2014_brief_B HEF_ACT_0.pdf Vilorio, D. (2014). STEM 101: Intro to tomorrow’s jobs. Occupational Outlook Quarterly. Retrieved from http://www.bls.gov/careeroutlook/2014/spring/art01.pdf http://www.bls.gov/careeroutlook/2014/spring/art01.pdf Katie Bedke Vallivue High School Mission Statement: Preparing Individuals for Success Through Education Project Purpose /Need: The purpose of this project is to increase the knowledge of and interest in STEM careers among low income, minority, and/or female students. STEM stands for science, technology, engineering, and mathematics. Currently, women and minorities are underrepresented in STEM fields (BHEF/ACT, 2014). One million new STEM jobs will be available by the year 2022 (Vilorio, 2014). Encouraging low income, minority, and female students to pursue STEM education and careers will benefit the students and will help meet the growing demand for STEM careers.