Student Competitive Events:

A Strategy for Integrating a STEM Block in Public Schools

John T. Hope
Baldwin County Public Schools, Alabama
United States
jhope1@bcbe.org

Willard J. Allen
Baldwin County Public Schools, Alabama
United States
ballen@bcbe.org

Abstract: Bay Minette Middle School (BMMS) is a public school that serves seventh and eighth
grade students in rural southwest Alabama. Four years ago, BMMS began incorporating an
informal Science, Technology, Engineering, and Math (STEM) block into the instructional program
by providing STEM elective courses and encouraging participation in STEM student organizations.
This poster showcases BMMS’ recent efforts in creating a STEM block in a public middle school
by discussing the use of scheduling, teacher and student collaboration, and competitive events for
success in developing 21st century workplace skills.

Background of the Program

BMMS is a public school that serves seventh and eighth grade students from a low socio-economic
background in rural southwest Alabama. According to the United States Census Bureau, the local community
population is 8,044. The area has a median household income of $35,951 with 26% of the population living below
poverty level, and the largest employer in the area is manufacturing
(http://quickfacts.census.gov/qfd/states/01/0104660.html). The school has a minority population of 40 percent, and
over sixty percent of BMMS students receive free or reduced lunch.
BMMS students are similar socially and culturally; however, the students’ entry-level skills and overall
academic achievement and ability vary greatly. Many of the students enter the middle school without strong parental
involvement in their education. Many of the parents find work as unskilled or skilled labor and did not benefit
greatly from their educational experience. As a result, athletics has been the most important activity associated with
the school, and parental involvement outside of athletics has been low. Further, parents typically begin to become
less involved as their children move from elementary to the middle level (Epstein, 2001). BMMS serves a low
socio-economic community; however, there are and will be many job opportunities in the region (Mobile, AL) in the
next few decades in the manufacturing and process industries. Forbes (http://www.forbes.com/2009/04/14/best-
medium-cities-jobs-opinions-columnists-employment_slide_2.html?thisspeed=25000) recently ranked Mobile as
one of the Top 10 best mid-sized cities for jobs, citing job growth in the city’s natural resources, mining,
construction, and transportation sectors. Therefore, in an effort to increase parental involvement and to better
prepare students for the 21st century workplace, BMMS began incorporating a STEM block into the instructional
program by providing STEM elective courses and encouraging participation in STEM student organizations in 2008.

Approach to STEM Learning

Mission and Vision

BMMS’ mission with this STEM block is to increase parental involvement, to expand student awareness of
educational and career opportunities in STEM fields through rigorous expectations and effort in competitive project-
based learning, and to provide students an opportunity to obtain personal growth, experience, and success in
technological fields. Through participation in BMMS’ project-based STEM program, students learn to develop

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technology literacy skills by collaboratively analyzing and solving problems utilizing the engineering design
process. The program provides experiences in real-world activities associated with many career fields (e.g.,
engineering, construction, technical design) that prepare students for the workforce by increasing their skill and
confidence in these STEM-related fields. These are the kind of educational experiences and prerequisite skills that
industry seeks in its workforce (Partnership for 21st Century Skills, 2009).

Project-Based Learning with Authentic Assessment at the Middle Level

When students are engaged in project-based learning that is rich in collaboration and problem-solving,
learning becomes more authentic. It is a picture of the real scenarios the students will be facing in the workplace
(Bell, 2010). However, project-based learning at the middle level presents students with many ill-structured
problems, and they have not yet learned the higher-order questioning skills needed for problem-solving (Cuccio-
Schirripa & Steiner, 2000). In addition, many have not worked on a team nor have they had to follow a major
commitment through to completion.
Project-based learning also requires a change in the traditional roles for teachers and students. Teachers
become co-constructors of knowledge, while students direct their own learning (Thomas, 2000). The continuous
monitoring and feedback required in project-based learning make it a demanding process for both teachers and
students. Consequently, teachers and students must invest more time and dedication than what is needed in a
traditional classroom setting. Therefore, a key component for success in project-based learning is a teacher’s
commitment to hard work, collaboration, mentoring, and the professional growth that accompanies project-based
learning where teachers apply knowledge in context (Yetkiner, Anderoglu, & Capraro, 2008).

Competitive Events

Participation in competitive events encourages creativity, critical thinking, and teamwork (Mettas &
Constantinou, 2008). Consequently, in 2008, BMMS initiated competitive events as the method for engaging
students in project-based learning with authentic assessments. Students are exposed to challenges that provide
opportunities to experience simulations in many technical fields (e.g., communications). As a result, students are
provided opportunities for personal growth and performing to the best of their ability.
BMMS has embraced several existing STEM-related student organizations that offer competitive events to
execute the mission in competitive project-based learning. Those organizations include the following: Technology
Student Association (TSA); Alabama Council for Technology in Education (ACTE); Science Olympiad; and
Boosting Engineering Science and Technology (BEST).

• TSA is a national organization which fosters personal growth, leadership, and opportunities in technology,
innovation, design, and engineering and mathematics through project-based learning. Members apply and
integrate science, technology, engineering, and mathematics concepts through co-curricular activities,
competitive events, and related programs (http://www.tsaweb.org/Mission-Motto-Creed).

• ACTE promotes an appreciation and understanding of technology and its applications through regional and
state technology fairs (http://www.alcte.org/).

• Science Olympiad is a national organization aimed at fostering teamwork and leadership in STEM
(http://soinc.org/mission).

• BEST is a non-profit middle and high school robotics competition organized by Auburn University whose
mission is to engage and excite students about engineering, science, and technology as well as inspire them
to pursue careers in these fields (http://www.bestinc.org/b_about_best.php).

In order to compete in the local, regional, state, and national science and technology fairs sponsored by
these organizations, students design and create over 100 projects annually. The following list identifies the majority
of the categories for these projects: computer programming, video game development, video production, multimedia
authoring, desktop publishing, photographic technology, graphic design, public speaking, bio-related technology,
applied physics, career preparation, parliamentary procedure, nautical engineering, mechanical engineering,

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robotics, programmable system control, civil engineering, electrical engineering, aeronautical engineering, research
and design, rocketry, engineering problem solving, computer-aided drafting, computer animation, drafting, precision
measurement, architectural modeling, marketing, advertising, and animatronics.

Scheduling

BMMS has an elective period included in its eight period instructional day. Four of these elective classes
(communication arts, pre-engineering, and two science elective classes) fall under the STEM block and serve
approximately 25% of the student population (50 percent female; 10 percent minority). All these classes meet during
the same period in order to facilitate teacher and student collaboration. In addition, STEM students are given an
opportunity to work collaboratively and/or independently on their projects throughout the school day as their
schedule allows. As other students indicate an interest in STEM, they are placed in one of these electives as class
size allows.

Stakeholder Collaboration

BMMS STEM students utilize a variety of 21st century tools to collaborate and complete these projects. In
order to collaborate vertically with our feeder pattern high school, teachers and middle and high school students
share an online course, Google Docs, and email. In order to collaborate within the school across disciplines, teachers
and students share local servers. In addition, BMMS utilizes the school website for publishing competition
specifications in order to collaborate with parents and field experts.
The BMMS STEM program actively pursues and involves community stakeholders in serving students by
seeking partners who work with students to develop their projects. Many of these partners, who act as subject matter
experts in preparing students for competition, are parents. Many are skilled tradespersons or business leaders that
provide technical advisement, training, or leadership. BMMS STEM students also present to various civic
organizations (e.g., North Baldwin Chamber of Commerce, Bay Minette Rotary Club, Heritage Junior Women’s
Club, Baldwin County Commission, Bay Minette City Council) in order to recruit experts from business and
industry.

Results
BMMS’ commitment to student learning through competitive events has impacted greatly student learning
and parental involvement. The STEM block provides a learning structure for students to participate and take
ownership and responsibility in their learning with assistance from stakeholders. Competitive events offer students a
sense of identity that middle school students need as they transition into young adults. These events supply the
opportunity for students to become engaged in an endeavor, take ownership, and experience personal growth. The
students begin the journey with the excitement over a new project; they begin fundraising for their project materials,
equipment, or expenses, and parental involvement increases.
Parental involvement has never been greater at BMMS. Parents and grandparents help in the classroom
with projects during the school day and on the weekends. Businesses are invited and share their expertise with
students. The local community has pride in what their students have accomplished state-wide and nationally.
Consequently, the school is becoming more of a community center where everyone feels welcome.
As a result, BMMS STEM students have experienced success in competitive events. The following
identifies the results from the above mentioned organizations over the last four years:

• BMMS has an active, nationally recognized TSA chapter, placing first overall with over 40 medals at the
Alabama TSA State Leadership Conferences in 2010 and 2011. BMMS will continue its participation in
TSA at the local, state, and national levels in 2012.
o State Superlative Membership Award, 2011
o Alabama for Chapter Excellence, 2011
o State Leadership Conference- Student of the Year, 2011
o State Leadership Conference- Advisor of the Year, 2011
o National Leadership Conference- 13 national finalists, 2011

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 o State Leadership Conference- Most Outstanding Chapter, 2011
o National Leadership Conference- 10 national finalists, 2010
o State Leadership Conference- Most Outstanding Chapter, 2010
o State Leadership Conference Runner-up, 2009

• BMMS has participated in ACTE events for the past six years with increasing success as the STEM block
developed.
o Alabama State Technology Fair
Middle Level Fourth Place, 2011
o Southwest Alabama Regional Technology Fair
Middle Level Champions, 2011
Middle Level Champions, 2010

• BMMS has also experienced success in Science Olympiad, earning two top three finishes over the last two
years. In 2012, students will be competing in Science Olympiad for the third time.

• BMMS competed in BEST Robotics for the first time in 2011 against a field of over 50 middle and high
schools.
o 18 place for Overall BEST
23rd Engineering Design Document
8th Marketing Presentation
5th Exhibit Booth and Interviews
4th Spirit and Sportsmanship

All of these results have taken place because of an initial teacher commitment to help students complete
their projects to the best of their ability. Teacher technical and professional training contributed to student success,
but it was the teacher determination and perseverance to support, encourage, facilitate, and provide guidance to
students to complete their goals without taking shortcuts that have changed this community’s relationship with
BMMS, and the results have been amazing.

Vision of Continuous Improvement for the Future

BMMS communicates to the students and their parents that all students matter. BMMS also has a desire for
each student to grow as much as possible and become the best he or she can be at performing meaningful tasks in
the real world. In many ways, the STEM program is not a traditional school curriculum. It is a set of curricula
associated with STEM student organizations that are student-centered and performance-based where students work
collaboratively in teams on project-based assignments with authentic assessments and which solicit parental and
community support in order to promote student growth in leadership and workplace skills.
In 2012, the STEM block continues to increase in student participation, and the scope and quality of
projects is increasing. For example, over ten percent of the participating students in 2012 are not scheduled for the
STEM block (Their participation is extra-curricular.). Also in 2012, BMMS added Girls Engaged in Math and
Science University (GEMS-U) and the National Science Teachers Association (NSTA)/Toshiba ExploraVision
science competition to the competitive events list.
As the interest in STEM increases, BMMS purposes to formalize and develop further the BMMS model of
formal and informal learning environments of this STEM education program through one of the National Science
Foundation’s (NSF) STEM funding programs (e.g., Discovery Research K-12, Transforming STEM Learning).
With funding, BMMS has the following goals for the direction of the STEM program: (a) expansion of the block by
adding additional STEM classes; (b) establishing a STEM program at the vertically aligned high school; and (c)
increasing minority participation at both schools.
In order to meet these goals, BMMS has a vision of continuous improvement for this STEM program. This
vision includes the following: (a) increasing professional collaboration by integrating math and other content area
teachers into the block at the middle school; (b) recruiting faculty at the vertically aligned high school to sponsor
STEM organizations; (c) full integration of high school mentors for middle school students; (d) developing stronger

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partnerships with business and industry in order to meet their future needs; (e) improving collaboration by
incorporating more technology tools, and (f) looking for opportunities for peer review and reflection.
BMMS has created a meaningful program that invites stakeholders into the school through STEM
curricula. As parents and other stakeholders witness the student ownership and learning, they see a tangible result
from education that will benefit their children and they are filled with pride and hope. They realize the skills and
habits taught and reinforced by this STEM program are directly transferable to the workplace.
BMMS’ STEM students have demonstrated informally the effect of participation in STEM student
organizations on both the acquisition and use of the skills to apply STEM thinking broadly and effectively and on
increased parental involvement. Future NSF STEM funding will provide the resources to formalize and expand the
program while providing empirical evidence for learner development of STEM skills and dispositions to engage in
future STEM-related activities.

References

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. Clearing House, 83(2), 39-43.
doi:10.1080/00098650903505415

Cuccio-Schirripa, S., & Steiner, H. (2000). Enhancement and analysis of science question level for middle school students.
Journal of Research in Science Teaching, 37(2), 210-224.

Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO:
Westview Press.

Mettas, A., & Constantinou, C. (2008). The technology fair: A project-based learning approach for enhancing problem solving
skills and interest in design and technology education. International Journal of Technology & Design Education, 18(1), 79-100.
doi:10.1007/s10798-006-9011-3

Partnership for 21st Century Skills. (2009, December). P21 framework definitions document. Retrieved from
http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf

Thomas, J. W. (2000). A review of research on project-based learning. Retrieved from

http://www.bie.org/research/study/review_of_project_based_learning_2000

Yetkiner, Z. E., Anderoglu, H., & Capraro, R. M. (2008). Research summary: Project-based learning in middle grades
mathematics. Retrieved from
http://www.nmsa.org/Research/ResearchSummaries/ProjectBasedLearninginMath/tabid/1570/Default.aspx

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