Beginning in the early spring, Dr. Glen Hadlock of the Fountain Hills Charter School began to explore ways to expand the school’s curricula in grades five through eight.

The Science, Technology, Engineering and Math (STEM) education program was identified as being the most promising and exciting new program for the middle school grades and became a primary focus for a possible evolution of the school’s curriculum.

According to Hadlock, STEM is an interdisciplinary approach to education that aims to cultivate a deeper understanding of each subject through an emphasis on the interrelated nature of science, technology, engineering, and math.

“[STEM education] seeks to cultivate a STEM-proficient workforce and a STEM-literate citizenry to increase the United States’ competitiveness in the global economy,” Hadlock said.

In an effort to increase awareness among parents and students concerning the importance of STEM education, Hadlock formed a STEM Focus Group for the school, which was composed of parents and students.

Following the introduction of STEM with the focus group and the middle school staff, several school visitations were scheduled and conducted for the purpose of seeing the STEM curricula in action. Model demonstration schools were selected for these visitations. Students, teachers, administration, and board members all took part in visiting these schools.

Hadlock said the following three positive facts emerged: STEM education prepares students for the challenges and opportunities in the 21st century economy; STEM educates the impact and overall effectiveness of the K-16 education system; and a STEM-literate workforce adds value, productivity and innovations to the economy.

According to Hadlock, the goals of STEM-focused schools are to find innovative methods for structuring the curriculum, developing new instructional techniques, recruiting highly-qualified teachers, providing opportunities for extracurricular activities, and fostering connections with the professional STEM community.

“As we study the implementation of the STEM curricula, we will continue to do careful research, a comprehensive planning process, and a detailed blueprint of the STEM program,” said Hadlock.

“It is our desire to begin STEM education in middle school because this is when interest in science and math typically develops.

“A coherent and rigorous curriculum that focuses on depth rather than breadth is essential for any successful STEM school initiative.”

To that end, Hadlock said implementation of STEM-focused curricula includes project-based learning, workplace or lab-based learning, the use of technology-supported learning tools, as well as traditional, teacher-led instruction.

“One way to motivate students and cultivate student interest in STEM subjects is to offer various extracurricular activities to students, such as summer programs, after- school enrichment activities, science fairs or Olympiads, and other competitions,” Hadlock continued.

“As we enter the summer months, our administration and board will continue to refine what our program will look like at each grade level in the middle school. Also, we will follow up with our STEM Focus Group to ask questions, give input and make recommendations as we move forward.”

As FHCS begins to formalize plans for the STEM program, Hadlock said the school will begin to identity funding opportunities, as well as begin an aggressive grant writing process.

“To date, we have applied for a small grant which would allow us, if awarded, to begin the program during the fall semester,” he added.

“The grant would also provide staff development for all teaching staff involved in the program.”