2025 ASEE Annual Conference & Exposition

Algebra proficiency is a major obstacle to student participation and success in STEM in U.S. high schools particularly for minoritized low-income youth. Moreover, algebra is a key lever to promoting rich postsecondary opportunities. To address limited algebra proficiency in one urban school district, a mid-Atlantic university outreach center developed a strategy of extended learning time for ninth to eleventh graders and received funding from the NSF (DRL-2005790).

The program’s curriculum entails online learning with math/algebra (reinforcement) lessons contextualized within engineering challenges (i.e., “missions”). Ten missions were originally developed with input from stakeholders and students though only six were tested. Each mission includes four sections: an ‘intro’ session; a ‘play’ session in which students experiment with materials; a ‘learn’ session in which students review and practice relevant algebra standards; and a ‘build’ component, in which students build a design using algebra skills. Example mission topics are technical rescue, machine learning, soundproofing, business optimization, and urban heat islands. Moreover, ten role model videos feature predominantly minoritized professionals describing their work in engineering careers, how their interests developed, challenges they encountered, and how they persisted. The program also included two field trips to the sponsoring university to learn about college admissions and scholarships, tour an engineering design lab, and interact with undergraduate STEM students.

Data were passively collected from students via the online learning management system (LMS) every year of implementation (2021-22, 2022-23, 2023-24). Data included time spent in the LMS and number of role model videos viewed. Additional data collected includes measures of student algebra proficiency (i.e., graded rubrics of student work) and pre-post survey instruments (measuring math self-efficacy, STEM interests, STEM outcome expectations, and STEM choice goals). Interviews with 25 students were collected using a semi-structured protocol to capture reasons for electing to participate, barriers to participation, and reactions to the role model videos and field trips. Finally, external evaluators characterized program implementation and identified accomplishments and lessons learned by interviewing Program Leadership and key members of the Operations and Content Development Teams.

This program was designed to be fully online; following the pandemic and responding to students’ needs, the curriculum evolved from fully online (i.e., online instructor with individual take-home kits) in Year 1, to hybrid (i.e., in-person instructor weekly at school) in Years 2 and 3, to a hybrid for-credit elective class during the school day (i.e., in-person instructor twice a week, teacher of record guiding online learning three days) in Year 4. Iteratively, the curriculum was revised through data review, student feedback in participatory design sessions, and input from gamification experts.

Strengths of the program included teachers, leadership support, real-world applications, program flexibility, curriculum, and engaging field trips. Challenges included overall student engagement and retention and aspects of the curriculum. Lessons learned around 1) establishing the team, 2) developing research and evaluation approaches, 3) partnering with public school districts over time, and 4) utilizing technology in service of relationship-rich learning are discussed. The program holds promise to support access and inclusion efforts for underrepresented groups in STEM.