Classroom Environment

Throughout the history of the Central Cabarrus STEM program, we have prided ourselves on developing a synergistic relationship between our instructors and their curricula. From the first meeting we have proactively sought ways to integrate our varied subjects. It is through this intentional integration, that the program has thrived throughout the years. Below are some examples:

• 9th Grade World History and 9th Grade English I devised a cross-curricular project focusing on Ancient Greece. While in history class, students were tasked with designing a digital portfolio/ hardcopy scrapbook of the legacies of the ancient Greeks while simultaneously reading the Greek epic The Odyssey and then producing a script for radio play.

• 9th/10th Math and 9th/10th Biology worked together to design a PBL that explored and created proposed solutions to overpopulation globally. In the math class student modeled exponential growth and used data to predict when the world would reach its carrying capacity. In Biology, students observed the effects of overpopulation in terms of environmental and economic impact. The culmination of their work was the presentation of a proposed solution to a panel of specialists, which forced them to organize their knowledge in a meaningful way across the disciplines. These projects and many others like them represent the culmination of the intentional, willful collaborative spirit that exists within our team.

• Design and Discovery class worked with an English class to complete a PBL titled (Poster Design). The posters combined the elements of design learned in class with the elements of rhetoric learned in English class into a visual display: many of which still hang in classrooms.

• We design whole grade (9-12) year-long PBLs that integrate standards of all classes (both STEM-related and non-STEM related). These projects are worked on during Friday grade-level homerooms and completed during the year. Our classes consistently use hands-on activities that place them into working teams to solve relevant problems. Projects engage students in project and problem-based-learning that stress collaboration and team-building.

Student assessments are intentional but varied to include traditional assessments such as tests and quizzes and more informal measures including projects, portfolios, presentations and other types of performance-based assessments. These assessments are the norm and not the exception. Rubrics are employed and students are required to reflect upon their contributions to group success. Central STEM teachers have worked to develop common rubrics for products and presentations that we use to keep the grading of numerous types of assessments unbiased and equitable.

We are fortunate to have dedicated counselors and informed STEM teachers who are able to guide students regarding STEM career pathways and ecosystems as well as the job-search and post-secondary enrollment process. Counselors work to develop one-on-one relationships with each of their assigned students, helping to align student interests with internships, extracurricular opportunities, and postsecondary education.