ST1.1

The STEM school/program supports non-traditional student participation through outreach to groups often underrepresented in STEM program areas.

As stated in our School Narrative, UPES was given an unique opportunity to adopt a new educational program and curriculum in the aftermath of the 2011 Tuscaloosa tornado. STEAM was chosen for a variety of reasons, but most importantly because it offered engaging, authentic learning experiences that would supply our students with the necessary skill set to be successful in the future. Additionally, research shows that the future that we were envisioning for our students will be heavily reliant on a workforce well trained in STEM-related fields. As a Title I school (100% of students receive free or reduced lunch) on the outskirts of the Black Belt in Alabama, we also understood that our student population is, and has been, historically underrepresented in the STEM fields. African-American, Hispanic, female, and low-income students do not typically attend STEM schools, nor are they typically choosing STEM-related fields of study when they reach high school. We knew that UPES, in a small way, could help alleviate both of these problems--a lack of STEM professionals, and the especial shortage of minority STEM professionals--by becoming part of the pipeline that begins sending a more diverse, non-traditional population into STEM classes and the STEM job market. We support our students in this endeavor through culturally responsive teaching, exposure to role models and mentors, and by developing lessons and activities that address challenges and problems based on real-life scenarios and that have obvious and meaningful connections to their own community.

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STEM Coordinator

Traditionally elementary schools utilize an interventionist to work on the core academic disciplines of math and reading, and need to find money in their budgets to provide this critical service. What makes UPES unique is that that we realize the intervention our students need is in the level of exposure they have to STEM learning opportunities. This is how we literally level the playing field for this underrepresented student population. University Place Elementary School believes that STEM skills in the 21st century are as equally important as traditional subject matter. To be able to compete in their future academic endeavors and the job market students will need to be adept in both soft skills and STEM literacy. They will need to be able to work collaboratively, share ideas, problem solve, think critically, analyze information, ask questions, imagine, create, and persevere. When STEM is done right all of these skills are being worked on simultaneously, which is why UPES has invested in having a designated STEM coordinator since the 2013-2014 academic school year. The STEM coordinator collaborates with all classroom teachers, models and co-teaches STEM lessons exactly the same way a reading or math interventionist would. The STEM coordinator works closely with all faculty and the administration to ensure that STEM is part of the everyday classroom experience for our students.

Tuscaloosa City Autism Units for Pre-K to Fifth Grade

Another underrepresented group that benefits from our STEM program is the TCS Autism Units. University Place Elementary School is centrally located and thus made an excellent choice to house the elementary Autism Units. Students from all over the district who have been diagnosed with autism are offered the opportunity to attend UPES as part of the Autism Units. These students are able to get individualized learning that is proven to work for students with Autism. As part of our school vision we want ALL students to have a diverse, engaging and meaningful STEM learning experiences in elementary school. The Autism Units participate in frequent STEM lessons both in the classroom and with the STEM coordinator. Every student has had the opportunity to participate in coding lessons, hour of code, robotics lessons, a variety of science experiments, from making milk rainbows to lava lamps to creating a model of the solar eclipse. Our special education population also seems to particularly enjoy utilizing our school garden. We understand that STEM is for all students including those with disabilities. We recognize that STEM content has to be accessible in many ways, so we prepare for those who think outside the box and need multi-sensory learning opportunities to really master a skill or concept.

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