The need for more experts and innovators in STEM fields is a global issue (Kearney, 2011; National Science Board, 2012; Tytler, 2008). Internationally, the number of students pursuing and completing degrees in these fields is decreasing (Kearney, 2011; National Science Board, 2012). Implementation of programs that will transform education and enhance the pipeline from grade school to university to the workforce is imperative (National Research Council, 2011). Prime the Pipeline Project (P³): Putting Knowledge to Work (NSF, #0833760, 2008 – 2011 plus a 2-year NCE) proposed a solution to this problem by designing, implementing and evaluating the Scientific Village Strategy for 1) increasing high school student interest in and success with the study of mathematics and science through engagement with teachers (as learners and collaborators) in the solution of challenging problems designed by scientists (who led the villages) that mirror those faced by STEM professionals and that used workplace technologies, and 2) updating teachers in STEM fields. Evaluation focused on the success of the Scientific Village Strategy to: 1) Increase students’ interest in and success with mathematics and science in high school; 2) Integrate workplace technologies, communication, collaboration skills, and critical thinking and idea risk-taking behaviors into P³ learning environments; 3) Increase student awareness of STEM and business vocations, university preparatory programs, and their own talents as related to these fields; and 4) Update teachers in content in their own and related fields, and with technology, pedagogical practices, and STEM and ICT career opportunities (Greenes, et al, 2011).

Theoretical Framework: The P³approach is supported by Vergnaud’s Theory of Conceptual Fields (1994, 2009). Vergnaud posits that learning occurs when a “set of situations and a set of concepts are tied together (the conceptual field)” (p. 86). That is, students gain greater insight into and learn concepts if those concepts are applied to solutions of problems in multiple contexts. Likewise, contexts can only be fully analyzed by the application of multiple concepts. In P³, villagers analyzed contexts in order to determine concepts, skills, reasoning methods and types of technologies to bring to bear to address the challenges, and learned new ones at point of need. Likewise, P³ challenges in a variety of contexts afforded villagers opportunities to strengthen their conceptual understanding while gaining greater insight into their own talents.

The Scientific Village community approach is in concert with research on academic motivation and retention in STEM fields (Coyle, Jamieson, & Oakes, 2005; Dagley Falls, 2009; Engstrom & Tinto, 2008), and supported by McMillan and Chavis’ (1986) Definition and Theory of Sense of Community. Elements of that definition and theory include: 1) Membership (the feeling of belonging; 2) Influence (the sense of mattering); 3) Integration and fulfillment of needs (the feeling that one’s needs will be met within the community); and 4) Shared emotional connectedness (the feeling of kinship with and responsibility to others). Through the P³ “It takes a village” community approach, villagers gained greater insight into their own talents through the engagement with others in intellectual exchanges and the solution of challenging problems.

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