“I have always hoped to be an engaging, hands-on, inquiry-based, best-practice science teacher, and I thought I was. But after piloting this unit, I’m really thinking differently about my teaching. The combination of a unit-challenge, three dimensional scientific instruction, truly inquiry lessons in a real-world problem-solving approach to learning has created learning in my students that I have never seen before in all my years of teaching.” - Mi-STAR Teacher
Accomplished link
Mi-STAR is motivated by a vision for the future of STEM education in which science is taught and learned as an integrated body of knowledge that can be applied to address relevant real-world problems.
Mi-STAR was developed to meet the needs of teachers, schools, and districts who are committed to improving students’ learning outcomes in science and engineering.
Through its partnerships and collaborations, Mi-STAR offers a three-year long integrated science curriculum for grades 6-8 designed in full alignment with all of the Next Generation (and Michigan) Science Standards. All units in the curriculum are pilot-tested prior to release and are continually refined based on feedback received from implementing teachers. Mi-STAR teachers are supported by an ongoing professional learning program that includes web-based learning modules, a community helpdesk, and a community forum. A train-the-trainer delivery model for the professional learning program promotes implementation fidelity and development of local professional learning communities.
The Mi-STAR community includes scientists, engineers, curriculum developers, education researchers, assessment experts, middle-school teachers, school administrators, and others.
Mi-STAR’s materials and programs support three-dimensional learning as envisioned by the National Academies’ Framework for K-12 Science Education.
Districts, schools, and teachers that want to become a part of the Mi-STAR community should contact us for more information. Mi-STAR also welcomes inquiries from individuals or organizations who are interested in sponsoring teachers, schools, or districts as they become part of the Mi-STAR community.
The first step in joining the Mi-STAR community is for a district or school to identify one or more individuals who will become Mi-STAR Professional Learning Facilitators (PLFs). Mi-STAR staff work with PLFs to prepare them to guide classroom teachers through the process of effectively implementing Mi-STAR’s three-dimensional standards-based curriculum. Once trained, PLFs continue to collaborate with Mi-STAR staff on a regular basis to ensure implementation fidelity and to provide feedback about the curriculum and Professional Learning Program in support of continual improvement of Mi-STAR.
PLFs provide in-district support to Mi-STAR classroom teachers who implement the curriculum. PLFs are assisted in their efforts by web-based training modules prepared by Mi-STAR staff for every unit in the Mi-STAR curriculum. PLFs are expected to meet on a regular basis with the Mi-STAR teachers they serve and to develop local professional learning communities. Mi-STAR PLFs and teachers have access to a community helpdesk and community forum which give them direct access to Mi-STAR staff and the ability to connect and collaborate with other members of the Mi-STAR community.
Intensive summer workshops, open to both teachers and PLFs, augment the professional learning support provided during the academic year. These deep-dive workshops introduce participants to Mi-STAR’s method for developing problem-based integrated science and engineering curriculum. Workshops focus on topics such as unpacking the three dimensions of a set of performance expectations, using the backwards design process, developing a sequence of lessons (storyline) that will result in students’ mastery of all aspects of the performance expectations (that is, the science and engineering practices, disciplinary core ideas, and crosscutting concepts), and using student-centered pedagogy. Mi-STAR staff and participating engineers and scientists support the teachers’ work during the workshops and provide pre-hub and post-hub support.
Corporations or other entities that would like to sponsor development of a unit that focuses on a particular topic should contact us for a consultation.
Funders and PartnersMajor support for Mi-STAR comes from the Herbert H. and Grace A. Dow Foundation, National Science Foundation, MiSTEM Advisory Council Grants through the Michigan Department of Education, and Michigan Technological University. Non-profit organizations including the Michigan Science Teachers Association, Michigan Earth Science Teachers Association, and MiSTEM Network provide guidance and assistance to Mi-STAR.
Individuals from the numerous organizations have been particularly important in developing Mi-STAR. These organizations include Michigan Technological University, Central Michigan University, Eastern Michigan University, Grand Valley State University, Saginaw Valley State University, Western Michigan University, Adams Township Schools, Bangor Township Schools, Bay City Public Schools, Grosse Pointe Public Schools, Kalamazoo Public Schools, Kent Intermediate School District, Macomb Intermediate School District, Midland Public Schools, Oakland Schools, Rochester Community Schools, Saginaw Intermediate School District, and the American Geosciences Institute (AGI).
The programs in this database clear a high bar. STEMworks reviewed each program against the Design Principles for Effective STEM Philanthropy.
Identify and target a compelling and well-defined need.
Use rigorous evaluation to continuously measure and inform progress towards the compelling need identified.
Ensure work is sustainable.
Demonstrate replicability and scalability.
Create high impact partnerships
Ensure organizational capacity to achieve goals.
Offer challenging and relevant STEM content for the target audience
Incorporate and encourage STEM practices.
Inspire interest and engagement in STEM.
Identify and address the needs of under-represented groups.