National Aeronautics and 

Space Administration 

NASA Advisory Council 

Sparking STEM Interest Forum 

Findings and Items for Consideration 

October 29, 2019 
 

 

 

 

 

 

 

 

Agenda 

• Overview of process 

• Summary of primary findings 

• Individual discussion of themes 

– Brief list of items for consideration for each theme 

• Takeaway message 

• Complete evaluation team items for consideration 

• Requests for NAC Feedback 

• Preliminary next steps 

• Questions and feedback 

2 
Convene a Sparking STEM Interest Forum with a panel

of nationally recognized STEM education subject

matter experts (SME) at NASA HQ to develop, discuss,

and prioritize items for consideration for NASA’s

continued success in STEM engagement. 

Compile review of the literature on sparking student

interest, STEM engagement, and motivation. 

Develop a comprehensive

report synthesizing results 

3 

NAC STEMRecommendation: “Create a deep and comprehensive

document that describes what is known about: sparking

student interest, STEM engagement, and motivation.” 
 

 

 

 

 

 

 

 

 

 

 

 

 Sparking STEM Interest 

Engaging Diverse 

Students in STEM 

Expert Review Panel and Literature Review 

Purpose 

The Office of STEM Engagement should create a deep and comprehensive document describing what is known about 

sparking student interest, STEM engagement, and student motivation. 

Expert Review Panel and Literature Review Themes

Four themes guided the ERP and Literature Review Literature Review 

• Systematic procedure: search for relevant literature using 

EBSCO, google scholar, and National Academies Press 

databases. 

NASA’s Role in 

Sparking STEM Interest 

• 100+ articles and National Academies sources. 

Expert Review Panel July 24, 2019

• 11 individuals with expertise aligned to areas of discussion 

• Professors in Education, Learning, Research, Diversity, and 

NASA’s STEM 

Engagement Strategy 

STEM Education 

• Representatives from agencies committed to education, 

research, science, and technology innovation 

4 
NASA Education Evaluation Planning Expert Review Panel 

5 

Dr. Patricia Allen, Research Manager 

The PEAR Institute: Partnerships in Education and Resilience 

Dr. Kenneth Alonzo Anderson, Associate Professor, 

Associate Dean for Research and Sponsored Programs 

Howard University 

Dr. Angela Calabrese Barton, Professor, Department of 

Teacher Education 

Michigan State University 

Dr. Rena Dorph, Director 

The Lawrence Hall of Science 

Dr. Carla C. Johnson, Associate Dean, Executive Director 

North Carolina State University 

The Friday Institute of Educational Innovation 

Dr. Adam Maltese, Associate Professor, Center for Research 

on Learning and Technology; Curriculum and Instruction 

Indiana University 

Dr. Sarah-Kay McDonald, Senior Advisor in the Office of 

the Assistant Director, Directorate for Education and 

Human Resources 

National Science Foundation 

Dr. Ebony McGee, Associate Professor of Education, 

Diversity and STEM Education 

Vanderbilt University 

Dr. Carol O’Donnell, Director, Smithsonian Science 

Education Center 

Smithsonian Institution 

Dr. Tim Podkul, Principal Research Scientist, Director 

INCLUDES program 

SRI Education 

Ms. Andrea Simmons, Army Educational Outreach 

Program Director 

Office of the Deputy Secretary of the Army for Research 

and Technology 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Primary Findings 

NASA’s Role in 

Sustaining STEM Interest 

Engaging Diverse 

Students in STEM Sparking STEM Interest 

Sparking STEM interest was defined 

differently by panelists and literature. 

A “spark” is: 

• A moment that exposes an 

individual to a topic and serves 

as a precursor to engagement 

• Involves Phenomenon Learning, 

or examination of phenomena. 

According to Panelists 

• A “spark” is not only how 

interest is triggered, but more 

importantly how it is maintained. 

Panelists disagreed regarding NASA’s role 

in sustaining STEM interest. 

• NASA should take a direct, 

hands-on role. 

• NASA should serve as facilitator 

to collaborators (e.g., 

ecosystems, agencies, public 

entities, and stakeholders) who 

provide hands-on sustainment 

efforts. 

Methods for supporting and measuring 

“spark”, sustainment, and motivation to 

persist may differ among diverse groups. 

• There is no silver bullet. 

• More research is needed to 

better understand differences. 

• Strategies and measurement 

methods may differ by group. 

6 
 

Layout 

Expert Review Panel 

Only Consistent Literature Review Only 

Spark 

Sustain 

Persist 

7 
 

 

 

 

 

 

 

 

 

 

 

 

Sparking STEM: ERP & Literature Review Comparison 

Expert Review Panel Consistent Literature Review 

Only 

• Determine audience; revisit discussion with 

collaborators and students who experience 

“spark”; have shared definition. 

• “Spark” is not only how interest is triggered, 

but also how it is maintained. 

• A lack of engagement does not signify a lack 

of interest: consider access. 

• Underserved populations may not have 

access to engagement opportunities. 

• Relationship between interest and 

persistence may differ by individual: 

• “Some may follow interests in STEM; others 

may see STEM as a practical option for 

gainful employment.” 

• Recognize and support different pathways to 

STEM academic and career pursuits. 

• Facilitate agencies supporting persistence. 

• “Spark” is a moment that exposes an 

individual to a topic or field and that serves 

as a precursor to engagement 

• “Spark” involves Phenomenon Learning and 

helps to develop a STEM identity. 

• Relationship between interest and 

engagement is complicated: one does not 

precede or produce the other. 

• Consider engagement in context of support 

and resources. 

• Many factors impact whether interest leads 

to motivation to persist in STEM: 

• Environment 

• Support system 

Only 

•

• Excitement, wonder, surprise, and comfort 

• “Spark” is personally relevant. 

• “Spark” should involve interactive learning: 

students learn by doing. 

• Interest develops into engagement through 

initial excitement and repeated positive 

experiences. Interest then extends beyond 

experience, one chooses to engage more. 

• To motivate persistence, reinforce students 

by asking questions about everyday 

phenomena. 

• Leads to curiosity which motivates students 

to persist in seeking solutions to problems. 

“Spark” has emotional component: 

8 
 

 

 

 

 

 

 

Sparking STEM Interest

Evaluation Team Synthesis Preliminary Items for Consideration 

1. NASA should continue to refine the definition of sparking STEM interest in

terms of evidence-based characteristics within the context of NASA STEM 

Engagement. 

2. Provide STEM engagement opportunities that are adaptable to the

unique needs and contextual factors of various beneficiaries. 

3. Continue to invest in opportunities that spark and engage young people. 

4. Recognize and support different pathways to STEM academic and career

pursuits. 

5. Explore how “spark” functions within the system or environment where it

was delivered, and continue to provide supports to collaborators that

contribute to persistence. 

9 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NASA’s Role in Sparking STEM Interest: ERP Feedback Only 

Evaluation Question ERP Feedback 

What is the appropriate role in sparking STEM 

interest for NASA that is unique from other federal 

agencies? 

What is the appropriate role in sustaining STEM 

interest for NASA that is unique from other federal 

agencies? 

What is the appropriate role in developing and 

sustaining students’ intrinsic motivation to persist 

in STEM academic and career pursuits for NASA 

that is unique from other federal agencies? 

NASA STEM work is uniquely multidisciplinary, interdisciplinary, AND transdisciplinary. 

NASA’s unique content and amazing stories should be shared widely. 

Some: NASA’s responsibility is to directly sustain interest. 

• “Students know what NASA is... Visibility should be harnessed as a critical 

component.” 

Others: NASA should facilitate other agencies who will focus on sustaining interest. 

• “NASA is well-positioned in the Federal space to play an important role in 

sparking interest, and to collaborate with other agencies to sustain STEM 

interest generally.” 

For “spark” to promote motivation to persist, the system must provide support along 

the way. 

• Diversify expectations by level: give greater responsibility and opportunities as 

students progress. 

NASA’s role is to use relationships and branding to convene appropriate partners 

pertinent to the STEM ecosystem of interest who will promote persistence. 

10 
NASA’s Role in Sparking STEM Interest

Evaluation Team Synthesis Preliminary Items for Consideration 

1. NASA should intentionally build and test models of 

transdisciplinary learning that leverage unique mission assets. 

2. NASA should continue to operationalize its role in the STEM 

ecosystem in relation to the sustainment of spark 

incorporating feedback from the ERP, literature review, recent 

evaluations, and internal stakeholder discussions. 

11 
 

Diversity in STEM: ERP & Literature Review Comparison

Expert Review Panel 

Only Consistent Literature Review 

Only 

• Boldly target underserved and 

underrepresented communities. 

• Offer engagement activities digitally / virtually 

and at libraries and churches. 

• Match role model’s key identity to students. 

• Perform targeted efforts to sustain interest in 

underserved /underrepresented students. 

• Facilitate connections with collaborators and 

ecosystems that sustain interest. 

• Provide mentors with shared key identities. 

• Make efforts to reduce challenges faced:

• Fund continued support. 

• Provide students with mentors with similar 

key identities. 

• Provide materials and opportunities that help 

diverse students develop STEM identity. 

• Offer personally relevant materials. 

• Involve members of diverse populations in 

creation and execution of NASA materials. 

• Make diverse role models available. 

• Help students maintain STEM identity.

• Diverse mentors help with sustainment. 

• Focus on local aspects of STEM. 

• Engage students in phenomenon learning and 

provide choice or autonomy. 

• Help students from diverse populations 

develop self-efficacy and STEM identity. 

• Make careers in STEM personally relevant. 

• Show STEM in many situations and contexts. 

• Make STEM local, identify non-traditional 

practices, and celebrate diversity in STEM. 

• Reduce challenges students face: 

• Support transitions. 

• Provide diverse mentors. 

• Multiple diverse role models are better than 

one “perfect” role model. 

• Promote personal relevance in STEM. 

• Present appropriately challenging material. 

• Situate investigations in socially and culturally 

appropriate contexts. 

• Offer supports and guidance along the way as 

students transition. 

• Provide a variety of diverse mentors. 

12 
 

 

 

 

 

Diversity in STEM

Evaluation Team Synthesis Preliminary Items for Consideration 

1. NASA should continue to work with collaborators and ecosystems, 

leveraging its diverse role models and local stakeholders, to

facilitate development and implementation of materials and 

activities that spark and sustain STEM engagement in underserved 

and underrepresented communities. 

2. NASA should develop communication campaigns and strategies to 

promote personal relevance and connections to NASA’s missions

in local communities. 

3. NASA should develop and test a wide range of strategies that 

identify how to make NASA and careers in STEM accessible and 

relevant to diverse audiences. 

13 
 

 

 

 

 

 

 

 

Takeaway Messages 

This report reaffirmed a number of key focus areas within NASA’s strategy: 

1) The importance of diversity 

2) The benefit of mentors and role models 

3) The need to engage customers in product and activity development 

The report also highlighted areas where further discussion and final determinations are 

needed within NASA and in coordination with collaborators: 

1) Concretize and operationalize the definition for “spark” in alignment to NASA goals 

and strategy 

2) Establish NASA’s role in sustainment 

3) Determine how best to provide opportunities to numerous diverse groups 

14 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

List of Items for Consideration 

1. NASA should continue to refine the definition of sparking STEM interest in terms of evidence-based characteristics within the 

context of NASA STEM Engagement. 

2. Provide STEM engagement opportunities that are adaptable to the unique needs and contextual factors of various beneficiaries. 

3. Continue to invest in opportunities that spark and engage young people. 

4. Recognize and support different pathways to STEM academic and career pursuits. 

5. Explore how “spark” functions within the system or environment where it was delivered, and continue to provide supports to

collaborators that contribute to persistence. 

6. NASA should intentionally build and test models of transdisciplinary learning that leverage unique mission assets. 

7. NASA should continue to operationalize its role in the STEM ecosystem in relation to the sustainment of spark incorporating 

feedback from the ERP, literature review, recent evaluations, and internal stakeholder discussions. 

8. NASA should leverage its diverse role models and local stakeholders to further develop relevant materials and strategies that 

spark interest in underserved and underrepresented beneficiaries. 

9. NASA should develop communication campaigns and strategies to promote personal relevance and connections to NASA’s 

missions in local communities. 

10. NASA should continue to work with collaborators and ecosystems, leveraging its diverse role models and local stakeholders,

to facilitate development and implementation of materials and activities that spark and sustain STEM engagement in 

underserved and underrepresented communities. 

11. NASA should develop and test a wide range of strategies that identify how to make NASA and careers in STEM accessible and 

relevant to diverse audiences. 

15 
 

 

 

Requests for NAC Feedback 

• Of the complete list of items for consideration, which do you see as

those we may want to focus on? 

– Where do you believe we can make the greatest impact? 

• Where do you see alignment between the presented items for

consideration and your own experiences or observations? 

• What are your thoughts on NASA’s role related to the sustainment

of spark? 

– From your experiences, what strategies and best practices for sustainment 

would you suggest NASA consider adopting or exploring? 

16 
Questions and Feedback 

17