Building a Sustainable Stem Ecosystem in Alabama

Chet Nicklas, Black Belt STEM Institute Director, The University of West Alabama

Staying Aligned with Workforce and Industry Needs

We attend every conference, STEM Event, or industry meeting we can to stay abreast of the latest industry needs. For example, the Worlds of Work event brings industries from all around Alabama to one place for students. At this year’s event, we visited booths across all the “worlds” to begin forming an advisory board. This will help us design activities that stay aligned with industry needs while keeping us in the loop as those needs change over time.

At conferences such as the Summit for Alabama STEM Education and Workforce and the Alabama Science Teachers’ Conference (ASTA), we presented a session. Also, we visited other sessions and booths to continue our invaluable partnerships.

Interdisciplinary Learning as the Foundation of Modern STEM

Interdisciplinary skills are essential, as modern STEM education is not siloed by subject — it’s inherently interdisciplinary. Each of our Professional Development offerings reach across disciplines, with some recent examples including Meaningful Tech Integration for Improved Student Engagement and Outcomes (presented by Five Star Technologies), Local Learning to Inspire Global Citizenship (collaboration with Teton Science School), Math Routines for Elementary Teachers (Virtual with Anne Gallagher, educational consultant), and Bots, Builds, and Better Notebooks (facilitated by Knuckle Sandwich Robotics).

The Institute’s programming emphasizes not just mastery of science or math facts, but the ability to integrate multiple domains to solve complex challenges. For example, robotics activities connect engineering design with programming logic and mathematical modeling, reinforcing the idea that real-world problems don’t neatly fit into subject-based categories.

This interdisciplinary approach builds competencies such as communication, systems thinking, and collaborative problem-solving. These are essential in today’s tech-rich workplaces, where teams from diverse specialties must work together. When students participate in events like Science Olympiad or robotics competitions, they practice synthesizing ideas from across STEM disciplines — a skillset that’s increasingly vital in fields like bioengineering, data analytics, and environmental science.

Expanding Access and Building STEM Identity in Underserved Communities

Supporting underrepresented students — particularly in rural areas like Alabama’s Black Belt — requires intentional curriculum design that removes barriers and builds confidence. UWA’s institute focuses heavily on place-based STEM learning, meaning lessons are tied to students’ lived environments and community challenges, which makes STEM more meaningful and accessible.

"Equity is also advanced through outreach initiatives like summer STEM camps and campus visits, which invite students who may never have set foot on a college campus to experience hands-on science and technology learning."

Since we are constantly training teachers, we must stay on top of the latest curriculum. The sessions generally result in teachers leaving with resources, equipment, and collaborative planning. Partnering with organizations that specialize in teacher training and inclusive pedagogy — including the AMSTI Affiliation, the National Science Teachers Association, VEX Robotics, and the Teton Science Schools — equips educators with strategies to support diverse learners. These partnerships help teachers design lessons that are culturally responsive and differentiated, so students with varied backgrounds and learning needs can engage meaningfully in STEM. As a result, barriers can begin to be removed, and underrepresented students can build confidence. Also, finding talent in these places requires intentional time investment in students, as many of them must develop a STEM identity they may not even know exists.

Equity is also advanced through outreach initiatives like summer STEM camps and campus visits, which invite students who may never have set foot on a college campus to experience hands-on science and technology learning. These experiences broaden exposure and signal that STEM pathways are for all students, not just those from privileged backgrounds.

Professional Development that Strengthens Instructional Practice

Impactful professional development (PD) is sustained, research-based, and connected to classroom practice. All Professional Development sessions facilitated by the UWA BBSEI focus on the latest instructional practices, new technologies, and research-based approaches that teachers can immediately apply in their classrooms. The sessions are always dynamic, hands-on, and feature experts in the field. One of the strengths of the UWA BBSEI is the partnerships that have been built, which allow for specific Professional Development Sessions led by content experts.

These experiences are most potent when they build capacity rather than simply transfer information. UWA’s PD helps teachers refine strategies for inquiry-based learning, place-based STEM instruction, and project-based activities — all of which deepen student engagement. Moreover, the opportunity to earn additional compensation for completing PD (through TEAMS) helps attract and retain educators, especially in rural districts where staffing challenges are acute.

Measuring Impact Beyond Academic Metrics

UWA’s approach to measuring success extends well beyond test scores. While academic proficiency is essential, the Institute looks at engagement in STEM activities (participation in competitions, camps, and robotics teams), growth in problem-solving and collaborative skills, and students’ sense of identity as STEM learners. Anecdotal and qualitative indicators — like students pursuing STEM majors, enrolling in higher-level coursework, or joining competitive teams — are part of this broader success picture.

Longer-term success includes community impact — for example, whether local schools can sustain robotics programs, maintain partnerships with industry, and increase students’ aspirations for STEM careers. Sustained teacher capacity, as evidenced by ongoing professional learning and adoption of innovative instructional practices, also signals long-term institutional success. We love being the ones that teachers, principals, superintendents, and community members reach out to.

Robotics

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