Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions: Knowledge and Teaching Self-Efficacies. Item-fit statistics were used to select items for each subscale. Person and item separation (reliability) indices were quite low, and we noted disordered response patterns on the person-item maps that revealed problems with item content and/or scaling for both subscales. These issues include the presence of: verbal negatives, ambiguous modifiers, counter-intuitive scaling, and an “undecided/uncertain” option. The SETAKIST-R, in its current form, cannot be recommended as a measure of science teacher self-efficacy.

Parental involvement increases K-12 student interest in STEM careers; however, when parents lack confidence in STEM content, or language and cultural barriers exist, parental engagement decreases. The Teacher Enrichment Initiatives (TEI) collects annual teacher feedback regarding the level of parental involvement with students during science nights, which laid the foundation for teachers to develop a science night training. Using qualitative methods, this single-case study follows elementary teachers who participated in the TEI science night training as they implement a Science Night program at a majority-minority elementary school. Data were gathered by TEI staff during the inaugural and third year of the Science Night program showing an increase in attendance from 700 (2016) to 800 (2018) and an increase in parental engagement with their student in STEM-related activities from 46% (2016) to 62% (2018). The data and follow-up summary were used by the case study school teachers to write and secure grants to support an annual Science Night program. This case study suggests Science Nights can be a mechanism to promote parental engagement with their student in hands-on STEM activities. Further, this case study suggests teacher feedback and inclusion in developing a science night model is central to successful implementation of a science night program.

Science outreach improves science literacy among the public and communication skills of scientists. However, despite the array of well-documented benefits, robust outreach efforts are often absent from communities which stand to benefit the most from these initiatives. Here, we introduce "Science Fiesta," a graduate student-led outreach initiative which utilizes cultural traditions of South Texas as a vehicle to establish self-sustaining interactions between scientists and their local community. Event assessment surveys indicated that attendees found the event both fun and educational. At the same time, graduate students who organized the event and participated in outreach reported that they strengthened a variety of professional skills important for their future careers. More importantly, the event had a substantial positive impact on enthusiasm for science outreach. Both public attendees and graduate students reported Travis J. Block ( ), Milos Marinkovic ( ), Jodie Gray (

Teachers are charged with connecting classroom science to real-world applications; however, opportunities for teachers to experience real-world applications in the life and biosciences are limited. When provided the opportunity to engage in hands-on learning experiences, teachers' capacity to connect classroom activities to real-world applications increases. Through partnerships within the local STEM Ecosystem, the Teacher Enrichment Initiatives (TEI) provides teachers with experiences that enable them to strengthen the connections between classroom science and careers. Over the course of TEI's 25+ years, these collaborations between our teachers and partners have resulted in the production of over 350 individual hands-on, inquiry-based curriculum activities. In addition, the TEI has played a pivotal role in the growth of the STEM workforce by disseminating best practices and providing teacher professional development (TPD) experiences designed to improve teacher knowledge of STEM career options and the associated educational pathways for their students while enhancing teacher professionalism. Since 2011, the TEI has hosted 15 TPD conferences and 300 workshops with over 1,800 K-12 teachers participating annually. The number of students impacted through teacher participation exceeds 300,000, covering all grade levels. To date, over 83 scientists, engineers, and STEM-career professionals have participated in TEI sponsored events.