STEM Engaged Learning


Through this Learn and Serve America program, the CSU developed innovative approaches to engage students, campuses and communities in STEM service learning that resulted in:

  • Over 10,200 K-12 students participated in STEM activities facilitated by CSU service-learning students and faculty to spark their interest in STEM.
  • We increased the number of STEM service-learning courses offered annually by 245, from 284 in 2008-09 to 529 in 2012-13. This is a 86% increase.
  • We increased the number of students participating in STEM service-learning courses annually by 3,649, from 5,750 (in 2008-09) to 9,399 (in 2012-13). This is a 63% increase.
  • We increased the percentage of STEM service-learning courses as compared to the total offerings of service-learning courses systemwide from 10.1% in 2008-09 to 17.7% in 2012-13.
  • The STEM C3 manual developed by the CoyoteCareers team at CSU San Bernardino was distributed in hard copy to over 400 recipients and was downloaded electronically from our website 651 times in just one year's time.
  • More than 60 CSU faculty, staff, students and alumni served as volunteers, judges, interpreters and facilitators at the 2011 Intel International Science and Engineering Fair.
  • All CSU faculty who participated in an Engaged Department Institute for the Sciences reported increased competence in their ability to incorporate service learning into their STEM courses.


A STEM Service-Learning Self-Assessment Rubric was administered at the beginning of the Learn and Serve grant program as a pretest (Fall 2010) and as a posttest (Fall 2013) to better understand any development and sustainability that resulted from the Learn and Serve grant program activities. An analysis of the difference between pretest and posttest indicated:

  • The number of campuses that rated as “sustained institutionalization” for their STEM departments increased from four (pretest) to eight (posttest), a 100% increase.
  • Most campuses improved from pretest to posttest, with 13 campuses moving onto the next stage of development.
  • On average, improvement was made for each component of the rubric across the CSU.
  • Campuses that were engaged in more LSA program components had larger increases from their pretest to posttest scores. On average, the six campuses that participated in three to five LSA activities had an increase in rubric score of 10.6 points. Of the nine campuses who were involved in one or fewer activities, only 0.7 points of improvement were made.


Evaluation Reports

Cobblestone Applied Research and Evaluation

Cobblestone Applied Research and Evaluation provided a thorough account of our LSA (STEM)2 efforts. You will find the evaluation reports listed below.