Theses and Dissertations from DePaul University

Date of Award

5-23-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

College of Education

First Advisor

Andrea Kayne

Abstract

This dissertation investigates the impact of a project-based forensic science, technology, engineering, and math (STEM) course that utilized social-emotional learning (SEL) as part of its curriculum design during an out-of-school time (OST) summer program designed for high school students on Chicago’s far Northwest side. Although Durlak et al. (2011) showed that SEL improves academic achievement and well-being, its intersection with STEM remains underexamined. The Chicago Detective Explorers (CDE) program—designed and taught by the researcher—included a project-based forensic STEM curriculum (broadly defined as practice and analysis of physical evidence found at crime scenes) woven with SEL activities in areas such as self-awareness and relationship-building. The curriculum was designed using a shared leadership framework and a self-study research methodology. This self-study mixed methodology combined both qualitative and quantitative data. Ten students (ages 14–17 years) completed a pre/post-test survey six weeks apart during a 2024 summer session of CDE using the standardized 30-item TEIQue short form questionnaire to assess SEL proficiency across six weeks in four core emotional intelligence competencies: well-being, self-control, emotionality, and sociability. Although statistically significant changes were not observed, statistical trends (both qualitative and quantitative) suggest potential longer-term benefits of such programs. This work offers initial insights and underscores the need for further research on optimizing SEL educational opportunities through OST STEM youth programming.

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