Program Introduction and Background
The Center for Educational Outreach at Baylor College of Medicine has been engaged in STEMM pathway program activities since the founding of its partnership with the Houston Independent School District in 1972 with the founding of the DeBakey High School for Health Professions. We now are associated with twelve STEMM magnet programs across the state of Texas, and have expanded our pathway programs to include teacher professional development, afterschool programs and a robust website of free STEMM curricular materials for use in and out of schools. Given our diverse portfolio of programs, we have developed several models for establishing, enhancing, and sustaining K-12 pathways and partnerships, and have made a concerted effort to develop an approach to identify gaps in our work to support cohesive, aligned pathways for young learners.

Relevance to ASPBP
This works aligns and supports the ongoing mission of ASPBP in developing programs that supports increased inclusivity and equity across all levels of education. This presentation includes discussion on identifying overlap of pathway programs and the essential work of identifying stakeholders to fold into and strengthen the STEMM education pathways community of practice.

Target Audience
Our STEMM pathways and programs target participants across the K-12 spectrum, including teachers, learners, administrators and institutional partners.

Lessons Learned and Innovative Tools
We are eager to share our tips and strategies to develop new or expanding existing programming and move from isolated K-12 opportunities (i.e., “ponds”) towards a systemic, multigrade pathway approach (i.e., “waterways”) through identifying stakeholders like partner schools, districts, and community partners. We will share the lessons learners in developing and connecting pathway programs from the context of K-12 school partnerships and introduce a planning framework tool for institutions to identify gaps in existing programming, consider their current offerings within their context, and develop a plan to move past a “checkbox” approach towards a thoughtful, cohesive pathway with multiple programs.