STEM EDUCATION

The Factors at Play,

the Challenges Before Us,

and the Need and Vision for

STEM Education

in the United States

THE FACTORS AT PLAY

Curriculum

Teacher Preparation

Schools and Partnerships

WHAT STEM CURRICULUM LOOKS LIKE

• Moves beyond content knowledge

to include practices and

crosscutting concepts.

• Utilizes an integrative approach to

lesson design.

• Provides a pathway for learning

that allow students to succeed.

after school.

• Develops essential skills such as:

• Solving open ended problems

• Promoting collaborative thinking

• Examining real-world problems

• Using advanced technologies

Hillsborough County Public Schools - Florida

TEACHER PREPARATION

Internal Tasks

• Develop expertise and ability in

educators to design integrated STEM

lessons which is a key factor.

• Help create teacher self-efficacy or

confidence through site based

practicums.

• Collaborate across colleges/divisions

to modify how college science

courses are taught.

External Factors

• Teacher preparation institutions and

required accreditation and

competencies.

• Localized design of curriculum with

no clear definition as to what STEM

is.

• Reduced resources and funding to

support ongoing, sustained

professional development.

STEM FOCUSED SCHOOL DESIGN

Inclusive STEM Schools

• organized around one or

more of the STEM disciplines

• no selective admissions

criteria.

• seek to provide experiences

that are similar to those at

selective STEM schools while

serving a broader population.

Selective STEM Schools

• difficult to replicate on a larger scale

• benefit from a high level of resources,

• have a highly motivated student body.

• often have freedom from state testing requirements.

• 90 selective STEM specialty high schools in the United States.

STEM-focused career and technical education (CTE)

• prepares students for STEM-related careers.

• students explore STEM-related career options and learn the practical applications of STEM subjects through the wide range of CTE delivery mechanisms.

• Perceived conflict between CTE and academic programs.

PARTNERSHIPS

• Westbury (CT) Schools STEM Partnership & Long Island Children’s Museum.

• First and Second Grade Students

• Stephen F. Austin (TX) STEM Academy: Partnership with Nacogdoches Independent School District

• High School Students (9-12 grade)

• Beaverton Middle School & Portland Community College

• Middle School Students from Diverse Backgrounds

• ASSET Stem Education & Arconic Foundation

• Educator PD in STEM industry.

THE CHALLENGES BEFORE US

WHAT IS STEM

• Science, Technology, Engineering and

Mathematics

• Efforts to expand STEM.

• Committee that examined this could not find a

consistent definition or come to a consensus.

• Considered integration --incorporating both

the design of the learning experiences and the

anticipated student outcomes.

• Purpose of STEM is to take advantage of the

critical subjects ability to model real-world

applications.

STEM REQUIRES A DIFFERENT WAY TO THINK ABOUT

• What is STEM?

• How do we integration concepts rather

than teach standalone subjects?

• How do we move students toward

thinking critically, making informed

judgements, and moving away from

memorization and direct instruction?

• What is the value of taking risks and the

willingness to take a risk?

DEVELOPING STEM EDUCATORS

• Prepare teachers to have the necessary knowledge and skills to effectively teach in an integrated way.

• Compensate teachers who have STEM credentials similar to industry.

• Incorporate industry based internships or mentoring.

• Provide sustained and focused professional development

THE NON TANGIBLE THINGS

• Cost of STEM designed curriculum and local

education agencies budgets.

• Shifting political positions and support from the

federal government.

• Equity within districts and schools.

• Focused time and effort on literacy and

mathematics.

THE NEED

WHY ENGAGE IN STEM CURRICULUM DESIGN AND INSTRUCTION

• Prepare/train more scientists and

engineers who are highly skilled

and globally engaged.

• Increases science literacy across all

sectors of the population

• Build capacity to address global

changes in energy, environment,

health, communications, and

security.

• Create relevance for students by

making connections and showing

real-world applications.

REFORM

• Adopt and implement a holistic/integrated approach

to learning.

• Consider the applied dimension of knowledge (know

and do)

• Revise the traditional structure of the curriculum, the

organization of learning experiences, the teaching

approaches, and the assessment systems

STEM READY WORKFORCE

• Workforce is rapidly changing

• Increased STEM needs in

industry, IT, and the military.

• Skills Needed

• Foundational

• Soft

• Technologic

• Thinkinghttps://www.ed.gov/Stem

THE VISION

COLLABORATION

• Discussions to define STEM Education and Prepare Teachers

• NSTA

• NCTM

• ITEEA

• ISTE

• Career and Technical Education Institutions and Traditional High Schools

• Community colleges and 4-year colleges

• Graduate schools

• Workforce and Industry

WHERE ARE WE?

• No common definition of STEM in the United States

• Definite focus on the need for real-world application

of STEM subjects.

• Individual education groups, government, industry,

and companies are moving toward STEM education.

• Commonalities but not the same

• No gate keeper

• Curricular reforms with the NGSS are three-

dimensional and incorporate content, practices, and

big ideas.

DEVELOP INITIATIVES

• STEM Diploma Endorsements for students who

have a track record of strong achievement

• Teaching Endorsements or Certificates in the

STEM Area

• State Approved

• Private Industry (NISE)

• Supported programs like Endeavor (NASA)

• NSF awards $61 million in new projects to enhance

understanding of STEM education and workforce

development

THANK YOU

Contact Information:

Christine Anne Royce, Ed.D

NSTA President Elect

2017-2018

Professor,

Teacher Education

Shippensburg University

caroyc@ship.edu