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