STEM EDUCATION. The Factors at Play, the Challenges Before Us, and the Need and Vision for STEM Education in the United States

Transcription

1 STEM EDUCATION The Factors at Play, the Challenges Before Us, and the Need and Vision for STEM Education in the United States

2 THE FACTORS AT PLAY Curriculum Teacher Preparation Schools and Partnerships

3 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

4 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.

5 STEM FOCUSED SCHOOL DESIGN 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. 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. STEM-focused career and technical education (CTE) prepares students for STEMrelated careers. students explore STEMrelated 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.

6 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.

7 THE CHALLENGES BEFORE US

8 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.

9 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?

10 DEVELOPING STEM EDUC ATORS 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

11 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.

12 THE NEED

13 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. WHY ENGAGE IN STEM CURRICULUM DESIGN AND INSTRUCTION

14 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

15 STEM READY WORKFORCE Workforce is rapidly changing Increased STEM needs in industry, IT, and the military. Skills Needed Foundational Soft Technologic Thinking

16 THE VISION

17 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

18 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 threedimensional and incorporate content, practices, and big ideas.

19 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

20 THANK YOU Contact Information: Christine Anne Royce, Ed.D NSTA President Elect Professor, Teacher Education Shippensburg University