stem education - shippensburg university of pennsylvaniawebspace.ship.edu/caroyc/stem...
TRANSCRIPT
![Page 1: STEM Education - Shippensburg University of Pennsylvaniawebspace.ship.edu/caroyc/STEM Education.pdf · Selective STEM Schools •difficult to replicate on a larger scale •benefit](https://reader034.vdocument.in/reader034/viewer/2022050202/5f5613836497fd377102f947/html5/thumbnails/1.jpg)
STEM EDUCATION
The Factors at Play,
the Challenges Before Us,
and the Need and Vision for
STEM Education
in the United States
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THE FACTORS AT PLAY
Curriculum
Teacher Preparation
Schools and Partnerships
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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
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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.
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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.
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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.
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THE CHALLENGES BEFORE US
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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.
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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?
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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
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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.
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THE NEED
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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.
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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
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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
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THE VISION
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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
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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.
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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
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THANK YOU
Contact Information:
Christine Anne Royce, Ed.D
NSTA President Elect
2017-2018
Professor,
Teacher Education
Shippensburg University