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Transcript of STEM Education
Michael Robertson, executive director of Technology Association of Georgia-Education Collaborative, recently said, “It is so gratifying to see STEM education gaining momentum throughout the state of Georgia. In order for our students to be prepared for tomorrow’s careers, they must first acquire strong analytical and problem solving skills through rigorous coursework in school. The programs highlighted today are leading the way in this effort and sharing best practices that will prepare our students for the challenges ahead" ("North Georgia schools").
STEM in LC Classrooms
Lee County High School is implementing programs for two of the state's career pathways: Agriculture and Health Sciences, which both contain STEM components.
Lee County Middle School and Lee County High School are working together to develop accelerated programs for math and science starting in 6th grade. This will eventually allow students to earn high school credit while in middle school and college or AP credit while in high school.
LCMS is moving teachers to different positions to ensure they are highly qualified and adequately trained in their field.
Is it worth it?
Current Status of
This nation-wide effort has gained over $700 million in public-private partnerships and hit major milestones in the following priority areas:
1.Building a CEO-Led Coalition to Leverage the
Unique Capacities of the Private Sector
2.Preparing 100,000 new and effective STEM
teachers over the next decade
3.Showcasing and bolstering federal investment
4.Broadening participation to inspire a more
diverse STEM talent pool
("Educate to Innovate," 2013)
STEM in Georgia
Because of the push for STEM education, science has become the second indicator for AYP ("Science," 2013).
Many school systems have implemented STEM programs within existing schools or opened new STEM-oriented schools.
Georgia annually gives STEM Education Awards to recognize individuals and organizations for outstanding effort and achievement in supporting and promoting STEM education.
History of STEM
The rationale for STEM education is due to lackluster assessment scores by US children compared to students in other countries in recent decades. In order to be competitive with other countries, our children must have skills related to STEM education (Daugherty, 2010).
The inclusion of engineering and technology with math and science came roughly in the 1990s (Angier, 2010).
The term STEM originated with Dr. Judith Ramaley, assistant director of the education and human resources at the National Science Foundation from 2001 to 2004 (Chute, 2009).
President Obama's $4.35 billion Race to the Top provides an advantage to states that commit to improving STEM education ("Educate to Innovate," 2013).
In the summer of 2013, MakerCorps volunteers worked with 34 different partner organizations as schools, libraries, and science centers.
National Math and Science Initiative are in partnership with Military Child Education Coalition to provide military families access to AP programs in math and science.
Time-Warner Cable, Discovery Communications, and Sesame Street are using the power of media, interactive games, hands-on-learning, and community to inspire the next generation of inventors ("Educate to Innovate," 2013).
STEM in Georgia
The State is partnering with Georgia Tech’s Center for Education Integrating Science, Mathematics, and Computing (CEISMC) to provide K-12 STEM curriculum development, 21st century professional development for teachers, and summer learning experiences for students. (gadoe- RT3)
CEISMC is the primary STEM partner in Georgia’s Race to the Top (RT3) initiative.
According to a recently released study from Change the Equation, an organization that supports STEM education, there are 3.6 unemployed workers for every job in the United States. That compares with only one unemployed STEM worker for two unfilled STEM jobs throughout the country. Many jobs are going unfilled simply for lack of people with the right skill sets. Even with more than 13 million Americans unemployed, the manufacturing sector cannot find people with the skills to take nearly 600,000 unfilled jobs, according to a study last fall by the Manufacturing Institute and Deloitte.
The hardest jobs to fill were skilled positions, including well-compensated blue collar jobs like machinists, operators, and technicians, as well as engineering technologists and sciences (Engler, 2012).
STEM in LC Classrooms
At the elementary level, Lee County Elementary School has math and science career clusters, in which each grade focuses on professions in one of the career pathways.
All LC schools encourage technology use through implementing a new BYOT policy.
Who's Who in
Arne Duncan, US Secretary of Education, who put STEM as a key component in RT3
John Barge, Georgia's State School Superintendent, who promotes STEM programs in Georgia schools
Technology companies, including Microsoft, Time Warner Cable, and others, who need more qualified employees
US Department of Commerce, which tracks job trends and growth
Teachers, who need training on how to implement technology in their classrooms
In a recent study by the Lemselson-MIT Invention Index, 60 percent of young adults (ages 16 to 25) named at least one factor that prevented them from pursuing further education or work in the STEM fields. Thirty-four percent said they don't know much about the fields, a third said they were too challenging, and 28 percent said they were not well-prepared at school to seek further education in these areas.
This is a problem—for young people and for our country. We need STEM-related talent to compete globally, and we will need even more in the future. It is not a matter of choice: For the United States to remain the global innovation leader, we must make the most of all of the potential STEM talent this country has to offer (Engler, 2012)
On the other hand....
Our Opinion about STEM Education
The STEM crisis is a myth.
Of the 7.6 million STEM workers counted by the Commerce Department, only 3.3 million possess STEM degrees. Viewed another way, about 15 million U.S. residents hold at least a bachelor’s degree in a STEM discipline, but three-fourths of them—11.4 million—work outside of STEM.
At least in the United States, you don’t need a STEM degree to get a STEM job, and if you do get a degree, you won’t necessarily work in that field after you graduate. If there is in fact a STEM worker shortage, wouldn’t you expect more people with STEM degrees to be filling those jobs? And if many STEM jobs can be filled by people who don’t have STEM degrees, then why the big push to get more students to pursue STEM
about 180 000 jobs per year, will require bachelor’s degrees. Now, if you apply the Commerce Department’s definition of STEM to the NSF’s annual count of science and engineering bachelor’s degrees, that means about 252 000 STEM graduates emerged in 2009. So even if all the STEM openings were entry-level positions and even if only new STEM bachelor’s holders could compete for them, that still leaves 70, 000 graduates unable to get a job in their chosen field.
everyone needs a solid grounding in science, engineering, and math. In that sense, there is indeed a shortage—a STEM knowledge shortage, but not STEM job crisis (Charette, 2012).
Integrating STEM in early education.
More exposure to STEM careers ( career clusters)
Highly qualified teachers teaching STEM content.
"all hands on deck", schools, communities, and families involved in STEM education.
We think STEM education is on the right track. We believe that the push for STEM is preparing our students for the future and the jobs that will be available to them.
STEM programs open doors for girls, who are underrepresented in engineering and computer science degree programs and careers (Moustache et. al, 2013)
Students from minorities are also underrepresented, so these students have more career opportunities in math and science.
Companies have real-world knowledge of skills needed, and students can benefit from their involvement in their school programs.
We support the STEM education policies.