Science, Technology, Engineering, and Mathematics (STEM) in the United States

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Science, Technology, Engineering, and
Mathematics (STEM) in the United States

• National Taiwan Normal University, National
  United University, and National Science Council
  SIG Conference, September 2011
• William E. Dugger, Jr.
• Emeritus Professor, Virginia Tech
• Senior Fellow, International Technology and
  Engineering Educators Association

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Outline of Presentation

• STEM defined
• A few basic definitions
• National content standards for STEM?
• Why STEM is so important
• Some current work in U. S. affecting STEM
• NAEP
• Common Core Standards
• Framework for K-12 Science Education
• Some U. S. efforts to support STEM
• Promises and challenges for STEM in the future

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• The Constitution of the United States grants the
  Federal Government no authority over Education,
  the 10th Amendment applies
• "The powers not delegated to the United States by
  the Constitution, nor prohibited by it to the
  States, are reserved to the States respectively,
  or to the people."

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STEM (Science, Technology, Engineering, and
Mathematics)

• STEM is the integration of Science, Technology,
  Engineering, and Mathematics into a
  trans-disciplinary subject in schools.
• STEM is a new offering in U. S. schools
• STEM education offers a chance for students to
  make sense of the world rather than learn
  isolated bits and pieces of phenomena
• STEM can be taught in a number of ways
  (integrated subject matter vs. silos or other)

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STEM Integrated or Separated?

• Integrated STEM The principles of science and
  the analysis of mathematics are combined with the
  design process of technology and engineering in
  the classroom.
• Separated S.T.E.M. Each subject is taught
  separately with the hope that the synthesis of
  disciplinary knowledge will be applied. This may
  be referred to as STEM being taught as Silos

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Some basic definitions
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What is Science, Technology, Engineering, and
Mathematics???
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STEM DEFINITIONS

• Science is the study of our natural world
  (National Science Education Standards, National
  Research Council, 1996).
• Technology is the modification of the natural
  world to meet to human wants and needs. (ITEA,
  2000)
• Engineering is design under constraint (William
  Wulf, Past-president of National Academy of
  Engineering)
• Mathematics is the study of any patterns or
  relationships (AAAS, 1993)

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Updated Definition of Technology

• Technology is the modification of the natural
  world to meet to human wants and needs (ITEA).
• ?It helps us to improve our health to grow and
  process food and fiber better to harness and use
  energy more efficiently to communicate more
  effectively to process data faster and
  accurately to move people and things easier to
  make products to enhance our lives and to build
  structures that provide shelter and comfort
  (Dugger).

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ITEEA/Gallup Pollslthttp//www.iteea.org/TAA/Publi
cations/TAA_Publications.htmlPollsgt

• 2001 and 2004 ITEEA/Gallup Polls.
• 1000/800 national telephone interviews.
• Theme What Americans Think About Technology.
• Over 60 of Americans think that technology and
  science, as well as technology and engineering,
  are basically one and the same.

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ITEEA/Gallup Polls (Continued)lthttp//www.iteea.o
rg/TAA/Publications/TAA_Publications.htmlPollsgt

• 98 believe that understanding the relationship
  between technology and science is important.
• Two-thirds view technology narrowly as computers,
  electronics, and the Internet.
• 97 stated that the study of technology should be
  included in the school curriculum.

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• The study of technology or Technology Education
  should NOT be confused with Information
  Technology, Educational (or instructional)
  Technology, or Information and Computer
  Technology (ICT)!

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Why is STEM Education so Important in theU.S?
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• For a society so deeply dependent on technology
  and engineering, we are largely ignorant about
  technology and engineering concepts and
  processes, and we (the U. S.) have largely
  ignored this incongruity in our educational
  system.
• (Bybee, 2000)

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Schooling is not relevant to many of our youth in
the U. S. today

• In the U.S. in 2009, approximately 1.25 million
  kids left school without a high school diploma
  thats about 7,000 students a day!
• (National Dropout Prevention Center, 2009)

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• The national Science Board in 2008 reported that
  the U. S. is currently experiencing a chronic
  decline in homegrown STEM talent and is
  increasingly dependent upon foreign scholars to
  fill the workforce and leadership voids.

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• The Council of Graduate Schools (2007) noted that
  graduate school admissions to some post secondary
  STEM programs are down by 30 percent over
  previous levels.
• In some areas, only 16 percent of students in
  science and engineering disciplines were citizens
  of the U.S.

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Disturbing data

• Only four percent of American college graduates
  in 2003 majored in engineering compared to 13
  percent of European students and 20 percent of
  those in Asia.

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• A recent report of the U. S. Bureau of Labor
  Statistics predicts that the number of jobs in
  STEM occupations will grow by 47 percent, three
  times the rate of all other occupations, by 2010.
• (American Association of State Colleges and
  Universities, 2005)

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National Content Standards for STEM

• No current integrated STEM Standards
• Individual STEM Subject Standards
• Science
• Benchmarks for Science Literacy (AAAS. 1989)
• National Science Education Standards (NRC, 1996)
• New Framework of Science Standards (being
  developed now)
• Mathematics
• Principles and Standards for School Mathematics
  (NCTM, 2000)

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Individual Standards (Continued)

• Engineering (None available)
• Technology
• Standards for Technological Literacy Content
• for the Study of Technology (STE)
• (ITEA 2000,2002,2007)(ITEEA)
• Advancing Excellence in Technological Literacy
  Student Assessment, Professional Development, and
  Program Standards (AETL)(ITEA 2003)
• Technology and Engineering
• Standards (maybe in future)

www.iteea.org
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Individual Standards (Continued)
State Standards Varies by state

National Assessment of Educational Progress
(NAEP) Common Core State Standards Framework
for Science Education
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National Assessment of Educational Progress
(NAEP) (The Nations Report Card) 2014
Technology and Engineering Literacy
Framework www.naeptech2012.org
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NAEP 2014 Technology and Engineering Literacy
Framework

• What is NAEP?
• Evolution and Background
• Process of Framework Development
• Steering Committee
• Planning Committee

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Overall Purposes

1. Develop the recommended framework and
   specifications for NAEP Technology and
   Engineering Literacy Assessment in 2014 for
   grades 4, 8, and 12.
2. Recommend grade level(s) for the probe
   assessment in 2014.
3. Recommend important background variables
   associated with student achievement in Technology
   and Engineering Literacy that should be included
   in NAEP Assessment.
4. The assessment will be entirely computer-based.

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Major Assessment Areas
Technology Society Design Systems Information Communication Technology (ICT)
Interaction of Technology and Humans Effects of Technology on the Natural World Effects of Technology on the World of Information and Knowledge Ethics, Equity and Responsibility Nature of Technology Engineering Design Systems Thinking Maintenance and Troubleshooting Construction and Exchange of Ideas and Solutions Information Research Investigation of Problems Acknowledgement of Ideas and Information Selection and Use of Digital Tools
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Common Core State Standards

• National Governors Association Center for Best
  Practices
• and
• Council of Chief State School Officers
• 2010
• www.corestandards.org

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Common Core State Standards(Continued)

• Standards for English-language arts and
  mathematics
• Grades K-12
• Developed in collaboration with a variety of
  stakeholders including content experts, states,
  teachers, school administrators and parents.
• The standards establish clear and consistent
  goals for learning that will prepare Americas
  children for success in college and work. 
• Forty-four states have stated that they will
  adopt these standards.

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www7.nationalacademies.org/bose

• A Framework for K-12 Science Standards
• Practices, Crosscutting Concepts, and Core Ideas
• Board on Science Education,
• The National Research Council
• July, 2011

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• HOW THE FRAMEWORK WAS DEVELOPED
• NRC convened a 18 person committee in 2009-2010
  to develop a framework
• Draft of framework was released in summer of 2010
  for first review
• Committee revised draft based on input received
• Framework went through NRC review process also
  with more than 20 experts providing detailed
  comments
• Committee revised framework in 2011
• Final framework was released in July 2011

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• Dimension 1 Scientific and Engineering
  Practices
• 1. Asking questions (for science) and defining
  problems (for engineering)
• 2. Developing and using models
• 3. Planning and carrying out investigations
• 4. Analyzing and interpreting data

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• Dimension 1 Scientific and Engineering Practices
  (Continued)
• 5. Using mathematics and computational thinking
• 6. Constructing explanations (for science) and
  designing solutions (for engineering)
• 7. Engaging in argument from evidence
• 8. Obtaining, evaluating, and communicating
  information

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• Dimension 2 Crosscutting Concepts That Have
  Common Application Across Fields
• 1. Patterns
• 2. Cause and effect mechanism and explanation
• 3. Scale, proportion, and quantity
• 4. Systems and system models
• 5. Energy and matter flows, cycles, and
  conservation
• 6. Structure and function
• 7. Stability and change

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• Dimension 3 Core Ideas in Four Disciplinary
  Areas
• 1. Physical Sciences
• PS 1 Matter and its interactions
• PS 2 Motion and stability Forces and
  interactions
• PS 3 Energy
• PS 4 Waves and their applications in
  technologies for information transfer

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• Dimension 3 Core Ideas in Four Disciplinary
  Areas (Continued)
• 2. Life Sciences
• LS 1 From molecules to organisms Structures and
  processes
• LS 2 Ecosystems Interactions, energy, and
  dynamics
• LS 3 Heredity Inheritance and variation of
  traits
• LS 4 Biological Evolution Unity and diversity
•  

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• Dimension 3 Core Ideas in Four Disciplinary
  Areas (Continued)
• 3. Earth and Space Sciences
• ESS 1 Earths place in the universe
• ESS 2 Earths systems
• ESS 3 Earth and human activity

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• Dimension 3 Core Ideas in Four Disciplinary
  Areas (Continued)
• 4. Engineering, Technology, and the Applications
  of Science
• ETS 1 Engineering design
• ETS 2 Links among engineering, technology,
  science, and society

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Some U. S. Efforts to Support STEM Education

• International Technology and Engineering
  Educators Association (ITEEA)(www.iteea.org)
• The National Academies (NAS, NAE,
  NRC)(www.nap.edu)
• National Science Foundation (NSF) (www.nsf.gov)
• American Society for Engineering Education
  (ASEE)(www.asee.org)
• Federal and State Efforts

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Promises and Challenges for STEM

• Some promises from STEM
• Enhance student learning in the subjects of
  critical need
• STEM is an excellent way to synthesize and give
  more meaning to closely related subjects.
• Students gain knowledge and abilities in an
  integrated environment.
• Students are encouraged to be more innovative in
  what they are learning.
• Students describe STEM as appealing and fulfilling

Some of this content came from Dr. John Ritz
(Professor) and Amanda Roberts (PhD Student) at
Old Dominion University, Norfolk, VA
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Promises and Challenges for STEM

• Some challenges of STEM
• STEM requires systemic change by policy makers,
  administration, and teachers to set the agenda
  and make the transition
• Change is difficult to make.
• Many teachers were not prepared (nor want) to
  teach in an integrated environment.
• The formal integration of subjects in the U. S.
  has not met with much success in the past.
• May require additional resources.

Some of this content came from Dr. John Ritz
(Professor) and Amanda Roberts (PhD Student) at
Old Dominion University, Norfolk, VA
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• SUMMARY This presentation has provided a view of
  the development and status of STEM in the U.S.
• The items discussed were
• STEM defined
• A few basic definitions
• National content standards for STEM?
• Why STEM is so important
• Some current work in U. S. affecting STEM
• NAEP
• Common Core Standards
• Framework for K-12 Science Education
• Some U. S. efforts to support STEM
• Promises and challenges for STEM in the future

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Thank you!

• William E. Dugger, Jr.
• Senior Fellow and Former Director
• Technology for All Americans Project
• International Technology and Engineering
  Educators Association
• wdugger_at_iteea.org
• and
• Emeritus Professor, Virginia Tech
• dugger_at_vt.edu

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This presentation may be viewed or downloaded at

• http//www.iteea.org/
• Resources/PressRoom/
• pressroom.htm