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STEM Education: A call To Action

STEM Education: A call To Action. Patti Curtis Managing Director, Washington Office Museum of Science Boston Don Mugan & Pete Gjovik Technology Education Valley City State University ITEA Conference March 28th, 2009. Overview.

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STEM Education: A call To Action

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  1. STEM Education: A call To Action Patti Curtis Managing Director, Washington Office Museum of Science Boston Don Mugan & Pete Gjovik Technology EducationValley City State UniversityITEA ConferenceMarch 28th, 2009

  2. Overview 2. Provide technology educators with an understanding of the goals and initiatives of the program at Valley City State University. 3. Provide technology educators with an understanding of the strategies involved in a partnership between the two organizations to further the adoption of STEM education in the schools of America. 1. Provide technology educators with an understanding of the mission, goals, initiatives and resources of the National Center for Technological Literacy at the Boston Museum of Science.

  3. Overview 5. Provide technology educators with a call to action regarding the greatest opportunity in the history of our country to bring technology and engineering literacy to mainstream education in America. 4. Provide technology educators with an understanding of things that can be done to make change happen in local communities, states and regions.

  4. What is STEM? perspective 2. STEM is not just a collection of subject areas, it is also a way of thinking, a way of teaching which connects the school to the real world. It is in sharp contrast to the liberal arts approach to teaching math and science which deliberately disconnects learning from the world of students. 1. If we step back as far as we can, and take the largest perspective, or a view from space, it is the ultimate common sense response to a changing world, and changing student learning habits. Call it a response to globalization, or the Information Age, or the “Flat World”, or accommodating the learning styles of the “millennial generation”.

  5. When we How do we know if we are really using STEM methodology? assist students to take responsibility for their own learning by communicating expectations in terms of standards and benchmarks for all STEM disciplines: Standards for Technological Literacy; National Science Education Standards; NCTM Principles. step out of our disciplinary silo and engage in real world, hands-on, interdisciplinary challenges that utilize both the scientific discovery/inquiry process and the engineering design process as well as mathematical problem solving. recognize our students live in 3 worlds: The social world, the natural world (math & science) and the man-made world (technology and engineering).

  6. Where students live

  7. Math & Science: a Study of the Natural World Technology & Engineering: a Study of the Man-made World STEM: the whole picture!

  8. Where did “STEM” Originate? Judith Ramaley, a former director of the National Science Foundation’s Education and Human-Resources Division is credited with being the first person to brand science and math-related subjects as STEM. Before Ramaley took that job in 2001, the more widespread label was SMET, which was used at conferences and in grant proposals by the NSF. Before that, it was science only, with little thought given America’s dependence on engineering and technology. “I always thought it was terrible,” says Ramaley of the SMET initials. “It made me think of many things, but none of them had to do with science and technology.”Ramaley is currently President of Winona State University in Minnesota

  9. “STEM” at VCSU Like most technology educators, we at VCSU are facing the dilemma of how to adapt our graduate and undergraduate online programs to the larger STEM perspective. To ignore the opportunity presented by the STEM and 21st Century Skills movement would be fatal to our program. Thanks to pressure from corporate America, the changing world and changing student demands, educators are reexamining the liberal arts only approach to core curriculum for the first time in the history of public education.

  10. “STEM” at VCSU VCSU programs are currently based on the Standards for Technological Literacy and closely follow the CATTS or EBD model course models. Over the past 3 or 4 years, EBD has revised courses pay greater heed to science and math standards. If technological literacy is to become a part of core curriculum, we must use an interdisciplinary approach. At the same time, the teacher licensing process is still Tech Ed and not STEM. So the challenge is to provide future teachers the ability to be licensed, yet prepared to play a greater role in the core curriculum and provide leadership. In the following slides, we will detail our efforts.

  11. Formal Partnership –VCSU & NCTL/MOS Back row Left to right: Don Mugan, VCSU, John Slakely CFO, MOS, Yvonne Spicer, VP MOS, Joe Bessie, AVP VCSU, Ioannis (Yannis) N. Miaoulis, President, MOS, Ellen Chaffee, President VCSU.

  12. Formal Partnership –VCSU &NCTL/MOS “Closing the Technology and Engineering Teaching Gap” is the title of our partnership. What does it mean? The National Center for Technological Literacy has a goal of having technology and engineering in every state in the nation by 2015. VCSU has a goal of producing the teachers to do it. A partnership of shared goals seems logical.

  13. Dimensions of Partnership - funding Working together toward common goals Means leveraging each other’s strengths. A strength of the NCTL is fund raising and advocacy. Patti helped us convince North Dakota senators of the value of the efforts at VCSU and secure support. And so, as of March 09, we have an appropriation to establish a regional center, as yet unnamed. We also have submitted a FY10 request with Patti’s help.

  14. Dimensions of Partnership funding cont’d • We submitted a $491,000 request to promote STEM • Education in North Dakota to the State Board of Higher • Education in August of 08 as part of a $4 million RFP. • This was approved but later rejected by the governors • office. • It was reinserted by the state senate and approved. • Within 2 weeks the state house will vote. We will be seeking consultation help from the NCTL to put the center on a sound financial basis.

  15. Dimensions of Partnership - curriculum • The NCTL has produced excellent curriculum at the • elementary, middle school and secondary level. The • elementary Curriculum is called Engineering is Elementary • and currently consists of 14 of 20 planned thematic units. Just this month, the Cargill corporation awarded a $3 million Grant to implement Engineering is Elementary in the Minneapolis and Hopkins school districts.

  16. Dimensions of Partnership - curriculum “Engineering is Elementary” The units speak to the Standards for Technological Literacy and the National Science Education standards explicitly, while speaking to others as well.

  17. Dimensions of Partnership - curriculum “Engineering is Elementary” Practical Design Challenges are based on a five step engineering design Process that has been simplified for the elementary level.

  18. Dimensions of Partnership - curriculum “Engineering is Elementary” ASK What is the problem? What have others done? What are the constraints? PLAN Draw a diagram. Make lists of materials you will need. IMAGINE What are some solutions? Brainstorm ideas. Choose the best one. CREATE Follow your plan and create it. Test it out! IMPROVE Talk about what works, what doesn't, and what could work better. Modify your design to make it better. Test it out!

  19. Dimensions of Partnership - curriculum Middle School Curriculum “Building Math” Three award winning text-lab manuals have been completed and focus on math standards as well as the Standards for Technological Literacy. More middle- school books are planned and will focus on science and engineering and technology.

  20. Dimensions of Partnership - curriculum Secondary School Curriculum “Engineering the Future” A text, teachers guide and 4 lab manuals have been completed to date. The laboratory activities relate heavily to physics.

  21. Dimensions of Partnership - curriculum Note: students are given the design challenge in the form of a realistic design brief – plus Criteria and Constraints Middle-school and secondary courses based on an 8 Step Engineering Design Model

  22. Dimensions of Partnership –workshops Back Row: VCSU Staff. July 08 Front Row: Boston Museum of Science Presenters: Sharlene Yang, Yvonne Spicer, Peter Wong, Lee Pullis.

  23. Dimensions of Partnership –workshops Secondary Workshop: Engineering the Future

  24. Dimensions of Partnership –workshops Middle School Workshop: Building Math

  25. Dimensions of Partnership –workshops Elementary Workshop: Engineering is Elementary

  26. Dimensions of Partnership –workshops Workshops June 14,15, 16, 2009 Keynote Speaker Yvonne Spicer, Vice President Boston Museum of Science

  27. Dimensions of Partnership – consulting STEM Event. We intend to establish VCSU as the place to go for STEM Education in North Dakota and the region. We hope to schedule a kick off event as soon as grant money is available, perhaps this fall. We plan to schedule a kick off event to include as speakers our senators and congressman, our governor and the President of the MOS Boston, Ioannis (Yannis) N. Miaoulis

  28. Local Partnership s VCSU has Partnered with Bismarck Schools and Bismarck State College over the past 6 years in an NSF ATE grant called Engineering Technology Pathways. Participating teachers develop STEM curriculum for their classes.

  29. Local Partnership s VCSU has partnered with North Dakota State College of Engineering and Architecture to involve the engineering faculty in workshops and school activities in the South East corner of the state. VSCU has partnered with the South East Educational Collaborative to deliver STEM workshops to 51 member School Districts. VCUS has partnered with the Educational Standards and practices Board (Teacher licensure) to develop STEM certificates. And plan on developing a STEM endorsement (License) eventually.

  30. STEM Education: A call To Action Thanks to pressure from corporate America, the changing world and changing student demands, educators are reexamining the liberal arts only approach to core curriculum for the first time in the history of public education. This is a one shot opportunity, either we step up to the plate and make STEM a reality, or the core curriculum will remain math, science and computers. The alternative - turn out the lights!

  31. National Center for Technological Literacy • Advocacy for K-12 Engineering Education, Standards & Assessments • Outreach & Partnership Development • K-12 Engineering Curricula Development • Teacher & Leadership Professional Development • www.nctl.org

  32. Technology & Engineering • NAE & NRC define “technology” to mean the artifacts of the human-made world. Technology also includes the knowledge and processes used to create and to operate the artifacts—engineering know-how, manufacturing expertise, various technical skills, and so on—are equally important. • An especially important area of knowledge is the engineering design process, of starting with a set of criteria and constraints and working toward a solution—a device, say, or a process—that meets those conditions.

  33. NAEP Developments NAEP Science, 2009 • 10% of the assessment will measure student Technological Design Skills, a science practice. NAEP Technological Literacy Study, 2012 • Under development – it will likely assess information & communication technology (ICT) literacy, the engineering design process, and possibly technology & society.

  34. Legislative Priorities • Allow informal STEM education centers and other non-profit educational organizations to receive funds to provide teacher professional development; • Expand and rename the Math/Science Partnerships to STEM Partnerships to include Technology and Engineering educators in professional development opportunities for teachers; and, • Ensure all definitions of “technology literacy” are consistent with the Preparing Teachers for Digital Age Learners (P.L. 110-315, Part B of the Higher Education Opportunity Act), which includes the ability “to analyze and solve problems, including the application of the engineering design process”

  35. Legislative Priorities, cont. • Encourage State science assessments to reflect the National Assessment of Educational Progress (NAEP) Science 2009 Framework, which includes “technological design” items and help states prepare for the NAEP Technological Literacy Assessment due in 2012. • Include Technology and Engineering instruction, in addition to Math and Science, in any new provisions dealing with core curriculum development and/or expanded learning time and in the definition of “rigorous curricula”

  36. Pending Legislation • ARRA/Stimulus Funds • ATTAIN Act • America COMPETES Funding • Museum/Lab Bill • Funding • NCLB/Elementary & Secondary Education Act Reauthorization

  37. T&E in Draft NCLB Title II, Part C - Partnerships for Math & Science Teacher Quality Improvement (aka MSPs) • To improve achievement in math & science (including technology & pre-engineering) • Engineering Depts are Eligible Partners • Encourages teachers to work w/ engineers, aligning curricula for engineering in higher ed, girls & minorities to pursue M&S degrees (incl. engineering & technology) Title II, Part G - John Glenn Academies • Creates 15 academies to provide information and professional development to STEM teachers, defines STEM to include all disciplines.

  38. T&E in Draft NCLB, cont. Title V, Part C – Magnet School Program • Grants for magnet schools to expand math & science to include computer science, medical science & pre-engineering. Title VI, Part A – Flexibility & Accountability • Grants for state alignment of standards and assessments, and to adopt or improve high quality science, technology, engineering and mathematics standards and assessments.

  39. Programs to Expand • Math Science Partnership – expand and rename to STEM Partnerships to allow technology and engineering content and instructors. • EETT - definition of Student Technology Literacy should include the ability to analyze and solve problems, including the application of the engineering design process; NOT just the ability to USE technology.

  40. What Can You Do? • Develop relationship with your legislators, administrators • Visit district office • Invite to your classroom, competition, etc • Become a resource, then ask

  41. Resources • Standards for Technological Literacy, ITEA, 2000 • Technically Speaking, NAE, 2002 • Tech Tally, NAE, 2006 • NGA STEM Agenda, • National Academy of Engineering Studies Underway • Review of K-12 Engineering Curricula • Review of Technology & Engineering Standards

  42. Patti Curtis curtisp@mos.org www.nctl.org

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