Comments on: Creating More STEM Leaders

By: Brian Crosby

Brian Crosby — Fri, 01 Mar 2013 21:42:45 +0000

Thanks Anne and Susan. Your answers reinforce my experience. Not having an authority makes our jobs harder since that makes anyone an authority. I love my own state’s definition of STEM (and others’ as well):

The Nevada Department of Education defines STEM:
STEM (science, technology, engineering and mathematics) education focuses on active teaching and learning, centered on relevant experiences, problem-solving, and critical thinking processes. STEM education emphasizes the natural interconnectedness of science, technology, engineering and mathematics and their connection to other disciplines, to produce informed citizens that posses and apply the necessary understandings to expand Nevada’s STEM-capable workforce in order to compete in a global society.

But even a thoughtful definition is open to interpretation unfortunately. Let’s just keep plugging away and finding the great examples that exhibit quality STEM.
Thanks again!

By: Susan Pruet

Susan Pruet — Wed, 27 Feb 2013 04:37:07 +0000

Brian—Your question is one many folks are asking these days about STEM. Just what is it and how do you recognize good STEM curriculum if we aren’t sure what STEM is? And, isn’t there a definition or maybe even some standards for these STEM Schools that are popping up all over. I don’t have definitive answers for you, but can share some of our insights from the EYE initiative here in Mobile, AL and connect you with some folks who helped develop standards for schools to become STEM Schools in NC. First,one of the NC contacts is Liz Parry. I’ll have to get you her email address. You might google her or the STEM Director for the NC Department of Education- Rebecca Pain. NC has just completed these standards and I think they will be a good place to start.

As to a definition of STEM itself — as best i can tell that varies widely. In some places STEM is more S. T. E. M. —meaning separate silos of good science, good math, etc. Some places it means the use of a lot of instructional technology in the school or class. Frequently the T and E are missing. In Mobile a common understnading of STEM has evolved in large part through our EYE work: STEM is an integrated approach to learning that uses engineering design challenges and the way engineers solve problems and create new technologies to solve these problems by integrating math and science. This is proving to be a very engaging way to bring rigor and relevance to required math and science content for all students in the middle grades and motivate students to take more math and science courses.

But six years ago we did not have this definition — it has evolved in our community largely in response to our area’s workforce needs. Perhaps you will be able to get the STEM conversation going in your community, as STEM needs to be what your community needs and wants. Best wishes in your STEM efforts!

By: Anne

Anne — Wed, 27 Feb 2013 03:24:27 +0000

Great comment, Brian. I think the answer is, Yes, there should be an agreed on definition of what STEM is. But, within obvious parameters, there should be some flexibility as to what the STEM outcome is. For exampIe, at the middle school level in Mobile, STEM is used to give purpose and application to math and science as kids use it to solve real-world problems. It’s actually math and science driven because specific standards have to be met through STEM. In another system, STEM focuses on the engineering problem and pulls in whatever math and science and technology is needed for the solution. Those are slightly different focuses. In the end, though, STEM does has to have the four components – science, technology, engineering, and math; and it must focus on integrating those subjects to solve a real-world problem.

I worry about the kind of STEM Academies you describe because the STEM initiative will loose its integrity if we deviate too much from the original model. Just because something has math doesn’t make it a STEM program. Language arts is fine, but STEM can’t leave science, technology, and engineering out of the picture. In the end, engineering is the linchpin that connects the others.

And no, not all projects are STEM projects. All science labwork and experiments are not STEM related.

Maybe the best help you can give the system that is forming the STEM Academies a picture of what EYE has done. A lot of groundwork and support has to be in place before STEM can be successful, and that includes a clear vision of what STEM is – arrived at by a broad coalition of impacted entities such as business and industry in collaboration with the education system.

Thanks for your thoughtful questions and your interest in this!

By: Brian Crosby

Brian Crosby — Tue, 26 Feb 2013 15:48:06 +0000

It seems to me there has to be an agreed on definition / vision of what a STEM school, STEM classroom, STEM lesson or project REALLY means (it could be somewhat broad I think). I serve one K-6 school that says it is a “STEM Academy” because teachers are told they are to teach science at least 15 minutes per day. Teachers there receive almost no PD in anything but literacy and math. Now this same large school district is going to change about 10 of its 85 K-12 schools into “STEM Academies,” – any help in what that should look like … or will STEM just become a worthless label to make it appear that changes are happening? Is there, or should there be a bottom-line / minimum of what happens at a school referred to as a STEM school? Is there any authority on what STEM education REALLY is? Other schools seem to think that “doing projects” every once in a while is STEM. Any thoughts? Thanks.

By: Anne

Anne — Mon, 25 Feb 2013 23:32:03 +0000

I agree, Caroline. This Academy wows me. It’s such a thorough approach, and brings all the stakeholders to the table time and time again.

By: Caroline Goode

Caroline Goode — Mon, 25 Feb 2013 19:59:11 +0000

Mobile Public Schools are fortunate to have a strong partner like the Mobile Area Education Foundation, and I do hope the STEM for All Leadership Academy becomes a working model for other districts across the country. This is what true education reform looks like and by bringing all players to the table, a pardigm shift is in the making!