STEDA on STEM REPORT

WORKFORCE DEVELOPMENT

SETDA Releases Science, Technology, Engineering and Mathematics Report

By News Report

October 06, 2008

The State Educational Technology Directors Association (SETDA), representing the state directors for educational technology, released the "Science, Technology, Engineering and Mathematics (STEM)" report addressing the need to provide children with an education that includes a solid foundation of rigorous STEM instruction.

The report provides more than ten examples of states, districts and schools that successfully implemented STEM education into the curriculum -- in effort to address two looming critical issues stifling America's ability to compete:

1. The need for stronger STEM skills for students to maintain progress in traditional American-led industries outside of science and technology such as farming, automotive, finance and administrative fields.
2. A serious manpower shortage in innovation and our need to excite and cultivate America's next inventors and "big-thinkers."

"Strengthening STEM education should be for all students," said Mary Ann Wolf, SETDA's executive director. "While STEM programs offered through magnet or specialty schools often accessible to the cream of the crop students are critical, we must do more for all students throughout their K-12 education experience."

The report highlights the need for societal changes in America if we are to successfully compete and lead the world in the next generation. The United States will not be able to meet its workforce needs as early as 2015 based on the need for 400,000 new graduates in STEM related fields. Yet, today's students continue to pursue degrees in non-STEM careers.

"The societal attitudes and perception of engineering, science and mathematics careers must change at home and in school," Wolf said. "The negative connotations of the 'computer geek,' 'brainiac scientist' and 'mathlete' need to be turned on its head. Parents, teachers and community leaders must promote the possibilities of STEM careers instead of relegating these choices to other kids who are really good at math or science."

The need is evident, yet the barriers are vast: recruiting and retaining highly qualified teachers with STEM backgrounds; school policies around credits and curriculum; student, teacher and parent attitudes; time constraints; and lack of funding and/or leadership to infuse STEM approaches into the current system.

Key recommendations gleaned from the successful examples highlighted in the report include:

• Obtain societal support for STEM education;
• Expose students to STEM careers;
• Provide ongoing and sustainable STEM professional development;
• Provide STEM pre-service teacher training;
• Recruit and retain STEM teachers