The Emphasis for STEM in Education

Melissa D’Agostino The Emphasis For STEM In Education

With the push to close the achievement gap associated with No Child Left Behind, the needs of gifted students were placed on the back burner. According to the statics presented in Dr. Dugan’s second class, the United States finished 24th out of 29 countries in high school math testing and 21st out of 30 in high school science testing. Technology has made outsourcing much easier for companies and it has become a necessity due to the decreasing number of students entering the fields of science, technology, engineering, and mathematics (STEM).

For the majority of the 20th century, the United States has lead in number and quality of positions in science, engineering, and mathematics. However, it is suggested that the US will likely relinquish its global leadership if focus is not placed on improving STEM education (Subotnik, Tai, Rickoff, and Almarode, 2010). How can we hold onto our leadership position in STEM fields in this time of global competition for skilled positions?
There is much information online to support the cause of increasing STEM education in US schools. The STEM Education Coalition is made up of over 1,000 diverse groups that are dedicated to seeing that quality STEM education is available to students at all levels of their education. The STEM Education Institute also offers support for teachers by providing educational activities and materials.

In an article written by Richard Colelli of Southern Lehigh High School in Center Valley, Pennsylvannia he outlines a successful program which he helped design that meets STEM education standards. After attending a robotics conference Colelli’s district was awarded a $10,000 grant for LEGO Mindstorms robotic kits and software. Students in technology courses were highly interested in programming and running their robots. The program enabled students to role play engineering careers as it allowed students to experience responsibilities of individuals in robotic programming and engineering careers. The high school also has a FIRST (For Inspiration and Recognition of Science and Technology) program which seeks to “…involve parents and also successful professionals from industry to help and teach our student members engineering techniques and problem-solving skills – vital in the world’s global business and industrial economy and requiring skills associated with mathematics, engineering, production, and marketing careers” (Colelli, 2009). The programs have been so successful in creating student interest in STEM fields that classes are at maximum capacity and students are still seeing their guidance counselors in an attempt to be placed in the classes. It is this enthusiasm and interest that is needed to help increase the number of students entering STEM careers.

Subotnik et al reported that studies have shown the students excelling in STEM fields are those who identify with the “type” of people in said fields and those that are confident in their abilities in related subjects. With self-image so closely related to whether or not students pursue certain careers, it is important to pay attention to the “…American sociocultural phenomena such as decreased student population associated with mathematical interests” (Subotnik et al, 2010). Some emphasis should be placed on making STEM “cool” and fun for students. The results of a google search for STEM shows one particular website that addresses stereotypes and attempts to dismiss them. In a society that so concerned with image websites such as this one in helpful in increasing much needed interest in STEM fields in the US.

So what makes an educational program successful? Holding students to professional standards, mentoring support, peers with common interests, strong content knowledge, engaging hands-on activities are a few factors that foster student interest in STEM careers and haven been proven helpful in students’ decisions in continuing their education in STEM fields (Subotnik et al, 2010). In a letter to Washington, the STEM Coalition argues for Mathematics and Science Honors Scholarships and forgiving student loans in order to increase the number of STEM graduates. While this certainly provides incentives for students interested in furthering their education in STEM, it is important for change to begin in STEM programs in US schools. If more schools follow programs similar to the one described in Colelli’s article, more students in US school will graduate from high school with more knowledge in STEM, which is a start for the US in keeping our global leadership role.

Resources
Colelli, R. (2009). Model program: Southern Lehigh High School, Center Valley, PA. The
Technology Teacher.
Subotnik, R.F., Tai, R.H., Rickoff, R. and Almarode, J. Specialized Public High Schools of
Science, Mathematics, and Technology and the STEM Pipeline: What do We Know
Now and What Will We Know in 5 Years?. Roeper Review.
“STEM Coalition Argues for Federal Support of STEM Education Programs” (a letter to Washinnton)