A Vision For P 16 Stem Education And The Relationship Between

The United States is at a critical crossroads in regard to science and technology education. The pressures for reform are many. Professional engineering societies are addressing the prerequisites necessary for professional practice, i.e. the bodies of knowledge necessary for professional practice. In a recent report, the National Academy of Engineering calls for education reform to restore the nation to its competitive technological edge. Numerous states are increasing educational standards and are requiring more science and mathematics to be part of the secondary school curriculum. None of these, however, provides a unified vision for STEM education across the P-16 curriculum, and in particular for the relationship between secondary and higher education in furthering STEM education. Further, measures must be implemented to attract more students into the STEM fields, both as practitioners and as educators. Presented in this paper is a vision for educational reform across P-16 education that can address these critical issues. A framework is provided for STEM education that will better prepare all students so that they can pursue a STEM career, possibly in education, if that is their eventual choice. Students’ options and preparedness will not be limited based on curricular choices or lack of preparedness. Those students not choosing a STEM career will have a better understanding of technology which is essential in the 21 century. Within the framework presented, the following issues are addressed: National STEM Education Landscape Many policymakers, business leaders, and education experts believe that the progress and prosperity of the United States is dependent on a knowledge-based economy requiring a dynamic, motivated, and well-educated workforce with superior science, technology, engineering, and mathematics (STEM) skills. Thomas Friedman (1), in the book The World is Flat, makes a case that other nations such as India and China are rapidly catching up to the U.S. The title is a metaphor for viewing the world as flat or level in terms of commerce and competition, as in a level playing field —or one where all competitors have an equal opportunity. Friedman suggests that there must be a shift in education if countries, companies and individuals want to remain competitive in a global market where historical, regional and geographical divisions are becoming increasingly irrelevant. In the report from the National Academy of Engineering (2) Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, four recommendations that policy-makers should implement to create high-quality jobs and focus new science and technology efforts on meeting the nation's needs were provided, namely: P ge 13130.3 1. Increase America's talent pool by vastly improving K-12 mathematics and science education; 2. Sustain and strengthen the nation's commitment to long-term basic research; 3. Develop, recruit, and retain top students, scientists, and engineers from both the U.S. and abroad; and 4. Ensure that the United States remains the premier place in the world for innovation. In a world where advanced knowledge is widespread and low-cost labor is readily available, prior advantages of the United States in the marketplace and in science and technology have begun to erode. A comprehensive and coordinated federal effort has begun in an effort to bolster U.S. competitiveness and pre-eminence in these areas. Initiatives include the Bush administration’s American Competitiveness Initiative (ACI) that committed $5.9 billion in FY 2007 to increase investments in research and development, strengthen education, and encourage entrepreneurship and the Protecting America’s Competitive Edge Act (PACE) that intended improve P-12 Science/Math Education by providing: ‚ Scholarships for future teachers of math and science; ‚ Math and science teacher training programs; ‚ Summer academies for teachers; ‚ Advanced placement courses in math and science; ‚ Specialty math and science high schools; and ‚ Internships and summer programs for middle and high school students. According to the STEM Ed Caucus Steering Committee website (2007), maintained by the National Science Teachers Association, STEM education is responsible for providing the United States with three kinds of intellectual capital: ‚ Scientists and engineers who will continue the research and development that is central to the economic growth of our country; ‚ Technologically proficient workers who are capable of dealing with the demands of a science-based, high-technology workforce; and, ‚ Scientifically literate voters and citizens who can make intelligent decisions about public policy and who understand the world around them. Given this landscape, the demand for scientists and engineers in the United States is expected to increase at four times the rate for all other occupations. But today’s high school students are P ge 13130.4 not performing at the level of other developed nations in math and science, and fewer are pursing degrees in technical fields. These trends are indicated in Figures 1 and 2 (10). An aggressive pursuit of improved STEM education must take place if the United States is to maintain global economic leadership. 1,465 1,603 4,706 6,904 0 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,00