2005 STEMforum Summary
STEMforum: Engaging Students in Science and Engineering Education and Careers: Achieving Success Through K-12, College/University and Business Collaboration
On December 8, 2005, SUNY-ESF hosted a STEM Forum. The program was made possible by SUNY Conversation in the Disciplines grant. This was a day-long forum at St. Marie among the Iroquois in Syracuse, NY. The gathered creative and influential individuals represented both those charged to guide and provide education at all levels in the Empire State and those with a vested interest in the directions such education takes.
Our basic premise? New York and the United States face a crisis in STEM (science, technology, math and engineering) education. Current rates of STEM graduations cannot provide enough scientists and engineers to fulfill state and national economic and security needs. Past reform efforts inform us that it is imperative for business, higher education, policy makers, and PK-16 educators to collaboratively and systematically reform STEM education. A recent report issued by the Business-Higher Education Forum and promoted by the National Science Teachers Association calls for these constituents to work together to address STEM education needs.
The forum offered a progressive analytical experience for participants, informed by panels including key leaders, driven by our shared concerns.
- What did we learn? Synopsis of Lessons Learned and Best Practices Identified among forum panels and study circles including college administrators and faculty, corporate CEOs, agency leaders and other organizational officers, and school superintendents and teachers.
- Forum program: The route we traveled, the experience we shared
- Meet the People: Panelists, facilitators, reporters and other attendees
Forum Program
- First Plenary Panel: Multiple Perspectives on the Crisis in STEM Education
What are the near- and long-term economic and social implications related to the number and quality of science, technology, engineering and mathematics (STEM) graduates for New York State and the nation? - First Study Circle: The Crisis in STEM Education
Are we effectively and successfully engaging students in K-12 and college/university educational programs? Are we preparing students well for the current and emerging science and engineering marketplace? - Second Plenary Panel: Partnerships and Best Practices to Enhance STEM Education
A panel representing K-12, college/university, and business stakeholders focusing on mutually-beneficial strategic value of partnerships and associated best practices.
- Second Study Circle: Partnerships and Best Practices
What partnerships and best practices has your organization established? Which have been most effective and why? Which have been least effective and why?
- Third Plenary Session: Study Circle Reports and Discussion
Reporting and discussion on lessons learned and best practices that will be used to enhance and establish partnerships that effectively engage students in science and engineering education and careers.
Forum Summary: Lessons Learned and Best Practices Identified
- Transformation of preK-16 education to overcome its anti-STEM bias
- We must transform the definition of "success" to value, model and reward determination, analysis, risk-taking and tenacity beyond the athletic playing fields. It cannot be limited to a "right or wrong" structure.
- Evaluation and basic education goal transformation will empower us to prepare the STEM professionals and technicians needed by US industry, because they must be creative, innovative, analytical and able to deal with iterative processes. Teaching to the test cannot successfully prepare students for STEM careers.
- People empowered to be passionate, innovative and knowledgeable must teach science and math at all levels. Administrators and unions must support these individuals and move to more progressive conceptualizations of their own roles.
- STEM learning activities must engage and challenge students from PK to 16. Students must "learn how to learn" rather than parrot facts on demand.
- Lateral and longitudinal conceptualizations of education cannot force rigid separations between STEM and reading/language/history.
- Cultural barriers to STEM, particularly to STEM career possibilities
- The media, families and schools buy into the "nerd" persona of STEM, so well-coordinated efforts to change this must engage a wide public and include vibrant and inspiring role models.
- Only through constant and permeating exposure to valued role models can this cultural negativity be overcome, so human beings in the STEM careers must connect personally with students at every level from preschool to college.
- Partnerships that work
- Industry into schools / students into industry (Entergy Science Fair; Lockheed Martin "scientists into the classroom" approach; SAE workshops, competitions and scholarships; a valued and expanded BOCES)
- Colleges into schools / students into college (ESF's ESF in the High School and New Visions; Cornell's NYC training of science teachers; SU's living environment unit with zoo, and SUPA; OCC's National Consortium for Alternative Fuel partnership)
- Even broader cooperations that include PK-16 schools, industry and … (Project Lead the Way; Gates model; better utilization of BOCES)
- Other best practices
- Empower the classroom teacher (Project Globe, industry visits, museums)
- Break down the walls (curriculum blending; bringing the world into and research out of the schools)