Introduction The Impact of STEM Education from a National - PDF document

Slide 1 Slide 4 Outline of Presentation Partnering for Success in the 21st Century  Introduction  School System Background  Traditional and Contemporary STEM Education MAUREEN M. MCMAHON, PhD Models AND  STEM Curricular and Co-Curricular Opportunities TERRI T. SHOWERS  Conclusion ANNE ARUNDEL COUNTY  References PUBLIC SCHOOLS Slide 2 Slide 5 Introduction The Impact of STEM Education from a National Perspective Quality STEM education is an imperative priority for the United States and it must STEM education will provide: “ determine whether the U.S. will remain a leader among nations  a challenging curricula of STEM content and whether we will be able to solve disciplines immense challenges in such areas as energy, health, environmental protection,  enriched “cutting edge” experiences and national security.”  professional development and supportive resources TH E P R E S I DE N T’ S C O UN C I L O F ADVI S O R S O N S C I E N C E AN D TE C H N O LO GY, 2 0 1 1 , p . 3 3 Slide 3 Slide 6 Introduction cont’d Presentation’s focus The Paradigm Shift in STEM Education  From a sole- provide stance to a “new normal”  Involvement of all stakeholders THE DEVELOPMENT OF  P-20 educational levels SUCCESSFUL K-12 STEM  professional employed in STEM careers PROGRAMS IN A LARGE SUBURBAN SCHOOL DISTRICT USING A  government and industry CONTEMPORARY MODEL THAT  community workers and non-community ASSUMES INTERACTION AND workers ENGAGEMENT FROM ALL SECTORS  family involvement OF A COMMUNITY

Slide 7 Slide 10 Traditional School-Community Interaction Model Anne Arundel County Public School System Higher Education  Among the 50 largest school systems in the country  Approximately 75,000 students  113 Schools Community Media Organizations 78 elementary schools o K-12 Schools 19 middle schools o 12 high school o two charter schools, one early education center o Families & or one special educational center Other Government Community Stakeholders  divided into twelve feeder systems Slide 8 Slide 11 Contemporary School-Community Annapolis, Maryland Interaction Model  Strategically located Silos of interdisciplinary study changed to trans-  Baltimore, Maryland – Washington, D.C. disciplinary STEM study corridor  Two major military installations Professional development opportunities  Institutions of higher education • technology applications  STEM industries, businesses, and museums • co-curricular instructional tools and  For-profit as well as non-profit organizations applications Slide 9 Slide 12 Traditional and Contemporary STEM Education Models Contemporary School-Community Interaction Model cont’d Traditional model of STEM education  STEM education was initiated from within the STEM curriculum and assessments are school system silos aligned  few outside entities offered support  financial support was available All STEM stakeholders share in an equal  school system had leadership role of STEM collaborative partnership education  community stakeholders’ role was limited

Slide 13 Slide 16 Additional Benefits of the Contemporary Contemporary School-Community Interaction Model School-Community Interaction Model Business & Industry Higher Media  Increased diversity among our stakeholders Education  Developed rapport and communication among all families Families & Other Community  Improved STEM education district-wide Community Organizations Stakeholders  Extended support from stakeholders to build models district-wide Government K-12 Schools Slide 14 Slide 17 Benefits of the Contemporary School- Community Interaction Model  Inundated with resources from various places  Shared responsibility for STEM student learning  Sustained win-win partnerships among the stakeholders Students in a seminar on BMI, Building Information Management PLTW Instructor, South River High School Photo- Courtesy of Mr. Ryan Sackett, Technology Education Dept. Chair Slide 15 Slide 18 Anne Arundel County Public Schools: Benefits of the Contemporary School- Community Interaction Model cont’d STEM Programs of Choice Advanced Studies and Programs  Improved STEM workforce pipeline Division  Enhanced educational instruction  STEM clubs are offered in four grade level clusters:  New relationship formed among different K-2, 3-5, 6-8, and 9-12 community organizations Examples include:  National Aeronautics and Space Administration (NASA)  Increased STEM career knowledge for  SEAPerch Underwater Robotics families  Underwater Remotely Operated Vehicle  Mathematics, Engineering, Science Achievement (MESA)

Slide 19 Slide 22 Anne Arundel County Public Schools: STEM Curricular and Co-curricular STEM Programs of Choice cont’d Opportunities Additional STEM Offerings at every school Quality STEM Community-based Experiences  Co-curricular  co-curricular activities  Advanced Placement course offerings (high schools)  job shadowing/internships  panel discussions Examples include:  summer bridge/camps  Project Lead the Way (PLTW) engineering  family nights  PLTW Gateway Engineering Program (middle schools)  special courses  Project Based-Learning Slide 20 Slide 23 Anne Arundel County Public Schools: STEM Academic Competitions Additional STEM Programs of Choice cont’d Six magnet schools Local and Regional Advanced STEM Clubs  3 International Baccalaureate Programme schools  By Kids For Kids  1 BioMedical Allied Health high school magnet  MESA  2 STEM high school magnets  Science Fair  SkillsUSA Twelve high schools  24 Game  Advanced Studies program courses in mathematics  Destination Imagination and science  SEAPerch Competition Slide 21 Slide 24 Anne Arundel County Public Schools: The STEM Programs Additional STEM Programs of Choice cont’d The Division of Advanced Studies and Programs Advanced Studies program courses in mathematics  promotes and evaluates programs and science  All 12 high schools STEM Magnet High Schools Curriculum  reflects rigor Engineering  supports the knowledge-based economy  Military Service Academy  receives suggestions from community-based  Local community college stakeholders

Slide 25 Slide 28 The STEM Job Shadowing/Internships and Community Challenges Conclusion Outcomes:  expose students to professional work environments  enable students to conduct research STEM education for the 21 st century  provide students to collaborate with their mentors must be innovative, relevant, and  impact students’ future decisions rigorous. It must enable students to continue to see themselves as digital natives in this technology-rich, fast- paced world. Slide 26 Slide 29 Contemporary School-Community Interaction Model Conclusion cont’d Anne Arundel County in • demonstrates how 1+1 can be greater than 2 Annapolis, Maryland is using • increases student and family engagement the contemporary STEM • affects student achievement education model to show how • affects stakeholders’ organizations partnering leads to successful • targets collaborative work in the K -12 sector STEM education for all students. Slide 27 Slide 30 References Future Steps Burbank, M., & Hunter, R. (2008). The community advocate model: Linking communities, school districts, and universities to support families and exchange knowledge. Journal of Community Engagement and Scholarship , 1 (1), 47-55. Retrieved from Program development will : http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=13&hid=22&sid=57 8bbc45-4729-46e9-8a45-097b46ebf542%40sessionmgr4 • include the formal evaluation of community- Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology based programs and Engineering Teacher , 70(1), 30-35. Retrieved from http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=8f8840e6-6a4a- • look longitudinally at the retention rates of 408e-86c9-abccc9133f53%40sessionmgr10&vid=6&hid=23 Hoyle, D. (2010). Adjunct Programs . Retrieved from Anne Arundel County students in the STEM pipeline Public Schools: http://www.aacps.org/admin/templates/gifted.asp?articleid=473&zoneid=35