of STEM Education: Connecting the Dots Across the Education - PowerPoint PPT Presentation

The Changing National Landscape of STEM Education: Connecting the Dots Across the Education Ecosystem THE NATIONAL ACADEMIES National Academy of Sciences National Academy of Engineering Institute of Medicine National Research Council Jay Labov National Research Council National Academy of Sciences Washington, DC jlabov@nas.edu Maine STEM Summit http://nas.edu Colby College March 28, 2014

Premise 1: Improving STEM Education is Not Rocket Science It’s a LOT harder!

Premise 2: “ A good hockey player plays where the puck is. A great hockey player plays where the puck is going to be.” Wayne Gretzky

Learning Goals for This Session: • Briefly review several recent national reports on the improvement of undergraduate education in STEM and how they might inform your discussions. • Examine the changing relationships among several components of the undergraduate STEM education “ecosystem.” • Appreciate the growing influence of K-12 education on what you do and your role in influencing K-12 education to increase the number of college-educated STEM graduates.

All freely downloadable at http://nap.edu 5

National Research Council 2000 National Research Council 2011 6

CURRENTLY: ~ 300,000 bachelor and associate degrees in STEM fields annually in the U.S. FUTURE NEEDS: 1 million more STEM professionals in the next decade than the U.S. will produce at the current rate if the country is to retain its historical preeminence in science and technology. “To meet this goal, the United States will need to increase the number of students who receive undergraduate STEM degrees by about 34% annually over current rates .” 2012 7

Fewer than 40% of students who enter college intending to major in a STEM field complete a STEM degree. Increasing retention of STEM majors from 40% to 50% would generate three-quarters of the 1 million additional STEM degrees over the next decade. Many students who abandon STEM majors perform well in their introductory courses and would make valuable additions to the STEM workforce. 2012 8

Source: PCAST (2012) Engage to Excel, Fig. F-1, p.68

But retention for WHAT? What undergraduates will be experiencing during THEIR lifetimes… 13

STEM Education and Our Economic Future “If I take the revenue in January and look again in December of that year, 90% of my December revenue comes from products which were not there in January.” Craig Barrett, Chairman of Intel “Rising Above the Gathering Storm” (NAS, NAE, and IOM, 2007) "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn." Alvin Toffler, American Writer and Futurist

Why 21 st Century Skills? A Shifting Job Market 20 th Century 21 st Century Number of 1 – 2 Jobs 10 – 15 Jobs Jobs: Critical Thinking Mastery of Job Across One Field Requirement : Disciplines Integration of 21 st Subject Teaching Century Skills into Matter Subject Matter Model: Mastery Mastery Integration of 21 st Subject Assessment Century Skills into Matter Model: Subject Matter Mastery Mastery Courtesy of Linda Froschauer

Humanity Passed the 1 Zettabye Mark in 2010. 1.8Zb in 2011. 7.9 Zb expected by 2015. 1 Zb = 10 21 bytes. That’s enough data to fill 75 billion 16-gigabyte-sized iPads. 7.9 Zb = 18 million times the digital assets stored by the Library of Congress today. Source: http://readwrite.com/2011/11/17/infographic- data-deluge---8-ze#awesm=~ojdebWI3U9b8rq 16

The Evolving Dynamics Between Two- and Four-Year Colleges and Universities 17

THE EMERGING HIGHER EDUCATION ECOSYSTEM The Workplace Community High School College 4-Year Institution THE TRADITIONAL PIPELINE

THE EMERGING HIGHER EDUCATION ECOSYSTEM Community College The Workplace 4-yr. applied baccalaureates Post- Graduate Education? Community High School College Bachelor Students - Dual Enrollments Acquiring Specific Skills - Teacher Education 4-Year ?? ?? ?? Institution ?? ?? Online Courses/ MOOCs NEW DIMENSIONS/OPPORTUNITIES ??

New Opportunities in College and K-12 to Improve STEM Teaching and Learning

4 Strands of Scientific Proficiency • Know, use and interpret scientific explanations of the natural world. • Generate and evaluate scientific evidence and explanations. • Understand the nature and development of scientific knowledge. • Participate productively in scientific practices and discourse. National Research Council (2007)

4 Strands of Scientific Proficiency • Know, use and interpret scientific explanations of the natural world. • Generate and evaluate scientific evidence and explanations. • Understand the nature and development of scientific knowledge. • Participate productively in scientific practices and discourse. National Research Council (2007)

Marching Toward STEM Both available without cost at http://nap.edu/stem-integration 23

AP Redesign Biology, Chemistry, Environmental Science, Physics (2012-16)

AP Redesign Biology, Chemistry, Environmental Science, Physics (2012-16) • Evidence of Learning • Science Panels • The student can use representations – Big Ideas / Unifying and models to communicate scientific phenomena and solve Themes scientific problems. • The student can use mathematics – Enduring appropriately Understandings • The student can engage in scientific questioning – Competencies • The student can perform data analysis and evaluation of evidence – Evidence Models • The student can work with scientific (Formative explanations and theories • The student is able to transfer Assessments) knowledge across various scales, concepts, and representations in and across domains http://books.nap.edu/openbook.php?record_id=10129&page=R1 25

Big Ideas/ Unifying Themes of the New AP Biology Course • The process of evolution drives the diversity and unity of life. • Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. • Living systems store, retrieve, transmit and respond to information essential to life processes. • Biological systems interact, and these systems and their interactions possess complex properties. 26

Similarities in Thinking: AP Biology Redesign (2011): Vision and Change (2011) • • The process of evolution drives the The diversity of life evolved over diversity and unity of life. time by processes of mutation, selection, and genetic change. • Biological systems utilize free energy • and molecular building blocks to Basic units of structure define the grow, to reproduce and to maintain function of all living things. dynamic homeostasis. • The growth and behavior of • Living systems store, retrieve, organisms are activated through the transmit and respond to information expression of genetic information in essential to life processes. context. • • Biological systems interact, and Biological systems grow and change these systems and their interactions by processes based upon chemical possess complex properties. transformation pathways and are governed by the laws of thermodynamics. • Living systems are interconnected and interacting. 29

AAMC/HHMI Committee Defines Scientific Competencies for Future Physicians Scientific Foundations for Future Physicians recommends that medical and premedical education evolve from a static listing of courses to a dynamic set of competencies…This … will encourage the development of innovative and interdisciplinary science curricula, maintain scientific rigor, and allow premed students at the undergraduate level the flexibility to pursue a strong liberal arts education. Association of American Medial Colleges & Howard Hughes Medical Institute June, 2009 http://www.hhmi.org/grants/sffp.html 30

Common Core State Standards in English/Language Arts (Released in 2010) & Next Generation Science Standards (Released in 2013)

http://www.corestandards.org/in-the-states

Dimensions of the Framework • Science and Engineering Practice • Crosscutting Concepts • Disciplinary Core Ideas

Science and Engineering Practices 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics, information and computer technology, and computational thinking 6. Constructing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Crosscutting Concepts 1.Patterns 2.Cause and effect 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter 6.Structure and function 7.Stability and change

9 States and DC have Adopted the NGSS to date : California Delaware District of Columbia Kansas Kentucky Maryland Nevada Rhode Island Vermont Washington