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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

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The Changing National Landscape

  • f 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 http://nas.edu

Maine STEM Summit Colby College March 28, 2014

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Premise 1:

Improving STEM Education is Not Rocket Science

It’s a LOT harder!

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“A good hockey player plays where the puck is. A great hockey player plays where the puck is going to be.”

Wayne Gretzky

Premise 2:

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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.

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All freely downloadable at http://nap.edu

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National Research Council 2000 National Research Council 2011

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2012

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.” CURRENTLY: ~ 300,000 bachelor and associate degrees in STEM fields annually in the U.S.

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2012

Increasing retention of STEM majors from 40% to 50% would generate three-quarters of the 1 million additional STEM degrees

  • ver the next decade.

Many students who abandon STEM majors perform well in their introductory courses and would make valuable additions to the STEM workforce. Fewer than 40% of students who enter college intending to major in a STEM field complete a STEM degree.

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

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But retention for WHAT?

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What undergraduates will be experiencing during THEIR lifetimes…

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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

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20th Century 21st Century 1 – 2 Jobs 10 – 15 Jobs Critical Thinking Across Disciplines

Integration of 21st Century Skills into Subject Matter Mastery

Mastery of One Field Subject Matter Mastery Number of Jobs: Job Requirement: Teaching Model: Subject Matter Mastery

Integration of 21st Century Skills into Subject Matter Mastery

Assessment Model:

Why 21st Century Skills?

A Shifting Job Market

Courtesy of Linda Froschauer

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1 Zb = 1021 bytes. That’s enough data to fill 75 billion 16-gigabyte-sized iPads.

Humanity Passed the 1 Zettabye Mark in 2010. 1.8Zb in 2011. 7.9 Zb expected by 2015.

Source: http://readwrite.com/2011/11/17/infographic- data-deluge---8-ze#awesm=~ojdebWI3U9b8rq

7.9 Zb = 18 million times the digital assets stored by the Library of Congress today.

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

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THE EMERGING HIGHER EDUCATION ECOSYSTEM THE TRADITIONAL PIPELINE

High School Community College 4-Year Institution The Workplace

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High School Community College 4-Year Institution

THE EMERGING HIGHER EDUCATION ECOSYSTEM NEW DIMENSIONS/OPPORTUNITIES

The Workplace

  • Dual Enrollments
  • Teacher Education

Bachelor Students Acquiring Specific Skills

Community College 4-yr. applied baccalaureates

Online Courses/ MOOCs ?? ?? ?? ?? ?? ?? Post- Graduate Education?

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

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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)

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  • 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

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Marching Toward STEM

Both available without cost at http://nap.edu/stem-integration

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AP Redesign

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

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AP Redesign

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

  • Science Panels

– Big Ideas / Unifying Themes – Enduring Understandings – Competencies – Evidence Models (Formative Assessments)

  • Evidence of Learning
  • The student can use representations

and models to communicate scientific phenomena and solve scientific problems.

  • The student can use mathematics

appropriately

  • The student can engage in scientific

questioning

  • The student can perform data

analysis and evaluation of evidence

  • The student can work with scientific

explanations and theories

  • The student is able to transfer

knowledge across various scales, concepts, and representations in and across domains

http://books.nap.edu/openbook.php?record_id=10129&page=R1

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Big Ideas/ Unifying Themes of the New AP Biology Course

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  • 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.

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Similarities in Thinking:

AP Biology Redesign (2011):

  • 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.

Vision and Change (2011)

  • The diversity of life evolved over

time by processes of mutation, selection, and genetic change.

  • Basic units of structure define the

function of all living things.

  • The growth and behavior of
  • rganisms are activated through the

expression of genetic information in context.

  • Biological systems grow and change

by processes based upon chemical transformation pathways and are governed by the laws of thermodynamics.

  • Living systems are interconnected

and interacting.

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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

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

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

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Dimensions of the Framework

  • Science and Engineering Practice
  • Crosscutting Concepts
  • Disciplinary Core Ideas
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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
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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

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9 States and DC have Adopted the NGSS to date:

California Delaware District of Columbia Kansas Kentucky Maryland Nevada Rhode Island Vermont Washington

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  • S5. Use mathematics &

computational thinking

  • M6. Attend to precision
  • M7. Look for & make

use of structure

  • E3. Respond to the varying demands of

audience, talk, purpose, & discipline E1.Demonstrate independence

  • E7. Come to understand other

perspectives & cultures

  • S2. Develop

and use models

  • M4. Model with mathematics
  • M1. Make sense of

problems & persevere in solving them

  • M8. Look for & express

regularity in repeated reasoning

  • S1. Ask questions &

define problems

  • S3. Plan & carry out

investigations

  • S4. Analyze & interpret

data

  • E2. Build strong content

knowledge

  • E4. Comprehend as well as critique
  • E5. Value evidence
  • M2. Reason abstractly & quantitatively
  • M3. Construct viable argument & critique reasoning of
  • thers
  • S7. Engage in argument from evidence
  • S6. Construct explanations & design solutions
  • S8. Obtain, evaluate & communicate information
  • E6. Use technology & digital media strategically &

capably

  • M5. Use appropriate tools strategically

MATH SCIENCE ELA

Source: Working Draft v2, 12-06-11 by Tina Cheuk, ell.stanford.edu

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National Research Council 2013 National Research Council, 2012

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Teacher Education

“Not long ago, a college chemistry professor grew angry with the way her daughter’s high school chemistry class was being taught. She made an appointment to meet with the teacher and marched with righteous indignation into the classroom—only to discover that the teacher was one of her former students.”

National Research Council (1998)

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Education is the kindling of a flame, not the filling of a vessel

Socrates

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And Returning Full Circle:

“You miss 100% of the shots you never take.”

Wayne Gretzky