COMMITTEE ON INTEGRATED STEM EDUCATION
MARGARET A. HONEY (chair), New York Hall of Science, Queens
LINDA ABRIOLA, Tufts University, Medford, Massachusetts
SYBILLA BECKMANN, University of Georgia, Athens
SUSAN HACKWOOD, California Council on Science and
Technology, Riverside
ALFRED L. HALL II, The University of Memphis, Tennessee
JENNIFER HICKS, Purdue University, West Lafayette, Indiana
STEVE KRAK, Ohio STEM Learning Network Battelle, Columbus
BILL KURTZ, DSST Public Schools, Denver, Colorado
RICHARD LEHRER, Vanderbilt University, Nashville, Tennessee
BETH MCGRATH, Stevens Institute of Technology, Hoboken,
New Jersey
BARBARA MEANS, SRI International, Menlo Park, California
DONNA MIGDOL, Oceanside School District, New York
MITCHELL NATHAN, University of Wisconsin, Madison
MARK SANDERS, Virginia Polytechnic Institute and State
University, Blacksburg
MICHAEL TOWN, Redmond High School, Duvall, Washington
PROJECT STAFF
GREG PEARSON, Study Director and
Senior Program Officer, National Academy
of Engineering
HEIDI SCHWEINGRUBER, Study
Codirector and Deputy Board Director,
Board on Science Education, National
Research Council
JAY LABOV, Senior Advisor for Education
and Communication, The National
Academies
CAMERON H. FLETCHER, Senior Editor,
National Academy of Engineering
MARIBETH KEITZ, Senior Program
Associate, National Academy of Engineering
REBECCA KRONE, Project Associate,
Board on Science Education, National
Research Council
Why Integrated STEM?
Align with how STEM is practiced
in today’s world
Prepare students for the requirements
of the 21 century economy
How the demand for
skills has changed
Economy-wide
measures of routine
and non-routine task
input (US)
Mean task
input as percentiles
of the 1960
task distribution
Non-routine interactive
Non-routine analytic
The kind of things
that are easy to
test and teach are
disappearing fastest
Routine manual
Routine cognitive
Non-routine manual
Traditional approaches to
STEM learning have not worked well
Framework for STEM Integration
in K – 12 Education
OUTCOMES
For Students
 Learning and achievement
 21st century competencies
 STEM course taking, educational
GOALS
persistence, and graduation rates
For Students
 STEM-related employment
 STEM literacy
 STEM interest
 21st century competencies
 Development of STEM identity
 STEM workforce readiness
 Ability to make connections among
 Interest and engagement
STEM disciplines
 Making connections
For Educators
For Educators
 Increased STEM content knowledge
 Increased pedagogical content
knowledge
 Changes in practice
Integrated
STEM
 Increased STEM content and
pedagogical content knowledge
Education
IMPLEMENTATION
NATURE AND SCOPE OF INTEGRATION
 Type of STEM connections
 Disciplinary emphasis
 Duration, size, and complexity of initiative
 Instructional design
 Educator supports
 Adjustments to the learning
environment
Ten Recommendations —
Research, Outcomes, Design &
Implementation, Assessment
Research Recommendations
R1. Research is best when there is:
 Rich description of intervention
 Alignment of study design and outcome
measures with goals of intervention
 Control groups
R2. The field — educators, program
developers, researchers — could benefit
greatly from a common framework for both
description of the intervention and, when
appropriate for the research strategy.
Outcomes Recommendations
R3. Avoid the “integrated STEM is good
for everything” strategy. Delineate
impact on achievement, interest,
identity, persistence, etc.
R4. Interest and identity. Examine long
term impacts on diverse audiences
Design and Implementation
Recommendations
OUTPUTS
Quantity of
work, products,
and participants
INPUTS
Resources a
program uses
R6. Be explicit about teaching and
Outcomes
Activities
Services
Situation
The context
of the program
• Organization’s
mission
• Audience needs
R5. Delineate a logic model
• Development
and management
tasks
• Services to
audience
Change in
target audience
in knowledge,
skill, attitude,
behavior, status,
condition
EVALUATION
learning goals
R7. Understand learning goals and
learning progressions
Assessment Recommendations
R9. Rethink assessment
Assessment Recommendations
R10. Embrace continuous improvement
Goals and
Instructional
Objectives
Design
Desired
Outcomes
Implementation
Results
Intended
Supports, Resources,
Assessments/
Curriculum/Pedagogy
and Enacted
Measured Outcomes
Curriculum/Pedagogy