November 27, 2012 Stem Forum Download
SWOT Analysis Breakout Session Report Outs Concerning STEM Education
Strengths:
















Existing and future partnerships
Running Start
Project Lead the Way for high school students
College of Engineering and Physical Sciences
Opportunity to redesign curriculum with incentives
Today’s educators have more pedagogy to develop engaging curriculum
Faculty as researchers
Integration of teaching and undergraduate research
Access for NH residents
Infrastructures
Coming together and talking to each other
Advisory boards
New Hampshire is small and already has a spirit of collaboration
o Existing collaborations at least regionally – e.g. curriculum – articulation
Academy for Science and Design Charter School
UNH-M can “ramp up” capacity
Caliber of industries in southeastern NH
Weaknesses:

















Connection to Advanced Placement curriculum
Need alternatives to assessment such as portfolios
Affordability
Absence of clear pathways
Lack of marketing and recruitment to STEM graduates
Inertia
Seat time focus
Time, money, faculty lines
STEM career may not be that much fun (working in an environment of billable hours)
Students channeled out of STEM too soon
Multiple education systems
Communication
Time it takes to have conversations
Lack of dual enrollment programs
CCSNH developing pre-eng programs BUT lack of capacity at Jr./Sr. level at UNH
Lack of info at guidance counselor level
Challenges for capacity





How to increase interests in STEM – K-12 teacher, mindsets and school counselors
Faculty mindset
Lack of incentives to become science or math teacher
Students need to learn critical thinking
Curriculum Higher Ed Teacher Certification  Curriculum
Opportunities:





























Pathways. New Assessments. Transfers and articulation.
Funding that filters down through higher education to K-12
o K - 12 STEM Training
o Connecting higher education with K-12. Include R2 model
Less is more re: content
13 year cycle for STEM enrollees
Engaging business! Industry as advocates
Understanding the causes for decline or not keeping pace
Working at big ideals
Streamline articulation agreements
o Dedicated articulation person on each campus
Change mindset of faculty in higher education
o Faculty-to-faculty discussion across campuses
Interdisciplinary minors involving science and technology
Unified educational system
Assessment-based outcomes
Intro courses
Women and minorities in STEM
Coordinate summer program
Reverse transfer
Joint institutes
Build an infrastructure that exists in center
Fiber optic research network and education
NSF scholarship opportunities
Leveraging CEPS programs with NHCCS and articulation agreements
Create marketing plan
Common care standards – higher, fewer
Recruitment
Business sponsored prof. dev./sabbatical
1 day – 1 semester
K-12, middle and high school teacher professional development
CC and 4 year institutions
More work on curriculum










Expansion of delivery, modes and time – adaptations of lifelong education
Retain those with STEM training
o Keeping students who are interested in STEM
Women as untapped market
o Potential to attract more women
Career and tech. institutes
Integrated curriculum
More K-12 math via new standards – more capacity to comprehend: math literacy
How we can find the real mechanisms for faculty in higher education to meet the need to upgrade
the skills for higher school teachers?
Infrastructure developed for STEM graduates
Recruitment and retention in STEM graduates
Collaborative strength. Resolve to find solutions
Threats/ Challenges:





















Competency
Physical capacity and distance
Training
Conflict of interest. Trying to fill classroom – lose sight of what campus needs to teach
Resistance to change
Entrenched faculty
The Carnegie Unit – seat and time
Time & money
Faculty communication
Where do competencies fit vs. credits
Faculty training
4 year institutions not recruiting top students from CCSNH
Less expensive to go out of state
o Top students might be going to college outside of state
Budget cuts
Change is tough and glacial at times
State regulations at K-12 level don’t reflect push to STEM
o Aging faculty
Diminishing appropriate resources
Emphasis on teaching in math and language arts and not nurturing interest in comprehensive STEM
topics.
Lack of focus
Lack of resolutions
Inertia
Leverage Points








Partnerships with K-12
Teacher education
Come together on a regular basis to build ranks and find solutions
Expertise at the higher education level filtering down to K-12.
Focus on 6-8 grade curriculum
Real world experience (Coops, internships, etc.)
Learning underlying skills - higher level skills and understanding
Science as fun, meaningful and relevant
Closing Thoughts:









K-12 Teachers are engaged. They value STEM education.
Need to acknowledge already doing some great work between community colleges and university
system.
Need to find a way to coordinate with each other at the faculty level.
Need to go out and find the STEM interest – especially for girls.
Changing demographics in the state. Identify and consider STEM involvement in global industries
Look at higher education to empower K-12 teachers. K-12 teachers attend higher educational
institutions for free to hone their skills regarding STEM education.
Empowerment and pathways are critical. Work together and listen to each other. Work
collectively.
Develop a feedback mechanism from the forum to provide input and keep conversation going.
Establish a coordinating body to look at pathways and suggestions made up of faculty. Establish
sense of urgency.