Science, Technology,
Engineering, and
Mathematics (STEM)
in the United States
National Taiwan Normal University, National
United University, and National Science
Council SIG Conference, September 2011
William E. Dugger, Jr.
Emeritus Professor, Virginia Tech
&
Senior Fellow, International Technology and
Engineering Educators Association
Outline of Presentation
STEM – defined
 A few basic definitions
 National content standards for STEM?
 Why STEM is so important
 Some current work in U. S. affecting STEM:
◦ NAEP
◦ Common Core Standards
◦ Framework for K-12 Science Education
 Some U. S. efforts to support STEM
 Promises and challenges for STEM in the future

 The
Constitution of the United
States grants the Federal
Government no authority over
Education, the 10th Amendment
applies:
 "The powers not delegated to the United
States by the Constitution, nor prohibited by
it to the States, are reserved to the States
respectively, or to the people."
STEM (Science, Technology,
Engineering, and Mathematics)

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STEM is the integration of Science, Technology,
Engineering, and Mathematics into a transdisciplinary subject in schools.
STEM is a new offering in U. S. schools
STEM education offers a chance for students to
make sense of the world rather than learn
isolated bits and pieces of phenomena
STEM can be taught in a number of ways
(integrated subject matter vs. ”silos” or other)
STEM:
Integrated or Separated?
Integrated
STEM: The principles of
science and the analysis of
mathematics are combined with the
design process of technology and
engineering in the classroom.
Separated
S.T.E.M.: Each subject is
taught separately with the hope that
the synthesis of disciplinary knowledge
will be applied. This may be referred to
as STEM being taught as “Silos”
Some basic definitions
What is Science, Technology,
Engineering, and Mathematics???
STEM DEFINITIONS

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Science is the study of our natural world
(National Science Education Standards, National
Research Council, 1996).
Technology is the modification of the natural
world to meet to human wants and needs.
(ITEA, 2000)
Engineering is design under constraint (William
Wulf, Past-president of National Academy of
Engineering)
Mathematics is the study of any patterns or
relationships (AAAS, 1993)
Updated Definition of Technology

Technology is the modification of the natural
world to meet to human wants and needs (ITEA).
➤It helps us to improve our health; to grow and
process food and fiber better; to harness and
use energy more efficiently; to communicate
more effectively; to process data faster and
accurately; to move people and things easier;
to make products to enhance our lives; and to
build structures that provide shelter and
comfort (Dugger).
ITEEA/Gallup Polls
<http://www.iteea.org/TAA/Publications/TAA_
Publications.html#Polls>
2001 and 2004 ITEEA/Gallup Polls.
 1000/800 national telephone interviews.
 Theme: “What Americans Think About
Technology”.
 Over 60% of Americans think that
technology and science, as well as
technology and engineering, are basically
one and the same.

ITEEA/Gallup Polls (Continued)
<http://www.iteea.org/TAA/Publications/TAA_Public
ations.html#Polls>
98% believe that understanding the
relationship between technology and
science is important.
 Two-thirds view technology narrowly as
computers, electronics, and the Internet.
 97% stated that the study of technology
should be included in the school curriculum.

The study of technology or
Technology Education should NOT
be confused with Information
Technology, Educational (or
instructional) Technology, or
Information and Computer
Technology (ICT)!
Why is
STEM Education so
Important
in the
U.S?
“For a society so deeply
dependent on technology and
engineering, we are largely
ignorant about technology
and engineering concepts
and processes, and we (the
U. S.) have largely ignored
this incongruity in our
educational system.”
(Bybee, 2000)
Schooling is not relevant to
many of our youth in the U. S.
today:
In the U.S. in 2009,
approximately 1.25 million kids
left school without a high school
diploma … that’s about 7,000
students a day!
(National Dropout Prevention
Center, 2009)
The national Science Board in
2008 reported that the U. S. is
currently experiencing a chronic
decline in homegrown STEM
talent and is increasingly
dependent upon foreign scholars
to fill the workforce and
leadership voids.
The Council of Graduate
Schools (2007) noted that
graduate school admissions
to some post secondary STEM
programs are down by 30
percent over previous levels.
In some areas, only 16
percent of students in science
and engineering disciplines
were citizens of the U.S.
Disturbing data:
Only four percent of American
college graduates in 2003
majored in engineering
compared to 13 percent of
European students and 20
percent of those in Asia.
A recent report of the U. S.
Bureau of Labor Statistics predicts
that the number of jobs in STEM
occupations will grow by 47
percent, three times the rate of
all other occupations, by 2010.
(American Association of State
Colleges and Universities, 2005)
National Content Standards
for STEM
No current integrated STEM Standards
Individual STEM Subject Standards
Science
Benchmarks for Science Literacy (AAAS. 1989)
National Science Education Standards (NRC,
1996)
 New Framework of Science Standards (being
developed now)
Mathematics
Principles and Standards for School Mathematics
(NCTM, 2000)
Individual Standards
(Continued):
Engineering (None available)
Technology
www.iteea.org
Standards for Technological Literacy: Content
for the Study of Technology (STE)
(ITEA 2000,2002,2007)(ITEEA)
Advancing Excellence in Technological
Literacy: Student Assessment, Professional
Development, and Program Standards
(AETL)(ITEA 2003)
Technology and Engineering
Standards (maybe in future)
Individual Standards
(Continued):
State Standards – Varies by state
National Assessment of Educational Progress
(NAEP)
Common Core State Standards
Framework for Science Education
National Assessment of
Educational Progress (NAEP)
(“The Nation’s Report Card”)
2014 Technology and Engineering
Literacy Framework
www.naeptech2012.org
NAEP 2014 Technology and
Engineering Literacy Framework
What is NAEP?
 Evolution and Background
 Process of Framework Development

◦ Steering Committee
◦ Planning Committee
Overall Purposes
1. Develop the recommended framework and specifications for
NAEP Technology and Engineering Literacy Assessment in
2014 for grades 4, 8, and 12.
2. Recommend grade level(s) for the “probe” assessment in
2014.
3. Recommend important background variables associated with
student achievement in Technology and Engineering Literacy
that should be included in NAEP Assessment.
4. The assessment will be entirely computer-based.
Major Assessment Areas
Technology &
Society
A. Interaction of
Technology and
Humans
B. Effects of Technology
on the Natural World
C. Effects of Technology
on the World of
Information and
Knowledge
D. Ethics, Equity and
Responsibility
Design & Systems
A. Nature of Technology
B. Engineering Design
C. Systems Thinking
D. Maintenance and
Troubleshooting
Information &
Communication
Technology (ICT)
A. Construction and
Exchange of Ideas
and Solutions
B. Information Research
C. Investigation of
Problems
D. Acknowledgement of
Ideas and Information
E. Selection and Use of
Digital Tools
Common Core State Standards
National Governors Association Center for Best
Practices
and
Council of Chief State School Officers
2010
www.corestandards.org
Common Core State Standards
(Continued)
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Standards for English-language arts and
mathematics
Grades K-12
Developed in collaboration with a variety of
stakeholders including content experts, states,
teachers, school administrators and parents.
The standards establish clear and consistent
goals for learning that will prepare America’s
children for success in college and work.
Forty-four states have stated that they will adopt
these standards.
A Framework for K-12 Science
Standards:
Practices, Crosscutting
Concepts, and Core Ideas
Board on Science Education,
The National Research Council
July, 2011
www7.nationalacademies.org/bose

HOW THE FRAMEWORK WAS DEVELOPED:
◦ NRC convened a 18 person committee in 20092010 to develop a framework
◦ Draft of framework was released in summer of
2010 for first review
◦ Committee revised draft based on input
received
◦ Framework went through NRC review process
also with more than 20 experts providing
detailed comments
◦ Committee revised framework in 2011
◦ Final framework was released in July 2011

Dimension 1: Scientific and
Engineering Practices:
◦ 1. Asking questions (for science) and defining
problems (for engineering)
◦ 2. Developing and using models
◦ 3. Planning and carrying out investigations
◦ 4. Analyzing and interpreting data

Dimension 1: Scientific and
Engineering Practices (Continued)
◦ 5. Using mathematics and computational
thinking
◦ 6. Constructing explanations (for science) and
designing solutions (for engineering)
◦ 7. Engaging in argument from evidence
◦ 8. Obtaining, evaluating, and communicating
information

Dimension 2: Crosscutting Concepts
That Have Common Application
Across Fields:
◦ 1. Patterns
◦ 2. Cause and effect: mechanism and
explanation
◦ 3. Scale, proportion, and quantity
◦ 4. Systems and system models
◦ 5. Energy and matter: flows, cycles, and
conservation
◦ 6. Structure and function
◦ 7. Stability and change

Dimension 3: Core Ideas in Four
Disciplinary Areas:

1. Physical Sciences
 PS 1: Matter and its interactions
 PS 2: Motion and stability: Forces and interactions
 PS 3: Energy
 PS 4: Waves and their applications in technologies
for information transfer

Dimension 3: Core Ideas in Four
Disciplinary Areas (Continued):

2. Life Sciences
 LS 1: From molecules to organisms: Structures
and processes
 LS 2: Ecosystems: Interactions, energy, and
dynamics
 LS 3: Heredity: Inheritance and variation of traits
 LS 4: Biological Evolution: Unity and diversity

Dimension 3: Core Ideas in Four
Disciplinary Areas (Continued):

3. Earth and Space Sciences
 ESS 1: Earth’s place in the universe
 ESS 2: Earth’s systems
 ESS 3: Earth and human activity

Dimension 3: Core Ideas in Four
Disciplinary Areas (Continued):
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4. Engineering, Technology, and the
Applications of Science
 ETS 1: Engineering design
 ETS 2: Links among engineering, technology,
science, and society
Some U. S. Efforts to Support
STEM Education:
 International
Technology and
Engineering Educators Association
(ITEEA)(www.iteea.org)
 The National Academies (NAS, NAE,
NRC)(www.nap.edu)
 National Science Foundation (NSF)
(www.nsf.gov)
 American Society for Engineering
Education (ASEE)(www.asee.org)
 Federal and State Efforts
Promises and Challenges for STEM

Some promises from STEM:
◦ Enhance student learning in the subjects of
critical need:*
 STEM is an excellent way to synthesize and give
more meaning to closely related subjects.
 Students gain knowledge and abilities in an
integrated environment.
 Students are encouraged to be more innovative in
what they are learning.
 Students describe STEM as appealing and fulfilling
* Some of this content came from Dr. John Ritz (Professor) and Amanda Roberts (PhD Student) at Old Dominion University, Norfolk, VA
Promises and Challenges for STEM
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Some challenges of STEM:
◦ STEM requires systemic change by policy
makers, administration, and teachers to set the
agenda and make the transition:*
 Change is difficult to make.
 Many teachers were not prepared (nor want) to
teach in an integrated environment.
 The formal integration of subjects in the U. S. has
not met with much success in the past.
 May require additional resources.
* Some of this content came from Dr. John Ritz (Professor) and Amanda Roberts (PhD Student) at Old Dominion University, Norfolk, VA
SUMMARY: This presentation has provided
a view of the development and status of
STEM in the U.S.
 The items discussed were:

◦
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◦
STEM – defined
A few basic definitions
National content standards for STEM?
Why STEM is so important
Some current work in U. S. affecting STEM:
 NAEP
 Common Core Standards
 Framework for K-12 Science Education
◦ Some U. S. efforts to support STEM
◦ Promises and challenges for STEM in the future
Thank you!
William E. Dugger, Jr.
Senior Fellow and Former Director
Technology for All Americans Project
International Technology and Engineering Educators Association
wdugger@iteea.org
and
Emeritus Professor, Virginia Tech
dugger@vt.edu
This presentation may
be viewed or
downloaded at:
http://www.iteea.org/
Resources/PressRoom/
pressroom.htm