The Future of
STEM Education?
MAST-MSELA Conference
November 13, 2014
My charge
Stop talking about STE standards for a moment
Look ahead – what does the future look like?
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www.boston.com/news/local/massachusetts/articles/2008/12/10/bright_sign_for_tech_in_mass/
Consider … then…
Think about changes over the past 15 years:
Genetics
Climate change; global warming
Communications systems
Materials science
Robotics
Energy
Food science; agriculture
Severe weather prediction
Health care
Neuroscience
Automobiles
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Consider … the future …
What will our world look like 15 years from now?
Genetics
Climate change; global warming
Communications systems
Materials science
Robotics
Energy
Food science; agriculture
Severe weather prediction
Health care
Neuroscience
Automobiles
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Consider … now …
When you ask students to draw a scientist,
what do they typically draw?
When you ask students to describe the value
of science in their lives, what do they typically
say?
When you ask students what they want to do
after graduation, what do they say they want
to pursue?
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STEM interest … now …
Research indicates students identify with STEM
(or not) before they leave elementary school
Evidence that urban families see STEM as a
way up/out
Urban students tend to have higher interest in STEM
but lower preparation
Evidence that many MA students take STEM AP
courses to avoid STEM later
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How is STEM education changing
to meet a changing world?
Jake’s predictions
Based on what I am already seeing signs of;
nothing here is pure conjecture
Looking out 5-10 years (*maybe 15)
Disclaimer: Not reflective of any particular
action or initiative ESE is undertaking or
supporting
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2 broad categories
Changing opportunities for student learning
and engagement
Changing strategies and structures needed to
provide those opportunities
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www.nymetroparents.com/fairfield/article/Hamden-Hall-Country-Day-School-in-CT-Hosts-Engineering-Workshop-for-Elementary-Teachers#.VFo0pGewWTE
Increased focus on science &
technology/engineering
Districts made transition to STE standards
Increased attention to technology/engineering
More elementary science (focus on whole child)
Focus on teaching students*
More focus on student discourse, making thinking
visible, engaging students with evidence to help
revise how they understand the world
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Changing Opportunities
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Increased opportunities for doing
science and engineering
Students doing and learning science and
engineering in relevant contexts
More project- and problem-based learning
More performances
In classrooms, with community audiences, in local
and state assessments, as part of district
determined measures
Higher education institutions moving to doing*
(vs. lecture) (e.g., AP redesign)
Changing Opportunities
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Addition of Computer Science
Computer science standards and courses
All grades levels*
App programming; Game development
Robotics
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Changing Opportunities
Changing opportunities for
student learning and engagement
Success depends on increasing the
relevance, coherence, and rigor
of student opportunities and
experiences
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More widely available STEM
resources
Sharing resources, units, lessons, common
assessments across classrooms, schools, and
districts (even states)
Collaborative development of resources, units,
lessons, common assessments (especially
virtually)
Coordination of and access to dispersed STE
resources (across community, industry, and
education sectors)*
Changing Strategies
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Integration of STEM
programming
STE departments
STEM programs, academies and schools
Integration of STE with literacy and math
Work on maintaining integrity of each*
Academic-CVTE collaborations*
Articulated STEM pathway options PKcareer*
That do not track or limit choice
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Changing Strategies
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Changing teacher roles
Increased teacher collaboration and PD time
Career ladder and instructional leadership
opportunities*
Most experienced teachers with neediest
students*
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Changing Strategies
New learning spaces
Science and engineering classroom design*
MA School Building Authority
Maker spaces, Fab labs*
Promote flexibility, student collaboration and
engagement, projects (investigations and
design challenges)
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Changing Structures
MSBA science lab specs (MS-HS)
www.massschoolbuildings.org/programs/science_lab/guidelines
Changing Structures
Consider … the future …
10 years from now, when you ask students to
draw a scientist or an engineer, what will most
of them draw?
When you ask students to describe the value
of science and engineering in their lives, what
will most of them say?
When you ask students what they want to do
after graduation, what will they say they want
to pursue?
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STEM interest … the future
Help students identify with STEM early, before
they leave elementary school, then beyond
Help urban families access STEM opportunities
Help students see pathways through and to
STEM opportunities
Work to increase the relevance, coherence, and
rigor of student opportunities and experiences
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The ultimate goal
You will have prepared students to
contribute to key social decisions and
succeed in any career option
(most of which don’t exist today!)
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Thank you!
Reactions or comments
Jake Foster
781-338-3510
jfoster@doe.mass.edu
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