1. The Future of STEM Education? MAST-MSELA Conference November 13, 2014

2. My charge  Stop talking about STE standards for a moment  Look ahead – what does the future look like? 2 www.boston.com/news/local/massachusetts/articles/2008/12/10/bright_sign_for_tech_in_mass/

3. 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 3

4. 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 4

5. 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? 5

6. 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 6

7. 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 7

8. 2 broad categories  Changing opportunities for student learning and engagement  Changing strategies and structures needed to provide those opportunities 8 www.nymetroparents.com/fairfield/article/Hamden-Hall-Country-Day-School-in-CT-Hosts-Engineering-Workshop-for-Elementary-Teachers#.VFo0pGewWTE

9. 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 9 Changing Opportunities

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11. 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) 11 Changing Opportunities

12. Addition of Computer Science  Computer science standards and courses  All grades levels*  App programming; Game development  Robotics 12 Changing Opportunities

13. Changing opportunities for student learning and engagement Success depends on increasing the relevance, coherence, and rigor of student opportunities and experiences 13

14. 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)* 14 Changing Strategies

15. 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 15 Changing Strategies

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17. Changing teacher roles  Increased teacher collaboration and PD time  Career ladder and instructional leadership opportunities*  Most experienced teachers with neediest students* 17 Changing Strategies

18. 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) 18 Changing Structures

19. MSBA science lab specs (MS-HS) www.massschoolbuildings.org/programs/science_lab/guidelines Changing Structures

20. 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? 20

21. 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 21

22. 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!) 22

23. Thank you! Reactions or comments Jake Foster 781-338-3510 jfoster@doe.mass.edu 23