1. Emeritus Professor, Virginia Tech
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

2. 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

3. 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."

4. STEM (Science, Technology, Engineering, and Mathematics)
STEM is the integration of Science, Technology, Engineering, and Mathematics into a trans- disciplinary 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)

5. 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”

6. Some basic definitions

7. What is Science, Technology, Engineering, and Mathematics???

8. STEM DEFINITIONS
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)

9. 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).

10. ITEEA/Gallup Polls <http://www. iteea
ITEEA/Gallup Polls < 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.

11. ITEEA/Gallup Polls (Continued) <http://www. iteea
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.

12. The study of technology or Technology Education should NOT be confused with Information Technology, Educational (or instructional) Technology, or Information and Computer Technology (ICT)!

13. Why is STEM Education so Important in the U.S?

14. “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)

15. 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)

16. The national Science Board in 2008 reported that the U. S
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.

17. 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.

18. Disturbing data:
Only four percent of American college graduates in majored in engineering compared to 13 percent of European students and 20 percent of those in Asia.

19. (American Association of State Colleges and Universities, 2005)
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)

20. 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)

21. Individual Standards (Continued):
Engineering (None available)
Technology
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)

22. Individual Standards (Continued):
State Standards – Varies by state
National Assessment of Educational Progress (NAEP)
Common Core State Standards
Framework for Science Education

23. 2012 NAEP in Technological Literacy
5/13/09
National Assessment of
Educational Progress (NAEP)
(“The Nation’s Report Card”)
2014 Technology and Engineering Literacy Framework

24. NAEP 2014 Technology and Engineering Literacy Framework
What is NAEP?
Evolution and Background
Process of Framework Development
Steering Committee
Planning Committee

25. 2012 NAEP in Technological Literacy
5/13/09
Overall Purposes
Develop the recommended framework and specifications for NAEP Technology and Engineering Literacy Assessment in for grades 4, 8, and 12.
Recommend grade level(s) for the “probe” assessment in
Recommend important background variables associated with student achievement in Technology and Engineering Literacy that should be included in NAEP Assessment.
The assessment will be entirely computer-based.

26. Major Assessment Areas
2012 NAEP in Technological Literacy
5/13/09
Major Assessment Areas
Technology & Society
Design & Systems
Information & Communication Technology (ICT)
Interaction of Technology and Humans
Effects of Technology on the Natural World
Effects of Technology on the World of Information and Knowledge
Ethics, Equity and Responsibility
Nature of Technology
Engineering Design
Systems Thinking
Maintenance and Troubleshooting
Construction and Exchange of Ideas and Solutions
Information Research
Investigation of Problems
Acknowledgement of Ideas and Information
Selection and Use of Digital Tools

27. Common Core State Standards
National Governors Association Center for Best Practices
and
Council of Chief State School Officers
2010

28. Common Core State Standards (Continued)
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.

29. www7.nationalacademies.org/bose
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

30. HOW THE FRAMEWORK WAS DEVELOPED:
NRC convened a 18 person committee in to develop a framework
Draft of framework was released in summer of 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. Dimension 3: Core Ideas in Four Disciplinary Areas (Continued):
4. Engineering, Technology, and the Applications of Science
ETS 1: Engineering design
ETS 2: Links among engineering, technology, science, and society

38. Some U. S. Efforts to Support STEM Education:
International Technology and Engineering Educators Association (ITEEA)(
The National Academies (NAS, NAE, NRC)(
National Science Foundation (NSF) (
American Society for Engineering Education (ASEE)(
Federal and State Efforts

39. 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

40. Promises and Challenges for STEM
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

41. The items discussed were:
SUMMARY: This presentation has provided a view of the development and status of STEM in the U.S.
The items discussed were:
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

42. Thank you! William E. Dugger, Jr. Senior Fellow and Former Director
Technology for All Americans Project
International Technology and Engineering Educators Association
and
Emeritus Professor, Virginia Tech

43. This presentation may be viewed or downloaded at:
Resources/PressRoom/
pressroom.htm