Blog Archives

White House Releases STEM Education Strategic Plan

On December 4, the White House released Charting a Course for Success: America’s Strategy for STEM Education, a strategic plan developed with the White House Office of Science and Technology Policy (OSTP) and the National Science and Technology Council Committee on STEM Education. The five-year strategic plan seeks to ensure all Americans have access to quality education in science, technology, engineering and math (STEM). Goals include building a strong foundation of STEM literacy, increasing diversity in STEM, and preparing the STEM workforce of the future. The plan lays out pathways to these goals, including developing strategic STEM partnerships, engaging students at the convergence of multiple disciplines, and advancing computational thinking. More information and quick facts about the plan are available on the White House’s website.

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Posted in Issue 24 (December 11), Update, Volume 37 (2018)

Academies Releases “Science and Engineering for Grades 6-12”

The National Academies of Sciences, Engineering and Medicine (NASEM) released a new consensus study report, Science and Engineering for Grades 6-12: Investigation and Design at the Center. The report revisits the National Research Council’s 2006 America’s Lab Report: Investigations in High School Science and reviews relevant research with a focus on how to engage today’s middle and high school students in science and engineering.

This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students. Recommendations center around changing science and engineering instruction to focus on investigation and design through new instructional resources and professional learning opportunities for teachers, instruction on how to provide multiple opportunities for students to engage in science projects, and guidance for administrators to account for historical inequities by implementing science investigation and engineering design for all students.

The full report is available for download on the National Academies ’s website.

This article was contributed by COSSA’s fall intern, Victoria Deck of Emerson College.

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Posted in Issue 23 (December 13), Update, Volume 37 (2018)

NSF Announces new STEM Education Advisory Panel

The National Science Foundation (NSF), along with the Department of Education, National Aeronautics and Space Administration (NASA), and the National Oceanic and Atmospheric Administration (NOAA) announced the appointment of 18 members of the new science, technology, engineering, and mathematics (STEM) education advisory panel on July 11. The panel, authorized by the American Innovation and Competitiveness Act, was created to encourage U.S. scientific and technological innovations in education.  Gabriela Gonzalez, deputy director of the Intel Foundation at the Intel Corporation, will chair the panel and David Evans, executive director of the National Science Teachers Association, will serve as vice chair. More information and a complete list of panel members can be found on the NSF website.

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Posted in Issue 15 (July 24), Update, Volume 37 (2018)

NASEM Report Outlines Future of Graduate STEM Education

The National Academies of Sciences, Engineering, and Medicine (NASEM) recently released a new consensus study report on Graduate STEM Education for the 21st Century, which outlines ways to better to prepare students from all backgrounds for careers in science, technology, engineering, and mathematics (STEM). The study was written by a committee chaired by Alan Leshner, CEO Emeritus of the American Association for the Advancement of Science (AAAS), and was sponsored by the National Science Foundation, the Burroughs Welcome Fund, the Institute of Education Sciences, and the Spencer Foundation.

The report describes an ideal system of STEM graduate education and outlines core competencies for master’s and doctoral STEM degrees. The report makes a number of recommendations to achieve this vision, including funding for research on graduate STEM education; rewarding effective teaching and mentoring; collecting national and institutional data on students and graduates; ensuring diverse, equitable, and inclusive learning environments; career exploration and preparation for graduate students; changes to the structure of doctoral research activities; and stronger support for graduate student mental health services. The full report is available to download for free on the NASEM website.

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Posted in Issue 12 (June 12), Update, Volume 37 (2018)

New NASEM Report Identifies “Indicators for Monitoring Undergraduate STEM Education”

On May 21, the National Academies of Sciences, Engineering, and Medicine (NASEM) hosted a webinar to mark the release of a new report, Indicators for Monitoring Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education. The goal of the report was to improve undergraduate STEM education by developing metrics by which it can be measured. To do this, NASEM conducted a consensus study of indicators that would allow STEM education quality to be tracked over time. The report found that improving the quality and impact of undergraduate STEM education would require progress towards: (1) “increasing students’ mastery of STEM concepts and skills,” (2) “striving for equity, diversity, and inclusion of STEM students and instructors,” and (3) “ensuring adequate numbers of STEM professionals by increasing completion of STEM credentials.” The objectives and their corresponding indicators in this study each fall under one of these three goals.

The report concludes that to monitor the status and quality of undergraduate STEM education, national data systems need to not only track both full- and part-time students’ paths across and within institutions, but must also include more demographic characteristics to ensure progress towards equity, diversity, and inclusion. There is a need for recurring longitudinal surveys of instructors and students, and, due to the limited availability of data for the study’s indicators, new data collection is needed for many of them. The report contains several proposals for how the indicator system could be implemented, including national student data systems, expanding current federal institutional surveys, and developing a national representative student sample, each supplemented with expanded surveys of students and instructors. The complete report is available to download on the NASEM website.

This article was contributed by COSSA’s summer intern, Catherine Cox of the University of Michigan.

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Posted in Issue 12 (June 12), Update, Volume 37 (2018)

National Academies Requests Input on Two Higher Education and Workforce Studies

The National Academies of Sciences, Engineering, and Medicine’s Board on Higher Education and Workforce is requesting input for its consensus studies on Revitalizing Graduate STEM Education for the 21st Century and the Next Generation Researchers Initiative. The Committee on Revitalizing Graduate STEM Education for the 21st Century Workforce is inviting comments and reactions on previously received input on competencies and core educational elements for Masters and PhD programs. The opportunity to provide input is open until September 22, 2017. The Committee on the Next Generation Researchers Initiative is requesting input on the barriers that members of the next generation of biomedical and behavioral researchers may face as they develop their independent research careers. The opportunity to provide input to the Committee on the Next Generation Researchers Initiative is open until October 1, 2017.

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Posted in Issue 17 (September 5), Update, Volume 36 (2017)

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