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• W35964851 abstract "In 2008, China produced a staggering 500,000 new engineers. India, where 65% of the population lacks indoor plumbing, produced over 200,000 engineering graduates. In comparison, the United States could only muster 70,000 young engineering minds. Although these figures deviate slightly from one report to the next, none of them projects a particularly favorable future. In a recent interview, Bill Swanson, Chairman and CEO of Raytheon, a multibillion-dollar aeronautics/astronautics company, said, security and prosperity of this country depends on engineers and scientists to continue to work their wonders in an increasingly competitive world. But where will the new generation of engineers and scientists come from to give shape to America's future? To answer his question, he decided to commission a national study of 11- to 13-year-old students. Results: 84 percent of the kids polled would rather do just about anything--including eat vegetables, clean their rooms, and go to the dentist--than do math. The study goes on to conclude, We need to strengthen our students' math and science skills well before entering high school. It is in middle school that math and science education is so crucial. [ILLUSTRATION OMITTED] Technically Savvy Swanson's concerns and research conclusions are hardly isolated. The American Society for Engineering Education (ASEE) website is rich with reports and similar interpretations of the data, which is most eloquently summarized in Engineering in the K-12 Classroom: An Analysis of Current Practices & Guidelines for the Future. Evidence indicates that the need for technically savvy workers is not being met. In recent years, companies have annually spent almost $60 billion on training, much of which paid for workers' training in basic skills that should have been taught in school. Meanwhile, the United States' poor performance in teaching math and science eliminates many of the best and brightest school children from the ranks of future scientists and engineers. With little chance to learn in school how science and math skills might translate into professionally useful knowledge, students are unable to make informed choices about further education and work options. As a result, many students who do undertake science and engineering studies in college drop out in frustration; other potentially capable students never consider these subjects in the first place. STEM Numerous educational institutions, from public schools to colleges and large universities, have acknowledged both the nature and scope of the problem. Additionally, many have run a common banner up their standards bearing the letters: STEM, the acronym standing for an educational methodology based on the ideals of grounding science and math curriculums in hands-on, real-life exercises with technology and engineering. Unfortunately, the number of well-intentioned institutions, educators, and potential employers touting STEM far surpasses those who have brought the idea to fruition. The issue at hand is no longer what the problems are, or finding a slick acronym to rally around, but to now develop and institute practical models that will benefit our students and serve as a navigational aide to others. State College STEM During the summer of 2008, my colleagues Jeff Seamans and Ron Shealer and I struggled with how we might introduce the STEM concept in a meaningful manner at State College Area School District's Park Forest Middle School. In early July, a letter from our Building Principal, Dr. Karen Wiser, outlined teacher service committee opportunities for the coming academic year. The correspondence caused a spark that ignited my nagging dilemma into a pyrotechnical idea: Form a STEM teacher service committee. It seemed like a natural winning solution, as everything in our curriculum is firmly grounded in math and science. More importantly, our building administrators are constantly challenging us to take risks and to think outside of our comfort zone. …" @default.
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• W35964851 title "How to Start a STEM Team." @default.
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