“STEM Education”

It has long been known that the U.S. education system falls behind other developed countries in the areas of math and science.  To be precise, according to the Programme for International Student Assessment comparisons from 2009, the U.S. ranks 17^th out of 34 in science literacy and 25^th out of 34 in math literacy.  

A recent movement in education has been to focus on the STEM (Science, Technology, Engineering, and Mathematics) fields.  One of the unique characteristics of this new program/project is that it not only focuses on providing more materials/experiences for students in the STEM fields, but it also encourages professionals, college students, and community members to become involved in promoting/participating in STEM fields.  In this way STEM education is looking to reform the way schools and communities think about their education system (i.e. which subjects they value) and the way they allocate funds, time, and materials to certain subjects taught in the K-12 education system.  For example, new computers or “Smartboards” would most likely be seen as more valuable to a school compared to new stove tops or microwaves for a home economics class.

As an undergraduate student in the field of Mathematics I have personally benefitted from the STEM education movement through scholarships and internships offered to me by programs that support teachers entering or currently in a STEM field.  The internships allowed me to gain hands on experiences in the fields of Agriculture and Biosystems Engineering and Math education.  Along with the internships the scholarship also provided me with supplemental educational experiences such as attending the 2011 k-12 STEM Colloquium held at the University of Minnesota (U of M).  It was here, at the Colloquium, when I realized that STEM education was not only affecting k-12 education systems, but it was also influencing colleges and the types of programs they were offering for future STEM majors.  For example, the U of M is one of the first colleges to have a declared STEM education major.

Currently Congressman Michael Honda and many others have seen the benefits of STEM education and are making movements to keep this project/program running.  Representative Honda is currently introducing the STEM Education Innovation Act of 2011 in the U.S. House of Representatives.  This bill is set out to accomplish three main things:

1.       Create an Office of STEM Education in the Department of Education headed by an assistant secretary of STEM education

2.       Support a state consortia on STEM education to shape STEM best practices and increase participation of underrepresented communities in STEM disciplines

3.       Education Innovation Project: provides grant funding to outside entities (i.e. for-profit companies, foundations, nonprofits, and institutions of higher learning)

Representative Honda is clearly not only motivated by competition with other countries in the areas of math and science, but is also aware of the economic benefits of creating a society that is competent in the STEM.   He notes that “STEM workers are among the highest-paid and fastest-growing segment in the nations” and “that by 2018, 5 percent of all jobs in America will be STEM jobs”. 

As of now STEM education programs can be seen popping up all around the U.S. and are continuously growing and molding to the advancing technological society.  Seeing how the program/initiative has already touched/impacted Fargo, ND; it will be interesting to see where it goes next!