S.T.E.M. @ D.A.T.E.

 

What is STEM?

STEM is an acronym for Science, Technology, Engineering and Math education. We focus on these areas together, not only because the skills and knowledge in each discipline are essential for student success, but also because these fields are deeply intertwined in the real world and in how students learn most effectively. STEM is an interdisciplinary and applied approach that is coupled with hands-on, problem-based learning.

D.A.T.E.  and STEM

Great teachers at D.A.T.E. make all the difference. If we are to ensure that more Georgia students have strong STEM education, we must grow and diversify the workforce of highly-skilled STEM educators. The move to Georgia  Common Core State Standards and Next Generation Science Standards require dramatic transformations in instructional practice and, in turn, wholesale change in how we prepare and support educators for both the formal classroom and informal learning programs.

The characteristics of highly-regarded preparation and induction programs in STEM subjects for K–8 teachers draws from them recommendations about the reforms needed to strengthen teachers’ science and math content knowledge and pedagogical skills, as well as attract and retain more outstanding candidates in the teaching profession. We will continue to provide quality training, immerse  the faculty and staff  into quality performances based STEM initiatives, and to drive STEM home to our students and school stakeholders.

Why STEM?

Education for students in science, technology, engineering, and mathematics (STEM) has received increasing attention over the past decade with calls both for greater emphasis on these fields and for improvements in the quality of curricula and instruction. In response, numerous new instructional materials, programs, and specialized schools are emerging. While most of these initiatives address one or more of the STEM subjects separately, there are increasing calls for emphasizing connections between and among the subjects.

Advocates of more integrated approaches to K–12 STEM education argue that teaching STEM in a more connected manner, especially in the context of real-world issues, can make the STEM subjects more relevant to students and teachers. This in turn can enhance motivation for learning and improve student interest, achievement, and persistence. And these outcomes, advocates assert, will help address calls for greater workplace and college readiness as well as increase the number of students who consider a career in a STEM-related field.

Recently, both the Common Core State Standards for Mathematics(CCSSM) and the Next Generation Science Standards (NGSS) have called for more and deeper connections among the STEM subjects. The NGSS explicitly includes practices and core disciplinary ideas from engineering alongside those for science, raising the expectation that science teachers will be expected to teach science and engineering in an integrated fashion.

-National Academies Press

 

 
  • Acceleration

  • Learning with Maps

  • Catapult

  • Math Technology Game

  • Manufacturing Slime

S.T.E.M. @ D.A.T.E.

Builder Bunch

Building Catapults with Legos

Projected Demand for STEM Jobs by 2018

Why STEM is Important in Economics: In understanding how the production of STEM educated-students affects the American economy, it is important to consider the needs of current and future employers. Too often, the complaint from industry is that traditional students arrive at the workplace lacking the ability to apply knowledge in a real-world environment. As the world becomes more science and technology driven, the only way for the U.S. to compete is to rise to the challenge. The literature suggests that science and technology jobs will feed the nation’s economy, and those jobs can only be filled by people who have a strong foundation in math and science. While STEM fields are not for all, those with the talent and inclination must be given the environment in which to thrive (Atkinson, 2010). Currently, STEM workers in the U.S. consist of about 70% Non-Hispanic Caucasians, which is in line with their share in the overall workforce (Beede & Khan, 2011). This statistic more importantly points to the disparity in STEM education opportunities. The author finds that regardless of race or ethnicity, higher education graduation rates correlate with increased presence in the STEM fields. As the data illustrates in Figure 1. Projected Demand for STEM Jobs for SECC and TXCC States by 2018, the number of STEM jobs is expected to increase in the states served by the Southeast and Texas Comprehensive Centers. From 2008 to 2018, this increase will range from 8% (in Louisiana) to 22% (in Texas), with a strong majority of STEM jobs requiring postgraduate education and training (Georgetown University Center on Education and the Workforce, n.d.a–f). -SEDL Advanced Research Improving Education