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Introduction to STEM Education

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You’ve probably heard about STEM. The integration of science, technology, engineering and mathematics has been a central focus both within and well outside of education. 

In fact, it’s such a powerful concept that it has been hailed as critical to the future — for children, diversity, the workforce and the economy, among other areas. That’s why STEM education has received hundreds of millions of dollars in support from the U.S. government and remains one of the biggest priorities at all levels of the educational system. UTEP also offers a master's degree and a graduate certificate in STEM Education.

But what actually is STEM education, and why is it so important? Here’s what you need to know and how you can help.

What Is STEM Education?

It would be inaccurate to assume that STEM education is merely instruction in the STEM subjects of science, technology, engineering and mathematics. Rather, the idea is taken a step further.  

STEM education refers to the integration of the four subjects into a cohesive, interdisciplinary and applied learning approach. This isn’t academic theory—STEM education includes the appropriate real-world application and teaching methods. 

As a result, students in any subject can benefit from STEM education. That’s exactly why some educators and organizations refer to it as STEAM, which adds in arts or other creative subjects. They recognize just how powerful the philosophy behind STEM education can be for students.  

Why Is STEM Education Important?

There are several layers to explore in discovering why STEM education is so important. 

In 2018, the White House released the “Charting a Course for Success” report that illustrated how far the United States was behind other countries in STEM education.  

It found that only 20% of high school grads were ready for the rigors of STEM majors. And how over the previous 15 years, the U.S. had produced only 10% of the world’s science and engineering grads. 

Since the founding of the Nation, science, technology, engineering, and mathematics (STEM) have been a source of inspirational discoveries and transformative technological advances, helping the United States develop the world's most competitive economy and preserving peace through strength. The pace of innovation is accelerating globally, and with it the competition for scientific and technical talent. Now more than ever the innovation capacity of the United States — and its prosperity and securit  — depends on an effective and inclusive STEM education ecosystem. - Charting a Course for Success

 That was one of the most news-worthy developments in recent years. It set the stage for many arguments behind STEM in the context of the global economy and supporting it through education. 

Job Outlook and Salary

One of the most direct and powerful arguments for the importance of STEM education is how relevant STEM is in the workforce. In 2018, the Pew Research Center found that STEM employment had grown 79% since 1990 (computer jobs increased 338%).  

What about now? All occupations are projected to increase 7.7% by 2030, according to the Bureau of Labor Statistics (BLS). Non-STEM occupations will increase 7.5% while STEM occupations will increase 10.5% .  

The findings are even more pronounced in terms of salary. The median annual wage for all occupations is $41, 950. Those in non-STEM occupations earn $40,020 and those in STEM occupations earn $89,780.  

Even areas like entrepreneurship see the same types of results. A report from the Information Technology and Innovation Foundation (ITIF) found that tech-based startups pay more than double the national average wage and nearly three times the average overall startup wage. They only make up 3.8% of businesses but capture a much larger share of business research and development investment (70.1%), research and development jobs (58.7%) and wages (8.1%), among other areas.  

Diversity and Skills

An important detail in the passage from “Charting a Course for Success” comes toward the end of the final sentence: “Now more than ever the innovation capacity of the United States—and its prosperity and security—depends on an effective and inclusive STEM education ecosystem.”  

Being inclusive is incredibly important once you understand how STEM occupations are such high-demand, high-paying positions. Unfortunately, however, diversity is a significant issue here.  

• The Pew Research Center noted how women account for the majority of healthcare practitioners and technicians but are underrepresented across many other STEM fields, especially in computer jobs and engineering. Black and Hispanic workers are also underrepresented in the STEM workforce.
• In the International Journal of STEM Education, authors noted how women are significantly underrepresented in STEM occupations. They make up less than a quarter of those working in STEM occupations and for women of color, representation is much lower — Hispanic, Asian and Black women receive less than 5% of STEM bachelor’s degrees in the U.S. Authors also pointed out how people of color overall are underrepresented in U.S.-based STEM leadership positions across industry, academia and the federal workforce.  

These issues are troubling when you consider how it undermines students’ opportunities to pursue high-demand, high-paying roles. Yet, it’s more than that. STEM education is about a teaching philosophy that naturally integrates critical thinking and language skills in a way that enriches any subject. Perhaps you’ve experienced or can imagine an education that integrates problem solving and engineering practices into any subject, where technology is seamlessly integrated throughout. Any subject—art, language, social studies, health—can benefit.  

So when students don’t receive an effective STEM education, they’re not only receiving less instruction in STEM subjects. They miss out on the universal application that high-level skills in STEM subjects can bring.  

How You Can Make a Difference

Take the opportunity to encourage young minds in STEM education. Whether that means volunteering a little bit of your time at a local school or finding age-appropriate STEM literature and activities for your children, you can have an impact.  

You can also consider pursuing a career or enhancing your career as a teacher or leader in STEM education, which represents a major problem right now in education. Researchers in Economic Development Quarterly noted how the current shortage of teachers in the U.S. is “ especially acute ” among STEM educators.  

In just five courses, you can earn an online graduate certificate in STEM education and learn how you can increase STEM literacy through formal and informal learning opportunities across a variety of settings. Or there’s the 100% online M.A. in Education with a Concentration in STEM Education , which helps you to be a leader in STEM education. You’ll be prepared for advancement in roles across public and private schools, community-based organizations, research, nonprofits and nongovernmental organizations.  

UTEP’s programs are focused on preparing today and tomorrow’s educators for working with modern students in multicultural settings who need to find motivation and engagement in their learning. And again, this is especially important. A study in Education Journal found that while students of all races enter into STEM majors at equal rates, minority students leave their major at nearly twice the rate of white students.  

UTEP is one of only 17 Hispanic-Serving Institutions (HSIs) in the country to be designated as an R1 top tier research university. Interested in learning more about how you can engage and inspire students in STEM education? You can discuss that and more with a one-on-one consultation with an enrollment counselor.

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What is STEM Education?

Aug 06, 2014

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What is STEM Education?. STEM stands for S cience, T echnology, E ngineering and M ath. STEM education is the integration of these 4 disciplines into the curriculum with a commitment to hands-on, collaborative and cooperative learning.

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Presentation Transcript

What is STEM Education? • STEM stands for Science, Technology, Engineering and Math. • STEM education is the integration of these 4 disciplines into the curriculum with a commitment to hands-on, collaborative and cooperative learning. • STEM education is critical thinking and problem solving.

Why is STEM Education Important? • In order to compete in the global economy, STEM education has become a national priority. • STEM jobs are growing at a faster rate than non-STEM jobs. • The number of skilled STEM workers in the U.S. does not meet the demand of available STEM jobs.

Why is STEM Education Important? • Businesses are forced to go abroad to fill STEM jobs. • STEM education is the key to meeting current and future job market demands for STEM skilled workers.

STEM Education at Kincaid • STEM Council: • Consists of school administrators, teachers, Foundation and PTA • Constructed a 5-year strategic plan to fully integrate STEM education into the curriculum. • This includes: • Facility upgrades to convert the existing science lab to a STEM lab. • Hiring a STEM lab instructor. • Teacher collaboration. • The use of technology in everyday learning. • Hands-on STEM based projects, ex. STEM Expo. • STEM school certification.

STEM Education at KincaidWhat It Will Look Like • Curriculum: • STEM lab will be an expansion of the science lab. • Lessons are based on the science curriculum with technology, engineering and math incorporated into the lessons. • Collaboration with grade level teachers, science lab teacher, and computer lab teacher facilitated by a STEM lab instructor. • STEM lab and computer lab instructions will be closely tied.

STEM Education at KincaidWhat It Will Look Like • Facility Changes: • Incorporate the building of a new STEM lab and computer lab with the K-building Project (SPLOST). • The new computer lab will be located next to the STEM lab so students can access technology during STEM lessons. • The existing science lab and computer lab will remain for teacher led STEM activities. • STEM lab will include an outdoor garden area as an extension of the hands-on learning.

STEM Education at KincaidWhat It Will Look Like Sope Creek Elementary STEM Lab

STEM Education at KincaidWhat It Will Look Like • Equipment: • Additional laboratory equipment to support STEM curriculum • Additional equipment for the computer lab • Color printer • Scanner • Software to do code programming • Lego robotics program • Additional computers and smartboards to create STEM learning centers

What is the Kincaid Foundation Contributing? • Through its fundraising efforts, the Kincaid Foundation currently funds the science lab and science lab teacher. • The Foundation is raising money to transition the existing science lab to a STEM lab. This includes: • Hiring a STEM lab instructor. • Purchasing a color printer and scanner for the computer lab. • Purchasing additional laptops for school wide use.

Why does the Foundation Need to Raise Money? • The initial cost estimate for Phase 1 of transitioning the science lab to a STEM lab is $35,000. • The funding for the STEM lab will not be provided by the school district and must be raised through the Foundation.* * Excludes facility upgrades as part of K-building Project through SPLOST funding.

How Can You Help? • Support the Foundation’s STEM-tastic Capital Campaign to bring a STEM lab to Kincaid. • Donate! Donate! Donate! • STEM-tastic Capital Campaign will kickoffMar. 5thand run through Mar. 26th. • The class with the highest percentage of STEM-tastic donations will win a hands-on STEM party from Wheeler HS Magnet students.

STEM Expo Locations • Kindergarten – Classrooms • 1st Grade – Classrooms • 2nd Grade – Cafeteria • 3rd Grade – Classrooms • 4th Grade – Classrooms • 5th Grade – Classrooms

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STEM Education: Its Importance and Benefits - PowerPoint PPT Presentation

STEM Education: Its Importance and Benefits

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Interdisciplinary Teaching and Learning in STEAM Education

2022, Two Days National Research Conference Bridging the Generation Gap: A Liaison among Seasoned and Novice Educationists

This paper presents the outcomes of a study conducted to investigate the outcomes of training in-service teachers about integrating STEAM (Science, Technology, Engineering, Arts and Mathematics) education in early years to promote Interdisciplinary Teaching and Learning. The study used a qualitative exploratory approach and the researchers conducted semi-structured interviews with 8 in-service teachers who teach early years classes in different private and public sector schools. The participants were also enrolled in a 1- Year Post Graduate Diploma in Early Childhood Education program in an urban university of Lahore, Pakistan. They were taught to integrate STEAM Education in the teaching of different subjects including Science and Math in the early years and elementary level; in addition they were trained in the use of design thinking and project based learning. Their transformed perspectives were reflected in 5 themes, which focused on such issues as: an acknowledgement of the gap between the teachers’ perceptions and actual practices of STEAM education (resultant lack of expertise); lack of optimism regarding the implementation of STEAM at the school level; development of deeper knowledge of Maths and Science with the Incorporation of STEAM Concepts; increase in Sense of Agency through STEAM Education practices, and need to educate school administration in STEAM Education. The results may be used to better reflect on STEAM integration policies and decisions in future within elementary education in Pakistan. Keywords: Interdisciplinary Teaching and Learning, Teacher Professional Development, STEAM Education, Science Education, Mathematics Education

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PurposeThis study intended to provide such an opportunity to preservice teachers with a project-based learning (PBL) approach and an inquiry-based pedagogy to engage them in learning science, technology, engineering and mathematics (STEM) knowledge and skills of integration with adding an art component to STEM as science, technology, engineering, arts and mathematics (STEAM) for K-8 children, and developing their own STEAM tasks. The purpose of this project was to explore how STEAM integration in mathematics methods courses influenced K-8 preservice teachers' disposition and knowledge of STEAM integration.Design/methodology/approachThis project used a mixed-research design in data collection and analysis to examine the effects of using the STEAM integration on preservice teachers' knowledge and disposition. The preservice teachers in two EDEL 462 classes in Spring 2019 participated in STEAM learning and development in the inquiry process of four steps of STEAM integration. D...

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elda frediana rety kartika

STEAM learning was design to promote student’s interest in learning chemistry. Integration STEAM into chemistry learning is often seen as a challenge, such as not familiar and lack of knowledge on STEAM in chemistry. Coping, for this reason, a web-based STEAM online platform was designed. This paper reports the use of design-based research (DBR) to develop a web-based STEAM online platform. The paper focuses on two studies that step on the development and validation of the platform. In an attempt to implement theoretically designed learning environments in real-world classrooms, DBR was employed as an overarching framework of inquiry. The two cycles of DBR inquiry provide deep insights into the platform's readability, comprehensibility, and feasibility. The implementation of the framework is specified along with further implications for researchers and practitioners.

Fernan Tupas

STEAM (Science, Technology, Engineering, Art, Mathematics) learning is design to promote student’s interest in learning chemistry. Integration STEAM into chemistry learning is often seen as a challenge, such as not familiar and lack of knowledge on STEAM in chemistry. Coping, for this reason, a web-based STEAM online platform was designed. This paper reports the use of design-based research (DBR) to develop a web-based STEAM online platform. The paper focuses on two studies that step on the development and validation of the platform. In an attempt to implement theoretically designed learning environments in real-world classrooms, DBR was employed as an overarching framework of inquiry. The two cycles of DBR inquiry provide deep insights into the platform’s readability, comprehensibility, and feasibility. The implementation of the framework is specified along with further implications for researchers and practitioners.

santi hasanah

STEM (Science, Technology, Engineering, and Mathematics) learning is introduced in Indonesia to face the challenges of the 21st century. Teacher Professional Development Program (TPDP) is carried out by the Centre for Development and Empowerment of Teacher and Education Personnel (CDETEP) in Science to improve the competence of science teacher. The purpose of this study is to obtain information about the effectiveness of TPDP using a survey method. Respondents of this study were 120 program alumni. The results showed that 93% of respondents stated that the program is effective to increase their competence, 70% of respondents stated that the training pattern is appropriate, and 94.2% of respondents were still implementing this STEM education in class. According to respondents, after implementing the STEM approach in the classroom, students' ability to collaborate, communicate, be critical, and be creative are well improved. Keywords—STEM, teacher professional development

Margareta M Thomson

The urgent need for improvement in the teaching of STEM content to young children led one university in the Southeast to create a STEM-focused elementary teacher preparation program. This exemplary program—called ATOMS (Accomplished Teachers of Mathematics and Science)—is characterized by four key features: program coherence; rigor in the general education program; innovative, conceptually focused methods courses; and extensive fieldwork aligned with coursework. This article describes the features of this highly scalable program in detail, illustrated through participant reflections and contextualized in the research literature on effective teacher education programs.

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Alicia Cotabish

ahsen öztürk

This paper investigates the STEAM-themed theses in Turkey in terms of using the design thinking (DT) approach based on the document analysis method. According to the result, 16 STEAM-themed theses were discovered; however, only three of them used design-based problem-solving processes. The findings indicate that STEAM education has not been studied sufficiently in the national literature. The reasons can be related to the lack of sufficient sources, training, and STEAM experienced teachers. In the international literature, the DT approach is recommended both as a problem-solving process and a framework for STEAM education because of integrating multiple disciplines into STEAM education and increasing students’ motivation in the problem-solving process. The STEAM and DT approach also have shared characteristics. Therefore, this paper concludes that the DT approach can ease the transition from traditional education to STEAM education in Turkey. It can provide teachers’ creating and implementing STEAM activities and enable students’ developing positive attitudes towards STEAM.

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