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2. Premise 1:Improving STEM Education isNot Rocket ScienceIts a LOT harder! 3. A good hockey playerplays where the puckis.A great hockey playerplays where the puckis going to be.Wayne GretzkyPremise 2: 4. Learning Goals for This Session: Briefly review several recent national reports onthe improvement of undergraduate education inSTEM and how they might inform yourdiscussions. Examine the changing relationships among severalcomponents of the undergraduate STEMeducation ecosystem. Appreciate the growing influence of K-12education on what you do and your role ininfluencing K-12 education to increase thenumber of college-educated STEM graduates. 5. 5Briefly review several recent national reports onthe improvement of education in STEM and howthey might inform your discussions. 6. All freely downloadable at http://nap.edu 6 7. National Research Council 2000 National Research Council 20117 8. CURRENTLY: ~ 300,000 bachelorand associate degrees in STEMfields annually in the U.S.FUTURE NEEDS: 1 million moreSTEM professionals in the nextdecade than the U.S. will produceat the current rate if the country isto retain its historical preeminencein science and technology.To meet this goal, the UnitedStates will need to increase thenumber of students who receiveundergraduate STEM degrees byabout 34% annually over currentrates.8 2012 9. Fewer than 40% of students whoenter college intending to major ina STEM field complete a STEMdegree.Increasing retention of STEMmajors from 40% to 50% wouldgenerate three-quarters of the 1million additional STEM degreesover the next decade.Many students who abandon STEMmajors perform well in theirintroductory courses and wouldmake valuable additions to theSTEM workforce.9 2012 10. Retaining more students inSTEM majors is the lowest-cost,fastest policy optionto providing the STEMprofessionals and willnot require expanding thenumber or size ofintroductory courses,which are constrained byspace and resources atmany colleges anduniversities.10 2012 11. Source: PCAST (2012) Engage to Excel, Fig. F-1, p.68 12. But retention for WHAT?15What undergraduates will beexperiencing during THEIR lifetimes 13. STEM Education andOur Economic FutureIf I take the revenue in January and look againin December of that year, 90% of myDecember revenue comes from productswhich were not there in January.Craig Barrett, Chairman of IntelRising Above the Gathering Storm (NAS, NAE, and IOM, 2007)"The illiterate of the 21st century will not bethose who cannot read and write, but thosewho cannot learn, unlearn, and relearn."Alvin Toffler, American Writer and Futurist 14. 20th Century 21st Century1 2 Jobs 10 15 JobsCritical ThinkingAcrossDisciplinesIntegration of 21stCentury Skills intoSubject MatterMasteryMastery ofOne FieldSubjectMatterMasteryNumber ofJobs:JobRequirement:TeachingModel:SubjectMatterMasteryIntegration of 21stCentury Skills intoSubject MatterMasteryAssessmentModel:Why 2A1 SsthiCfteinngt uJroyb SMkairllkse?tCourtesy of Linda Froschauer 15. 19Humanity Passed the 1Zettabye Mark in 2010.1.8Zb in 2011. 7.9 Zbexpected by 2015.1 Zb = 1021 bytes. Thatsenough data to fill 75 billion16-gigabyte-sized iPads.7.9 Zb = 18 million times thedigital assets stored by theLibrary of Congress today.Source:http://readwrite.com/2011/11/17/infographic-data-deluge---8-ze#awesm=~ojdebWI3U9b8rq 16. A New Biology for the 21st Century:Addressing & Affecting Urgent Problems FOOD: Nearly a billionundernourished in 07; still increasing,especially where the food supply isalready inadequate ENVIRONMENT: Human activitiesare stressing, altering and destroyingecosystems on which we rely ENERGY: Transportation fuelsdepend almost fully on limited non-renewableresources HEALTH: Healthcare decisions basedon statistics; rely on costlytechnologies that may not benefit agiven individual 17. A New Biology for the 21st Century:4 areas of interdisciplinary focus Food Generate food plants to adapt andgrow sustainably in changingenvironments Environment Understand and sustain ecosystemfunction and biodiversity in the face ofrapid change Energy Expand sustainable alternatives tofossil fuels Health Understand individual health 18. A New Biology for the 21st Century:Why Now?A moment of unique opportunity Integration of subdisciplines withinbiology Cross-discipline integration: lifescience research by physical,computational, earth scientists,engineers Technological advances enablebiologists to collect dataunprecedented in quantity andquality Past investments providing valuebeyond what was expected 19. A New Biology for the 21st Century:Implications for Education The New Biology Initiative provides an opportunity to attract students toscience who want to solve real-world problems. The New Biologist is not a scientist who knows a little bit about alldisciplines, but a scientist with deep knowledge in one discipline and aworking fluency in several. Highly developed quantitative skills will be increasingly important. Development and implementation of genuinely interdisciplinaryundergraduate courses and curricula will both prepare students forcareers as New Biology researchers and educate a new generation ofscience teachers well-versed in New Biology approaches. Graduate training programs that include opportunities forinterdisciplinary work are essential. Programs to support faculty in developing new curricula will have amultiplying effect. 20. The Evolving Dynamics BetweenTwo- and Four-Year Colleges andUniversities24 21. THE EMERGING HIGHER EDUCATION ECOSYSTEMThe WorkplaceTHE TRADITIONAL PIPELINEHigh SchoolCommunityCollege4-YearInstitution 22. THE EMERGING HIGHER EDUCATION ECOSYSTEMHigh SchoolThe WorkplaceCommunityCollege4-YearInstitutionNEW DIMENSIONS/OPPORTUNITIES- Dual Enrollments- Teacher EducationBachelor StudentsAcquiring Specific SkillsCommunity College4-yr. appliedbaccalaureatesOnline Courses/MOOCs???????? ????Post-GraduateEducation? 23. New Opportunities in College andK-12 to Improve STEMTeaching and Learning 24. 4 Strands of ScientificProficiency Know, use and interpretscientific explanations ofthe natural world. Generate and evaluatescientific evidence andexplanations. Understand the nature anddevelopment of scientificknowledge. Participate productively inscientific practices anddiscourse.National Research Council (2007) 25. 4 Strands of ScientificProficiency Know, use and interpretscientific explanations ofthe natural world. Generate and evaluatescientific evidence andexplanations. Understand the nature anddevelopment of scientificknowledge. Participate productively inscientific practices anddiscourse.National Research Council (2007) 26. AP RedesignBiology, Chemistry, Environmental Science, Physics (2012-16) 27. 31AP RedesignBiology, Chemistry, Environmental Science, Physics (2012-16) Science Panels Big Ideas / UnifyingThemes EnduringUnderstandings Competencies Evidence Models(FormativeAssessments) Evidence of Learning The student can use representationsand models to communicatescientific phenomena and solvescientific problems. The student can use mathematicsappropriately The student can engage in scientificquestioning The student can perform dataanalysis and evaluation of evidence The student can work with scientificexplanations and theories The student is able to transferknowledge across various scales,concepts, and representations in andacross domainshttp://books.nap.edu/openbook.php?record_id=10129&page=R1 28. Big Ideas/ Unifying Themes of theNew AP Biology Course32 The process of evolution drives the diversity andunity of life. Biological systems utilize free energy and molecularbuilding blocks to grow, to reproduce and tomaintain dynamic homeostasis. Living systems store, retrieve, transmit and respondto information essential to life processes. Biological systems interact, and these systems andtheir interactions possess complex properties. 29. Big Ideas/ Unifying Themes of theNew AP Chemistry Course The chemical elements are fundamental building materials of matter, andall matter can be understood in terms of arrangements of atoms. Theseatoms retain their identity in chemical reactions. Chemical and physical properties of materials can be explained by thestructure and the arrangement of atoms, ions, or molecules and the forcesbetween them. Changes in matter involve the rearrangement and/or reorganization ofatoms and/or the transfer of electrons. Rates of chemical reactions are determined by details of the molecularcollisions. The laws of thermodynamics describe the essential role of energy andexplain and predict the direction of changes in matter. Any bond or intermolecular attraction that can be formed can be broken.These two processes are in a dynamic competition, sensitive to initialconditions and external perturbations. 30. Guiding Principles of the RestructuredAdvanced Placement Courses 31. The redesigned AP curriculum focuseson merging content with the 21stcentury skills needed for college andcareerTransmission of information between neuronsoccurs across synapses.The student can create representations andmodels of natural phenomena and systemsThe student is able to create a visualrepresentation to describe how nervoussystems transmit information. 32. Similarities in Thinking:AP Biology Redesign (2011): The process of evolution drives thediversity and unity of life. Biological systems utilize free energyand molecular building blocks togrow, to reproduce and to maintaindynamic homeostasis. Living systems store, retrieve,transmit and respond to informationessential to life processes. Biological systems interact, andthese systems and their interactionspossess complex properties.Vision and Change (2011) The diversity of life evolved overtime by processes of mutation,selection, and genetic change. Basic units of structure define thefunction of all living things. The growth and behavior oforganisms are activated through theexpression of genetic information incontext. Biological systems grow and changeby processes based upon chemicaltransformation pathways and aregoverned by the laws ofthermodynamics. Living systems are interconnectedand interacting.38 33. 39AAMC/HHMI Committee Defines ScientificCompetencies for Future PhysiciansScientific Foundations for Future Physiciansrecommends that medical and premedicaleducation evolve from a static listing ofcourses to a dynamic set ofcompetenciesThis will encourage thedevelopment of innovative andinterdisciplinary science curricula, maintainscientific rigor, and allow premed studentsat the undergraduate level the flexibility topursue a strong liberal arts education.Association of American Medial Colleges & Howard HughesMedical InstituteJune, 2009http://www.hhmi.org/grants/sffp.html 34. Common Core State Standards inEnglish/Language Arts(Released in 2010)&Next Generation Science Standards(Released in 2013) 35. http://www.corestandards.org/in-the-states 36. National Research Council, 2012 37. Dimensions of the Framework Science and Engineering Practice Crosscutting Concepts Disciplinary Core Ideas 38. Science and Engineering Practices1. Asking questions and defining problems2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics, information and computertechnology, and computational thinking6. Constructing explanations and designing solutions7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating informationFramework 3-28 to 31 39. Crosscutting Concepts1.Patterns2.Cause and effect3.Scale, proportion, and quantity4.Systems and system models5.Energy and matter6.Structure and function7.Stability and changeFramework 4-1 40. 8 States have Adopted theNGSS to date:CaliforniaDelawareKansasKentuckyMarylandRhode IslandVermontWashington 41. MATH SCIENCES2. Developand use modelsS5. Use mathematics &M1. Make sense ofproblems & perseverein solving themM6. Attend to precision computational thinkingM7. Look for & makeuse of structureM4. Model with mathematicsE1.Demonstrate independenceE3. Respond to the varying demands ofaudience, talk, purpose, & disciplineE7. Come to understand otherperspectives & culturesM8. Look for & expressregularity in repeatedreasoningS1. Ask questions &define problemsS3. Plan & carry outinvestigationsS4. Analyze & interpretdataE2. Build strong contentknowledgeE4. Comprehend as well as critiqueE5. Value evidenceM2. Reason abstractly & quantitativelyM3. Construct viable argument & critique reasoning ofothersS7. Engage in argument from evidenceS6. Construct explanations & design solutionsS8. Obtain, evaluate & communicate informationE6. Use technology & digital media strategically &capablyM5. Use appropriate tools strategicallyELASource: Working Draftv2, 12-06-11 by TinaCheuk,ell.stanford.edu 42. National Research Council, 2012 National Research Council 2013 43. Teacher EducationNot long ago, a college chemistry professorgrew angry with the way her daughters highschool chemistry class was being taught. Shemade an appointment to meet with the teacherand marched with righteous indignation into theclassroomonly to discover that the teacherwas one of her former students.National Research Council (1998) 44. Insights on Confronting Tough EconomicTimes in Higher Education It would be a major mistake for leaders to believethat their main worries are the inwardly focusedchallenges and politics of negotiating the campusconstituency groups through an unpleasant budgetrealignment. The institutions that survive will be those that havebuilt collaborations among internal constituenciesin order to compete externally for students, facultytalent, and financial resources. (p. 26)* Adaptive Budgeting: Thirty-four Suggestions for Raising Revenues, Cutting Costs, Retaining Students, andSaving Jobs in Hard Times. Liberal Education. 95(3): 24-30. Summer, 2009 45. And Returning Full Circle:You miss 100% of the shots younever take.Wayne Gretzky
