STEM Partnerships
2013 OACTE Spring Conference April 12, 2013
Deb Mumm-Hill, Lita Colligan, Megan Helzerman
Presentation Topics:• STEM –What is it?• What’s the need and urgency in
Oregon?• How are communities
responding?• Tools and resources in your
community and in the state?• What do you need to be
successful?• Q&A
What is STEM to you?
Definition of STEM: The South Metro-Salem STEM Partners
agree that Science, Technology, Engineering, and Math (STEM) fields will be correlated to career opportunities for
students in areas such as natural resources, medical sciences, computer
science, engineering, life, environmental and physical sciences.
National STEM projections
4.1
%
Oregon Class of 2006
48%
19%
2.6%90%
Oregon’s TOP science and math graduates from 2006
1.2%
9% of Graduating Class
Future Workforce
Estimated Lifetime Earnings by Education Level
27 percent of people with post-secondary licenses or certificates—credentials short of an associate’s degree—earn more than the average bachelor’s degree recipient (Pathways to Prosperity p. 3).
Percentage of Workforce by Education Level
28% 62%
Economic Return on STEM Investments
+6% Increase in long-run state
earnings
+$ 9 billion
Annual increase in personal income
+$1.4 billion Annual increase in state and local
government general tax and fee revenue
Industry and community partners are the key to education reform
Shared Vision and Strategies• Learning community to improve delivery• Connect businesses and community to
schools• More dual credit, Advanced Placement
and incentives to attract students to STEM
Help teachers create an environment for students to become voracious learners through applied learning
Department of Labor estimates the average learner today will have 10 - 14 jobs……….. by age 38
We are currently preparing students for jobs that do not exist, using technologies that have not been invented, to solve problems we don’t even know are problems yet
Benefits of participation
Oregon Education Investment Board
Industry and Community Assets
Educators can not do this alone…
Plus STEM and CTE Legislation: 3626, 498, 702…
STEM Task Force Recommendations
STEM Council to develop, coordinate, and advance STEM learning and industry engagement in Oregon.
STEM Hubs to channel and coordinate community, regional, and state resources for STEM learning.
Funding support for STEM students, programs, and teachers.
Funding for proper technology infrastructure.
Pathways for increasing industry partnership in STEM education.
South Metro-Salem STEM Partnership is a perfect example of an emerging STEM Hub.
STEM Task Force Recommendations- Statewide STEM Hubs -
STEM Collective PartnershipsSchool
districts in set
geography
CC Colleg
esUniversities
Industry
*mentors
*funding
*experiences
for teachers and
students
Tools We’ve Used• STEM Partnership with regional schools, colleges,
universities, out-of-school programs, companies, and community partners to leverage resources
• Collective Impact: don’t start from scratch- use what you have
• Tour of Superintendents and teachers into companies
• Business Outreach Events
• Teacher mentorships
• Industry Involvement survey
How does CTE support STEM education?
CTE provides clear pathways to STEM careers helping Oregon meet the 40‐40‐20 goal
CTE provides opportunities to learn critical‐thinking and problem‐solving skills within STEM content
CTE provides applied learning and high wage, high demand, high skill career preparation in STEM content
CTE increases student persistence in STEM education through personal engagement
Gates Foundation investment in science & math curriculum not effective
Engineering
Technology
Science
Math
Technology and Engineering excites & engages students
Science and Math learning fall in sync with Tech & Eng engagement
STEM is best taught on an engineering
platformSTME
Investigate your curriculum and implement projects that provide opportunities for students to enhance STEM skills within your subject area
Collaborate with academic teachers, including elementary and middle school teachers, to enhance the technology and engineering in science and math in all grades
Partner with industry or community partners that can provide knowledge, resources, opportunities, real-life projects, etc.
What Can You Do?
CTE & STEM Example
Sabin-Schellenberg Center Agriculture Program
Fodder Project
CTE & STEM Example
Hydroponically grow animal feed from seed in 7 days
External Consulting Partners – Farm Tek
Fodder Solutions
Lyman Hagen, Dept Chair, Butte Community College in Chico, CA.
STEM Concepts and Learning Opportunities – Designing systems
Managing constraints
Manipulating variables
Measuring results (yield, time to harvest, nutritional content, etc)
Business/Financial Components
The Fodder System
7 Day Harvest Cycle
Final Feed Product
Deb Mumm-Hill: [email protected] Colligan: [email protected]
Megan Helzerman: [email protected]
www.oit.edu/stem
• Spread the excitement about STEM• Get organized to connect to a STEM
collaborative• Apply for grants or work on projects
collaboratively• Develop a business plan to leverage resources• Thank you for coming • Questions?
What are you doing now?What resources do you need?
Questions:
What is your school doing now to promote and improve STEM experiences and preparation of students?
How does CTE interface with science and math curriculum?
What’s easy? What works? What excites you?