The liberal arts and humanities curricula of our state’s universities need to be adjusted. More than these students simply and deeply immersing themselves in literature and theory and commentary, they need some introduction or background in STEM to contextualize the kind of issues they’ll be asked to face -- in not just the coming job market, but in all our future society’s framework.
The bulk of this report focuses on indicators of progress toward 10 policy priorities widely seen as central to broadening participation in K–12 CS education. These priorities were developed collaboratively by a 27-member Advocacy Coalition assembled by Code.org and are among the criteria used by other organizations as well.
And right now, there are major differences in how states have approached strategy, standards, and other state-level computer science education initiatives. For instance, seven states now have standards for computer science education and 22 have teacher licensure standards for the subject. Those aren't the same states as those that require high schools to offer computer science, or those that have created a state computer science position.
Despite being known as one of the most innovative states in the country, Massachusetts has a hard time filling positions in the STEM field with workers who are equipped with those skills. State officials are trying to fill that gap with collaboration between educators, the workforce and economic development professionals with an initiative that kicked off Wednesday at Worcester Technical High School.
Verizon has launched a new campaign, #WeNeedMore to shed light on the four million science and tech jobs that currently remain unfulfilled. In it, celebrities--including NFL quarterback Drew Brees, NBA rising star Karl-Anthony Towns, actress and singer Zendaya, NASCAR driver Joey Logano, and international soccer star David Villa--all make the case for science, technology, engineering, and math (STEM) fields.
Students and their families spend thousands of dollars on a college education to acquire knowledge and skills they will need for the workforce. However, most of them do not graduate with the skills today's business executives are looking for.
The appropriate use of innovative education technologies will be an essential component to bringing STEM to children wherever they live as part of a well-balanced set of active learning experiences with educators and parents. These technology tools can potentially play a significant role in bridging STEM with literacy, the arts, and social-emotional learning.
Artificial intelligence is getting more and more sophisticated and can do things that humans cannot. In Japan, IBM's Watson saved a woman's life when it detected a rare form of cancer which human doctors missed. Because of such advancements, educators and experts are saying that teaching STEM at schools is not enough anymore.
One area in desperate need of examination is the way we teach mathematics. Many Americans suffer from misconceptions about math. They think people are either born with a “math brain” or not -- an idea that has been disproven -- and that mathematics is all numbers, procedures and speedy thinking.
Policy makers and educators around the world are trying to encourage more students -- especially female students -- to pursue degrees in STEM fields. One strategy for doing so is called “curriculum intensification.” But new research suggests the strategy fails to achieve the desired results.