The old rock song goes “don’t know much about history, don’t know much biology.” Unfortunately, that is also a good description of most high school curricula. With science and technology playing an ever larger role in our everyday lives to say nothing of our careers, a large percentage of teachers say they are not teaching Agri-Science. A recent survey sponsored by Bayer and the National 4-H Council revealed that 80% of high school science teachers believe agri-science is important, but only 22% teach it.
Schappach and Zapata-Ramirez are two of 120 women enrolled in WCSU’s biology program, where female students account for about 58 percent of the total. But while women represent the majority of students in life sciences, they are still underrepresented in most of the other STEM fields: science, technology, engineering and mathematics. This year at WCSU, women account for just 36.5 percent of those enrolled in STEM programs.
According to a study done by the Department of Education in 2013, only 6 percent of high school students in the U.S. were enrolled in courses related to a trade or career--compared to 42 percent in the United Kingdom, 59 percent in Germany and 67 percent in the Netherlands. This is unacceptable.
Jett, a coding and programming robot designed for students of all ages, started school this week. The 22-inch-tall, 12-pound interactive learning companion is already teaching students in Texas and New Jersey the critical skills needed to ignite a lasting interest in STEM - without requiring teachers to change a single lesson plan.
The Bipartisan Historically Black Colleges and Universities Caucus and the Science, Technology, Engineering, Art, and Mathematics Caucus hosted technology companies and HBCU presidents and leaders on Capitol Hill for the first HBCU STEAM Day of Action.
A six-year project at the University of Houston will develop, mentor and retain 30 STEM teacher-leaders in high-need school districts. The $2.8 million from the National Science Foundation will cover tuition and fees for teachers working in middle and high schools to earn their master of education degrees with an emphasis on science, technology, engineering and math...
Expanding access to science, technology, engineering, and math (STEM) courses in high school doesn’t increase the number of students who attain college degrees in those subjects, a new study finds. Neither will adding more STEM classes at the high school level push black, Hispanic, and female students to become STEM majors at the same rate as the white and Asian men who currently predominate in those college disciplines.
Sheryl Stump, professor of mathematical sciences and interim associate dean of Teachers College, helped write the first part of the bill and said it will lead to more opportunities for students to make sense of math. The first part of the bill calls for those who hold a college degree to return to school to receive a license to become a specialist in the field of elementary mathematics.
Lawrence Livermore National Laboratory (LLNL) cannot carry out its mission of strengthening the nation’s security through cutting-edge science, technology and engineering without a world-class workforce. As part of the network of National Labs, we also have a critical role in ensuring American competitiveness by helping to develop new generations of science and engineering leaders.
Global scientific competitiveness of the United States depends on the nation’s ability to sustain and grow the science, technology, engineering and mathematics (STEM) workforce. An important approach to this goal is ensuring that groups historically underrepresented (HU) in STEM fields play larger roles that reflect their growth and strengthening influence in society.