Nonprofit Washington STEM (Science, Technology, Engineering + Mathematics) has helped launch Career Connected Learning programs to eliminate the silo effect in science, technology, engineering and mathematics education. Uniting schools, STEM-based businesses, local governments and community impact groups, Career Connected Learning programs have transformed the way Washington students are learning.
An interest in jobs with a greater social purpose is a hallmark of the millennial generation. But Lopez is a member of Generation Z, the post-millennial group that is just starting to graduate from high school and college and catch the interest of employers. Gen Z is composed of the kids who were born, roughly, between 1995 and 2010 and came of age during the Great Recession.
Emma Hall became the first solo female glider at the Giving Kids Wings Flight Academy in the summer of 2016 - not only breaking the glass ceiling but flying way above it. Hall discovered her love for aviation through a seminar offered in her Hawthorne, California, high school by the flight school where she learned about aerospace, test-fly simulators and eventually fly a glider.
There are a multitude of summer camps to which you can send your kids this year where they could learn plenty. But there’s only one in the Dayton area that will let them actually fly a real plane. Launched in 2010, Air Camp -- held at Wright-Patterson Air Force Base -- offers seventh through ninth grade students a comprehensive STEM education using aviation and aerospace as the medium.
It should be noted that the issue of preparing HBCU students for STEM employment is complex and must involve engagement from administrators, student affairs professionals, faculty, students and corporate partners. Understandably, financial burdens placed on penurious STEM departments at public and private HBCUs make substantive career-based improvements to the research and pedagogical infrastructure difficult, but not impossible.
Using extracurricular activities and after-school programs to pique students' interests in science, technology, engineering and math careers is a common trend. An initiative, "Ignite My Future in Schools," takes a different approach by encouraging teachers to incorporate STEM activities into their day-to-day classroom syllabi and make classes more interactive for students.
There isn’t just one way to sound like a scientist, or to sound like a scholar. Scientists and scholars come from a wide variety of backgrounds and speak in different ways, in different accents, dialects and languages. In classrooms across the U.S., students do too. No student (or teacher) leaves their language patterns at the door when they enter a classroom - even classes like math and science, where language is often seen as secondary.
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.