Talk of education policy--or any policy, for that matter--can often be dry, divisive or both. But when it comes to policy that expands access to computer science education, legislators tend to be interested and in agreement. That, plus rapid tech adoption by schools and a major push from advocacy organizations, explains why nearly every U.S. state has adopted at least one policy requiring, standardizing or funding computer science education in schools.
As the National Science Foundation announces awards for five new regional academic centers to encourage underrepresented populations to pursue and attain college degrees related to science, technology, engineering and mathematics (STEM), a recent working paper from two Harvard researchers finds an explanation for the popularly perceived persistent shortage of STEM workers: changes in technology.
The National Science Foundation (NSF) and Boeing today announced a new, $21 million partnership through which Boeing will invest $11 million to accelerate training in critical skill areas and increase diversity in science, technology, engineering and math (STEM) fields. Boeing becomes the first business to contribute at a national level to NSF INCLUDES, which aims to enhance U.S. innovation leadership through a commitment to broadening participation.
There’s no arguing the importance of STEM education, but schools and districts don’t always have the money for “extra” STEM activities for students or teachers. That’s where grants come into the picture–an enterprising educator can snag extra funding or additional resources for classroom STEM projects and can help students do the same.
Because our world is increasingly dependent on technology, kids going to school today have to have a solid background in STEM in order to succeed in tomorrow’s workforce. Many parents and teachers are rightfully concerned that kids are not getting the kind of inspiration and education they need to develop these necessary skills. Adults can also benefit from advancing their STEM education and gaining those in-demand skills.
The National Science Foundation (NSF) announced awards for six Louis Stokes regional centers of excellence (LSRCEs) that will support recruitment and retention of minority undergraduate and graduate students studying science, technology, engineering and mathematics (STEM).
STEM learning is a cornerstone of education in today’s K-12 schools, but STEM classrooms often aren’t all that inspiring to students who are blind or have low vision. So much of science is based on sight and observations, and when students who have vision challenges are forced to stand off to the side and listen to classmates’ observations about experiments or data, they lose some of the excitement that goes along with scientific discovery.
More than most people realize, K-12 is often a realm of duplicity. The main strategy is to pretend to care about a subject or skill, but in fact to undermine it. The educrats dissemble even as grades plummet, until the public is thoroughly confused about which reforms might actually work. Despite endless chatter and assurances, there seems to be no genuine attempt to improve K-12. Quite the opposite.
With the advent of the Next Generation Science Standards (NGSS), STEM education has seen a renewed focus by both schools and companies. Yet, according to a new report released by Catapult X, a leading STEM marketing company and founder of STEMREPORTS.COM, not enough has been done to make engineering education accessible for educators and students.
According to that research, HackerRank estimated that 17 percent of its users are women overall. But by narrowing the data set just to 2016, they found that 24 percent of users that year were women. They also found that India, the United Arab Emirates, Romania, China, Sri Lanka, and Italy are the six countries with the highest percentage of women developers.