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3 Achieving the Vision
Pages 15-28

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From page 15...
... • Integrated STEM education could help provide students with the skills they will need as workers and citizens. • The opportunity currently exists to operationalize and scale up the idea of STEM learning ecosystems.
From page 16...
... Around 60 percent of students attending its summer engineering academy at the University of Michigan's Ann Arbor School of Engineering subsequently applied to and were accepted by the school. In another survey, 80 percent of DAPCEP alumni said the program prepared them for higher education and careers in STEM fields and medicine.
From page 17...
... -- was that of a learning ecosystem, which they defined as follows: "A STEM learning ecosystem encompasses schools, community settings such as afterschool and summer programs, science centers and museums, and informal experiences at home and in a variety of environments.
From page 18...
... But in general, Traphagen and Traill observed, people recognized that every organization has a mission that has to be honored, recognized, and respected as collaborations occur. Strategies for Building Ecosystems In their report, Traphagen and Traill looked at six different strategies to build STEM learning ecosystems.
From page 19...
... • Examine how STEM learning ecosystems can help realize the goals of the Common Core State Standards for Mathematics and ­ nglish Language Arts (National Governors Association Center for E Best Practices and Council of Chief State School Officers, 2010) , the Next Generation Science Standards (NGSS Lead States, 2013)
From page 20...
... Committee chair Margaret Honey, president and chief executive officer of the New York Hall of Science, described the report's major conclusions and recommendations at the convocation.2 As the report describes, solving the critical problems that face ­ ocieties s today will require contributions from across the domains of science, engineering, technology, and mathematics, yet schools are still failing to produce the kind of learning that is applicable in the real world, Honey observed. The economy's need for routine manual, routine cognitive, and nonroutine manual skills has declined dramatically in recent decades while the need for nonroutine interactive and nonroutine analytic skills has exploded, and this trend is going to intensify in the future.
From page 21...
... . The framework encourages the delineation of goals, said Honey, such as what is a program trying to accomplish, what is the nature of an integrated approach, what kinds of supports need to be in place for success, how do teachers need to design their classrooms, how should they work with their colleagues both inside schools and outside of schools, and so on.3 Honey reported that the Committee on Integrated STEM Education developed nine recommendations, which fall into four categories and are designed to achieve the goals implicit in its framework.
From page 22...
... The STEM education community, both inside and outside schools, has an opportunity to build a virtuous cycle of continuous improvement, said Honey. She said a particularly promising option would be to take the framework developed by the committee and operationalize it so that different programs can be mapped onto the framework.
From page 23...
... Large afterschool providers such as 4-H and the YMCA have adopted STEM programming as a flagship effort within their programs, and citywide and statewide afterschool networks have come into existence to support educational objectives. People in the formal education sector now can be confident that afterschool providers can deliver on their promise, said Krishnamurthi, noting "the afterschool sector is becoming very sophisticated, savvy, and capable." In a recent survey done by the Afterschool Alliance, nearly all of more than 1,000 afterschool program directors and staff said that it was important for afterschool programs to offer STEM programming as part of a larger comprehensive effort (Afterschool Alliance, 2011a)
From page 24...
... She gave as an example that the Afterschool Alliance has been working with the Association of Science-Technology Centers to bring science centers and afterschool providers closer together to work on professional development. In addition, the National Girls Collaborative Project has shown that even small mini-grants can bring people together.
From page 25...
... ­Martin Storksdieck added that many research projects are currently under way to address the issue and that a solid body of research is being compiled. A PERSPECTIVE FROM SCHOOLS STEM teaching in many elementary schools remains very traditional, noted Claudia Walker, a fifth-grade mathematics and science teacher at Murphey Traditional Academy in Greensboro, North Carolina, because
From page 26...
... Its key imple mentation partners include the Discovery Science Center, an informal science institution in Santa Ana that is the largest nonprofit educational resource in the county; the Orange County Department of Education; THINK Together, a nonprofit that provides afterschool programming; and the Tiger Woods Foundation. OC STEM kicked off in 2012 and now operates at more than 200 sites, said Gerald Solomon, executive director of the Samueli Foundation, which staffs the initiative.
From page 27...
... Walker applied for grants that would help her bring materials and profes Partner members complement each other in bringing their own resources and know-how to the collaboration. For example, the Discovery Science Center houses more than 120 stimulating interactive exhibits within its 59,000 square foot museum site, but it has also long been committed to enriching science education in the com munity through outreach and field trip programs.
From page 28...
... "When children were doing science activities with their parents on Saturdays, they began to recognize that their parents value STEM, which then translated into improved student achievement Monday to Friday," he said.


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