STEM Learning Is Everywhere Summary of a Convocation on Building Learning Systems (2014) / Chapter Skim
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1 Introduction to the Convocation
1 Introduction to the Convocation
Pages 1-8
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The jobs people do, the foods they eat, the vehicles in which they travel, the information they receive, the medicines they take, and many other facets of modern life are constantly changing as STEM knowledge steadily accumulates. Yet STEM education in the United States, despite the importance of these subjects, is consistently falling short (see Box 1-1)
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To explore how connections among the formal education system, afterschool programs, and the informal education sector could improve STEM learning, a committee of experts from these communities and under the auspices of the Teacher Advisory Council (TAC) of the National Research Council (NRC)
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The planning committee worked from the following Statement of Task, which was approved by the NRC's Governing Board Executive Committee: An ad hoc steering committee will organize a convocation to explore the benefits that might accrue from engaging representatives from the for mal, afterschool, and informal education sectors in California and from across the United States in strategic dialog and action planning to facili tate more deliberate connections among these three often independent communities. The emphasis of this convocation will be to foster more seamless learning of science, technology, engineering, and mathematics (STEM)
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The planning committee for the convocation was cochaired by Mike Town, science teacher at the Redmond STEM School in Redmond, Washington, and Jennifer Peck, executive director of the Partnership for Children and Youth in Oakland, California. The committee also included Margaret Gaston, president and executive director of Gaston Education Policy Associates (who also served as manager of CalTAC)
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They should not be seen as the conclusions or recommendations of the convocation, but they represent especially promising areas for future discussion and action as identified by many participants. Concentric circles of influences surround the individual learner, said Martin Storksdieck, then director of the Board on Science Education at the NRC (see Figure 1-2)
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,6 Smarter Balanced Assessment Curriculum,7 and National Research Council, 2014b) , growing interest in the social and emotional development of children, a renewed focus on effective teaching, and education finance reform are producing dramatic changes and equally dramatic opportunities.
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Chapters 5 and 6 summarize the main conclusions of breakout groups that discussed both particular issues and next steps in fostering collaboration among the informal, afterschool, and formal STEM education sectors. Chapter 7 compiles comments and reflections of convocation participants over the course of the event.
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