Science, Technology, Engineering, and Mathematics ( STEM ), previously Science, Math, Engineering and Technology ( SMET ), is the term used for this joint group of academic disciplines. This term is usually used when discussing educational policies and curriculum options in schools to enhance competitiveness in the development of science and technology. It has implications for the development of labor, national security concerns and immigration policies.
The acronym is becoming more commonly used soon after the interdisciplinary science institute meeting held at the US National Science Foundation headed by NSF director Rita Colwell. A director of the Office of Science Labor Development division for Teachers and Scientists Peter Faletra suggests changes from METS to older STEM. Colwell, expressed some dislike for the older acronyms, responded by suggesting the NSF institutionalize change. One of the first NSF projects to use acronyms was STEMTEC, Science, Technology, Engineering, and Math Teacher Education Collaborative at the University of Massachusetts Amherst, founded in 1998.
Video Science, technology, engineering, and mathematics
More variations
- STM (Scientific, Technical, and Maths or Science, Technology and Medical, or Scientific, Technical, and Medical)
- eSTEM (STEM environment)
- iSTEM (Refreshing Science, Technology, Engineering, and Mathematics); identify new ways to teach STEM-related fields.
- STEMLE (Science, Technology, Engineering, Mathematics, Law and Economics); identifying subjects that focus on areas such as applied social science and anthropology, regulation, cybernetics, machine learning, social systems, computational economics, and computational social science.
- STEMS ^ 2 (Science, Technology, Engineering, Mathematics, Social Sciences, and Sense of Place); integrating STEM with social science and a sense of place.
- METAL (STEAM Logic), introduced by Su Su at Teachers College, Columbia University.
- STREM (Science, Technology, Robotics, Engineering, and Mathematics); adding robotics as a field.
- STREM (Science, Technology, Robotics, Engineering, and Multimedia); adding robotics as a field and replacing mathematics with media.
- STREAM (Science, Technology, Robotics, Engineering, Art, and Mathematics); adding robotics and art as a field.
- STEAM (Science, Technology, Engineering, Art, and Mathematics)
- STEAM (Science, Technology, Engineering, and Applied Mathematics); more focus on applied mathematics
- GEMS (Girls in Engineering, Mathematics, and Science); used for programs to encourage women to enter this field.
- STEMM (Science, Technology, Engineering, Mathematics, and Medicine)
- AMSEE (Applied Mathematics, Science, Engineering, and Entrepreneurship)
- THAMES (Technology, Practical, Art, Math, Engineering, Science)
Maps Science, technology, engineering, and mathematics
Geographic distribution
United States
In the United States, acronyms are being used in immigration education and debate in initiatives to begin addressing the shortage of qualified candidates for high-tech jobs. It also addresses the concerns that subjects are often taught separately, not as an integrated curriculum. Maintaining a citizen who is fluent in the field of STEM is a key part of the US public education agenda. Acronyms have been widely used in immigration debates regarding access to US work visas for immigrants skilled in the art. The use of this term is accredited to the State of Texas. It has also become commonplace in educational discussions as a reference to the shortage of skilled workers and inadequate education in this field. This term tends not to refer to non-professional and less visible sectors, such as electronic assembly work.
National Science Foundation
Many organizations in the United States follow the National Science Foundation's guidelines on what constitutes the STEM field. The NSF uses a broader definition of STEM subjects covering subjects in chemistry, computer science and information technology, engineering, geosciences, biological sciences, mathematical sciences, physics and astronomy, social sciences (anthropology, economics, psychology and sociology); research education and learning STEM. Eligibility for scholarship programs such as the CSM STEM Scholars Program using the NSF definition.
The NSF is the only American federal agency whose mission includes support for all areas of basic science and engineering, except for medical science. Fields of disciplinary programs include scholarships, grants, scholarships in fields such as biological sciences, computer science and information and engineering, education and human resources, engineering, research and environmental education, geosciences, international science and engineering, mathematical and physical sciences, behavioral and economic sciences, cyberinfrastructure, and polar programs.
Immigration policy
Although many organizations in the United States follow the National Science Foundation's guidelines on what constitutes the STEM field, the US Department of Homeland Security (DHS) has its own functional definition used for immigration policy. In 2012, DHS or ICE will announce the list of expanded STEM degree programs that qualify eligible graduates on a student visa for extension of optional training (OPT) training. Under the OPT program, international students graduating from universities and universities in the United States can remain in the country and receive training through work experience up to 12 months. Students who graduate from a defined STEM degree program may remain for an additional 17 months on the STEM OPT extension.
A qualified degree of STEM in US immigration
The complete list of STEM disciplines does not exist because the definitions vary by organization. US Immigration and Customs Enforcement contains a list of disciplines including physics, actuarial science, chemistry, biology, mathematics, applied mathematics, statistics, computer science, computational science, psychology, biochemistry, robotics, computer engineering, electrical engineering, electronics, mechanical engineering, , information science, information technology, civil engineering, aerospace engineering, chemical engineering, astrophysics, astronomy, optics, nanotechnology, nuclear physics, mathematical biology, operations research, neurobiology, biomechanics, bioinformatics, acoustical engineering, geographic information systems, atmospheric sciences,/instructional technology, software engineering, and educational research.
Education
By growing interest in the natural and social sciences in preschool or shortly after school, the likelihood of STEM success in secondary school can be greatly improved. School integration can help black, Hispanic and aboriginal students pursue Asian and white students.
STEM supports expanding engineering studies in each of the other subjects, and starting techniques in younger classes, even elementary schools. It also brings STEM education to all students rather than just gifted programs. In its 2012 budget, President Barack Obama renames and expands "Mathematics and Science Partnership (MSP) " to provide grants to states to improve teacher education in these subjects.
STEM education often uses new technologies such as the RepRap 3D printer to drive interest in the STEM field.
In 2006 the United States National Academy expressed their concern about the declining status of STEM education in the United States. His Commitment on Science, Engineering, and Public Policy developed a list of 10 actions. Their three main recommendations are to:
- Increase American talent by improving science and math education K-12
- Strengthen teacher skills through additional training in science, math, and technology
- Enlarge the pipeline of students who are ready to enter college and graduate with a STEM degree
The National Aeronautics and Space Administration has also implemented programs and curricula to advance STEM education to replenish a collection of scientists, engineers and mathematicians who will lead space exploration in the 21st century.
States, such as California, have run STEM after school programs to learn the most promising practices and how to apply them to increase the chances of student success. Other countries to invest in STEM education are Florida, where Florida Polytechnic University, the first public university in Florida for engineering and technology dedicated to science, technology, engineering and mathematics (STEM), was founded.
Continuous STEM education has progressed to post-secondary level through master programs such as the University of Maryland STEM Program and the University of Cincinnati.
Racial slots in the STEM field
In the United States, the National Science Foundation found that the average science score in the 2011 National Assessment of Educational Progress was lower for black and Hispanic students than whites, Asians and Pacific Islands. In 2011, eleven percent of the US workforce was black, while only six percent of STEM workers were black. Although STEM in the US is typically dominated by white men, there are many attempts to make initiatives to make STEM more racially and diverse in gender.
American Competitiveness Initiative
In the State of the Union Address on 31 January 2006, President George W. Bush announced the US Competitiveness Initiative. Bush proposed an initiative to address the lack of federal government support for educational development and progress at all levels of academics in the STEM field. In detail, the initiative called for significant improvements in federal funding for advanced R & D programs (including duplication of federal funding support for advanced research in physics through DOE) and increased US higher education graduate in STEM discipline.
The NASA Means Business competition, sponsored by the Texas Grant Recipients Consortium, further the destination. Students compete to develop promotional plans to encourage students in high and high school to study STEM subjects and to inspire STEM professors to engage their students in outreach activities that support STEM education.
The National Science Foundation has many programs in STEM education, including several programs for K-12 students such as the ITEST Program that supports the TIEST Program The Global Challenge Award. The STEM program has been implemented in some Arizona schools. They apply higher cognitive skills to students and enable them to ask questions and use the techniques used by professionals in the STEM field.
STEM Academy is a national non-profit status organization dedicated to improving STEM literacy for all students. It represents a recognized national generation high-impact academic model. Practice, strategy and programming are built on the foundation of identified national best practices designed to promote the growth of under-represented and low-income students, close achievement gaps, drop-out rates, increased high school graduation rates and teacher upgrading and effectiveness main. STEM Academy represents a flexible academic model of use that targets all schools and for all students.
Project Lead The Way (PLTW) is the leading provider of STEM curricular education programs to high schools and high schools in the United States. The national nonprofit organization has more than 5,200 programs in over 4,700 schools across 50 states. The program includes a high school technical curriculum called Pathway To Engineering, a high school biomedical science program, and a high school technology and engineering program called Gateway To Technology. PLTW provides professional teacher curricula and development and ongoing support to create transformational programs in schools, districts and communities. The PLTW program has been supported by President Barack Obama and US Secretary of Education Arne Duncan as well as various state, national, and business leaders.
STEM Education Coalition
The Science Coalition works to support STEM programs for teachers and students at the US Department of Education, National Science Foundation, and other institutions offering STEM-related programs. The activities of the STEM Coalition appear to have slowed since September 2008.
Scouting
The Boy Scouts of America announces the launch of the award program in spring 2012 to promote more interest and engagement in the STEM discipline. The NOVA and SUPERNOVA awards are available to Scouts, Scouts, and Venturers as they meet the programmatic specific requirements in each of the four major STEM program areas: Science, Technology, Engineering, and Mathematics.
Scouts from the United States include STEM into their programs in order for girls to see how they can change the world through scientific discoveries and to teach important skills they can use throughout life. One way STEM is included is through leadership travels where girls identify problems, come up with solutions, plan how to implement them, then implement solutions and then communicate what they learn from them. Another way is through a badge that is more specific to a girl's personal interests in categories such as naturalists, digital art, science and technology, innovation and financial literacy. Specific projects organized by sponsors, innovators, partners such as NASA, and other agencies that have partnered with Scouts to connect girls with professionals and career areas that may be in their STEM field will not be exposed otherwise.
Program Department of Defense
ECybermission is a free competition for science, math, and web-based technology for students in grades six through nine sponsored by the US Army. Each webinar is focused on different steps of scientific method and presented by experienced eCybermission CyberGuide. CyberGuides is a military and civilian volunteer with a strong background in STEM and STEM education, capable of providing valuable insights into science, technology, engineering and mathematics to students and team advisors.
STARBASE is a major education program, sponsored by the Office of the Assistant Secretary of Defense for Reserve Affairs. Students interact with military personnel to explore careers and make connections with "the real world." The program provides students with 20-25 hours of stimulating experience in the National Guard, Navy, Marines, Air Force Reserves and Air Force Bases across the nation.
SeaPerch is an innovative underwater robotic program that trains teachers to teach their students how to build underwater underwater vehicles (ROVs) in the school or out of school environment. Students build ROV from devices composed of inexpensive and accessible parts, following a curriculum that teaches basic engineering and science concepts with marine engineering themes.
NASA
NASAStem is a program of the US space agency NASA to increase diversity in its ranks, including age, disability, and gender and race/ethnicity.
Legislation
The America COMPETES Act (P.L. 110-69) became law on August 9, 2007. It is intended to increase the nation's investment in science and engineering research and in STEM education from kindergarten to graduate school and post-doctoral education. This action authorizes increased funding for the National Science Foundation, the National Institute of Standards and Technology Laboratories, and the Department of Energy (DOE) Office of Science during FY2008-FY2010. Robert Gabrys, Director of Education at NASA's Goddard Space Flight Center, articulates success as an improvement in student achievement, early expression of student interest in STEM subjects, and students' readiness to enter the workforce.
Jobs
In November 2012, the White House announcement before the congressional vote on the STEM Employment Act put President Obama against many Silicon Valley companies and executives who finance the re-election campaign. The Labor Department identifies 14 sectors that are "projected to add large amounts of new jobs to the economy or affect the growth of other industries or are being transformed by technologies and innovations that require new skills for workers." The identified sectors are as follows: advanced manufacturing, Automotive, construction, financial services, geospatial technology, domestic security, information technology, Transportation, Aerospace, Biotechnology, energy, health, hospitality, and retail.
The Department of Commerce noted that the STEM career field is part of the best payout and has the greatest job growth potential in the early 21st century. The report also notes that STEM workers play a key role in sustainable growth and stability of the US economy, and training in the STEM field generally results in more wages high, either work in STEM field or not.
Africa
Around the world, STEM education initiatives vary in the scope, size, type, target population and source of funding. A list of organizations currently involved in STEM Education and outreach activities throughout Sub-Saharan Africa has emerged. Organizations in size, scope, funding mechanism, and mission statement. However, they all focus on improving STEM Education in the continent.
Australia
There are many programs and efforts to build a national approach to STEM education in Australia.
Canada
Canada ranks 12th out of 16 peer countries in percentage of its graduates studying in the STEM program, with 21.2%, a higher figure than the United States, but lower than countries such as France, Germany and Austria. The peers of the proportion of the largest STEM graduates, Finland, have more than 30% of their university graduates from science, mathematics, computer science, and engineering programs.
Scouts Canada
The Canadian Scouts have taken similar steps to their American counterparts to promote the STEM field to young people. Their STEM program begins in 2015.
Schulich Leader Scholarships
In 2011 Canadian businessman and philanthropist Seymour Schulich founded Schulich Leader Scholarships, $ 100 million in $ 60,000 scholarships for students who started their university education in STEM programs at 20 Canadian institutions. Every year 40 Canadian students will be selected to receive awards, two in each institution, with the aim of attracting talented youth to the STEM field. The program also supplies STEM scholarships to five participating universities in Israel.
Europe
Several European projects have promoted STEM education and careers in Europe. For example, Scientix is ​​a European collaboration of STEM teachers, educational scientists, and policymakers. The SciChallenge project uses social media contests and student generated content to improve the motivation of pre-university students for STEM education and careers.
Hong Kong
STEM education has not been promoted in local schools in Hong Kong until recent years. In November 2015, the Hong Kong Education Bureau released a document titled STEM Education Promotion , which proposed strategies and recommendations to promote STEM education.
Turkish
STEM Education Task Force Turkey (or FeTeMM - Fen Bilimleri, Teknoloji, MÃÆ'¼hendislik ve Matematik) is a coalition of academics and teachers demonstrating efforts to improve the quality of education in the STEM field rather than focus on increasing the number of STEM graduates.
Qatar
In Qatar, AL-Bairaq is an outreach program for high school students with a STEM-focused curriculum, run by the Center for Advanced Materials (CAM) at Qatar University. Every year around 946 students, from around 40 high schools, participate in the AL-Bairaq competition. AL-Bairaq utilizes project-based learning, encourages students to solve authentic problems, and asks them to work with each other as a team to build real solutions. Research has so far shown positive results for this program.
Vietnamese
In Vietnam, starting in 2012 many private education organizations have STEM education initiatives.
In 2015, the Ministry of Science and Technology and LiÃÆ'ªn minh STEM hosted the first National STEM day, followed by many similar events across the country.
in 2015, the Ministry of Education and Training incorporates STEM as a field that needs to be encouraged in the national school year program.
In May 2017, the Prime Minister signed Regulation no. 16 states: "Dramatically change policy, content, education and vocational training methods to create human resources capable of accepting new production technology trends, focusing on promoting training in science, technology, engineering and mathematics (STEM), foreign languages, information technology in general education, "and requested" Department of Education and Training (for): Promote the dissemination of science, technology, engineering and mathematics (STEM) education in public education programs, Pilots held in several high schools from 2017 to 2018.
Female
Women's education at STEM
Gender differences in STEM education participation at the expense of girls have been seen in early childhood care and education (ECCE) and are becoming more visible at higher levels of education. Girls seem to lose interest in STEM subjects with age, and lower participation rates have been seen in advanced studies at the intermediate level. With higher education, women represent only 35% of all students enrolled in STEM-related studies. Gender differences also exist in the STEM discipline, with the lowest female registration observed in information, communication and technology (ICT); engineering, manufacturing and construction; and natural sciences, mathematics and statistics. Women leave STEM discipline in disproportionate amounts during their higher education studies, in their transition to the world of work and even during their career cycle.
Cross-national studies of learning achievement (measuring knowledge acquisition or knowledge application) from more than 120 countries and regions depends on presenting a complex picture. In high- and middle-income countries where trends data is available, the data gap against female losses closes, especially in science. In addition, in countries where girls are better than boys on a curriculum-based assessment, their score difference can be up to three times higher than when boys get better. But there are significant regional differences. For example, girls outperform boys in many countries in Asia while the score difference between boys and girls in science achievement is very strong in Arab countries, with girls significantly outperforming boys.
more countries show gender differences for boys gains in mathematical achievement, with boys score differences compared to those of girls often improving between basic and early primary education. Regional differences also exist in mathematics; girls are severely disadvantaged in Latin America and sub-Saharan Africa. Differences also exist between assessments that measure learning against a curriculum-based rather than those that measure students' ability to apply knowledge and skills to different situations. Boys perform better in two-thirds of the 70 countries that measure applied learning in mathematics at age 15.
A study of 2018 found that while girls perform better or equal with boys in two out of three countries, in almost all countries, more girls are eligible for college level studies than those enrolled. The researchers found that enrollment of women into STEM subjects was relatively lower in countries with high levels of gender equality.
In the workforce
Women have less than 25% of STEM-related jobs in the US and 13% in the UK (2014). However, women can be found as leaders in the top professions throughout the country. These include the US Department of Defense, NASA, and the National Science Foundation (NSF).
While 12% of women in the degree program earn a degree in STEM every year, only 3% continue to work in the STEM field 10 years after graduation. According to the National Science Foundation, 28% of US scientists and engineers working in science and engineering are women, with 6.5% Asian women, 1.6% black women, and 1.8% of Hispanic women.
On average, women in the STEM field get 33% more than those who work in non-STEM.
Possible cause of imbalance
The question of whether there is a difference in cognitive ability between men and women has long been a topic of debate among researchers and scholars. Some studies have found no difference in neural learning mechanisms based on sex.
In the United States, research has been done to explain the gender imbalance in STEM fields in the workforce, such as mechanisms in recruitment and hiring. A 2012 study at the Proceedings of the National Academy of Sciences of the United States claims that an implicit bias exists against female recruitment for STEM positions even entry-level. The study has faculty members at the university's biology, chemistry, and physics departments assessing applications for laboratory manager positions. This app only differs in name (ie, John vs. Jennifer).
Initiatives to increase women's participation
Current campaigns to increase women's participation in the STEM field include WISE in the UK as well as mentoring programs, such as the Mentor Million Women initiative connecting young girls and women with STEM mentors and Verizon's #InspireHerMind project. The Office of US Science and Technology Policy during the Obama administration collaborated with the White House Council for Women and Girls to increase the participation of women and girls in the STEM field along with the "Educated to Innovate" campaign.
Criticism
The focus on increasing participation in the STEM field has drawn criticism. In the 2014 article "The Myth of Science and Engineering Shortage" at The Atlantic, demographic Michael S. Teitelbaum criticized the US government's efforts to increase the number of STEM graduates, saying that, among studies on this issue, "No one can find evidence to indicate the scarcity of today's widespread labor market or difficulties in science and engineering work requiring a bachelor's degree or higher ", and that" Most studies report that many real wages - but not all - of science and job engineering has been flat or slow-growing, and unemployment is higher or higher than in many comparable jobs. "Teitelbaum also writes that the current national fixation on increasing STEM participation parallels previous US government efforts since World War II to increase the number of scientists and the engineer, all of whom he declared eventually ended up in "mass layoffs, hired mem frozen, and funding cuts "; including one spurred by the Space Race in the late 1950s and 1960s, which he wrote led to "an enormous sculpture in the 1970s."
The spectrum of the IEEE Spectrum editor, Robert N. Charette voiced this sentiment in the 2013 article "STEM Crisis is a Myth", also notes that there is "a mismatch between getting a STEM and having a STEM job" in the United States, about Ã,¼ STEM graduates who work in STEM field, while less than half the workers in STEM field have STEM degree.
Economic writer Ben Casselman, in a 2014 study of post-graduation profits for FivethirdtyEight, wrote that, based on data, science should not be grouped with the other three STEM categories, since, while the other three generally generate high-paying jobs, "a lot of science, especially life sciences, pays under the overall median for recent college graduates."
See also
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