A "Professional Home" for K-16 teachers of science.
The CVSP STEM Education Network will help shape the K-16 STEM Education vision for Fresno and the Central Valley and put the region on the national map. Our programs have a significant impact on the STEM pipeline, STEM teaching and learning in K-16, STEM outreach and on STEM education research.
The Committee on Science, Technology, Engineering, and Math Education (CoSTEM) was called for by the America COMPETES Reauthorization Act of 2010. The first-year tasks of the committee are to create an inventory of Federal STEM education activities and develop a 5-year strategic Federal STEM education plan.
The California Regional Environmental Education Community (CREEC) Network is an educational project supported by the California Department of Education, Environmental Education Program, in collaboration with state, regional and local partners. The CREEC Network is the best source for Environmental Education resources in California.
The Lyles College of Engineering is the only publicly supported engineering college in the San Joaquin Valley. The mission of the college includes developing each student's potential to the greatest extent possible, provide a quality engineering education to all students and to serve students from groups that historically have not participated in a university education.
CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.
CSLNet's Statewide Initiatives address key STEM learning challenges by building coherence among California's many STEM-related programs and identifying solutions that can be addressed by a concerted statewide effort. CSLNet is working with its Regional Networks and other partners around California to advance a set of Statewide Initiatives that scale high quality STEM teaching and learning across regions and throughout the state.
The National Science Teachers Association (NSTA), founded in 1944 and headquartered in Arlington, Virginia, is the largest organization in the world committed to promoting excellence and innovation in science teaching and learning for all. NSTA's current membership of 60,000 includes science teachers, science supervisors, administrators, scientists, business and industry representatives, and others involved in and committed to science education.
Resources and findings generated through educational research and development projects funded in part by the National Science Foundation can help inform states and school systems that are developing strategies for improving K-12 STEM (science, technology, engineering and mathematics) education. This site contains an initial sampling of resources and findings from NSF-funded projects. Their proposals underwent merit review; subsequent annual and final project reports were reviewed and approved. The resulting research-based resources have been pilot- or field-tested in schools or with teachers. The websites identified may offer additional information derived from their development and use with students, teachers, or other stakeholders. These resources and websites represent the work, findings, and conclusions of the Principal Investigators and do not necessarily reflect the views of the NSF.
The one-stop shop for STEM education.
The Science, Technology, Engineering, and Mathematics (STEM) Education Coalition works to support STEM programs for teachers and students at the U. S. Department of Education, the National Science Foundation, and other agencies that offer STEM related programs.
Through our coalition of CEOs, Change the Equation pledges to foster widespread literacy in science, technology, engineering and mathematics (STEM) that sparks an innovative spirit in students and prepares them for post-secondary options.
The International Technology and Engineering Educators Association (ITEEA) is the professional organization for technology, innovation, design, and engineering educators. Our mission is to promote technological literacy for all by supporting the teaching of technology and engineering and promoting the professionalism of those engaged in these pursuits. ITEEA strengthens the profession through leadership, professional development, membership services, publications, and classroom activities.
Engineers use their imagination and analytical skills to invent, design, and build things that matter. They are team players with independent minds. Engineers are changing the world all the time by dreaming up creative and practical solutions.
One of the country's most innovative and successful programs, MESA works with thousands of educationally disadvantaged students so they excel in math and science and graduate with math-based degrees. MESA works closely with industry partners and the University of California, California State University, the California Community Colleges, the Association of Independent Colleges and Universities and the State Department of Education. MESA is nationally recognized for its innovative academic development program.
The Society of Hispanic Professional Engineers (SHPE) was founded in Los Angeles, California, in 1974 by a group of engineers employed by the city of Los Angeles. Their objective was to form a national organization of professional engineers to serve as role models in the Hispanic community.
SACNAS is a society of scientists dedicated to fostering the success of Hispanic/Chicano and Native American scientists—from college students to professionals—to attain advanced degrees, careers, and positions of leadership in science.
STEM* Scouts is a collaborative effort pooling the talents and resources of universities, government agencies, corporations, and individuals to engage students in an ever-expanding series of high-interest activities that develop the skills and interest enabling success in STEM-related careers.
With a membership of nearly 200 colleges and universities from all over the United States, the NCIIA engages more than 5,000 student and faculty innovators and entrepreneurs each year, helping them to bring their concepts to commercialization. The NCIIA ‘pipeline’ provides nascent student start-ups with early stage funding, business strategy development training, mentoring, and investment. The NCIIA provides faculty with funding for courses and programs, opportunities for recognition, and entrepreneurship education training and networking.
Innovations and Research is a half yearly, peer-reviewed publication for educators in Science, Technology, Engineering, and Mathematics (STEM) education. The journal emphasizes real-world case studies that focus on issues that are relevant and important to STEM practitioners.
STEMreports.com brings you the latest research for science, technology, engineering, and mathematics (STEM) education. We partner with groups like the National Science Teachers Association (NSTA), the National Science Education Leadership Association (NSELA) and the Council of State Science Supervisors (CSSS) to bring you insightful research. Whether you are a School Administrator, STEM Specialist, or a company developing products for the STEM market, our reports will help you understand both the challenges and the opportunities facing STEM education.
The National Math and Science Initiative (NMSI) and the teacher training organization Laying the Foundation (LTF) merged at the end of 2011, putting in place a seamless system for preparing middle school and high school students to succeed in Pre-AP and AP courses in the critical fields of math and science.
STEM education is trans-disciplinary in nature offering students the ability to use project-based learning to address real-world issues that affect their family, their community and their world. TIES works with regional and state economic development organizations to fuel STEM education curriculum and instructional program development for the benefit of all. Our students are digital natives and TIES works to ensure that the “Technology and Engineering” in STEM drive the relevance of the “Science and Mathematics.”
Since 1985, the Triangle Coalition has advocated for the improvement of science, technology, engineering, and mathematics (STEM) education in the United States. Headquartered in the DC metro area, the Triangle Coalition is comprised of member organizations that represent business, education, and STEM societies nationwide.
Since 1945, the Woodrow Wilson National Fellowship Foundation has supported outstanding individuals and institutions to help reshape American education. The Woodrow Wilson Fellows include 13 Nobel Laureates, 35 MacArthur Fellows, 11 Pulitzer Prize winners, two Fields Medalists—and thousands of everyday heroes, in and beyond the classroom
The Siemens Foundation provides more than $7 million annually in support of educational initiatives in the areas of science, technology, engineering and math in the United States. Its signature programs, the Siemens Competition in Math, Science & Technology and Siemens Awards for Advanced Placement, reward exceptional achievement in science, math and technology. The newest program, The Siemens We Can Change the World Challenge, encourages K-12 students to develop innovative green solutions for environmental issues.
Founded in 1989, the Intel Foundation is a philanthropic organization focused on programs that advance education and improve communities worldwide. By providing funding for national and localized grants, the foundation helps fuel innovation in classrooms, empower women and underserved youth, and enables Intel employees to serve the needs of their communities. The goals of the Intel Foundation are to increase interest in math and science education, and to help develop a future workforce that represents the diversity around the world.
SJVMP offers summer leadership development institutes designed to help K-12 teachers become more effective instructors of mathematics.
For more than forty years, TERC has been introducing millions of students throughout the United States to the exciting and rewarding worlds of math and science learning. Led by a group of experienced, forward-thinking math and science professionals, TERC is an independent, research-based organization dedicated to engaging and inspiring all students through stimulating curricula and programs designed to develop the knowledge and skills they need to ask questions, solve problems, and expand their opportunities.
KEY STEM REPORTS
The President’s Council of Advisors on Science and Technology (PCAST) is an advisory group of the nation’s leading scientists and engineers, appointed by the President to augment the science and technology advice available to him from inside the White House and from cabinet departments and other Federal agencies. PCAST is consulted about and often makes policy recommendations concerning the full range of issues where understandings from the domains of science, technology, and innovation bear potentially on the policy choices before the President.
Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics (suggested citation), a report from the National Research Council of the National Academies, responds to a request from Representative Frank Wolf (VA) for the National Science Foundation (NSF) to identify highly successful K-12 schools and programs in science, technology, engineering, and/or mathematics (STEM). The NSF requested and provided support for the National Research Council (NRC) to convene an expert committee to explore this issue.
The Obama Administration's blueprint for transforming Career and Technical Education (CTE), by reauthorizing the Carl D. Perkins Career and Technical Education Act of 2006, was released on April 19, 2012. The report details how the Administration's plan will ensure the education system provides high-quality job-training opportunities that reduce skill shortages, spur business growth, encourage new investment and hires, and spark innovation and economic growth.
The Georgetown University Center on Education and the Workforce report shows that by 2018, we will need 22 million new college degrees—but will fall short of that number by at least 3 million post-secondary degrees, Associate’s or better. In addition, we will need at least 4.7 million new workers with post-secondary certificates. At a time when every job is precious, this shortfall will mean lost economic opportunity for millions of American workers.
A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. Results from the 2011 assessment are available for public and private school students in the nation and for public school students in 50 states, the District of Columbia, and Department of Defense schools.
Broad Federal Effort Urgently Needed to Create New, High-Quality Jobs for All Americans in the 21st Century
The unmatched vitality of the United States' economy and science and technology enterprise has made this country a world leader for decades, allowing Americans to benefit from a high standard of living and national security. But in a world where advanced knowledge is widespread and low-cost labor is readily available, U.S. advantages in the marketplace and in science and technology have begun to erode. A comprehensive and coordinated federal effort is urgently needed to bolster U.S. competitiveness and pre-eminence in these areas so that the nation will consistently gain from the opportunities offered by rapid globalization, says a new report from the National Academies.
U.S. COMPETITIVE POSITION HAS FURTHER DECLINED IN PAST FIVE YEARS, REPORT SAYS; NATION NEEDS SUSTAINED COMMITMENT TO INVESTMENT IN INNOVATION
Sept. 23, 2010 — The outlook for America's ability to compete for quality jobs in the global economy has continued to deteriorate in the last five years, and the nation needs a sustained investment in education and basic research to keep from slipping further, says a new report requested by the presidents of the National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, and authored by members of the committee that wrote the influential 2005 report Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future.
The National Science Board Commission met for the first time in August 2006. The driving question that resulted, and will shape the rest of the Commission's work is: "What should 21st Century STEM education look like?"
U.S. High School Science Lab Experiences Often Poor,
But Research Points Way to Improvements
The quality of science laboratory experiences is poor for most U.S. high school students, but educators can improve these experiences by following four key principles of effective instruction, says a new report from the National Academies' National Research Council. The shift would make lab activities more likely to help students reach important goals of science education, including cultivating an interest in science, developing scientific reasoning skills, and mastering science subjects.
MAJOR CHANGES NEEDED TO BOOST K-8 SCIENCE ACHIEVEMENT
Improving science education in kindergarten through eighth grade will require major changes in how science is taught in America's classrooms, as well as shifts in commonly held views of what young children know and how they learn, says a new report from the National Research Council. After decades of education reform efforts that have produced only modest gains in science performance, the need for change is clear. And the issue takes on even greater significance with the looming mandate of the federal No Child Left Behind Act, which says that states must measure students' annual progress in science beginning in 2007.
What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences?
Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators.
A great deal of science learning, often unacknowledged, takes place outside school in museums, libraries, nature centers, after-school programs, amateur science clubs, and even during conversations at the dinner table. Collectively, these kinds of settings are often referred to as informal learning environments. Understanding the science learning that occurs in these environments in all of its complexity and then exploring how to more fully capitalize on these settings for learning science are the major issues addressed in this book.
How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness.
Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume.
This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.
Since 1989, with the publication of Curriculum and Evaluation Standards for Mathematics by the National Council of Teachers of Mathematics, standards have been at the forefront of the education reform movement in the United States. The mathematics standards, which were revised in 2000, have been joined by standards in many subjects, including the National Research Council's National Science Education Standards published in 1996 and the Standards for Technical Literacy issued by the International Technology Education Association in 2000.
There is no doubt that standards have begun to influence the education system. The question remains, however, what the nature of that influence is and, most importantly, whether standards truly improve student learning. To answer those questions, one must begin to examine the ways in which components of the system have been influenced by the standards.
Investigating the Influence of Standards provides a framework to guide the design, conduct, and interpretation of research regarding the influences of nationally promulgated standards in mathematics, science, and technology education on student learning. Researchers and consumers of research such as teachers, teacher educators, and administrators will find the framework useful as they work toward developing an understanding of the influence of standards.
With the adoption of the Common Core State Standards (CCSS) by 46 states and the District of Columbia, there is a tremendous opportunity to rethink the role of literacy and mathematics not only within academic classes but also in CTE courses and pathways, encouraging more collaboration and integration between educators across disciplines.
Common Core State Standards & Career and Technical Education: Bridging the Divide between College and Career Readiness outlines a set of strategies state and district leaders can leverage to ensure the implementation of Common Core State Standards engages, informs, and benefits from the career and technical education (CTE) community, a critical partner in the broader college- and career-ready agenda.
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