Introduction to STEM

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  • Note that this is particularly true in Maryland and then, show the next slide.
  • Ask participants to share responses before and after sharing the graph. Where do they think Maryland will rank? Are they surprised by the results?
  • After the first bullet is revealed, have participants turn and talk about why only one-third of Maryland High School students completed the minimal coursework. Have them share briefly.
  • Introduction to STEM

    1. 1. Why STEM? Why now? Professional development for STEM secondary teachers September 25, 2010
    2. 2. Why is STEM important? <ul><li>Science, technology, engineering, and mathematics—and the innovation they support—are critical to our country’s economic growth, global competitiveness, and national security. </li></ul><ul><li>Leadership in these fields is essential to us as individuals and as a nation. </li></ul><ul><li>It will take the collective effort of all to ensure that the U.S. is able to attract, educate, and retain a STEM workforce prepared for the challenges of the knowledge-based economy. </li></ul>
    3. 3. <ul><li>Science, technology, engineering, and mathematics—and the innovation they support—are critical to our country’s </li></ul><ul><li>economic growth, global competitiveness, and national security. Leadership in these fields is essential to us </li></ul><ul><li>as individuals and as a nation. It will take the collective effort of all stakeholders—educational institutions, government, </li></ul><ul><li>and business—to ensure that the U.S. is able to attract, educate, and retain a STEM workforce prepared </li></ul><ul><li>for the challenges of the knowledge-based economy. </li></ul>
    4. 4. Why now? <ul><li>The high demand in Maryland is fueled by a strong federal technical and research presence in the state and a large cadre of private STEM contractors who support federal projects and policy initiatives. </li></ul><ul><li>The arrival of thousands of new high-tech jobs under BRAC, the Base Realignment and Closure process, while solidifying Maryland as a STEM-centric workplace, will further exacerbate Maryland’s deficit of STEM workers. </li></ul>
    5. 5. How do we compare to other states?
    6. 6. State data <ul><li>Approximately one-third of Maryland high school graduates in 2008 completed the minimal math and science coursework that will allow them to enroll in college level STEM courses. </li></ul><ul><li>The Maryland Business Roundtable for Education is leading a statewide effort—Maryland Scholars—to raise the percentage to two-thirds by 2011. </li></ul>
    7. 7. What are the challenges? <ul><li>Maryland students are being shut out of futures that hold the promise of economic stability and intellectual satisfaction because of poor preparation for life beyond secondary school. </li></ul><ul><li>Of those entering high school, about one quarter will fail to graduate. </li></ul><ul><li>According to the 2009 Student Outcome and Achievement Report </li></ul><ul><li>Of those Maryland students who graduated from a college-prep program in 2006 and entered a Maryland public college, over 30% required college remediation; </li></ul><ul><li>The rate jumped to near 50% for all other graduates. </li></ul>
    8. 8. It’s not just kids going to college. <ul><li>Since research has shown that middle- and high-skill jobs now require the same knowledge and skill sets as those required for entrance into a postsecondary college education, the STEM Task Force is committed to ensuring that all Maryland high school students—those enrolling in two- and four-year institutions, as well as those students entering industry/occupational certification programs, apprenticeships, the armed forces, and middle-skill jobs—graduate prepared with these skill sets. </li></ul>

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