Survey: Educators aren’t discussing STEM careers with students | Boost Student Achievement with Connected Teaching

 

 

In a recent survey, a majority of students said that while their science and math teachers seem knowledgeable and keep class interesting, they aren’t teaching about science, technology, engineering, and math (STEM) career options. High school students also said they don’t believe STEM knowledge is integral to getting a good job, which doesn’t bode well for leaders counting on STEM education to keep the nation at the forefront of the global economy.  via eschoolnews.com

Teachers have the knowledge but a disconnect is still there.  Students are not making the connection to the material.  I personally believe it is not only about knowledge but about applying the knowledge in a real world situation or scenario. For example, hands on activities similar to the following:

•  BEST Robotics
•  FIRST Robotics contest 
• Destination Imagination
• No Boundaries Career Contest sponsored by NASA and USA TODAY

 According to Lemelson MIT Research Index students learn more by doing hands on activities.  

The survey found that field trips to places where students can get first-hand experience with those in STEM careers were the best way to encourage interest in STEM fields. 

Next on the list was access to places outside the classroom that provide hands-on activities and allow experiments to be carried out. This interest in hand-on learning was also seen when students were asked what type of classroom activity was the most engaging. Two-thirds of teens chose hands-on projects, either individual or group, as their favorite classroom activity. Looking back on my grade school time, I can clearly remember building paper bridges, but can't remember the countless days of being lectured to.

 

According to the eschoolnews.com article students feel teacher are knowledgeable but do not successfully make the connection between the classroom and future careers.  

 

The survey, conducted in December, asked more than a thousand students in grades 3-12 to provide a scaled report card (with grades ranging from A-F) on their science teachers’ classroom skills and activities.

 

Although 85 percent of students said their teachers deserve at least a “B” when it comes to knowledge about science topics (55 percent of students gave their teachers an “A”), 63 percent of high school students said their teachers are not doing a good job of talking to them about engineering careers (”C” or lower), and 42 percent of high school students said their teachers don’t ably demonstrate how science can be used in a career (”C” or lower).

 

“In some cases, a contributing factor is that some teachers aren’t doing all they can to connect the dots between the math [and] science work that students are doing on a daily basis and how it relates to the real world and their future careers.”  via eschoolnews.com

Teachers feel forced to cover content, content, content to prepare students for end of course and standardized tests.  What is being compromised in the process?  Are students missing out on the opportunity to learn about STEM careers in the process?  I think many teachers are in the same position as I am in:  What are the new careers and how to I access theses careers?  I know many of my students will be working in careers that I have no idea about coming from my background.  How do I access this information and tap into these careers?  

Why the disconnect?

Teachers who make math and science interesting but fail to discuss STEM career options might feel limited by the time constraints placed on them.

“Good teachers in many cases are doing their best to cover a wide range of topics and required curriculum in science classes, but because of time and budget constraints, career discussions are often left out,” said Ghysels. “So, any support that teachers can receive from parents and local community members [in terms of] volunteer career speakers and programs is really valued.”

One former math teacher said teachers often don’t have time to discuss STEM career options because they’re too busy having to teach to high-stakes tests.

“A teacher’s primary responsibility is instruction that will provide all students with the math skills necessary to demonstrate proficiency on state-mandated assessments or exit exams,” said Judy Brown, math program manager for Sylvan Learning.

“Unfortunately, many high school students come into classes without essential prerequisite skills. This is particularly difficult in the math classroom, because higher-level skills are built on a foundation of basic skills. Finding additional time to incorporate STEM careers into high school math classrooms may not become a priority until state-mandated assessments include items assessing this topic.” via eschoolnews.com

What knowledge or background do I bring to the table for a student who is going to participate in a career that I may have no knowledge whatsoever about?  How do I as a teacher make the connection to the student.  It is my responsibility to make this connection. Projects and mentors provide an avenue for students to see pathways to the future. 

...Also, schools and teachers might not have enough resources at their disposal to interest students in STEM careers.

Rose Lounsbury, a science teacher at the Charter School of Wilmington, Del., said the challenge of exposing students in an inspiring way to STEM careers comes from a lack of resources, such as high-quality lab equipment and skills development projects. via eschoolnews.com

Many of us are utilizing project based learning in activities such bridge building and gum drop towers, but does this hook the students on the future?  I think not, we need a more substantial offering.  

What skills development projects does your classroom or school provide for students.  Projects such as BEST and FIRST robotics provide hands on activities that engage in the students in real world scenarios with high energy activities along with guidance from industry professionals and mentors.  Schools need more mentors from industry to participate in activities such as these.  Mentors provide the real world connection to students that many teachers do not have.

Early education must play an active role in this endeavor.  As a previous high school coach, I know I wanted my future players having access to encouragement, coaching and participation at a very early age.  Why shouldn't we utilize this same principle in exposing students to activities in STEM related fields.  This exposure must be early, quality and continual.  This is a not a one time or every once in awhile activity.  

As a high school basketball coach, I went to many lectures, workshops and camps with other coaches from all levels.  Some of the most influential were coaches such Bobby Knight, John Wooden, Coach K at Duke, Dean Smith and Roy Williams.  When is the last time you had the opportunity to participate in a workshop with a professional or university professor in a new area of study?  Educators should take the example from coaches and seek out these relationships but colleges and universities as well as industry should take an active role in this as well.  It should not all be on the shoulders of the high school teacher.  

via eschoolnews.com

Students will make decisions based on what they know and have experienced just as adults will.  We must create ways that students are exposed and energized about STEM careers.  We each play a part in this scenario.

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