⇒A STEM System⇐
Situations and Players The year of the discussion in this chapter is 2050. Robots perform most routine tasks and many of the more advanced tasks performed previously by large numbers of humans. Renewing the social contract is proving difficult. Forecasters cannot agree on the likely number of STEM workers needed in the next few years. However, there is general agreement that students should leave high school with substantial knowledge about STEM, whether they will become STEM specialists or permanently unemployed.
Science-rich organizations generally have accepted their personnel must engage more directly in STEM classroom activities than in the early years of the century, rather than assume educators thoroughly understand their needs. Schools are discovering that science-rich activities can benefit both students and teachers using appropriate tactics. High school STEM courses have been evolving over the past three decades as during the previous century. Many schools have broken more radically with the past by adopting a systems approach like that of ⇒A STEM System⇐. Stemeter High School, like most schools, has used a transition plan over several years as described herein to implement the systems approach. The transition helps teachers, administrators, students and parents to adapt to the change in stages to be sure the change will be worth the effort and investment.
⇒A STEM System⇐
The reactions of an experienced chemistry teacher and a new biology teacher are described below. Modeler has been very surprised by the enthusiastic positive response of a very limited sampling of teachers to the concept of multidisciplinary courses, class-year consolidations, and STEM Catalysts. Students can be expected to accept changes to systems like ⇒A STEM System⇐, particularly if they have had no other experience. Many STEM specialists deliberately avoided teaching opportunities in the past. However, almost all engage in teaching on a regular basis as they introduce other STEM specialists to their work and issue reports on their work to supervisors and/or interest groups. STEM Catalysts are prepared for their encounters with Student Teams either by coursework while in college or through continuing education. Lead Teachers handle all the administrative responsibilities associated with Student Projects.