Page 1

System Analysis in STEM Education - Express

Page 4-19 ⇒A STEM System�

Engineers have long understood the value of subjecting an activity to a system analysis. Figure 4-2 (page 4-21) is a flow diagram that shows the relationships for the past century between principal stakeholder groups and activities for STEM education and the flow of personnel among the stakeholder locations. A feedback loop exists for the high school graduates flowing to higher education institutions, who return to high schools as new teachers. However, this feedback loop offers little sense of the character of work performed by STEM Specialists. Yet, STEM teachers are expected to develop foundations for STEM practice and to provide career guidance. Missing from this flow diagram is a feedback loop from the science-rich to the high schools. A review of the personnel involved in decisions about science in high schools and in development of instructional materials for the classroom finds very few individuals intimately aware of work in the non-academic science-rich institutions. Bringing more resources to the high school classroom by adding a feedback loop from the science-rich communities as shown in Figure 4-3 (page 4-22) may mitigate some of the problems resulting from limitations of teacher experiences and time demand overloads.


Page 4-20 ⇒A STEM System�

Most of the high school graduates flowing to the higher education institutions as STEM majors and then flowing to the right in Figure 4-2 to employment with the science-rich (includes engineering) have no further contact with high school classrooms. Thus, there is no effective feedback loop between the nonacademic science-rich and the high school. (Note that most of the very valuable STEM activities sponsored by the science-rich accommodate a small subset of high school students in extracurricular activities and, at best, provide only a very week feedback loop to the classroom.) Figure 4-3 adds a feedback loop from the science-rich to the high school classroom by using STEM Catalysts working through Associations of STEM Catalysts and STEM Dynamos. This feedback from the science-rich benefits students, teachers, and the science-rich. STEM Catalysts are expected to communicate with Student Teams and the school using two-way audio/video connectivity, rather than traveling, to minimize time loss and, perhaps, show facilities at the science-rich location that relate to content being addressed in Student Projects.


Pre-Secondary

H.S. Implementation

STEM Education in Early 21st Century

Page 4-21 ⇒A STEM System⇐

Military General Employment Unemployed

Student Flow Teacher Flow STEM Specialist Flow University Biology Dept. Chemistry Dept. Physics Dept. Engineering Depts.

Education Dept.

Community College and Specialty Schools

Science-Rich Community Industry Government Mission Agencies Post-secondary Institutions Research Organizations Local Businesses Services

Figure 4-2 © Kenneth Chapman 2018


Pre-Secondary

H.S. Implementation

University

STEM Education Using ⇒A STEM System⇐ Military General Employment Unemployed Associations of STEM Catalysts and STEM Dynamos

Biology Dept. Chemistry Dept. Physics Dept. Engineering Depts.

Education Dept.

Page 4-22 ⇒A STEM System⇐

Community College and Specialty Schools

Student Flow Teacher Flow STEM Specialist Flow Science-Rich Community Industry Government Mission Agencies Post-secondary Institutions Research Organizations Local Businesses Services

STEM Education Courses

Figure 4-3

STEM Education Courses © Kenneth Chapman 2018

System analysis for stem express  
System analysis for stem express