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⇒A STEM System⇐

An Introduction to STEM STEM is an acronym for science, technology, engineering and mathematics initiated early in this century at the National Science Foundation. The term can be applied effectively to describe a variety of contexts. STEM applied to this website STEM is a high school level, multidisciplinary program encompassing all sciences, technology, and all engineering, plus the applied mathematics required for support.

STEM as a component of a complete system of education meeting national and individual needs As this website is developed, no national or state STEM system appears to exist that enlists the vast resources of the science-rich for the benefit of all high school students. Many excellent national, regional and local STEM activities, mostly external to the classroom, usually work with students who already are enthusiastic about STEM. ⇒A STEM System⇐, as described herein, seeks to expand perspectives and debate about STEM to a national or state system that uses key resources of the science-rich catalytically in high school classrooms, which are science-poor.

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⇒A STEM System�

Why STEM is Critically Important At Work: STEM is a fundamental support base for all American industry and technical support services. When successfully implemented, it becomes the base for further education and skill development ranging from aeronautical engineering to zoological research and to new fields not yet established or even conceived. In between, STEM undergirds all the engineering fields, medically-related careers at all levels, manufacturing, agricultural production, and technological support for the military.

In the Community: STEM provides the fundamental support for many technologies and crafts required for daily life in the U.S. It also underlies the study and data collection for environmental and health issues.

Student Benefits: STEM develops in students: 1) an understanding of selected parts of life processes; 2) recognition and understanding of some components of the physical world; 3) planning and evaluation techniques, 4) teamwork characteristics, 5) ability to make measurements and reliable observations, and 6) analysis and reporting skills.

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⇒A STEM System⇐

STEM Detailed On this site, the term, STEM, primarily is used for a three course multidisciplinary replacement program of STEM I, STEM II, STEM III for the traditional triumvirate of biology, chemistry and physics courses, with an elective course of STEM IV. The “TE” of Technology and Engineering are new additions to study for most high schools. The “M” for mathematics is used here for “applied mathematics.” This site makes no attempt to address reform of high school mathematics. However, “applied math” must be addressed in conjunction with the need to support the quantitative aspects of “STE” work. (The Modeler has noted recently that today’s teachers of general college chemistry encounter the same student shortcomings in mathematics as he experienced as an instructor a half century earlier.)

The term also is used here as an adjective in “STEM careers” to suggest a spectrum of opportunities from technical trades and crafts to cutting edge research. The high school STEM program should enable students to gain some familiarity across this spectrum and not be restricted to preparation only for “college entrance.” STEM course content should be directed by all relevant educational standards, such as NGSS, and advised by local/regional needs. A Teaching Team is expected to supplement its own motivational attempts by using STEM Catalysts and STEM Dynamos appropriately.

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⇒A STEM System⇐

Student Encounters Content: Content selection in ⇒A STEM System⇐ can be guided by appropriate standards, such as recommended by the National Academies of Sciences, Engineering, and Medicine or by the state or others designated by the school. Local needs may be addressed as suggested by local Advisory Committees. Ultimately, what content is addressed will be determined by consensus of the Teaching Team. All sciences and all engineering specialties should be considered in deciding what content will be required and what will be suggested that students should address during the courses of STEM 1 – STEM III. STEM IV, as an elective, may be as flexible as the Teaching Team desires. Textbooks may be used conventionally; however, Student Projects will lead to introduction of content and skills not yet addressed by some students. Student Projects: To the usual subject matter facts, skills, and problem-solving procedures are added Student Projects. These projects add new requirements of setting objectives; planning strategically; applying present knowledge; identifying required new knowledge and learning it; teaching/learning from team members; evaluating collected information contributions to objectives; evaluating results; team reporting; and learning about STEM work and careers. Resources: A Resource Library of textbooks, periodicals, and other appropriate compendia should be available readily as an addition to online information.

STEM Catalysts: Students will have regular contact with STEM Specialists for technical insights to address Student Projects and to gain information about STEM careers and how to prepare for them.

The express introduction  
The express introduction