STEM Education has become a huge area of emphasis for schools across the country, and many are seeking ideas on how to improve available programs. New NSF-funded research from George Washington University, George Mason University, and SRI International has discovered 14 components associated with strong and exemplary STEM learning programs:
- College-prep, STEM-focused curriculum for all. Rigorous courses in all 4 STEM areas, or, engineering and technology are explicitly, intentionally integrated into STEM subjects and non-STEM subjects in preparation for college.
- Reform instructional strategies and project-based learning. STEM classes emphasize instructional practices/strategies informed by research on active teaching and learning and immersing students in STEM content, processes, habits of mind and skills.
- Integrated, innovative technology use. Technology connects students with information systems, models, databases, and STEM research; teachers; mentors; and, social networking resources for STEM ideas.
- STEM-rich, informal experiences. Learning opportunities are not bounded, but ubiquitous.
- Connections with business, industry, and the world of work. The school boundaries extend beyond the larger school community by creating partnerships with business and industry.
- College-level coursework. School schedule is flexible and designed to provide opportunities for students to take classes at institutions of higher education or online.
- Well-prepared STEM teachers and professionalized teaching staff. Teachers are qualified and have advanced STEM content knowledge and/or practical experience in STEM careers.
- Inclusive STEM Mission. The school’s stated goals are to prepare students for STEM, with emphasis on recruiting students from underrepresented groups.
- Flexible and Autonomous Administration. The administrative structure exhibits an external awareness to the community outside the school that promotes a bias towards innovation and action, while also increasing the collective capacity of the school.
- Supports Underrepresented Students. Supports such as bridge programs, tutoring programs, extended school days, extended school, extended school years, or looping exist to strengthen students’ transitions to STEM careers.
- Dynamic Assessment Systems for Continuous Improvement. The school community supports continuous improvement through data systems. Teachers use summ
- ative assessments and school leaders examine assessments to inform decisions.
- Innovative and Responsive Leadership. The school leadership is proactive and continuously addresses the needs of teachers, students, and the greater community through innovative solutions, open communication, and uplifting leadership.
- Positive School Community and Culture of High Expectations for All. Have a school environment where students and staff feel a sense of personal, intellectual, and socio-emotional safety. The school environment helps foster the development of personal identities and interests within a STEM context.
- Agency and Choice. Students have the opportunity to choose to attend a STEM school or make choices about STEM academic opportunities.
Source: eSchool News & George Washington University
