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ERIC Number: EJ793914
Record Type: Journal
Publication Date: 2007
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1938-5978
STEM Sell
Pantic, Zorica
New England Journal of Higher Education, v22 n1 p25-26 Sum 2007
Between 1994 and 2003, employment in science, technology, engineering and math (STEM) fields grew by a remarkable 23 percent, compared with 17 percent in non-STEM fields, according to federal data. The Bureau of Labor Statistics predicts continued strong growth in STEM job openings through 2014, with emphasis on life sciences, environmental sciences and engineering. The median salary of STEM workers is 66 percent higher than that of non-STEM workers, according to the National Association of Colleges & Employers. Clearly, STEM workers fuel the economy not only with high incomes and spending, but, more importantly, through innovation and entrepreneurship. Yet there is a growing gap between the supply of students graduating from U.S. college science and engineering programs and demand for STEM workers. This is exacerbated by international competition. If the United States is to preserve its scientific and economic leadership in the global knowledge-based economy, schools must increase the number of college graduates trained in STEM disciplines. That means creating and sustaining a STEM pipeline stretching from pre-kindergarten through grade 12 to college and on to industry. National Science Foundation (NSF) studies indicate that three factors contribute to building a strong pipeline: (1) early exposure to STEM careers via role models and mentors; (2) solid K-12 math and science preparation; and (3) effective college retention programs.
New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail: connection@nebhe.org; Web site: http://www.nebhe.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts; Texas; United States