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ERIC Number: EJ858095
Record Type: Journal
Publication Date: 2009-Oct
Pages: 3
Abstractor: ERIC
Reference Count: 1
ISSN: ISSN-0746-3537
How to Start a STEM Team
Hughes, Bill
Technology Teacher, v69 n2 p27-29 Oct 2009
The United States' poor performance in teaching math and science eliminates many of the best and brightest school children from the ranks of future scientists and engineers. With little chance to learn in school how science and math skills might translate into professionally useful knowledge, students are unable to make informed choices about further education and work options. As a result, many students who do undertake science and engineering studies in college drop out in frustration; other potentially capable students never consider these subjects in the first place. Numerous educational institutions, from public schools to colleges and large universities, have acknowledged both the nature and scope of the problem. Additionally, many have run a common banner up their standards bearing the letters: STEM, the acronym standing for an educational methodology based on the ideals of grounding science and math curriculums in hands-on, real-life exercises with technology and engineering. Unfortunately, the number of well-intentioned institutions, educators, and potential employers touting STEM far surpasses those who have brought the idea to fruition. The issue at hand is no longer what the problems are, or finding a slick acronym to rally around, but to now develop and institute practical models that will benefit students and serve as a navigational aide to others. The author describes how the STEM concept was introduced at Park Forest Middle School through the formation of a STEM Team.
International Technology Education Association (ITEA). 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania; United States