The Duke Energy Academy at Purdue for High-Achieving Students and Outstanding Science Teachers
By 2030, the global demand for energy will have increased by 50% based on the predicted human population increase. A secure energy future, both in the United States and abroad, needs solutions that come from a diverse energy portfolio. Unfortunately, we face a national crisis in the number and quality of students entering the STEM disciplines that will have a future impact on our nation’s ability to lead the world in the energy sector. To address these issues, Purdue University has launched an Energy Academy to inspire high school students and teachers in energy sciences and engineering. Participation is provided free of charge to the 42 participating students and 42 teachers. Teachers also will receive a $400 stipend. For more information go to: http://www.purdue.edu/discoverypark/energy/energyacademy/index.php
June 21-27, 2015 –
MIT’s Teaching and Learning Laboratory (TLL) has created 47 STEM Concept Videos to help students connect the concepts they learn in introductory STEM courses to concrete, real-world problems. Students can watch the videos to prepare for class or review a concept for an exam. Instructors can use them to supplement classroom instruction, using snippets or the entire video, most of which are under 15 minutes. Throughout the videos, viewers are prompted to pause to actively engage with the material — to predict the result of demonstrations, engage in a discussion of concepts, or perform activities tied to the video’s intended learning outcomes.
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A recent study of budding scientists and mathematicians shows there’s no silver bullet in pushing younger students to become more interested in math and science, but encouragement and opportunities to investigate those fields go a long way. A study of 8,000 college students in STEM and non-STEM fields showed those who completed STEM degrees had varied triggers that sparked their interest in their respective fields and started looking into the field at a variety of ages. The researchers found it was just as important to help students maintain their scientific or mathematical interests as it was to spark that interest. Most respondents in the study said it was their own passion for the field that was critical in pushing them to pursue STEM studies, according to an IU news release.
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Dr. Paul Ainslie, Managing Director of the I-STEM Resource Network, provided public comments today to the State Board of Education on the responses to the assessment request for proposal. I-STEM leads the Indiana STEM Action Coalition, a group focused on expanding and improving science, technology, engineering and mathematics (STEM) skills of Indiana graduates.
The Coalition urged the board to:
- Ensure that assessments fully and accurately assess students’ growth with respect to the Indiana academic standards for science, mathematics and English language arts.
- Include science testing every year along with mathematics and English language arts for grades 3-8.
- Ensure that adequate teacher professional development is available to enable teachers to effectively instruct and evaluate our students to the academic standards.
The Coalition also encouraged the board to include science scores as part of the school accountability model. Studies show that when science is included in accountability, overall school performance improves. When science doesn’t count, often it is not taught.
“The Coalition believes that our students need strong STEM skills for almost all jobs – not just for STEM careers – to remain competitive in the 21st century global economy,” Ainslie said.
“The Coalition knows Indiana’s teachers and school administrators are dedicated to helping every student achieve and excel. We believe that setting high expectations and supporting teachers with training and curricula can help to reach the goals we have for our children and the economic future of Indiana.”
The Coalition includes more than 100 representatives from business, post-secondary education, K-12 education, non-profits and government. Formed in 2012, it has reviewed the various pathways that lead to graduates with essential STEM skills: the skills of critical thinking, problem solving, planning and execution that come from a research-proven, inquiry-based STEM curriculum.
I-STEM is a partnership of public and private higher education institutions, K-12 schools, businesses, non-profits and government. It provides science curriculum and professional development for K-12 teachers in the STEM disciplines. It seeks to make quality STEM education available for all Indiana students.