by LaFayette Trawick
The obvious implications for students who are not embracing this curriculum for the future are that the U.S. will be dependent on foreign workers to fill future STEM jobs
LaFayette Trawick is a Research Scientist, freelance writer, and community activist involved in the mentoring of urban youth and planned partnering with fatherhood and faith-based mentoring initiatives. For speaking requests and program planning, email: lafayette.trawick@gmail.com
STEM education is the latest focus of most Public, Private, Charter and Parochial schools around the globe. The US Dept. of Education defines STEM as:
“the intentional integration of science, technology, engineering, and mathematics, and their associated practices to create a student-centered learning environment in which students investigate and engineer solutions to problems, and construct evidence-based explanations of real-world problems with a focus on a student’s social, emotional, physical, and academic needs through shared contributions of schools, families, and community partners.
According to the Census Bureau's 2009 American Community Survey, women comprise 48 percent of the U.S. workforce but just 24 percent of workers in STEM fields. Gaps between men and women in engineering and technology fields are deeply entrenched, starting as early as middle school. Gender and racial gaps persist in higher education:
- Men expressed more interest than women in STEM subjects, with dramatic differences in engineering.
- 4%of high school females reported an interest in engineering, compared to 34% of males.
- 2% percent of girls reported an interest in technology, while 18% of boys expressed interest in the field.
- On Advanced Placement tests, a higher percentage of male students scored a three or higher compared to females in all STEM subjects; on the SATs
Despite the intrinsic data, there are still some school systems who have not adopted STEM emphasis into their programs. This places our next generation of youth at a distinct disadvantage. When students are exposed to STEM-based learning they:
- Are 2.3 times more likely to show gains in STEM Careers (compared to students from the same schools.)
- Report significantly higher interest in majoring in computer science, engineering, and robotics than comparison students.
- Are ~2.5x more likely to take an engineering course in their freshman year than comparison students.
The obvious implications for students who are not embracing this curriculum for the future are that the U.S. will be dependent on foreign workers to fill future STEM jobs, (U.S. News/Raytheon STEM Index)
U.S. schools show increases in STEM degrees granted and STEM hiring, but they continue to fall woefully short providing enough STEM workers. Despite significant public and private investment, we are still not developing an American STEM workforce to fill the jobs of the future. It's clear that we need to focus our efforts on getting more kids, particularly women and African-Americans, interested in pursuing STEM at a young age.
Parents should take heed to this clarion call of the future and should the Lord tarry, they should begin exposing and preparing the next generation of kids to consider a STEM based career
Adventist Christian Academy of Raleigh is taking another major stride in this direction with their new Adventist Robotics League (ARL) now available as a part of the curriculum.
The Adventist Robotics League is sponsored by the Office of Education at the North American Division of Seventh-day Adventists and is a FIRST LEGO LEAGUE (FLL) Affiliate Partner. The Adventist Robotics League was started in 2002. Its goal is to inspire students in science, technology, engineering, and mathematics (STEM) and to provide unique academic and social skill learning opportunities through robotics in Adventist schools across North America.
ARL’s proven, verifiable impact on participants school engagement is gratifying and well documented.
- Over 87% are more interested in doing well in school,
- 88% have more interest in attending college
- 84% want to take more challenging math and science courses
- 98% improved problem-solving skills
- 95% increased time management skills
- 93% increased conflict resolution skills
- Over 76% strengthened their communication kills
ARL/FIRST LEGO League gives elementary and middle school students and their adult Coaches the opportunity to work and create together to solve a common problem. ACA Raleigh Robotics League believes and teaches that Tomorrow’s Christian innovators practice imaginative thinking and teamwork!!!
For more information, please contact LaFayette Trawick 908.244.8964 or email: acaadmin@acaraleigh.com
LaFayette Trawick is a Research Scientist, freelance writer, and community activist involved in the mentoring of urban youth and planned partnering with fatherhood and faith-based mentoring initiatives. For speaking requests and program planning, email: lafayette.trawick@gmail.com
