..

Internationalizing STEM (science, technology,

engineering and math) education

US vs the WorldUS vs the World

In the US 1% of college In the US 1% of college undergraduates receive undergraduates receive degrees in science, compared degrees in science, compared to 38% in South Korea, 47% in to 38% in South Korea, 47% in France, 50% in China, and France, 50% in China, and 67% in Singapore.67% in Singapore.

US ranks 20US ranks 20thth among all nations in among all nations in regards to 24 year old students regards to 24 year old students earning degrees in science or earning degrees in science or engineeringengineering

US citizen opinionUS citizen opinion In the fall 2007 primary exit polls, 86% of US In the fall 2007 primary exit polls, 86% of US

voters reported believing that the number of voters reported believing that the number of workers with a background in science and workers with a background in science and math MUST be increased in order for the US math MUST be increased in order for the US to compete in the globalto compete in the global marketplacemarketplace

By 2012, 90% of the world’s By 2012, 90% of the world’s scientists and engineers will live scientists and engineers will live

and work in Asia and work in Asia (NSF Indicators 2008)(NSF Indicators 2008)

US schools spend an average of 90 US schools spend an average of 90 minutes/week on science in K-8, while minutes/week on science in K-8, while

European, Asian and Australian schools spend European, Asian and Australian schools spend an average of 300 minutes/week on science.an average of 300 minutes/week on science.

PISA 2003:PISA 2003: US 15 Year-Olds Rank US 15 Year-Olds Rank Near The End Of The Pack Among 29 Near The End Of The Pack Among 29

OECD CountriesOECD Countries

U.S. RANK READING 20TH MATH 24TH SCIENCE 19TH

Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.NCES 2005-003

2003: U.S. Ranked 242003: U.S. Ranked 24thth out of 29 out of 29 OECD Countries in MathematicsOECD Countries in Mathematics

300

350

400

450

500

550

FinlandKorea

Netherlands

JapanCanadaBelgium

SwitzerlandNew Zealand

Australia

Czech Republic

IcelandDenmark

FranceSwedenAustriaGermany

Ireland

OECD AverageSlovack Republic

Norway

Luxembourg

PolandHungarySpain

United States

Portugal

ItalyGreeceTurkeyMexico

Average Scale Score

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/

Problems are not limited to Problems are not limited to our high-poverty and high-our high-poverty and high-

minority schools . . . minority schools . . .

U.S. Ranks Low in the Percent of Students in U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6) the Highest Achievement Level (Level 6)

in Mathin Math

0

2

4

6

8

10

BelgiumKoreaJapanFinland

NetherlandsNew ZealandSwitzerlandAustraliaCanada

Czech Republic

IcelandDenmarkSweden

OECD Average

AustriaGermany

France

Slovak Republic

NorwayIrelandPoland

Luxembourg

Hungary

United States

ItalyTurkeySpain

PortugalGreeceMexico

Percent of Students

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/

PISA 2003: Problem-Solving, US PISA 2003: Problem-Solving, US Ranks 24Ranks 24thth Out of 29 OECD Out of 29 OECD

CountriesCountries

300

350

400

450

500

550

600

KoreaFinlandJapan

New Zealand

AustraliaCanadaBelgiumSwitzerlandNetherlands

FranceDenmark

Czech Republic

GermanySwedenAustriaIcelandHungary

OECD Average

Ireland

Luxembourg

Slovak Republic

NorwayPolandSpain

United States

Portugal

ItalyGreeceTurkeyMexico

Average Scale Score

Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.NCES 2005-003

More than half of our 15 year olds More than half of our 15 year olds score at problem-solving level 1 or score at problem-solving level 1 or

below on the PISAbelow on the PISA

Source: OECD Problem Solving for Tomorrow’s World. 2004

Using global problems makes Using global problems makes science and math relevantscience and math relevant

Environmental issues-GLOBEInternational sporting events-OlympicsHuman Genome project-bioinformaticsEnergy explorationDisease transmissionInventions and patentsSports and recreationMedicineInternational competitions-science/math

My researchMy research 2 years-surveyed 1000 students with 9 different 2 years-surveyed 1000 students with 9 different

teachersteachers Inquiry, collaboration,relevance,Inquiry, collaboration,relevance, supportive teachersupportive teacher 90 “at risk” students90 “at risk” students International sharingInternational sharing By end of year all students scored 85% or betterBy end of year all students scored 85% or better 2008 86 of 90 graduated from college2008 86 of 90 graduated from college

CMS Global initiatives-Reach CMS Global initiatives-Reach FurtherFurther

Global project annually for studentsGlobal project annually for students Global Issues database from Thomson Global Issues database from Thomson

GaleGale Global Scholar: K-12 Reading and MathGlobal Scholar: K-12 Reading and Math Senior Study/Travel programSenior Study/Travel program SMILE-Science and Math International SMILE-Science and Math International

Learning ExperiencesLearning Experiences Charlotte World Affairs Council Charlotte World Affairs Council

competitions/teacher travelcompetitions/teacher travel

Engineering is ElementaryEngineering is Elementary 20 multicultural stories about children using the 20 multicultural stories about children using the

engineering process to solve problemsengineering process to solve problems Produced by the Boston Museum of ScienceProduced by the Boston Museum of Science Includes 3-5 inquiry experiences with each storyIncludes 3-5 inquiry experiences with each story Engages community members (engineers), Engages community members (engineers),

teachers, parents, and studentsteachers, parents, and students

You don't have to know calculus, You don't have to know calculus, Just make sure I do.Just make sure I do.

By the time your child enters the workforce, almost every By the time your child enters the workforce, almost every good job will require technical skills. Your job? To make good job will require technical skills. Your job? To make sure your kid stays interested and keeps taking the sure your kid stays interested and keeps taking the tough courses. For tips, go to: tough courses. For tips, go to: mathsciencesuccess.orgmathsciencesuccess.org

Middle School IssuesMiddle School IssuesMany middle school teachers are not Many middle school teachers are not

highly qualified to do inquiry (6highly qualified to do inquiry (6thth grade) grade)Find informal institutions (museums, Find informal institutions (museums,

parks, etc) to engage studentsparks, etc) to engage studentsUse competitions (Science Olympiad, Use competitions (Science Olympiad,

Math Olympiad, Science Fair, Math Olympiad, Science Fair, NASA/SEMAA Robotics competitions, NASA/SEMAA Robotics competitions, Quiz Bowls, eCybermissionQuiz Bowls, eCybermission

She's not afraid of spiders, snakes, or science.She's not afraid of spiders, snakes, or science. Especially science.Especially science.

Why? Because she got interested in it early. Now she'll keep taking math and Why? Because she got interested in it early. Now she'll keep taking math and science courses, which will give her far more opportunities later on. For tips on science courses, which will give her far more opportunities later on. For tips on keeping your kid on track, go to: keeping your kid on track, go to: mathsciencesuccess.orgmathsciencesuccess.org

National reportsNational reportsNational Action Plan for Addressing the National Action Plan for Addressing the

needs of the US Science, Technology, needs of the US Science, Technology, Engineering and Mathematics Education Engineering and Mathematics Education System-presented to Congress October System-presented to Congress October 30, 2007 by NSB30, 2007 by NSB

Innovation America: Building a Science, Innovation America: Building a Science, Technology, Engineering and Math Technology, Engineering and Math Agenda-released by NGA Feb 2007Agenda-released by NGA Feb 2007

Bipartisan LegislationBipartisan LegislationEnhancing Science, Technology, Enhancing Science, Technology,

Engineering and Mathematics Education Engineering and Mathematics Education Act of 2008-Honda (CA)Act of 2008-Honda (CA)

1-Reorganizing the President’s office of science and technology policy 1-Reorganizing the President’s office of science and technology policy to establish a working STEM education committeeto establish a working STEM education committee

2-Establishing an office STEM education at the DOE2-Establishing an office STEM education at the DOE3-Establishing a consortium of states on STEM education3-Establishing a consortium of states on STEM education4-Establishing an NSF Repository of best practices programs in STEM4-Establishing an NSF Repository of best practices programs in STEM

The fastest-growing, highest-paying jobs are all in fields that require The fastest-growing, highest-paying jobs are all in fields that require solid math and science skills. So do your child a favor - encourage him solid math and science skills. So do your child a favor - encourage him to keep taking the tough courses. For tips, go to:to keep taking the tough courses. For tips, go to: mathsciencesuccess.orgmathsciencesuccess.org

Expect more from me. Expect more from me. You won’t be disappointed.You won’t be disappointed.

Stay informed!Stay informed! National STEM Ed Coalition National STEM Ed Coalition www.www.stemedcoalitionstemedcoalition.org.org

Georgia’s website Georgia’s website www.www.mathsciencesuccessmathsciencesuccess.org.org

Information about STEM colleges Information about STEM colleges www.www.edtrustedtrust.org.org

In conclusion:In conclusion:

““Do or do not, there is no try” Do or do not, there is no try” YodaYoda

Cindy.moss@cms.k12.nc.usCindy.moss@cms.k12.nc.us