STEM 2.0: Transformational

Thinking about STEM for

School Board Leaders

National School Boards Association,

Technology & Learning Leadership

Webinar, January 15, 2014

JIM BRAZELL jimbrazell@ventureramp.com

• STEM is as fundamental to

education in the 21st Century

as the humanities and the arts

in the 20th Century.

• STEM does not; however

decrease our need to cultivate

the humanities, arts, and

health education. In fact, it

makes these subjects more

important than ever…

• STEM is for everyone—even

school leaders.

When our predecessors stood at the edge of the world and gazed up at Sputnik in 1957, they did not respond with a narrow focus on technology education or training.

General Robert F. McDermott, Academic Dean, of the U.S. Air Force Academy, founded the new academy on the idea that in a world of increasing technological complexity, education needs to increase emphasis in both classical and contemporary studies.

Brigadier General Robert F. McDermott

The Fundamental

Question of the 21st

Century is:

How do we cultivate

innovation and

innovators in our

schools?

Dr. Francis X. Kane Military

Father of GPS (Col. USAF, 1918-

2013)

HealthArts

CTEAcademics

Leadership

Character

Citizenship

How do we cultivate innovation

and innovators?

What is STEM?

Whole School STEM Reform

Implications for your School

Community, Pedagogy, and

Leadership

9

What is STEM?

10

Measure

Education TIMS, PISA, Common Core

11

Measure

Workforce Productivity, Job Changes, & Skill

12

Measure

Economy R&D, Innovation, & Efficiency

13

SocietyForce acting on society resulting in change to the structure, flow,

and composition of social institutions and personal identity:

family, education, work, economy, law, government, and war.

We are here

Old Way

21st Century

Economic Shift STEM is facilitating

transformation of:

Knowledge

Organizations

Industries

Markets

Technical Systems

Human Capital

Curricula

Natural World

New Way

15

S&T PolicyBegins with founding of National Academies of Science by

President Abraham Lincoln.

16

What is STEM

in education

practice?

What is STEM in K-12 Education Practice?

STEM is an acronym for science, technology,

engineering and mathematics. STEM has many

meanings in theory and practice. STEM practice in

schools is widely varied across levels of

education.

In K-12 education, STEM practice is typically

designed to improve math and science education

outcomes and to improve the flow of students into

STEM career fields and higher education.

STEM practice

is culturally and

geographically

bound,

http://www.dentonrc.com/sharedcontent/utilities/clickedimage/index.html

Denton ISD, Texas

RAM STEM Academy, San Antonio, TX

Fredericksburg High School & ISD – SystemsGO, Texas Hill Country

.

Environmental impact study during the reconstruction of Koie’ie

Fishpond located in north Kihei– Kihei Charter School

Waipulani

Longitudinal Algae

Research Project –

Kihei Charter School

Makena Hawaiian Green Sea Turtle Fibropapiloma Virus Study– Kihei

Charter School

STEM practice is

culturally and

geographically bound;

however, communities

and schools should

transcend provincial

notions of STEM in favor

of global perspective and

practice.

What is STEM in K-12 Education Practice?

Alief ISD hosted a workshop with key stakeholders to provide

conceptual input to the design of a network of STEM middle schools.

In order to set up a definition and concept for STEM at Alief, the

following STEM purpose and goal were articulated at the outset of the

workshop by the chair of the STEM Committee.

The stated purpose of the STEM initiative is to improve student

and teacher performance outcomes using STEM as a “thematic

integrator” with embedded academic standards.

The goal of the initiative is to systematically transform the teaching

process, the learning experience, and the performance outcomes of

students and teachers by integrating academic- and skill-based

learning strategies.

In Harvard Pathways to Prosperity, Bill Symonds, et al

In general, the goal of STEM is

to get everyone ready for

postsecondary education, entry-

level work, and the rigors of 21st

Century Society. Today, the

entry-level requirement for

middle skill jobs and some high

skill jobs is at least 2 years of

education beyond high school.

What is STEM in K-12 Education Practice?

STEM is an acronym for science, technology, engineering

and mathematics. STEM has many meanings in theory

and practice. STEM practice in schools is widely varied

across levels of education. In K-12 education, STEM

practice is typically designed to improve math and science

education outcomes and to improve the flow of students

into STEM career fields and higher education.

To the academic community, STEM usually means more

people meeting minimum standards without remediation

and also it means higher levels of academic course

completions in AP enhancing placement to universities.

What is STEM in K-12 Education Practice?

To the K-12 Career and Technical Education Community

(CTE), STEM can mean using applied learning to teach

rigorous academic content within the context of “practical

arts” courses such as engineering, information technology,

or technical arts (3-D digital art, technical stagecraft from

theatre, and/or videography). Pedagogically, CTE

generally sees STEM as the integration of knowledge

(science and math) and skill (engineering and technology).

For CTE, STEM also means systematic planning including

course sequences, college and career pathways, rigorous

programs of study (academic and CTE plan). The RPOS

includes inter-institutional agreements for college course

credit and/or industry licenses and certifications.

What is STEM in K-12 Education Practice?

To the K-12 arts community STEM can mean

transformational technologies in the arts—new materials,

new tools, new processes. For arts, STEM is also seen as

an opportunity for arts integration—traditionally teaching

math and science through art as a value add.

Some State Arts Associations practice STEM integration

with arts as a way to advance copyright industry arts jobs,

which contrary to public perception pay high wages similar

to STEM jobs. Copyright industry jobs include:

architecture, movies, TV, sound engineering, digital

games, motion, music, web, etc. (“Arts A/V Tech” in CTE

parlance).

What is STEM in K-12 Education Practice?

In practice, STEM has many different

representations including a general trend toward

interdisciplinary faculty and classroom teaming

designed to increase student retention, interest,

and performance. Various types of

interdisciplinary STEM teaching include: STEM

and arts, STEM and Career and Technical

Education, STEM and liberal arts, STEM and

entrepreneurship, STEM and research, and STEM

and medicine initiatives have appeared in the

literature and in practice since 2005.

What is new in 21st century

education is the mainstreaming of

engineering, arts, computer

science, and Career and

Technical Education processes

within the academic context—

integration of liberal arts and

practical arts.(New subjects and courses (Eng/CS), POS, interdisciplinary teaching and projects,

content integration)

Reconciling Opposites

Knowledge

Academics

Liberal Arts Practical Arts

SkillCareer & Technical

Education, Arts,

Engineering, and

Computer Science

Tell me, and I forget

Show me, and I remember

Let me do, and I understand

—After Confucius, China, 5th century BC

Engineering

Arts

Computer Science

CTE

http://www.olin.edu/

http://www.olin.edu/

http://www.olin.edu/

http://www.olin.edu/

“What are we

going to do to

change the

world today?”

Dr. Francis X. Kane

Military Father of GPS

(Col. USAF, 1918-2013)

Computer

Science

Cyber Patriotuscyberpatriot.org

http://www.mysanantonio.com/default/article/Students-hoping-to-ridethe-cybersecurity-wave-1043235.php#ixzz1IBe4Gqls

The meaning of

STEM is culturally

bound.

co

de

.org

‘Hour of Code’ event aims to demystify computer science (Seattle Times)

Students and teachers in classrooms around the globe will join in a worldwide initiative called Hour

of Code next week. Presented by Seattle-based nonprofit Code.org, The event aims to demystify

computer science for educators and students alike. Thus far, some 28,000 groups plan to host

tutorials next week across 166 countries. Code.org created the free tutorial in collaboration with

engineers from Microsoft, Google, Twitter and Facebook. It uses puzzles featuring characters from

popular online games like “Angry Birds” to introduce students to coding concepts.

CODE.org

ArtsFlorida’s 8th Grade to PhD TEAMS Pipeline

Arts, Crafts, and Literary Avocations Correlate with Scientific Success

•

Compared with typical scientist, Nobel laureates are at least:

• 2X photographers

• 4X musicians

• 17X artists

• 15X craftsmen

• 25X writers

• 22X performersSource: Innovations in the Formal Education of Future STEM Innovators, Robert Root-Bernstein, Michigan State University

Ocoee Demonstration Middle School

Orlando Tech – High School Program

Orlando Tech – High School Program

Orlando FIEA University Program

http://www.thefoundry.co.uk/case-studies/package-design-made-easy-in-modo/

Of the two million U.S. arts jobs requiring

significant technology proficiency:

10% architects

11% artists, art directors and animators

7% producers and directors and

7% photographers

The products of copyright industries

represent 6.4% of the U.S. economy and

over $126 billion annually in revenue from

foreign trade. Read more at Arts in the

Workforce.

http://www.nea.gov/research/ArtistsInWorkforce.pdf

http://www.thefoundry.co.uk/case-studies/package-design-made-easy-in-modo/

For our clients, the 3D illustrations I produce have cut costs by reducing or

completely replacing the need for physical comps and final art photography.

Gene Dupont, genedupont.com

STEM, IT, Arts Integration

LeadersUS Digital Convergence

Centers

• New York City

• Washington DC MSA

• Central Florida

• San Francisco/Silicon Valley

• Los Angeles

• San Diego MSA

• Phoenix

• Denver

• Las Vegas

• Austin-San Antonio-Waco

Global Digital Convergence Centers

• South Korea

• Finland

• China

• Taiwan

• Sweden

• Denmark

• Germany

• UK

• Israel

• Malaysia

• Japan

Evans, Eliza, Michael Sekora, Alexander Cavalli,

Kinman Chan, Jeeyoung Heo Kenneth Kan,

Yue Kuang, Prakash Mohandas, Xiaoxiang Zhang, and

Jim Brazell. Digital Convergence Initiative:

Creating Sustainable Competitive Advantage in

Texas. San Marcos, Texas: Greater Austin-

San Antonio Corridor Council, 2005.

Full Report: http://www.dcitexas.org/DCI_report.pdf

CTE

1,000 MPG eq. Fuel Cell Car

Common Core State Standards & Career and Technical Education: Bridging the Divide between

College and Career Readiness was prepared for Achieve by Hans Meeder and Thom Suddreth of the

Meeder Consulting Group, with the Association for Career and Technical Education and the National

Association of State Directors of Career Technical Education Consortium.

“...all too

often, the

focus on

“college

readiness”and “career

readiness”remains in

two distinct

silos...”

(POS, interdisciplinary teaching and projects, and content integration)

Emerging K-12 STEM practice in U.S.

schools underscores a fundamental

process-level change in educational

pedagogy. This pedagogical shift is one

that embraces applied practice in addition

to traditional academic concepts of

learning, teaching, and knowledge in an

effort to open learning through the

connection of knowledge- and skill-based

learning strategies.

What is STEM?

Whole School STEM Reform

Implications for your School

Community, Pedagogy, and

Leadership

HealthArts

CTEAcademics

Leadership

Character

Citizenship

Classical Contemporary

Education

In the classical contemporary education model, schools preserve the important classical

notions of teaching, learning, and knowledge, while bridging to the future through

integration of contemporary themes, technologies, and projects. Classical contemporary

education is focused on connecting students and school staff to contemporary

opportunities and challenges effectively moving the center of learning motivation into the

world outside of the school doors.

The key ingredient of classical contemporary education is the intersection of

classical knowledge and contemporary skill with the goal of enabling

student- driven transformation of society and the natural world through

innovation: the creation of new discourse, knowledge, processes, systems,

tools, and/or languages.

At the heart of TEAMS schools is the belief that students and teachers can and will

make contributions to advancing society through creativity and innovation if we simply

facilitate, teach, support, and enable students to integrate school learning with

transformational initiatives in the world at large. Rather than closing the door and

saying: The real world is out there but the classroom is the only world that matters now;

this approach to human development throws the doors of education open and asks

students to make a difference in the world by making a unique and compelling

contribution to the world.

Defining Characteristic of Classical Contemporary Education

SURVIVAL

OF

SPECIES

GOVERNANCE

SECURITY &

SAFETY

QUALITY

OF CIVIL

LIFE

WEALTH

JOBS

MARKETS

Innovation

Classical Contemporary

Education

Pedagogy - The key to Project-based Learning is

learner engagement in the public sphere. The

learning theory flows from Piaget’s constructivism (V

word) and is extended by Papert’s Constructionism (N

word):

"Constructionism-the N word as opposed to the V

word- shares contructivism's view of learning as

"building knowledge structures "through progressive

internalization of actions... It then adds the idea that

this happens especially felicitously in a context where

the learner is consciously engaged in constructing a

public entity, whether it's a sand castle on the beach or

a theory of the universe ( Papert, 1991, p.1 in

Ackermann, n.d.)

1. Philadelphia Performing Arts Charter School (K-8),

ppacs.net, PA.

2. Clark Magnet School, clarkmagnet.net, La Crescenta, CA.

3. Indian River State College, irsc.edu, Fort Pierce, FL.

4. University of Maryland Baltimore County, umbc.edu,

Baltimore, MD.

5. Olin College, olin.edu, Needham, MA.

Model classical contemporary schools that integrate

academic and applied arts with success in terms of

improving learning outcomes for students include:

On the way

to 103,126

feet.

103,126 feet

Marine Science Research

Clark Magnet STEAM School, La Crescentia, CA

Engineering and Robotics

Clark Magnet STEAM School, La Crescentia, CA

Clark Magnet STEAM School, La Crescentia, CA

Environmental Sciences

Denton ISD, Texas

Programs of study connecting pathways to both 2 year

and 4 year post secondary degrees.

Well Rounded Student in 21st

Century

4 Year 2 Year College

Prep

Workforce entry readiness requires at least 2 years of

education beyond high school.

For Dr. Francis X. “Duke” Kane

liberal education and the arts are

part and parcel to STEM education and the

cultivation of the “creativeforce”we need for the

missions ahead. For Duke, “creativity and collaboration”

were the two necessary qualities to engender in the

education of what he affectionately called the

“Speed of Light Generation.”

ADAPTIVE LEADERSHIP - Adaptive leadership is specifically about change that is

led by a broad spectrum of community stakeholders who are empowered to innovate. In

short, adaptive leadership is about leaders who empower their people to innovate from

within. Adaptive leadership is also change led from the bottom up and the top down

simultaneously. (See “Native Innovation” section below)

INNOVATION LABORATORIES – Positioning challenges and opportunities from the

community (local and/or global) in the center of learning and education goals through

student- and teacher-driven innovation projects.

CULTURE of INNOVATION – In the TEAMS School, the context and frame for learning

is real world and purpose driven, incorporating failure as feedback to the learning

process. A culture of innovation is conducive to learning, improving, and adapting while

fostering risk taking. In this view, learning cannot be achieved without a culture

accepting and encouraging risk taking while incorporating feedback into the learning

loop.

PRE-K to PhD NETWORKS, SYSTEMS, & PATHWAYS – TEAMS Schools work on

creating meaningful and evolving programs of study. Programs of study include

integrated academic, arts, and CTE courses. Programs of study are also sequenced

programs designed by students to achieve life, learning, and career goals. Programs of

study also connect K-12, Community College, University and the Adult Continuing

Education pathways into a coherent system. A primary concern in creating modern

human capital systems is the transferability of credit among institutions and the creation

of non-linear networks of learning rather than linear “pipelines.”

Classical Contemporary Education - Systems Innovation

INTEGRATED ACADEMICS & CTE PRACTICE - Delivering integrated arts, CTE, and

academic courses and programs of study (coherent course sequences and

linkages);

MAINSTREAM ARTS INTEGRATION - Integrating fine arts, performing arts,

cultural arts, commercial arts, and creativity as foundational to school culture

and outcomes (not an add on);

ENGINEERING DESIGN FOCUS - APPLIED LEARNING PRACTICE - Applying

knowledge and skill-based learning through experimentation, the practice of engineering

design, and project work. Important to the idea of applied practice is cultural

apprenticeship, expert modeling, and developing mentor networks;

INTERDISCIPLINARY LEARNING - Integrating disciplinary knowledge across subjects

using themes, projects, competitions, and areas of mutual reinforcement--common

areas of focus to boost student performance in identified areas of learning difficulty

(often common road blocks and hurdles to students); and,

INTERDISCIPLINARY DESIGN & TEACHER PROFESSIONAL DEVELOPMENT -

Integrating professional development within and across faculty professional

development subjects/disciplines and empowering teachers to lead, co-design, and

create communities of learning practice. In general, fostering teams of faculty and

students working on projects and initiatives to connect knowledge, processes, and

people across the disciplines.

Classical Contemporary Education – Pedagogical Innovation

What is STEM?

Whole School STEM Reform

Implications for your School

Community, Pedagogy, and

Leadership

We are here

TEAMS

STEM

Key Change to

Enable Innovation

TEAMS

Organization of people

and technology across

institutions and

disciplines to innovate.

EducationEconomic

Development

IndustryWorkforce

Community

Innovation

Laboratories

TEAMSImplications for

Leadership

HealthArts

CTEAcademics

Classical

Contemporary

Education

TEAMSImplications for

Pedagogy

103

The 2 Most

Important

Words in

STEM

SURVIVAL

OF

SPECIES

GOVERNANCE

SECURITY &

SAFETY

QUALITY

OF CIVIL

LIFE

WEALTH

JOBS

MARKETS

STEM is the creation of

new knowledge,

processes, systems, and

tools to meet human need.

The result is transformation

of the human and natural

world by design.

Innovation

SURVIVAL

OF

SPECIES

GOVERNANCE

SECURITY &

SAFETY

QUALITY

OF CIVIL

LIFE

WEALTH

JOBS

MARKETS

TEAMS

Innovation

What is STEM?

“There are kids on Maui

who have never been to

the top of the mountain or

to Hana much less have

they traveled off of the

island.”

How do we cultivate innovation and

innovators in our schools?

Indigenous Invention - “We must move beyond

school reform through the implementation of

outside ideas to a new approach, one that embraces

inside innovation, imagination, and invention…”

Source: School Reform: The Flatworm in a Flat World: From Entropy to Renewal through

Indigenous Invention, PAUL E. HECKMAN, University of California, Davis and VIKI L.

MONTERA, Sonoma State University.

http://www.npr.org/2013/11/11/230841224/lessons-in-leadership-its-not-about-you-its-about-them

When we face a challenge where people have to change, leadership’s role

is to engage the people with the problem to solve it for themselves—rather

than prescribing a solution from the top down.

Adaptive Leadership Ronald Heifetz Harvard University

http://hbr.org/product/the-theory-behind-the-practice-a-brief-introductio/an/3241BC-PDF-

ENG

Successful adaptive

changes build on the

past rather than

jettison it.

Organizational

adaptation occurs

through

experimentation.

Adaptation relies on

diversity.

A Message from Kansas

“We can’t be in our

silos like we have been

in the past.”

--D Smith, Visioneering Wichita

National Institute

for Aviation

Research

“If we don’t have

a trained

workforce, we’ll

create technology

and export jobs.”

-- John Tomblin, Executive

Director

Butler Community College

April 7 to 11, 2008

“Workforce

development and

economic development

are the same thing…”

--Linda Sorrell, Workforce Center, Wichita

Butler County

Economic

Development

“In the world of economic

development, people talk

about the importance of

location, location,

location… but without the

labor force location means

nothing.”

--David Alfaro, Director Butler County

Economic DeveloipmentButler Community College

April 7 to 11, 2008

What is STEM?

Whole School STEM Reform

Implications for your School

Community, Pedagogy, and

Leadership

The Fundamental

Question of the 21st

Century is:

How do we cultivate

innovation and

innovators in our

schools?

Dr. Francis X. Kane Military

Father of GPS (Col. USAF, 1918-

2013)

HealthArts

CTEAcademics

YOU

TEAMS

EducationEconomic

Development

IndustryWorkforce

YOU

TEAMS

SURVIVAL

OF

SPECIES

GOVERNANCE

SECURITY &

SAFETY

QUALITY

OF CIVIL

LIFE

WEALTH

JOBS

MARKETS

YOU

TEAMS

“What are we

going to do to

change the

world today?”

Dr. Francis X. Kane

Military Father of GPS

(Col. USAF, 1918-2013)

STEM 2.0: Transformational

Thinking about STEM for School

Board Leaders

National School Boards Association,

Technology & Learning Leadership

Webinar, January 15, 2014

JIM BRAZELL jimbrazell@ventureramp.com