Middle and High Schoolers Get Hands-on STEM Experiences

Abstract

Science, technology, engineering, and mathematics (STEM) has been hot stuff in 2008. Pick up a magazine or newspaper, and STEM is there. STEM subjects relate to invention, industry, and commerce. They relate to chemistry and electricity and health. Far greater numbers of kids need to know more and be able to understand why things work the way they do. One could safely predict that state economies rise and fall in direct proportion to the knowledge and skills of each state's graduates. Recognizing that rote learning in the STEM fields is far from sufficient, state leaders are beginning to provide support for students to engage in real-life mentoring and intern programs or to get engaging, challenging, hands-on science and math experiences in afterschool programs. Kyle Zinth, a policy analyst with the Education Commission of the States, recently collected and synthesized state policies related to STEM instruction (www.ecs.org/hsdb-stem). In addition to mining state laws for state policies that recruit math and science teachers, target greater participation by low-income or minority students, etc., he looked for and documented provisions that support real-life and hands-on experiences. Real-Life Experiences Engaging in mentoring and intern programs gives students opportunities to see and understand what STEM careers really look like. Internship and mentoring programs can foster student interest in STEM fields and provide valuable hands-on experience. Students are exposed to STEM-related opportunities within their community, showing them that opportunities exist nearby, possibly combating brain drain. Zinth found that eight states support mentoring or internships for high school students in the STEM fields. A pilot program in Connecticut, for example, provides grants to establish self-perpetuating programs offering job-shadowing and internships in science, mathematics, or technology intensive businesses. Kentucky's Science and Technology Council is responsible for enhancing students' interest in STEM subjects through industry internships, mentorship, and career exploration. Florida's career academies--which include schools focused on STEM and information technology--must include partnerships that provide for internships and externships. Washington's director for mathematics, science, and technology is responsible for creating and promoting student internships and apprenticeships. Outside the School Day According to Zinth, 12 states support extended learning opportunities in STEM subjects. For example, Missouri's Afterschool METS Grant Program provides competitive grants to expand quality afterschool programs that focus on STEM subjects (referred to in Missouri as METS subjects) or health. As of 2008, about $500,000 has been allocated for each grant program. Competition Engages Students, Reinforces Learning In addition, a handful of states have begun to fiscally support participation in math- and science-related competitions. Why is this important? Not only do competitions help increase student interest, but providing financial support to students representing a state encourages students who otherwise might not have been able to afford it. Districts and schools have traditionally footed the bill for competitions. Music contests, athletic events, and such head-to-heads as Odyssey of the Mind are the most common--but funding often hinges on parent support, volunteers, or student activity funding that comes out of per-pupil operating revenues. Other longstanding competitive programs serve career and technical students. In 2007, the National Research Center for Career and Technical Education looked at the impact of Career and Technical Student Organizations, or CTSOs (Looking Inside the Black Box: The Value Added by Career and Technical Student Organizations to Students' High School Experience, June 2007). …