During the 2016 presidential campaign, it was Hillary Clinton who talked about spending federal money to provide more STEM education — especially computer science classes for all students. Donald Trump wasn’t much interested then — and his proposed fiscal 2018 budget didn’t spread much love in that direction either. It zeroed out one of the Education Department’s main programs that could be used for such a purpose, and it eliminated funding for NASA’s education office (which, among other things, oversees efforts to support women and underrepresented minorities in STEM fields).
Tagged: STEM Education
The House Committee on Science, Space, and Technology held a Research and Technology subcommittee hearing on Wednesday to explore the future of STEM and computer science education in the United States to prepare today’s youths for much-needed science and engineering jobs. Citing American students’ 19th (science) and 31st (mathematics) rank out of 35 countries, Committee Chairman Lamar Smith (TX-21) advocated the need to “capture and hold the desire of our nation’s youth to study science and engineering so they will want to pursue these careers.” His STEM Education Act of 2015 (P.L.114-5) encourages students to enter STEM fields.
On Thursday evening, in the packed foyer of the Rayburn House Office Building, people lined up to try on 3D outer space goggles, explore cutting-edge stream water models, and meet the brilliant scientific minds who worked on these projects.
Science is hard enough, now imagine pipetting in the dark or using a microscope for advanced research that’s better suited for a fourth-grade class. To cover the “indirect” costs of doing federally-funded research, such as paying for laboratory bills, disposing of hazardous waste, and complying with federal regulations, each university and the government determine an overhead rate for research projects. Last week, the House Committee on Science, Space, and Technology held a hearing to examine this overhead cost of federally-funded science research at universities.
With technological advancement occurring at ever-increasing speed, it seems surprising that a law meant to better align career and technical education (CTE) programs with students in need of new skills and employers in need of qualified workers hasn’t been updated in more than a decade. The House Committee on Education and the Workforce approved by voice vote a bipartisan update to this law, the Strengthening Career and Technical Education for the 21st Century Act (H.R.2353). Discussion around the bill echoed that of the recent National Science Board quarterly meeting, which highlighted the shifting demographics of the STEM workforce, which includes ocean engineers and marine scientists.
Nearly half of U.S. college graduates spent time on community and technical college campuses. The skilled technical workforce – those outside four-year institutions who use science, technology, engineering, and math (STEM) in their jobs – consists of approximately 16 million individuals, and it is estimated by next year, 35 percent of the STEM workforce will have sub-baccalaureate degrees. During the quarterly meeting of the 24-member National Science Board (NSB), which establishes overall priorities for the National Science Foundation (NSF), one topic of discussion centered around a draft work plan on how the agency can reach students outside the traditional four-year college institutions to develop the shifting STEM workforce.
As science, technology, engineering, and mathematics (STEM) are a part of everything we do, making a STEM-literate society critically important. Last week, the STEM Education Coalition, in conjunction with nearly a dozen other organizations and associations, held a briefing, “STEM 101: Major Policy Issues for the 115th Congress.” Chairman Lamar Smith (TX-21) and Ranking Member Eddie Bernice Johnson (TX-30) of the House Committee on Science, Space, and Technology were the congressional hosts.
The National Science Board, the National Science Foundation’s policy arm, has released an interactive infographic that explores 25 years of science, engineering and health (SEH) doctoral pathways. The NSB launched “a new tool for policymakers, educators, business leaders, students and others to assess the career opportunities for those with doctoral degrees in SEH fields.”
Twenty percent of all jobs in the U.S. required a high level of science, technology, engineering and mathematics (STEM) in 2011, a number projected to only increase in the coming decades. Statistics like the one above highlight the importance of last week’s hearing of the Labor, Health and Human Services, Education, and Related Agencies Subcommittee of the Senate Appropriations Committee, which focused on the future of STEM education.
In a scene more appropriate for a college laboratory than the Capitol building (lab safety protocols aside), Senator Sheldon Whitehouse (RI) measured pH on the Senate floor during an ocean acidification demonstration. The act...