Tag Archives: The Teaching Institute for Excellence in STEM

Adding the arts to science produces STEAM

25 Feb

In STEM majors profit college students of color, moi wrote:
The Teaching Institute for Excellence in STEM defines STEM:

What is STEM Education?
Science Technology Engineering & Mathematics
In 2001, Judith A. Ramaley, a former director of the National Science Foundation’s education and human-resources division was credited by many educators with being the first person to brand science, technology, engineering and mathematics curriculum as STEM. It was swiftly adopted by numerous institutions of higher education as well as the scientific communities as an important focus for education policy focus and development.
TIES always views STEM instruction and the STEM resources that support the instruction with a trans-disciplinary lens. Issues in our world arise and are demanding of solutions. Since before Da Vinci, we have taken up this call to action through the design process. It asks for a multiplicity of pathways to offer a series of plausible solutions. From that process has come the power of prototyping, and beta testing. Rarely have our classrooms offered children the chance to engage in such questioning and processes. Now, through STEM education we have the chance to invite our children to look at their school work as important to the world.
For information on how TIES STEM Consulting can work with your organization to launch a comprehensive STEM curriculum program contact us at 443-955-9168 or via email . http://www.tiesteach.org/stem-education.aspx

https://drwilda.wordpress.com/2012/08/19/stem-majors-profit-college-students-of-color/

Many are asking whether the focus on STEM education is too narrow and arts should also be added to the curriculum to produce STEAM.

Mozart was a child prodigy. Most of us don’t come close to possessing his gifts. The Journal Times reported about the “Mozart effect.” Mozart Effect

Scientific research has found some basis for the notion that music instruction stimulates general intelligence. About 10 years ago that was called the Mozart effect, the result of some research that reported that listening to a Mozart sonata increased the ability of some college students on a test of mental ability. Popular wisdom twisted that into the notion that listening to music makes you smarter, which is more magic than science. What scientists say at the moment is that music instruction will make you smarter about music, and that for music to help children they need to begin instruction really, really early.
Music consists of rhythms and mathematic like patterns which change a child’s brain and way of thinking. Research which was published in the Journal of Neuropsychology suggests that children who study music will as adults will benefit from music study. The research shows “….that the region of the brain involved in verbal memory is larger in adult musicians than in those who are not musicians.” Mental Ability Affected by Music Study Further, Rauscher’s study concludes “the research suggests that music may act as a catalyst for cognitive abilities in other disciplines, and the relationship between music and spatial-temporal reasoning is particularly compelling.” Music Affects a Child’s Cognitive Ability

Berkowicz and Ann Myers wrote a thoughtful Education Week essay, The Arts Are Essential:

In his February 18th article in Edutopia, Jeffrey T. Schnapp, director of Stanford Humanities Lab at Stanford University wrote about the arts and said,
It is both a form of serious play governed by rules and techniques that can be acquired through rigorous study, and a realm of freedom where the mind and body are mobilized to address complex questions — questions that, sometimes, only art itself can answer: What is meaningful or beautiful? Why does something move us? How can I get you to see what I see? Why does symmetry provide a sense of pleasure?
The answers to those questions are both very personal and somewhat universal. But none can be answered without activating a different part of the brain than the part that accumulates all the information presented in 13 years of education. The arts are where we expand our ability to transcend generations and cultures. The recognition that the current dynamics of human interaction happened centuries ago as well and are recorded in literature offers a perspective no lecture or textbook can offer. The masterpieces of painters and composers, long gone, move us still. And, we can learn about textures, colors, light and sound. Producing art is an expression that connects one from the inside to the world. Music offers a study in changing times, experimentation, and expression that reveal the undertones of each period. Art is both about the creation of the piece and the appreciation of it. Simple appreciation needs attention and development these days….
Most teachers are confident that if their students were engaged and motivated, they could teach them. Well, we suggest that the evidence is telling us that presently we have students with a wider range of values about education, abilities, disabilities, challenges both in and outside of our buildings, health issues, and socio-economic and cultural differences. At the same time, we are pressed to finally make changes to our system that offer a more relevant education to our students, preparing them for the world in which they will live as adults. We have to make it different. Without art, we deny students the opportunity for
…serious play governed by rules and techniques that can be acquired through rigorous study, and a realm of freedom where the mind and body are mobilized to address complex questions — questions that, sometimes, only art itself can answer (Schnapp, 2014).
And it is through those experiences students will be better able to attend to other complex problems in science, technology, engineering, math, and society with the skill, engagement and motivation that every teacher wants for their students. Minimizing the arts makes no sense but neither does preserving them as a separate and apart from academics, especially in this time of focus on STEM subjects. They are interrelated. While we are struggling to find the best way to best educate today’s students, we cannot let the arts slip away. http://blogs.edweek.org/edweek/leadership_360/2014/02/the_arts_are_essential.html

There are reasons why arts education is important:
The Arts:

• Engage students in learning.
• Help children build thinking skills.
• Enhance self-discipline, perseverance, hard work and creativity.
• Provide a gateway to other subject areas.
• Promote cross-cultural learning.
• Teach the ability to utilize resources.
• Enhance interpersonal skills of cooperation and teamwork.
The Arts Help Students Become:
• Better Students
• Innovators
• Better Employees
• Problem-solvers
• Lifelong Learners
• Collaborators
Current Research says:
In 1995, those who studied the arts more than four years scored 59 points higher on verbal and 44 points higher on the math portions than students with no coursework or experience in the arts.
The College Board, Profile of SAT and Achievement Test Takers, 1995
Arts education contributes significantly to general academic achievement, including achievement in science, mathematics, social studies, language arts, other subjects and to the development of general cognitive skills, self-expression and fluency.
The Schooled Mind: Do the Arts Make a Different Way of Knowing?
Arts education is related to certain fundamental indicators of education success. For example, the arts in early childhood help prepare children for their first years of school.
Evaluation of Wolf Trap Institute for Early Learning through the Arts
Arts education programs are related to safer and more orderly school environments.
Safe Havens: Portraits of Educational Effectiveness in Community Arts Centers
Arts education programs are related to keeping students interested and staying in school.
The Humanities Program Evaluation
Arts education programs make strong contributions to cross-cultural understanding.
North American Indian Music Instruction: Student Self Concept Influences Upon Attitudes, Cultural Perceptions and Achievement http://pegasus.cc.ucf.edu/~faae/why.html

All areas of the brain need to be stimulated.

All religions, arts and sciences are branches of the same tree.
Albert Einstein

Learning and mastery of a subject is important. But, so is nourishing the “whole child.” The arts are just as important to learning as are the sciences. STEM should become STEAM.

Resources:
STEM Education Coalition http://www.stemedcoalition.org/

What Is STEM Education? http://www.sciencemag.org/content/329/5995/996.summary

Importance of Arts Education
http://www.educationfund.org/programs/artoffoundobjects/

Why Arts Education is important
http://www.lacountyartsforall.org/our-approach/why-arts-education-is-important

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STEM majors profit college students of color

19 Aug

As a society, we want all college students to be successful. For many students of color, college is often a daunting experience. According to the National Center on Education Statistics:

The percentage of college students who are Hispanic, Asian/Pacific Islander, and Black has been increasing. From 1976 to 2009, the percentage of Hispanic students rose from 3 percent to 12 percent, the percentage of Asian/Pacific Islander students rose from 2 percent to 7 percent, and the percentage of Black students rose from 9 percent to 14 percent. During the same period, the percentage of White students fell from 83 percent to 62 percent. Nonresident aliens, for whom race/ethnicity is not reported, made up 3 percent of the total enrollment in 2009. http://nces.ed.gov/fastfacts/display.asp?id=98

See, Minorities and the Recession-Era College Enrollment Boom http://www.pewsocialtrends.org/2010/06/16/minorities-and-the-recession-era-college-enrollment-boom/

Patrice Peck is reporting in the Huffington Post article, STEM Majors Prove Especially Profitable For Minority Students: Study:

And with studies showing that college degrees still hold their value, despite the economic downturn, choosing a major that yields the right post-graduate rewards is more important than ever.

According to a study published in the June issue of Research in Higher Education, majoring in science, technology, engineering, or math (STEM) proves to be the most profitable for minority students, whether they actually pursue the STEM field professionally or not.

The study, which was conducted by researchers at the University of Southern California Rossier School of Education, followed more than 1,000 Asian and Pacific Islander, Latino and black students over a period of nine years in an effort to determine the profitability of STEM degrees and help bridge the gap of minorities in those fields.http://www.huffingtonpost.com/2012/08/15/stem-majors-profitable-minority-students_n_1785021.html?utm_hp_ref=education&ir=Education

The Teaching Institute for Excellence in STEM defines STEM:

 What is STEM Education?

Science Technology Engineering & Mathematics

In 2001, Judith A. Ramaley, a former director of the National Science Foundation’s education and human-resources division was credited by many educators with being the first person to brand science, technology, engineering and mathematics curriculum as STEM. It was swiftly adopted by numerous institutions of higher education as well as the scientific communities as an important focus for education policy focus and development.

TIES always views STEM instruction and the STEM resources that support the instruction with a trans-disciplinary lens. Issues in our world arise and are demanding of solutions. Since before Da Vinci, we have taken up this call to action through the design process. It asks for a multiplicity of pathways to offer a series of plausible solutions. From that process has come the power of prototyping, and beta testing. Rarely have our classrooms offered children the chance to engage in such questioning and processes. Now, through STEM education we have the chance to invite our children to look at their school work as important to the world.

For information on how TIES STEM Consulting can work with your organization to launch a comprehensive STEM curriculum program contact us at 443-955-9168 or via email . http://www.tiesteach.org/stem-education.aspx

The study, The Earnings Benefits of Majoring in STEM Fields among High Achieving Minority Students examines the benefits of STEM education for college students of color.

Here is the press release:

 For Minority College Students, STEM Degrees Pay Big
June 22, 2012

 Study finds degrees in science, technology, engineering and math associated with 25 to 50 percent higher earnings; Latino college grads are highest earners

Minority college students who major in the STEM fields – science, technology, engineering and math – earn at least 25 percent more than their peers who study humanities or education, according to the results of a new study.

And those who took jobs related to their STEM degrees earned at least 50 percent more than their classmates who majored in humanities or education fields.

Published in the June issue of Research in Higher Education, the study followed more than 1,000 Asian and Pacific Islander, Latino and black students over nine years. The students were scholarship applicants for the Gates Millennium Scholars Program funded by the Bill & Melinda Gates Foundation, which awards grants to highly motivated, low-income minority students.

While minority groups continue to be underrepresented in the STEM fields, the study’s researchers believe this will change if students understand how much more money can be earned in those fields.

“The premiums for majoring in STEM fields are huge,” said lead author Tatiana Melguizo, associate professor of education with the USC Rossier School of Education. “We need to educate students that if they get a job in a STEM-related occupation, they have an even higher earning premium. Otherwise, students aren’t reaping the economic benefit of all the hard work they went through as undergrads.”

Overall, Latinos reported the highest average earnings after college – $42,180 annually – relative to the other minority groups. Black students reported earning $35,900 and Asian Pacific Islanders earned $40,261 (data in 2006 dollars).

Latinos majoring in STEM fields also reported the highest earnings among the groups studied: an average of $56,875 per year, higher than the reported average salaries of $39,365 for blacks and $47,530 for Asian Pacific Islanders.

The study’s authors said more research must be done to determine whether these discrepancies are attributable to different career preferences among racial/ethnic groups or employers’ hiring decisions, as well as the role colleges and universities play in the career and occupational development of minority students.

“Among the high achieving minority students we studied, Latinos not only reported the highest annual earnings overall, but also reported the highest annual earnings among STEM majors,” said study co-author Gregory Wolniak, a senior research scientist at the independent research organization NORC at the University of Chicago. “Preliminary findings suggest this may partially be due to Latino students’ ability to find jobs related to their major. These findings are encouraging signs that strengthening the pipeline of underrepresented students into STEM careers offers a viable solution to our nation’s growing competitiveness problem in engineering and science fields.”

Funding for the study was provided by the Bill & Melinda Gates Foundation through the Institute for Higher Education Policy.

About the USC Rossier School of Education

The USC Rossier School of Education (ross-EAR) is one of the world’s premier centers for the study of urban education. In addition to the school’s transformational research and partnerships, Rossier also prepares teachers and educational leaders who are committed to improving urban education locally, nationally and globally.

About NORC at the University of Chicago

NORC at the University of Chicago is an independent research organization headquartered in downtown Chicago with additional offices on the UChicago campus, the Washington D.C. metropolitan area, Atlanta and Boston. With clients throughout the world, NORC collaborates with government agencies, foundations, educational institutions, nonprofit organizations and businesses to provide data and analysis that support informed decision-making in key areas including health, education, economics, crime, justice, energy, security and the environment. NORC’s 70 years of leadership and experience in data collection, analysis and dissemination—coupled with deep subject matter expertise—provides information and analysis that form the foundation for effective solutions.

Contact: Merrill Balassone at (213) 740-6156, (213) 509-7805 or balasson@usc.edu

Citation:

Title: The Earnings Benefits of Majoring in STEM Fields among High Achieving Minority Students

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Title:

The Earnings Benefits of Majoring in STEM Fields among High Achieving Minority Students

Authors:

Melguizo, TatianaWolniak, Gregory C.

Descriptors:

Minority Group StudentsAcademically GiftedUndergraduate StudySTEM EducationMajors (Students)Education Work RelationshipCareer ChoiceEducational BenefitsIncomeEconomic OpportunitiesEducational ExperienceDecision Making

Source:

Research in Higher Education, v53 n4 p383-405 Jun 2012

Peer Reviewed:

Yes

Publisher:

Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com

Publication Date:

2012-06-00

Pages:

23

Pub Types:

Journal Articles; Reports – Research

Abstract:

The purpose of this study was to improve our understanding of the association between major field of study in college and early career earnings among a sample of academically accomplished minority students. Results demonstrate the economic benefits minority students experience from majoring in a Science, Technology, Engineering and Math field during college, and highlight the importance of gaining employment in a closely related field in order to secure those benefits. The results also illustrate the need to carefully account for self-selection when estimating the earnings premiums in relation to educational experiences during college. Implications for policy and research are discussed.

Abstractor:

As Provided

Reference Count:

79

In Borrowing from work: Schools teach career mapping Moi said:

One of the goals of education is to give the student sufficient basic skills to be able to leave school and be able to function at a job or correctly assess their training needs. One of the criticisms of the current education system is that it does not adequately prepare children for work or for a career.  A liberal arts education has been considered the gold standard. Moi wrote in Why Go to College? https://drwilda.wordpress.com/2012/03/24/borrowing-from-work-schools-teach-career-mapping/

The societal push the last few years has been to have more kids go to college. Quite often schools are ranked on the percentage of kids that go directly to college from high school. So, counselors are following cultural cues they have received from administrators, parents, and the media.

Chris Stout lists Top Five Reasons to Go to College Stout places the emphasis on the college experience and the fact that college is not just a place for possible career training. Forbes. Com published Five Reasons Not to Go to College Some people discover their passion earlier in life than others. Forbes.Com addresses its comments at those folks. The calculation is that if one already knows what they want to do, college could be an unnecessary detour. A US News and World Report article estimated the value of a college degree    https://drwilda.wordpress.com/2011/11/28/why-go-to-college/ Georgetown University has released a study that finds a college degree gives an advantage, even during times of recession.

Executive Summary

Full Report

See, In an Economic Storm, a College Degree Is Still the Best Umbrellahttp://chronicle.com/blogs/headcount/in-economic-storm-a-college-degree-is-still-the-best-umbrella/31187

https://drwilda.wordpress.com/2012/08/15/georgetown-university-study-even-in-a-depression-college-grads-enjoy-advantage/

Resources:

STEM Education Coalition                                       http://www.stemedcoalition.org/

What Is STEM Education?                                      http://www.sciencemag.org/content/329/5995/996.summary

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