Where did STEM go?

What happened to STEM? I found myself asking this question while listening to a panel discussion at a workforce development conference in October. The speakers — especially those from the manufacturing industry — kept making the point that their firms needed STEM professionals, particularly for engineering and product development roles. “We need people who can do the math,” one said.

That’s when I realized it had been a while since I’d heard a conversation centered on STEM. It used to dominate discussions at education conferences. Teachers, school leaders and policymakers were all focused on how to funnel more students into the STEM fields.

Then COVID-19 hit. The education world was tossed upside down and STEM faded into the background as other, more urgent needs — virtual instruction, students’ mental health, learning recovery — took center stage. 

Now, two years after the pandemic was declared over, STEM conversations seem to be reigniting. Curious about the trend, I reached out to some experts who are developing STEM education tools to get their take. I spoke with Jenny Nash, EdD, head of US Education Impact at LEGO Education, Sean Barton, chief value officer for Curriculum and Strategy at STEM Sports, Jason Innes, director of Curriculum, Training, and Product Management at KinderLab Robotics, and Tony Oran, CEO at Intelitek. 

This conversation has been lightly edited for space and format. 

Barton: STEM is without question a priority for K-12 students. Approximately 85% of STEM jobs anticipated for the year 2030 have yet to be invented, and over the next 10-plus years, 80% of all jobs will be STEM-related, so the workforce needs all hands on deck.

Oran: Absolutely. STEM is still a high priority. While there has been progress in growing the number of kids that enter STEM or technology career paths, we are far from meeting the goals to address the shortages that currently exist in industry. If the United States wants to maintain its competitive edge in the world economy, STEM focus needs to be maintained and even emphasized more. 

The secondary challenge we are seeing is how to keep kids in STEM programs. Up to now, STEM initiatives have been primarily focused on elementary and middle school students.  We are working on STEM to CTE pathways – guiding middle school students with STEM backgrounds to technology programs that prepare them for careers in industry or higher learning in engineering fields.

Innes: STEM is a priority for many K-12 school districts, but the critical importance of starting STEM education early is still a message many district leaders need to hear. Students as young as preschool age show differences in STEM interest (owing to stereotypes about STEM identity) and in STEM ability (owing to socioeconomic background). These differences only compound as children age. To ensure STEM interest, participation, and success in middle school, high school, higher ed, and into the workforce, we have to give kids positive STEM experiences from preschool onward.

Nash: STEM and STEAM learning continues to be a priority in K-8 and is becoming even more critical due to AI and other emerging trends. At its core, STEM is about connecting subjects and making them relevant to the real world. So, how can AI be integrated into math or science? The classroom should reflect the world, where everything is interconnected. A scientist still needs math and reading skills, right? The skills students develop through a cross-curricular approach are the same skills they’ll need in an evolving world, regardless of the latest trend. It’s essential that students learn to ask critical questions, solve problems, and explore connections between subjects, trends, technology, and the world around them.

A challenge for many schools is how to make learning these subjects more accessible and engaging for all students. Take science for example. Our new research reveals that among students who said science is their least favorite subject 45% describe it as “too hard” and 37% said they are “bad at it.” We need to change the narrative so students can see themselves in the subject – and, ultimately, in related careers.

Barton: In a progressive society, technology will continue to be in high demand. Accordingly, the gap in technological skills and literacy has narrowed in our schools due to advancements in a myriad of required jobs and skill sets, such as cybersecurity, AI-generated resources and machine learning, biotechnology, data science and analytics, and software development and programming.

Oran: Our focus is manufacturing and industry and we see the greatest need is for technicians. Industry 4.0 is the buzzword, but underneath the title is the need for technicians who can build, operate and maintain those complex automated systems. Industry leaders tell us they don’t have enough technical workers with basic knowledge and skills to troubleshoot and repair systems. We should approach this systematically and teach the fundamental knowledge that technical workers need, then tie this into skills specific to automated manufacturing and automated processes. We should focus on communication, troubleshooting, problem-solving, data collection, and basic programming of systems. With these competencies, students become capable of understanding how systems work and will be able to get jobs in a multitude of industries like logistics, supply chain, manufacturing, industrial automation and more.

Innes: STEM is more than just science, technology, engineering and math. STEM is a set of practices for learning and problem-solving. Technical knowledge is important, but so are curiosity, creativity, persistence, and collaboration. These social skills and executive functioning capabilities are the aspects of STEM most necessary in the workforce. When I talk about starting STEM education early, it’s about teaching kids how to ask questions, propose solutions, test and improve their creations, and share their work.

Nash: Our recent survey found that more than half of science teachers believe the greatest value of science education is its ability to develop curiosity, critical thinking and creativity. These skills also rank among the most essential in reports like the WEF Future of Jobs Report.

With more than 20% of US professionals now working in roles that didn’t exist in 2000, schools must prepare students to think critically, solve problems and become lifelong learners. The best way to foster collaboration, adaptability and innovation is through hands-on, inquiry-based learning.

Barton: STEM literacy will become the rule as opposed to the exception at some point in K-12 education. Educators are looking for academic resources that align with their core curriculum and meet the academic benchmarks defined by the district. A teacher’s time is and has always been extremely valuable for both planning and instructional purposes so the implementation of intuitive, standards-aligned practicum is paramount for student engagement and retention of subject matter.

Oran: The biggest challenge for schools is finding qualified instructors to teach STEM topics. Tools should offer all the materials they need to teach STEM subjects, even if they don’t have experience steeped in science, technology, engineering or mathematics. 

Today’s educators understand there are great jobs waiting for their students in the years to come. Many CTE programs have 100% employment rate after graduation so K12 leaders want to teach the most critical industrial skills. What’s interesting is that these are just steps away from STEM classes. STEM robotics clubs go into industrial robotics; coding goes to PLC programming; and science classes progress to mechatronics and smart sensors for industry; and math migrates to instrumentation. Schools just want to be aligned with what is really happening in the workplace and support the companies that surround them.

Innes: One thing we’re hearing about more is the idea of K-12 CTE – career-technical education that begins in kindergarten and goes through high school. CTE administrators face the daily challenge that by high school, half or more of the student body have already self-sorted themselves out of any interest in STEM jobs. CTE needs to start early. That means STEM education starting in K-5, positioned as CTE feeder programs. The goal is not to turn every child into a STEM professional, but rather to ensure that every child has that choice.

Nash: Every school wants its students to be successful and prepared for the future. Yet, findings from a LEGO Education survey found that 77% of global science teachers believe students struggle with complex concepts and curricula, and they’re eager for impactful resources that support every student’s success.

That’s why hands-on learning is valuable: It levels the playing field. Every student can find success when they get hands-on to explore a concept or create a solution to a problem. It naturally allows students to explore and iterate. 

Educators want to deliver engaging learning experiences. The challenge is that they don’t always have the tools, time, training or resources to do so. They need solutions that are intuitive, flexible and impactful, without adding to their already overflowing plates.

Barton: It’s imperative. Educators provide a perspective through their students’ lenses. If students are not engaged to explore, elaborate and extend on what they have learned, then we need to find resources and solutions that help educators reach all learners, not only as it relates to STEM but all subject matter.

Oran: It’s incredibly important, as is input from industry partners. The best educators are in touch with their local industries and are committed to anticipating what they need. There are a host of industry communication channels. We should listen carefully to their issues and concerns and then work to identify and address current and future opportunities. 

Innes: Educator input drives all successful educational tools and curricula, whether in STEM or any other field. A solid foundation of research and practice ensures product appropriateness for the students it serves. All hands-on, engaging STEM solutions must be developed in communication with working teachers. 

Nash: An education product can only be successful if it works for both teachers and students, which means both must be involved in testing and feedback. Developing a solution that fosters engagement, collaboration, and creativity requires rigor and testing. And conversations with students – we need to think like them.

Designing a better solution for teachers begins by understanding what wasn’t working. Speaking with educators about the challenges they face when teaching science will bring common themes to the surface. These insights should shape the efficacy framework, guide the design process and provide accountability. This ensures that everything is designed to be engaging, accessible and effective for both teachers and students.

How are STEM programs developing in your school or school district? Is STEM a high priority? Let us know. We want to hear your thoughts and stories. 

Kanoe Namahoe is the director of content for SmartBrief Education and Business Services. Reach her at kanoe.namahoe@futureB2B.com.