The Innovators

As framed by national education policy priorities, the dominant metaphor describing participation and achievement in science, technology, engineering, and mathematics (STEM) is a "pipeline." The STEM workforce requires a "pipeline" of future scientists, engineers, and mathematicians. This pipeline begins in childhood and carries students through high school, college, and master's degrees, ending with a doctorate and a career in a STEM discipline.

Today the focus in education is on enhanced student learning. Therefore all curriculum materials and teaching techniques are receiving careful review. Just as education begins to emphasize standards and achievement, an innovative method of teaching reading and writing is catching steam.

Blogger Andrew Miller suggests teaching strategies around graphic novels and comics, popular media that hold enormous educational potential.

According to 2011 findings by the Economics & Statistics Administration, less than 25% of STEM (science, technology, engineering, and mathematics) jobs are held by women - even though they make up more than half the workforce and college degrees. An undeniable glass ceiling hovers over these industries, and women and men alike do their best to start lugging stones at it.

Programs at New Albany's high school and middle school are preparing young women to take advantage of science, technology, engineering and math (STEM) opportunities. At the high school, technology teacher David Herman formed a club for female students interested in the STEM fields.

This search turned up some pretty good results for our topic.

The use of technology (information and communication technology, ICT) in secondary education is an important aspect of the current curriculum and of teachers' pedagogy. Learning supported by computers is supposed to be motivating for students and is, therefore, assumed to have positive effects on learning experiences and results.

Abstract: This article focuses on science, technology, engineering, and mathematics (STEM) education in secondary inclusive classrooms. Co-teaching is increasingly used in inclusive practice by administrators to provide effective instruction in inclusive classrooms. The practical and successful instructional strategies in the article focus on one co-teaching structure: station teaching. Although co-teaching has six different models, station teaching can provide a meaningful way for general educators and special educators to work collaboratively in the STEM inclusive classroom. This article will demonstrate the technology and communication enhancement that are necessary in STEM careers.

Abstract: "According to a release, this latest offering from the Girl Scout Research Institute shows that 74 percent of teen girls are interested in STEM subjects and the general field of study. Further, a high 82 percent of girls see themselves as "smart enough to have a career in STEM." And yet, few girls consider it their number-one career option: 81 percent of girls interested in STEM are interested in pursuing STEM careers, but only 13 percent say it's their first choice. Additionally, girls express that they don't know a lot about STEM careers and the opportunities afforded by these fields, with 60 percent of STEM-interested girls acknowledging that they know more about other careers than they do about STEM careers. "While we know that the majority of girls prefer a hands-on approach in STEM fields, we also know that girls are motivated to make the world a better place and to help people," says Kamla Modi, PhD, research and outreach analyst, Girl Scout Research Institute. "Girls may not understand how STEM careers help people, or how their STEM interests can further their goals of helping people. Girl Scouts of the USA is committed to engaging girls in STEM activities and encouraging them to pursue STEM interests both in and outside the classroom, [in part] through program partnerships."

This site is for girls who have an interest in STEM related careers.