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Cultivating A National Agenda In STEM
Published: Sunday | April 7, 2013
M ore so than ever, academic curricula and gov ernment policy are being influenced by society's need for technology and energy conservation. The source of this policy shift is the knowledge that the financial stability of a nation's economy is directly proportional to innovation and creativity in science, technology, engineering and mathematics (STEM).
Expertise in these fields will spur entrepreneurship, and foster job growth and economic development. Invariably then, whether at the national or state level, a future that incorporates technological advancement should be part of any dialogue a governing body has with its citizens. This type of conversation is of critical importance, especially in developing countries.
The message delivered should highlight a clear path toward technological growth and be delivered effectively from top down such that all citizens, independent of socio-economic status, are on the same page. Any such national or state agenda will require a combination of integral components all working in concert.
EDUCATION ESSENTIAL
One essential component should be education and training - an evolving process that, by design, creates the infrastructure to produce a technologically savvy workforce. The education process should highlight and market careers entrenched in STEM disciplines. From the primary level, math and science should be emphasised in ways relevant to topics students find interesting.
Effective pedagogy, proper assessment and incentives should be used to promote student success and retention in these areas, all the way to the tertiary level. It is no wonder that with these motives in mind, the landscape of academia is changing.
In the United States (US), over the past 15 years, there has been a steady increase in state and federal funding to STEM-related programmes. New programmes have been developed, existing programmes have been redesigned, and more STEM partnership programmes between universities and high schools have been formed.
There has been greater emphasis on recruiting students from diverse backgrounds to science programmes, while funnelling more funds into faculty professional development. Math, science and engineering faculty are now given incentives to collaborate and formalise new pedagogy, understand learning communities, design new experiments/training protocols and understand how students learn.
Lego-based engineering classes are now being designed for third-grade students, while college-level students are given thousands of dollars in stipends to participate in enrichment programmes designed to peak and maintain their interest in the sciences until graduation.
In December 2012, the city of New York approved the development of an applied science and engineering campus, Cornell NYC Tech, a 12-acre site slated to open in 2017. The institution will debut a new interdisciplinary curriculum with the goal of spurring innovation and economic growth. More important, Mayor Michael Bloomberg has launched a pilot programme, beginning September 2013, in 20 middle schools and high schools which is expected to grow 3,500 students by 2016. The schools will offer comprehensive computer science and software-engineering curricula, with core topics in computer programming, electronics and robotics.
VISIBLE POTENTIAL LOCALLY
In light of these US-based initiatives, it is remarkable that in a country like Jamaica, where the Government lacks funds to support novel educational programmes like that at the high-school level, Jamaica College (JC) offers comprehensive programmes in robotics and aviation. More remarkable is the fact that these programmes have been in existence for at least four years.
The quality of the robotics programme can easily be assessed by JC's performance in the US-based FIRST (For Inspiration and Recognition of Science and Technology) competition. As the only Caribbean high-school competitor, in its four years of competing, JC has climbed from 65th in 2010 to two top-four finishes in 2012 and 2013.
FIRST, founded in 1989, engages more than 300,000 students with a mission to motivate and inspire student interest in education and career opportunities in science, technology, engineering, and math.
As celebrated as JC's accomplishments are, I strongly believe that like programmes with similar missions exist in the island. Some of these programmes are in other schools, while some are financed as competitions by the private sector. There are many enrichment programmes that are focused on improving math competency through targeted changes in pedagogy.
I also believe that the Government understands the need and is making strides to holistically improve math instruction and expose more students to STEM. The challenge is how we collectively make this awareness part of a national agenda that moves far beyond rhetoric. How do we use STEM disciplines to inculcate an entrepreneurial spirit that will target the abandoned and underdeveloped areas in Jamaica's infrastructure (water, roads, energy etc)?
If we buy into the notion that there is value in STEM exposure, and that this leads to scientific literacy, at a minimum we need to strategically design a plan that maximises its exposure. Bear in mind the caveat with any such plan will be sacrificed. Jamaicans, whether local or in the diaspora, will need to buy into this as willing and committed partners in this process. The plan will not flourish if its design and implementation becomes the sole responsibility of the Government. The plan will not flourish or be sustainable if it becomes a pawn in party politics or change in government.
Phase one planning should convene a policy institute or think tank with a clear focus that is in support of Jamaica's 2030 vision. This should be a non-partisan service appointment (not a consultancy) with no more than three people; ideally two educators and a business person with dynamic fund-raising abilities.
Goal one of the think tank is to create a database to identify what, and how many viable STEM programmes exist islandwide, and the age groups they target. This information should be sourced over a specific timeline (up to one month) from the Ministry of Education, public and private sectors, via radio and TV, newspapers and social media. The database will serve to reduce fragmentation and align programmes under a unified mission.
Assessment at the end of phase one will yield both qualitative and quantitative information about each programme, its target audience and related expenses. For the STEM programmes that exist, we will aim to cultivate a culture of 'learning communities' that will cross-share content and foster peer mentoring among students and collaboration among teachers.
THE NEXT MOVE
Outcomes from phase one will determine our next move. How many students do we plan to engage? What is our timeline for islandwide exposure? Will we need to create more programmes? How much funds will we need? How will we source these funds? At a minimum, we should implement a plan to cross-share existing high-school programmes while developing/revising lower-cost programmes targeting first- to third-graders.
We could start with established Lego-based programmes that will enhance math instruction and foster interest in science and engineering. Initially, we will need to make these programmes portable so that we can market and provide exposure while we expand. We could emulate a roadshow model and move these programmes from parish to parish during the summer when most kids are home. Whatever approach we take, we need to establish a plan that will be understood and supported by all.
We can use this model as a starting point in creating a plan for implementation, keeping in mind that in any engineering design, there are multiple solutions which can be revised and optimised infinitely, barring time and money. The key, however, is to stay focused while creating a culture that will aim to solve the problem and sustain the solution.
Dr Paul A. West is a biomedical engineering scientist and City University of New York engineering professor. Email feedback to columns@gleanerjm.com and pwest@lagcc.cuny.edu.
Published: Sunday | April 7, 2013
M ore so than ever, academic curricula and gov ernment policy are being influenced by society's need for technology and energy conservation. The source of this policy shift is the knowledge that the financial stability of a nation's economy is directly proportional to innovation and creativity in science, technology, engineering and mathematics (STEM).
Expertise in these fields will spur entrepreneurship, and foster job growth and economic development. Invariably then, whether at the national or state level, a future that incorporates technological advancement should be part of any dialogue a governing body has with its citizens. This type of conversation is of critical importance, especially in developing countries.
The message delivered should highlight a clear path toward technological growth and be delivered effectively from top down such that all citizens, independent of socio-economic status, are on the same page. Any such national or state agenda will require a combination of integral components all working in concert.
EDUCATION ESSENTIAL
One essential component should be education and training - an evolving process that, by design, creates the infrastructure to produce a technologically savvy workforce. The education process should highlight and market careers entrenched in STEM disciplines. From the primary level, math and science should be emphasised in ways relevant to topics students find interesting.
Effective pedagogy, proper assessment and incentives should be used to promote student success and retention in these areas, all the way to the tertiary level. It is no wonder that with these motives in mind, the landscape of academia is changing.
In the United States (US), over the past 15 years, there has been a steady increase in state and federal funding to STEM-related programmes. New programmes have been developed, existing programmes have been redesigned, and more STEM partnership programmes between universities and high schools have been formed.
There has been greater emphasis on recruiting students from diverse backgrounds to science programmes, while funnelling more funds into faculty professional development. Math, science and engineering faculty are now given incentives to collaborate and formalise new pedagogy, understand learning communities, design new experiments/training protocols and understand how students learn.
Lego-based engineering classes are now being designed for third-grade students, while college-level students are given thousands of dollars in stipends to participate in enrichment programmes designed to peak and maintain their interest in the sciences until graduation.
In December 2012, the city of New York approved the development of an applied science and engineering campus, Cornell NYC Tech, a 12-acre site slated to open in 2017. The institution will debut a new interdisciplinary curriculum with the goal of spurring innovation and economic growth. More important, Mayor Michael Bloomberg has launched a pilot programme, beginning September 2013, in 20 middle schools and high schools which is expected to grow 3,500 students by 2016. The schools will offer comprehensive computer science and software-engineering curricula, with core topics in computer programming, electronics and robotics.
VISIBLE POTENTIAL LOCALLY
In light of these US-based initiatives, it is remarkable that in a country like Jamaica, where the Government lacks funds to support novel educational programmes like that at the high-school level, Jamaica College (JC) offers comprehensive programmes in robotics and aviation. More remarkable is the fact that these programmes have been in existence for at least four years.
The quality of the robotics programme can easily be assessed by JC's performance in the US-based FIRST (For Inspiration and Recognition of Science and Technology) competition. As the only Caribbean high-school competitor, in its four years of competing, JC has climbed from 65th in 2010 to two top-four finishes in 2012 and 2013.
FIRST, founded in 1989, engages more than 300,000 students with a mission to motivate and inspire student interest in education and career opportunities in science, technology, engineering, and math.
As celebrated as JC's accomplishments are, I strongly believe that like programmes with similar missions exist in the island. Some of these programmes are in other schools, while some are financed as competitions by the private sector. There are many enrichment programmes that are focused on improving math competency through targeted changes in pedagogy.
I also believe that the Government understands the need and is making strides to holistically improve math instruction and expose more students to STEM. The challenge is how we collectively make this awareness part of a national agenda that moves far beyond rhetoric. How do we use STEM disciplines to inculcate an entrepreneurial spirit that will target the abandoned and underdeveloped areas in Jamaica's infrastructure (water, roads, energy etc)?
If we buy into the notion that there is value in STEM exposure, and that this leads to scientific literacy, at a minimum we need to strategically design a plan that maximises its exposure. Bear in mind the caveat with any such plan will be sacrificed. Jamaicans, whether local or in the diaspora, will need to buy into this as willing and committed partners in this process. The plan will not flourish if its design and implementation becomes the sole responsibility of the Government. The plan will not flourish or be sustainable if it becomes a pawn in party politics or change in government.
Phase one planning should convene a policy institute or think tank with a clear focus that is in support of Jamaica's 2030 vision. This should be a non-partisan service appointment (not a consultancy) with no more than three people; ideally two educators and a business person with dynamic fund-raising abilities.
Goal one of the think tank is to create a database to identify what, and how many viable STEM programmes exist islandwide, and the age groups they target. This information should be sourced over a specific timeline (up to one month) from the Ministry of Education, public and private sectors, via radio and TV, newspapers and social media. The database will serve to reduce fragmentation and align programmes under a unified mission.
Assessment at the end of phase one will yield both qualitative and quantitative information about each programme, its target audience and related expenses. For the STEM programmes that exist, we will aim to cultivate a culture of 'learning communities' that will cross-share content and foster peer mentoring among students and collaboration among teachers.
THE NEXT MOVE
Outcomes from phase one will determine our next move. How many students do we plan to engage? What is our timeline for islandwide exposure? Will we need to create more programmes? How much funds will we need? How will we source these funds? At a minimum, we should implement a plan to cross-share existing high-school programmes while developing/revising lower-cost programmes targeting first- to third-graders.
We could start with established Lego-based programmes that will enhance math instruction and foster interest in science and engineering. Initially, we will need to make these programmes portable so that we can market and provide exposure while we expand. We could emulate a roadshow model and move these programmes from parish to parish during the summer when most kids are home. Whatever approach we take, we need to establish a plan that will be understood and supported by all.
We can use this model as a starting point in creating a plan for implementation, keeping in mind that in any engineering design, there are multiple solutions which can be revised and optimised infinitely, barring time and money. The key, however, is to stay focused while creating a culture that will aim to solve the problem and sustain the solution.
Dr Paul A. West is a biomedical engineering scientist and City University of New York engineering professor. Email feedback to columns@gleanerjm.com and pwest@lagcc.cuny.edu.
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