RomanoEPSCoRAnnualConf2015presentation.pptx
Mare Nostrum Caribbean: Workforce Development through STEM Educa?on Research and Prac?ce I. STEM workforce development through higher educa?on Sandra L. Romano Executive Director, VI-ISERP II. STEM workforce development at the K12 level Karissa Poszywak STEM Director, VI Dept of Education Virgin Islands Institute for STEM Education Research and Practice • to improve the quan/ta/ve and scien/fic skills in the USVI workforce to strengthen economic compe//veness in STEM fields • improve STEM educa/on in the Territory, at both the K12 and the University levels The Leaky STEM Pipeline The STEM Pipeline • <40% of students who enter college as STEM majors complete a STEM degree • Need 1 million more STEM graduates over the next decade • Increasing retention by 50% would produce about 750,000 more STEM graduates • Nationally the wider STEM enterprise includes <8% URM whereas minorities represent almost 30% of US population President’s Council of Advisors on Science and Technology 2012 The STEM Pipeline in the USVI • <50% of math and science teachers are highly qualified in territorial public s …
Download the original document · Plain text (TXT) · Browse the archive · How this archive works
Original source: https://www.uvi.edu/files/documents/Research_and_Public_Service/VI-EPSCoR/Conferences/2015/2015-AC-presentation-Romano.pdf
SHA-256 dd48131149316d93f6a5433f754d9256a2d099f554abfd1bb52453cc7cc8b158
Re-using this document
Our description, tagging, arrangement, extracted text and machine transcripts are released under CC0 1.0. We assert nothing about the document itself.
Archive identifier LF-dd4813114931
Document text
Mare Nostrum Caribbean: Workforce Development through STEM Educa?on Research and Prac?ce I. STEM workforce development through higher educa?on Sandra L. Romano Executive Director, VI-ISERP II. STEM workforce development at the K12 level Karissa Poszywak STEM Director, VI Dept of Education Virgin Islands Institute for STEM Education Research and Practice • to improve the quan/ta/ve and scien/fic skills in the USVI workforce to strengthen economic compe//veness in STEM fields • improve STEM educa/on in the Territory, at both the K12 and the University levels The Leaky STEM Pipeline The STEM Pipeline • <40% of students who enter college as STEM majors complete a STEM degree • Need 1 million more STEM graduates over the next decade • Increasing retention by 50% would produce about 750,000 more STEM graduates • Nationally the wider STEM enterprise includes <8% URM whereas minorities represent almost 30% of US population President’s Council of Advisors on Science and Technology 2012 The STEM Pipeline in the USVI • <50% of math and science teachers are highly qualified in territorial public schools • ~50% of 11th grade students proficient or advanced in mathematics • ~50% of students in public schools go on to college immediately • SAT scores lower than the national average 2013-‐2014 No Child LeA Behind Report Card The STEM Pipeline at UVI • ~70% of incoming freshmen are not college ready for mathematics • 90 STEM graduates/year • 14% of our Biology and Chemistry majors go on to PhD programs • 89% of alumni complete PhD programs compared to about 50% nationally Comprehensive Economic Development Strategy for the USVI 2012 • Education, energy, and STEM a priority area • need to develop a diverse, highly qualified scientific workforce • Requires improving the quantitative and scientific skills as well as the educational levels of the territorial workforce Virgin Islands Institute for STEM Education Research and Practice • to improve the quan/ta/ve and scien/fic skills in the USVI workforce to strengthen economic compe//veness in STEM fields • improve STEM educa/on in the Territory, at both the K12 and the University levels Virgin Islands Institute for STEM Education Research and Practice • Collaborative infrastructure for STEM education research • Grant writing center for STEM education research Increase the compe//veness of the USVI workforce in STEM-‐related jobs through improved teaching & beIer student prepara/on in STEM • Implement an effec/ve program of STEM Educa/on research – Ini/al work from our NSF Noyce project – Research on distance learning – Hiring a new faculty member to focus on STEM Educa/on research – Collabora/ve work between UVI and territorial public schools Increase the compe//veness of the USVI workforce in STEM-‐related jobs through improved teaching & beIer student prepara/on in STEM • Develop undergraduate cer/fica/on paths for STEM teaching – STEM Educa/on minor in CSM – Early exposure to STEM teaching at the K12 level Increase the compe//veness of the USVI workforce in STEM-‐related jobs through improved teaching & beIer student prepara/on in STEM • Evaluate the greatest need for post-‐graduate training – MMES & MMAT program review – Other pathways for post-‐graduate training Increase the compe//veness of the USVI workforce in STEM-‐related jobs through improved teaching & beIer student prepara/on in STEM • Research integra/on in the undergraduate curriculum – Including VI-‐EPSCoR related research on coral reef demography, disease, and diversity – Develop more engaging classrooms and laboratory experiences to increase reten/on of STEM majors Increase the compe//veness of the USVI workforce in STEM-‐related jobs through improved teaching & beIer student prepara/on in STEM • Mentoring training for all faculty, post-‐docs, and graduate students involved in Mare Nostrum projects – Annual workshop – Ongoing monitoring and assistance Increase the compe//veness of the USVI workforce in STEM-‐related jobs through improved teaching & beIer student prepara/on in STEM • Inquiry and project-‐based learning prac/ces, infused with VI-‐EPSCoR research, aligned with NGSS and CCSSM, established as the model for STEM instruc/on in all ten middle and high schools in the Territory