ASSESSMENT, RUBRICS AND CRITERIA FOR EXEMPLARY STEM SCHOOLS AND PRACTICES

Arizona STEM Immersion Matrix for Schools and Districtshttp://s3.amazonaws.com/hoth.bizango/assets/10856/0_STEM_Matrix_10-25_.pdf
California Department of Education STEM rubrics http://www.cde.ca.gov/eo/in/stemtf.asp?print=yes

Dayton Regional STEM Center. Reformed Teaching Observation Protocol (RTOP) with Accompanying Rubric. (Based on the Arizona Collaborative for Excellence in the Preparation of Teachers). Retrieved fromhttp://daytonregionalstemcenter.org/wp-content/uploads/2012/09/rtop_with_rubric_smp-1.pdf

Florida: Mathematics Formative Assessment System (MFAS) for K-3 Common Core Standards for mathematics. Retrieved from http://www.cpalms.org/RESOURCES/PublicPreviewResourceCollection.aspx?ResourceCollectionId=45

Hout, M. & Elliott, S.W. (Eds.). (2011). Incentives and test-based accountability in education. Committee on Incentives and Test-Based Accountability in Public Education, National Research Council. Washington, D.C.: National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=12521

Morrison, J. (2007). Attributes of STEM education. TIES Institute.
National Center for Educational Statistics, U.S. Department of Education. (2009). Science 2009: National assessment of educational progress at grades 4, 8, and 12. (The Nation’s Report Card). Retrieved fromhttp://nces.ed.gov/nationsreportcard/pdf/main2009/2011451.pdf

National High School Alliance. (October 2006). Defining rigor in high school: Framework and assessment tool. Retrieved from http://www.txechscom/downloads/55_rigorframeworktool.pdf

North Carolina Department of Education Rubrics for elementary, middle and high school STEM schools.
https://www.ncstem.org/stem-strategy/attributes-rubric.html

North Carolina Department of Public Instruction. (2013). North Carolina North STEM school/program attributes. Retrieved from https://www.ncstem.org/sites/default/files/STEMAttributes_NorthCarolinaSTEMSchoolsProgram-September2013.pdf

North Carolina Middle School STEM Attribute Implementation Rubric. https://www.ncstem.org/stem-strategy/attributes-rubric.html

Rowley, J. (2010). STEM education quality rubrics. University of Dayton, Ohio.
San Diego K-12 STEM Education Model School Collaboratory. (2010). A plan for building STEM schools and capacity-building. Retrieved from
http://sdsa.org/programs/old-stem/stem/collaboratory/STEM-Collaboratory-model-NT-presentation.pdf

Science Classroom Observation Protocol Washington State LASER (Leadership and Assistance for Science Education Reform http://science-ed.pnnl.gov/resources/admin_community/pdf/scienceclassroomobservationguide.pdf

Sparks, S.D. (2011). Panel finds few learning gains from testing movement. Education Week. (Published online in Education Week.org May 26, 2011; updated December 13, 2011). (Retrieved fromhttp://www.edweek.org/ew/articles/2011/05/26/33academy.h30.html?tkn=WLVFyRJokF7wMBnT94kXaxhRJ4LGBaAsKUF8&cmp=clp-edweek

TIES Teaching Institute for Excellence in STEM. (2011). Readiness and Required Capacity of STEM Schools, Cleveland Metropolitan School District.
Wake County Public Schools STEM Schools Collaborative Network. STEM School Readiness Self-Assessment V1.0. (2011).http://blogs.wcpss.net/stem/files/2011/08/STEM_School_Readiness.pdf

Washington STEM Education Quality Framework. (Professional Development)http://stemframework.washingtonstem.org/

COLLEGE AND CAREER READINESS/WORKFORCE

ACT (2012). The condition of college & career readiness 2012. (See the Nevada Report) Retrieved fromhttp://www.act.org/research-policy/college-career-readiness-report-2012/

ACT (2013) The condition of STEM 2013 Nevada. Retrieved fromhttp://www.act.org/stemcondition/13/pdf/Nevada.pdf

ACT (2014) The condition of STEM 2014 national. Retrieved from http://www.act.org/stemcondition
Bureau of Labor and Statistics. (2012). Fastest growing occupations, 2010 and projected 2020. Retrieved fromhttp://www.bls.gov/emp/ep_table_103.htm

Carnevale, Anthony P., Smith, N. & Melton, M. (2012). STEM state level analysis. Georgetown University Center on Education and the Workforce. http://cew.georgetown.edu/stem/states

Center on Education and the Workforce, Georgetown Public Policy Institute, Georgetown University. (2013) Recovery: Job growth and education requirements through 2020. Retrieved from
http://cew.georgetown.edu/recovery2020

Center on Education and the Workforce, Georgetown Public Policy Institute, Georgetown University. (2013) Failure to launch: Structural shift and the new lost generation. Can be retrieved from
http://cew.georgetown.edu/failuretolaunch/

Change the Equation. (2014). Vital signs: nevada. Retrieved from
http://vitalsigns.changetheequation.org/tcpdf/vitalsigns/newsletter.php?statename=Nevada

Charette, Robert N. The STEM crisis is a myth. August 30, 2013. IEEE SPECTRUM. Retrieved from
http://spectrum.ieee.org/at-work/education/the-stem-crisis-is-a-myth

Committee on Prospering in the Global Economy of the 21st Century: An Agenda for American Science and Technology, National Academy of Sciences, National Academy of Engineering, Institute of Medicine. (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, D.C.: National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=11463

The Conference Board, Corporate Voices for Working Families, the Partnership for 21st Century Skills, and the Society for Human Resource Management. Are they really ready to work?

Deloitte Development LLC, The Manufacturing Institute, & Oracle [Inc.]. (2009). People and profitability: a time for change. Retrieved from http://www.deloitte.com/assets/Dcom-UnitedStates/Local%20Assets/Documents/us_pip_peoplemanagementreport_100509.pdf

Georgetown University Center on Education and the Workforce. STEM State-Level Analysis. (2012). Retrieved fromhttp://cew.georgetown.edu/244248.html#State_Pages

KNPB News & Public Affairs. (2011). Looking up from the bottom. Retrieved fromhttp://watch.knpb.org/video/2141928068/

STEM Connector® Where are the STEM students? What are their career Interests? Where are the STEM jobs? 2012-2013. http://www.stemconnector.org/sites/default/files/store/STEM-Students-STEM-Jobs-Executive-Summary.pdf

U.S. Department of Commerce, Economics and Statistics Administration. (2011). STEM: good jobs now and for the future. ESA Issue Brief #03-11. Retrieved fromhttp://www.esa.doc.gov/sites/default/files/reports/documents/stemfinalyjuly14_1.pdf

U.S. Chamber of Commerce. (2005). Tapping America’s potential: the education for innovation initiative. Retrieved from STEMEd Caucus Steering Committee, http://www.stemedcaucus.org/content/documents/TalkingPoints.doc

COMMUNITY AND BUSINESS SUPPORT/MARKETING/ADVOCACY

Change the Equation’s Design Principles 2.0 for Effective STEM Philanthropy. (Designed for donors to establish criteria for funding STEM initiatives.)
http://changetheequation.org/~changeth/sites/default/files/DesignPrinciplesUpdateV2.pdf

Gates, Jr., S.J. & Mirkin, C. (June 2, 2012). Encouraging STEM students is in the national interest. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Encouraging-STEM-Students-Is/132425/

Hess, F.M., Kelly, A.P. & Meeks, O. (2011). The case for being bold: A new agenda for business in improving STEM education. U.S. Chamber of Commerce. Retrieved from http://www.aei.org/papers/education/the-case-for-being-bold/

Institute for a Competitive Workforce, U.S. Chamber of Commerce. (2011). STEM education talking points: Why we need to improve science, technology, engineering and mathematics (STEM) education. Retrieved fromhttp://icw.uschamber.com/content/stem-education-talking-points

Kania, J. & Kramer, M. (2011). Collective impact. Stanford Social Innovation Review. Retrieved fromhttp://www.ssireview.org/articles/entry/collective_impact/

KNPB News & Public Affairs. (2011). Looking up from the bottom. Retrieved fromhttp://watch.knpb.org/video/2141928068/

National Governors Association Center for Best Practices. (2012). A business leader’s guide to mobilizing state action on STEM. Retrieved fromhttp://changetheequation.org/sites/default/files/Business_Leaders_GuideLowResSINGLES.pdf

National Governors Association Center for Best Practices. (no date). Promoting STEM education: A communications toolkit. Retrieved from http://www.nga.org/files/live/sites/NGA/files/pdf/0804STEMTOOLKIT.PDF

STEMEd Caucus Steering Committee. Talking points. Retrieved fromhttp://www.stemedcaucus.org/content/documents/TalkingPoints.doc

U.S. Chamber of Commerce. (2005). Tapping America’s potential: the education for innovation initiative. Retrieved from STEMEd Caucus Steering Committee http://www.stemedcaucus.org/content/documents/TalkingPoints.doc

CURRICULUM & TEACHING PRACTICES

Chang, Sandy, Margaret Heritage, Barbara Jones, Glory Tobiason. (2012). Literature review for the five high-leverage instructional principles. Prepared for the Nevada Teachers and Leaders Council Joint Task Force. Edutopia.org. (2001). PBL research summary: Studies validate project-based learning. Retrieved
from http://www.edutopia.org/research-validates-project-based-learning

Means, B. Confrey, J. House, A. & Bhanot, R. (October 15, 2008). STEM high schools, specialized
science technology engineering and mathematics secondary schools in the U.S. SRI International.

National Center on Time and Learning. (2011) Strengthening science education: The power of more time to deepen inquiry and engagement. Boston. Available at http://www.timeandlearning.org/files/Strengthening-Science-Education-Full-Report.pdf

National Science Teachers Association. NSTA position statement: early childhood science education.
Stohlman, Micah, Tamara J. Moore, and Gillian H. Roehrig. Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research, 2:1 (2012) 28-34. Available athttp://docs.lib.purdue.edu/jpeer

UMass Donahue Institute Research and Evaluation Group. Increasing student interest in science, technology, engineering, and math (STEM): Massachusetts STEM pipeline fund programs using promising practices. Prepared for the Massachusetts Department of Higher Education. March, 2011. Retrieved fromhttp://www.mass.edu/forinstitutions/prek16/documents/Student%20Interest%20Summary%20Report.pdf

Vasquez, Jo Anne, Cary Sneider and Michael Comer (2013). STEM Lesson essentials grades 3-8. Heinemann, Portsmouth, NH.

EFFECTIVE STEM PROGRAMS

Bayer Corporation. (2006). Planting the seeds for a diverse u.s. stem pipeline: A compendium of best practice k-12 stem education programs. Retrieved from http://www.bayerus.com/msms/web_docs/Compendium.pdf
Bybee, Rodger. Advancing STEM education: a 2020 vision. Science and Engineering Teacher, Sept. 2010, pp. 30-37.http://opas.ous.edu/Work2009-2011/InClass/Bybee-Integrated%20STEM%20Plan.pdf

Bybee, Rodger. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781936959259

Bybee, Rodger W. What is STEM education? Science. Vo. 329, August 27, 2010. Retrieved fromhttp://www.sciencemag.org/content/329/5995/996.summary

Change the Equation. STEMWORKS Database. http://changetheequation.org/improving-philanthropy/stemworks
Committee on Highly Successful Schools or Programs in K-12 STEM Education, National Research Council (2011). Successful k-12 stem education: Identifying effective approaches in science, technology, engineering and mathematics. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13158

Committee on the Evaluation Framework for Successful K-12 STEM Education, Board on Science Education; Board on Testing and Assessment. Division of Behavioral and Social Sciences and Education; National Research Council. (2012). Monitoring progress toward successful K-12 STEM education: A nation advancing? Available athttp://www.nap.edu/catalog.php?record_id=13509

Duschl, Richard A., Heidi A. Schweingruber, and Andrew W. Shouse, Eds., Committee on Science Learning, Kindergarten through Eighth Grade. Taking Science to school: Learning and teaching science in grades K-8.National Research Council. http://www.nap.edu/catalog.php?record_id=11625#description

Edutopia.org. (2001). PBL research summary: Studies validate project-based learning. Retrieved fromhttp://www.edutopia.org/research-validates-project-based-learning
Vasquez, Jo Anne, Cary Sneider and Michael Comer (2013). STEM Lesson essentials grades 3-8.
Heinemann.

EFFECTIVE STEM SCHOOLS

Committee on Highly Successful Schools or Programs in K-12 STEM Education, National Research Council (2011). Successful k-12 stem education: Identifying effective approaches in science, technology, engineering and mathematics. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13158

Committee on the Evaluation Framework for Successful K-12 STEM Education. Monitoring progress toward successful k-12 STEM education: A nation advancing? National Research Council. 2013.http://www.nap.edu/openbook.php?record_id=13509

IBM. STEM pathways to college and careers schools: A guide to development. (2012).
Means, B. Confrey, J. House, A. & Bhanot, R. (October 15, 2008). STEM High Schools, Specialised Science Technology Engineering and Mathematics Secondary Schools in the U.S. SRI International Project P17858. Retrieved from http://ctl.sri.com/publications/downloads/STEM_Report1_bm08.pdf

GIRLS AND UNDERREPRESENTED STUDENTS IN STEM

Center on Education and the Workforce, Georgetown Public Policy Institute, Georgetown University. (2013) Separate and unequal: How higher education reinforces the intergenerational reproduction of white racial privilege. Can be retrieved from http://cew.georgetown.edu/separateandunequal/

Darling-Hammond, Linda. (2014). Using technology to support at-risk students’ learning. Stanford Center for Opportunity Policy in Education.

Singleton, G.E. & Linton, C. (2006). Courageous conversations about race: A field guide for achieving equity in schools. Thousand Oaks, C.A.: Corwin Press.

Girl Scout Research Institute. (2012) Generation STEM: What girls say about science, technology, engineering and math. Retrieved from http://www.girlscouts.org/research/pdf/generation_stem_full_report.pdf

Huhman, Heather R. STEM fields and the gender gap: Where are the women? Forbes.com. June 20, 2012.http://www.forbes.com/sites/work-in-progress/2012/06/20/stem-fields-and-the-gender-gap-where-are-the-women/

National Girls Collaborative Project. http://www.ngcproject.org/

Southeast Comprehensive Center Briefing Paper. (2012). Engaging diverse learners through the provision of STEM education opportunities. Retrieved from http://secc.sedl.org/resources/briefs/diverse_learners_STEM/

HIGHER EDUCATION

Association of American Colleges and Universities. Project Kaleidoscope (PKAL). Advancing what works in STEM education. http://www.aacu.org/pkal/educationframework/index.cfm
(“This initiative aims to develop a comprehensive, institutional STEM Education Effectiveness Framework that will help campus leaders translate national recommendations for improving student learning and success in STEM into scalable and sustainable actions.” )

Partners for Postsecondary Success (PPS): An MDC Initiative. (2011). Developing local strategies
and theory of change for PPS.

Yelamarthi, K. & Mawasha, P.R. (2010). A scholarship model for student recruitment and retention in stem disciplines, Journal of STEM Education, 11, (5), 64-67. Retrieved from http://ojs.jstem.org/index.php?journal=JSTEM&page=article&op=view&path[]=1504&path[]=1330

INFORMAL STEM EDUCATION

Afterschool Alliance. (2013). Defining youth outcomes for STEM learning in afterschool.http://www.afterschoolalliance.org/STEM_Outcomes_2013.pdf

Fenichel, Marilyn and Heidi A. Schweingruber. Surrounded by science: Learning science in informal environments. National Research Council. Retrieved from http://www.nap.edu/openbook.php?record_id=12614&page=191

Junge, Sharon K., Sue S. Manglallan, Jackie L. Reilly, and Erci Killian. (2009). Tools of the Trade II: Inspiring Young Minds to be SET* Ready for Life! (Compiled for 4-H Afterschool Programs). Regents of the University of California.

INTEREST IN STEM

Fenichel, Marilyn and Heidi A. Schweingruber. Surrounded by Science: Learning science in informal environments. National Research Council. http://www.nap.edu/openbook.php?record_id=12614&page=191

Girl Scout Research Institute. (2012). Generation stem: What girls say about science, technology, engineering and math. Retrieved from http://www.girlscouts.org/research/pdf/generation_stem_full_report.pdf

ITEST Learning Resource Center. NSF. “Learnings and resources from projects across the U.S. shared nationally to improve policy and practice in increasing the numbers of students pursuing stem careers.” http://itestlrc.edc.org/

Microsoft Corporation. STEM perceptions: student and parent study: Parents and students weigh in on how to inspire next generation of doctors, scientists, software developers, and engineers. PowerPoint. Prepared by Harris Interactive. http://www.microsoft.com/en-us/news/presskits/citizenship/docs/STEMPerceptionsReport.pdf

STEMconnector. What are their career interests? Where are the STEM jobs? Executive summary. 2012-13. Free download of Executive Summary. https://store.stemconnector.org/Where-Are-the-STEM-Students-digital-download_p_8.html

STEM Connector® (2012-2013). Where are the STEM students? What are their career Interests? Where are the STEM jobs? Retrieved from http://www.stemconnector.org/sites/default/files/store/STEM-Students-STEM-Jobs-Executive-Summary.pdf

UMASS Donahue Institute Research and Evaluation Group. Increasing student interest in science, technology, engineering and math (STEM):Massachusetts STEM pipeline fund. (2011).http://www.mass.edu/forinstitutions/prek16/documents/Student%20Interest%20Summary%20Report.pdf

NATIONAL REPORTS

American Honda Foundation. (2009). Perspectives through the eyes of a child 2005-2009. Retrieved fromhttp://www.honda.com/newsandviews/local_news_content/%5B05212010%5D_American_Honda_Foundation_Report_of_Giving_2005-2009.pdf

Augustine, Norman R., Chair. National Academy of Sciences, Rising Above the Gathering Storm Committee, National Academy of Engineering, and Institute of Medicine of the National Academies. (2007). Is america falling off the flat earth? Washington D.C.: National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=12021

Bayer Corporation. (2006). Planting the seeds for a diverse U.S. STEM pipeline: A compendium of best practices k-12 STEM education programs. Retrieved from http://www.bayerus.com/msms/web_docs/Compendium.pdf

Beering, S.C., Chairman, National Science Board. (2009) Actions to Improve Science, Technology, Engineering and Mathematics (STEM) Education for All American Students. (Letter submitted to Dr. Tom Kalil, Transition Team for President-Elect Barak Obama). Retrieved fromhttp://www.nsf.gov/nsb/publications/2009/01_10_stem_rec_obama.pdf

Lee, Jessica A., Mark Muro, Jonathan Rothwell, Scott Andes, and Siddharth Kulkarni. (2014). Cracking the code on STEM: a people strategy for Nevada’s economy. Brookings. Retrieved fromhttp://www.brookings.edu/research/reports/2014/11/12-nevada-stem-economy

Carnegie Corporation of New York, & Institute for Advanced Studies. (2011) The opportunity equation: transforming mathematics and science education for citizenship and the global economy: mobilizing for excellence and equity in mathematics and science education. Retrieved from http://opportunityequation.org/report/introduction-2yr

Change the Equation.org. (2011). Stem vital signs: All over the map. (Comparing state’s expectations for student performance in science). Retrieved from http://changetheequation.org/scienceproficiency

Change the Equation. STEMWORKS Database. http://changetheequation.org/improving-philanthropy/stemworks
Change the Equation.org (2011) Why the state vital signs matter. Retrieved fromhttp://changetheequation.org/sites/default/files/CTEq_VitalSigns2011_National_0.pdf

Committee on Prospering in the Global Economy of the 21st Century: An Agenda for American Science and Technology, National Academy of Sciences, National Academy of Engineering, Institute of Medicine. (2007). Rising above the gathering storm: Energizing and employing america for a brighter economic future. Washington, D.C.: National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=11463

Dugger, Jr. William E. Evolution of STEM in the United States.http://www.iteea.org/Resources/PressRoom/AustraliaPaper.pdf

Duschl, Richard A., Heidi A. Schweingruber, and Andrew W. Shouse, Eds. Committee on Science Learning, Kindergarten through Eighth Grade. Taking science to school: learning and teaching science in grades K-8.National Research Council. National Academies Press, 2007. Retrieved from http://www.nap.edu/catalog.php?record_id=11625

Education First Consulting.(2011 draft). STEM research summary prepared for the NCED
cabinet.

The Education Trust. (2012). Education trust statement on the 2009 naep science results. Retrieved fromhttp://www.edtrust.org/dc/press-room/press-relejase/ed-trust-statement-on-the-2009-naep-science-results

EPE Research Center. (2011). Chance for success. Retrieved fromhttp://www.edweek.org/media/ew/qc/2011/16sos.h30.chance.pdf

EPE Research Center (2012). Quality counts 2012: The global challenge. Retrieved fromhttp://www.edweek.org/ew/qc/2012/16mm.h31.htmlEPE Research Center. (2011). Chance for success. Retrieved from http://www.edweek.org/media/ew/qc/2011/16sos.h30.chance.pdf

Epstein, D., & Miller, R.T. Center for American Progress. (2011). Slow off the mark. Retrieved
from http://www.americanprogress.org/issues/2011/04/pdf/stem_paper.pdf

Harvard Graduate School of Education. (2011) Pathways to prosperity: Meeting the challenge of preparing young Americans for the 21st century. Retrieved fromhttp://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf

Lance, Jr., Hays Blaine. (2009).Science, technology, engineering and mathematics (STEM) education: What form? What function? What is STEM education? pp. 1-11. http://powerofdiscovery.org/science-technology-engineering-and-mathematics-stem-education-what-form-what-function

National Governors Association, The Council of Chief State School Officers, and Achieve, Inc. (2008).Benchmarking for success: Ensuring U.S. students receive a world-class education. Retrieved fromhttp://www.achieve.org/BenchmarkingforSuccess

National Governors Association Center for Best Practices, (2011). Building a science, technology, engineering, and math education agenda: an update of state actions. Retrieved fromhttp://www.nga.org/files/live/sites/NGA/files/pdf/1112STEMGUIDE.PDF

National Governors Association Center for Best Practices. (2011). Innovations America: Building
science, technology, engineering and math agenda. Retrieved from
http://www.nga.org/files/live/sites/NGA/files/pdf/0702INNOVATIONSTEM.PDF

National Center for Education Statistics. (2011). Science 2011: National assessment of educational progress at Grade 8. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/main2011/2012465.pdf

National Mathematics Advisory Panel, U.S. Department of Education. (2008). Foundations for success: The final report of the national mathematics advisory panel. Retrieved from
http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf

National Research Council. (2013). Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing?. Washington, DC: The National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13509

National Research Council. (2011). Successful STEM Education: A Workshop Summary. Washington, DC: The National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13230

National Academy of Engineering and National Research Council. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: The National
Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=18612

National Academy of Science, National Academy of Engineering, and Institute of Medicine. (2005). Rising
above the gathering storm, revisited: rapidly approaching category 5. Washington, D.C.: The National
Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=12999

National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies, Rising Above the Gathering Storm Committee. (2007). Is America falling off the flat earth? Washington, D.C.: National Academies Press. Retrieved from http://search.nap.edu/napsearch.php?term=Is+america+falling+off+the+flat+earth%3F

National Center for Education Statistics. (2004). Qualifications of the public school teacher workforce: prevalence of out of field teaching 1987-1988 and 1999-2000. Washington, D.C.: U.S. Department of Education. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002603

National High School Alliance. (October 2006). Defining rigor in high school: Framework and assessment tool. Retrieved from http://www.txechs.com/downloads/55_rigorframeworktool.pdf

National Research Council of the National Academies. Successful K-12 STEM education. National Academies Press, Washington, D.C. http://www.nap.edu/catalog.php?record_id=13158

National Research Council. (2012). A framework for k-12 science education: practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13165

National Science Foundation. Science and engineering indicators report and related statistical resources athttp://www.nsf.gov/statistics/seind10/

The Opportunity Equation.org. (2009). Excellence and equity in mathematics and science to transform education. Released by the Carnegie Corporation of New York-Institute for Advanced Study Commission on Mathematics and Science Education. Retrieved from http://opportunityequation.org/report/introduction

The Opportunity Equation.org. (2011). Growing opportunity: A two-year update on the 2009 report, The opportunity equation. (a partnership of Carnegie Corporation of New York and the Institute for Advanced Study). Retrieved from http://opportunityequation.org/uploads/GrowingOpportunity_ATwo-YearUpdate.pdf

The Opportunity Equation.org. (2011). Stem-focused schools: Designed to support higher levels of math and science achievement. (Individual reports from Baltimore Public Schools, High Tech High, North Carolina New Schools Project). Retrieved from http://opportunityequation.org/school-and-system-design/stem-focused-schools-designed-support

Rising Above the Gathering Storm 2005 Committee. (2010). Rising above the gathering storm, revisited: Rapidly approaching category 5. (Prepared for the Presidents of the National Academy of Sciences, National Academy of Engineering, and Institute of Medicine). Washington, D.C.: National Academies Press. Retrieved fromhttp://nap.edu/catalog.php?record_id=12999

STEMEd Caucus Steering Committee. Talking points. Retrieved fromhttp://www.stemedcaucus.org/content/documents/TalkingPoints.doc

NEVADA ECONOMY

Brookings Mountain West. (2011) Brookings Report: Unify, regionalize, diversify. Retrieved from
http://www.brookings.edu/research/papers/2011/11/14-nevada-economy

NEVADA REPORTS

ACT, Inc. (2013). The condition of STEM 2013: Nevada. Retrieved fromhttp://www.act.org/stemcondition/13/pdf/Nevada.pdf

Brookings Mountain West. Brookings Report: Unify, regionalize, diversify. (2011). Retrieved from
http://www.brookings.edu/research/papers/2011/11/14-nevada-economy

Center on Social Disparities in Health at the University of California, San Francisco. (2003). Unrealized health potential: A snapshot of nevada. (2003 National Survey of Children’s Health. Prepared for the RWJF Commission to Build a Healthier America). Retrieved from http://www.rwjf.org/vulnerablepopulations/product.jsp?id=35172

Change the Equation.org. (2011). Nevada stem vital signs. Retrieved fromhttp://changetheequation.org/sites/all/themes/equation/vital_signs/VitalSigns_Nevada.pdf

Change the Equation. (2012). Vital signs Nevada, 2012. Retrieved fromhttp://vitalsigns.changetheequation.org/tcpdf/vitalsigns/newsletter.php?statename=Nevada

IES National Center for Education Statistics. (2009). The nation’s report card: Science 2009 state snapshot report, nevada grade 8 public schools. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/stt2009/2011453NV8.pdf

National Council on Teacher Quality. (2010). State teacher policy yearbook 2010 Nevada blueprint for change 2010. Retrieved from http://www.nctq.org/stpy09/updates/nevada.jsp

Nevada Board of Economic Development. (2012) Moving Nevada forward: A plan for excellence in economic development. Nevada Governor’s Office of Economic Development. Retrieved from http://hdanv.org/wp-content/uploads/2012/02/2012_NVGOED_StatePlan_Full.pdf

The Nevada Commission on Educational Technology. (2012). Digital-age education in Nevada: a plan for 1:1 computing in Nevada schools. The Nevada Department of Education. Retrieved fromhttp://www.doe.nv.gov/Commission_Educational_Technology/

The Nevada Commission on Educational Technology (2009). Pathway to 21st century skills: a collaborative model. The Nevada Department of Education. Retrieved fromhttp://www.doe.nv.gov/Commission_Educational_Technology/

Nevada STEM Coalition. (2012) Nevada STEM coalition summit final report 2012. Retrieved from/coalition-events/nv-stem-education-2011-conference/

Gathering Genius, Inc. STEM coalition summit briefing book. (2012) Retrieved from /wp-content/uploads/2012/03/STEM-Coalition-Book.pdf

POLICY AND LAW

2012 NCTM Legislative Platform. Retrieved from http://www.nctm.org/uploadedFiles/Research,_Issues_and_News-Section_Navigation/Legislation/Legislative%20Platform_Singles.pdf

Blank, Rolf K. “Science instructional time is declining in elementary schools: what are the implications for student achievement and closing the gap? Science Education. Published online 10 October 2013 in Wiley Online Library (wileyonlinelibrary.com)

Kuenzi, J. (2008). Science, technology, engineering, and mathematics (stem) education: Background, federal policy, and legislative action. (CRS Report for Congress). Retrieved fromhttp://www.fas.org/sgp/crs/misc/RL33434.pdf

STANDARDS

Achieve, Inc. (2012). The next generation science standards. Retrieved from http://www.nextgenscience.org/

Committee on Conceptual Framework for the New k-12 Science Education Standards, National Research Council. (2012). A framework for k-12 science education: Practices, crosscutting concepts, and core ideas. Washington, D.C.: National Academies Press. Retrieved from: http://books.nap.edu/catalog.php?record_id=13165&utm_medium=etmail&utm_source=National%20Academies%20Press&utm_campaign=NAP+mail+eblast+10.19.11-+Education&utm_content=&utm_term=

National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for mathematics. Washington, D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers. Retrieved from http://www.corestandards.org/articles/9-nga-and-ccsso-comment-on-ccssi-governance-suggestions

STATE STRATEGIC PLANS

A Foundation for the Future: Massachusetts’ Plan for Excellence in STEM Education.http://www.mass.gov/governor/administration/ltgov/lgcommittee/stem/ma-stem-plan-9-28-10.pdf
Arizona STEM Network. http://www.sfaz.org/live/page/stem-network

Massachusetts STEM Operations Board. (2008). A Foundation for the Future: Massachusetts’ Plan for Excellence in STEM Education (Version 1.0). Criteria for Identifying scalable STEM Projects. Retrieved fromhttp://www.mass.edu/forinstitutions/prek16/documents/Criteria%20For%20Identifying%20Scalable%20STEM%20Projects%20-%20Mar%202011.pdf

North Carolina STEM Learning Network. https://www.ncstem.org/initiatives/ncstemlearningnetwork.html
STEM Work Group. Recommendations for science, technology, engineering and mathematics education. A report to Christine Gregoire, Governor, and the Washington State Legislature. Prepared by Dennis Milliken, OSPI STEM Program Supervisor, STEM Work Group Chair Dr. Jonelle Adams, WSSDA, Executive Director, Facilitator. December 1, 2010.
http://web3.esd112.org/docs/stem/stem-workgroup-report-2010.pdf?sfvrsn=2

STEM Action Center Utah. http://business.utah.gov/programs/stem/

STEM PROFESSIONAL DEVELOPMENT GUIDELINES

Britton, T.E. & Fulton, K. (2011). STEM teaching in professional learning communities: From good teachers to great teaching. National Commission on Teaching and America’s Future. Retrieved fromhttp://www.wested.org/online_pubs/resource1097.pdf

Fulton, K. & Britton, T.E. (2010). STEM teachers in professional learning communities: A knowledge synthesis. National Commission on Teaching and America’s Future and WestEd.

Laying the Foundation: Comprehensive Teacher Training for Implementing the Common Core Standards. http://www.apluscollegeready.org/uploadedFiles/File/LTF_Common_Core_Resources.pdf

The New Teacher Project. (2010). Boosting the supply and effectiveness of Washington’s STEM teachers. Retrieved from: http://tntp.org/assets/documents/TNTP_Washington_Report_Jan10.pdf?files/TNTP_Washington_Report_Jan10.pdf

Sztain, Paola, NC University, Karen Marrongella, .Oregon University System, Peg Smith, Oregon State University. Supporting implementation of the common core state standards for mathematics: recommendations for professional Development. Summary Report. Published by College of Education. North Carolina State University.

Informal STEM Learning In Nevada: A Concept Paper

As Nevada transitions to a new vision for science education, there is an opportunity to understand education practices that promote STEM literacy. STEM education emphasizes the natural interconnectedness of science, technology, engineering, and mathematics and their connection to other disciplines . This integrated approach to education is critical to growing Nevada’s STEM-capable workforce, as well as achieving the broader goal of supporting a STEM-literate citizenry, capable of making informed decisions in the face of increasingly complex societal issues. STEM literacy can only be achieved through a comprehensive approach that includes formal and informal learning experiences. This Concept Paper describes the principles that guide Informal STEM Learning and its unique strengths that may be leveraged in achieving the goal of a STEM-literate society.

THE NEED FOR A CONCEPT PAPER ABOUT INFORMAL STEM LEARNING

STEM education occurs within two spheres: formally, in a classroom setting as a part of the daily adopted curriculum, and informally (both in and out of classroom) throughout a learner’s life. Informal STEM Learning (ISL) environments may include museums, zoos, aquariums, nature centers, science centers, and youth, community, and out-of-school programs. Many of these ISL’s provide opportunities that are designed, developed, and delivered to support STEM disciplines. For example, ISL may include the interpretation of content related to STEM disciplines and STEM literacy, such as an interpretive panel at Hoover Dam describing the engineering practices and technologies used to plan and build the dam. ISL provides rich opportunities to connect Nevadans with place. Through the power of these ISL experiences, ISL providers benefit Nevada STEM careers and professions and support lifelong learning.

There is a need in Nevada for an Informal STEM Learning Network to support and promote ISL providers. This Network would facilitate communication, resource sharing, partnerships, and advocacy as well as help take advantage of funding opportunities. Building this Network requires the identification and use of a common set of taxonomy, lexicon, and best practices. Professionals in the state can use this common language to successfully communicate with STEM stakeholders.
To this end, a subcommittee of the Nevada STEM Coalition is working with Informal STEM educators throughout Nevada to present a vision for Informal STEM Learning in Nevada. This diverse group of ISL providers has developed this Concept Paper to present a set of collective values in an effort to strengthen the profession, communicate its offerings, and support the fundability of ISL in Nevada.

Because of the interdisciplinary nature of STEM, we acknowledge that art and the humanities provide important perspectives which can help us learn and apply STEM core ideas. However, to remain consistent with language most commonly used by the Informal Learning community, this concept paper focuses on Science, Technology, Engineering, and Math.

PDF – STEM Learning Is Everywhere Summary of a Convocation on Building Learning Systems

ISL GUIDING PRINCIPLES

ISL values include those embedded in the following definition of formal STEM education (from the Nevada Department of Education):
STEM (Science, Technology, Engineering and Mathematics) education focuses on active teaching and learning, centered on relevant experiences, problem-solving, and critical thinking processes.

STEM education emphasizes the natural interconnectedness of science, technology, engineering, mathematics and their connection to other disciplines, to produce informed citizens that possess and apply the necessary understandings to expand Nevada’s STEM-capable workforce in order to compete in a global society.
ISL providers value teaching practices that are active, experiential, inclusive, participatory, and that champion scientific, mathematical, and engineering practices while integrating technologies. Other ISL guiding principles include:

• Real-world application of concepts: The resources and environments of ISL facilitate student engagement in the context of the real world, which can be leveraged by formal educators tasked with including practice, skill development, dialogue and observation.
Example: learners work with a mentor to engineer and build a robot able to successfully contend in the annual FIRST Robotics Competition.

• Unique experiences: ISL supports learning through unique experiences that learners might not find in a formal or more traditional setting.
Example: a family participates in a citizen science project by finding and recording different species of ladybugs.

• Authentic experiences: ISL utilizes activities, venues, and materials that are contextualized within place, resources, and community.
Example: learners hear from a primary source witness at a location about a historically important event, or stand next to life-sized models of dinosaurs to experience the impact of their true size.

• Rich experiential context: ISL provides learners with the opportunity to gain information through experience and observation.
Example: learners collect evidence along a stream to develop a model of surface erosion and deposition.

• Reflective practice: ISL provides an ethic of focused program reflection and evaluation, using feedback in future decision making.
Example: a curator conducts a formative assessment to inform the planning of a museum exhibit.

• Professional growth: ISL provides an ethic of professional development to understand and incorporate best practices in supporting informal STEM learning.
Example: a Program Assistant attends a workshop to gain knowledge and skills to become a Certified Interpretive Guide.

ISL AND FORMAL EDUCATION

A strong ISL community provides rich experiences that strengthen classroom learning. ISL providers have the freedom to engage in different and often more context-rich and authentic learning experiences likely to capture student interest and provoke curiosity. ISL is not bound by formal education goals or assessments, but rather the missions and mandates of ISL providers. However, these often result in experiences which are aligned with and responsive to formal education needs. ISL can also include opportunities for multi-generational and life-long learning experiences.

In addition to measuring acquisition of knowledge, ISL providers can also measure changes in behavior, beliefs, and attitudes. Understanding how all these factors work together to influence student learning is important to both the formal and informal communities.

ISL STRENGTHS

Sense of Place — ISL ties STEM concepts to specific places, evoking memories and connections that strengthen community.
Content Specialists — Many ISL providers have specialized content experts in a variety of STEM fields. Many are dynamic speakers and excellent communicators, providing different perspectives and serving as role models with a level of authority about a place.
Inclusive — ISL is responsive to diverse interests, needs, populations, and experiences of learners.
Flexibility — ISL programs are less-encumbered by prescribed and prioritized curriculum; they are nimble and able to take advantage of teachable moments.
Collaborative — ISL providers and programs encourage shared learning experiences amongst classmates, families, friends and communities.
Engaging — ISL promotes learning through active engagement in authentic and enjoyable experiences.
Interface — Many ISL experiences provide opportunities to connect community and formal education, creating shared experiences and serving to align goals and respond to dynamic situations.
Lifelong Learning — ISL providers and experiences provide and support lifelong learning.

ADDITIONAL RESOURCES

Learning science in informal environments : people, places, and pursuits. 2009. Philip Bell [et al.], editors; Committee on Learning Science in Informal Environments, Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. National Research Council (U.S.).
Children and Nature Network abstracts (http://www.childrenandnature.org/documents/C118/).

STEM Programs and Events for Families

Northern and Eastern Nevada

Berlin-Ichthyosaur State Park
NC 61 PO Box 61200, Austin, NV 89310. 775-964-2012. 23 miles east of Gabbs, via State Route 844. Berlin is a Nevada Ghost Town, and the park highlights fossils of Ichthyosaurs, prehistoric marine reptiles. “A nature trail connects to campground to the Fossil Shelter, information and viewing windows are available at the Fossil Shelter if you cannot attend a scheduled tour.”
Camp Lotsafun
“Providing recreational, therapeutic, and educational opportunities for individuals with disabilities. ” Office in Reno, Grizzly Creek Ranch is at Eagle Lake, CA.
Children’s Museum of Northern Nevada – Carson City
Donner Memorial State Park. Camping, picnicking, boating, fishing, water-skiing, and hiking. Park is closed May 1-May 15, 2013 for road repairs. Self guided nature train. Nature trail guides are available at the museum and campground entrance station. Feature shows and campfires start in late June.
FIRST Nevada
(Robotics programs and competition). Exciting national program offering after school and in school robotics programs and competition! Growing program in northern Nevada. Contact Dee Freewert deefrewert@gmail.com
Fleischmann Planetarium and Science Center
Star Theatre and free exhibits. located on the UNR campus in Reno. Preschool activities, field trips and birthday parties, live Sky Tonight Star Talks first Friday of the month at 6 pm. Science store.
Fort Churchill State Historic Park
“Explore Nevada’s Emigrant and Native American History.” A site for school field trips as well as families. Explore Nevada’s history along the Carson River in this “crossroads of major events when it was built in 1860. The Pony Express and emigrant trails passed through this base for troops at the start of the Civil War. The buildings are in ruins. Three plant communities are here, from Floodplain River Terrace, riparian community, and Upland Scrub. User fees for entrance, camping, picnicing and group use. No collection of plants, animals, rocks, minerals, and artifacts. Pets allowed.
Galena Creek Visitor Center and Park
Campfire series, naturalist-led hikes and Youth Summer Day Camp. Trails and picnic areas
Gatekeeper’s Museum
130 West Lake Boulevard, Tahoe City, CA. This is a reconstruction of the original gatekeeper’s cabin for the Watermaster who controlled the flow of water from Lake Tahoe to the Truckee River. ” …the cabin showcases Tahoe history, from the Washoe people through the logging and mining eras and the establishment of the tourism industry at Lake Tahoe.”
Get in the Act!
Musical Theater Camps. contact Diane Handzel at 775-588-8614. Some of their programming has included science.
Great Basin Institute
Offers interdisciplinary environmental field studies, courses, and workshops for university students, K-12 learners and educators and the public. See also Galena Creek Visitor Center. Campfire series, naturalist-led hikes and Youth Summer Day Camp
Kids Fishing Derby
sponsored by the Hahontan National Fish Hatchery in Gardnerville the last weekend in May for children ages 3-12.
Kidzone Museum
11711 Donner Pass Road, Truckee, CA. Fun classes, workshops and events. Check out their programs page. Exploratorium Class for ages 3-5 with their parents on Tuesdays from 10-11 am. Summer Natural Science and Art Camps for 2013 that are designed to “encourage our children to conserve and protect the environment and to become wise stewards of the earth’s natural resources.” New “Scientastic” program includes special programs by the Lawrence Hall of Science.
McCarran Ranch Preserve – A Healthy River for Wildlife and People
On the Truckee River east of Reno. Open to the public! See the project that restored the river’s natural ecosystem including river flow and restoration of vegetation, animals and birds. their website offers things to do and how to plan your visit.
National Automobile Museum
775-333-9300, located at 10 South Lake Street, Reno. Don’t miss this! “200 eye-popping cars with authentic street scenes and sounds.” Think about all the engineering that went into creating the modern automobile!
Nevada Fish and Wildlife Office
Their website home page has some cool videos on the Devil’s Hole pupfish, Mojave Population of the Desert Tortoise, Mojave Desert Tortoise Hatching, Sage Grouse Life History. They offer a number of education events and programs. To schedule call 775-861-6300. 702-515-5450. Check out their Let’s go Outside Website
Nevada Museum of Art – E.L. Cord Museum School. Numerous, ongoing programs for youth. The STEM Coalition supports the strong connection between the arts and science.
Nevada Outdoor School.org
We inspire exploration of the natural world, responsible stewardship of our habitat and dedication to community. Contact us to see what adventures, events and volunteer opportunities we have available for your family.
Reno Parks Summer Camps
Reno’s Department of Parks, Recreation, and Community Services offer summer camps for kids 6-15 years old. Contact Kevin at 775-334-2262
Sierra Nevada Journeys
Camps and Programs for educators and students
Sparks Heritage Museum
814 Victorian Avenue, Sparks, NV. History of Sparks 775-355-1144
Sparks Parks and Recreation Day Camps
“kids out-of-school programs including arts, and crafts, swimming, field trips, bowling, active games, Wild Island water slides and golf, skating, special guests and more. 775-353-2376.
Terry Lee Wells Nevada Discovery Museum
Exciting hands-on activities for the entire family in seven amazing galleries- downtown Reno. Holiday, Vacation, and summer camps available along with weekly museum programming.
Tahoe Environmental Research Center (TERC)
Run by UC Davis, is located at 291 Country Club Drive, Incline Village, NV. Annual SCIENCE EXPO every March with hands-on science investigations and experiments for children ages 6-12 and their families.
Tahoe Maritime Museum. 5205 West Lake Blvd, Homewood, CA. 530-525-9253. Classic wooden boats from late 19th century to the 1960’s and maritime memorabilia. “Hands-on crafts for kids, knot tying wall and maritime history video. Free for kids 12 and under, $5 admission. Next door to Homewood Mountain Resort.
UNR Anthropology Department Research Museum. Located in the Ansari Business Building, room 528. Free admission. For more information call 775-784-6704. You can also access a virtual tour of the museum on their website.
UNR College of Engineering Summer Camps. These have waiting lists, so don’t delay! Engineering will soon be a part of our public school science curriculum.
Urban Roots.“From planting and harvesting to preparing what we grow, Urban Roots follows food from seed-to-table, empowering students to answer the question, “Where does our food come from?” This question becomes more and more complex, Urban Roots makes it simple again with garden education that connects us to our health, classrooms, environment, and community.”
VSA Arts of Nevada- Art workshops and camps for kids. Check out their website for many, many opportunities and programs! The STEM Coalition supports a strong connection between the arts and sciences.
Wilbur D. May Center. Traveling science exhibits at the museum
W.M Keck Museum, UNR, in the Mackay School of Mines Building. “Houses an outstanding collection of minerals, ores, fossil specimens and phtographs, in addition to mining related relics. A Visitor’s Guide to the W.M Keck Earth Science and Mineral Engineering Museum

Southern Nevada

FUTURE CITIES ENGINEERING. Future Cities Engineering Competition.
The mission of the National Engineers Week Future City Competition is to provide middle grade students the opportunity to work as junior engineers on an authentic civil engineering project. Teams of 6th-8th grade students partner with teacher coaches and mentor engineers to research, design, model, and present their visions of cities 150 years into the future.
FIRST Nevada. (Robotics programs and competition). Exciting national program offering after school and in school robotics programs and competition!
The Springs Preserve is the premier place in Las Vegas to explore the valley’s vibrant history through interactive science and nature exhibits, botanical gardens, and more.
Las Vegas Natural History Museum. The Las Vegas Natural History Museum is a private, non-profit institution dedicated to educating the children, adults and families of the community in the natural sciences – both past and present. Through its interactive exhibits, educational programs and the preservation of its collections, the Museum strives to instill an understanding and appreciation of the world’s wildlife, ecosystems and cultures.
Lied Discovery Children’s Museum.
Master Gardeners of Southern Nevada
Outside Las Vegas Foundation The Outside Las Vegas Foundation is working with partners to develop experiences that help connect our Valley’s young people to the special outdoor places in southern Nevada.
Pea Brain Education. STEM camps and classes.
The CSN Planetaruim- Southern Nevada’s only public planetarium! They present programs to the general public and the local schools on our domed screen. The theater features an Evans & Sutherland Digistar 5 high definition hemispheric video projection system that creates virtual realities on the dome surrounding the audience.
Wetlands Park The Clark County Wetlands Park provides lush habitats for over 300 species of plants and animals while improving the quality of our water supply.
The Clark County Wetlands Park award-winning Education programs teach youngsters and adults about wildlife and the ecology of the Las Vegas Wash through engaging, interactive programs that promote a sense of place and a connection to nature. Our offerings for adults, families, children, students and teachers include guided discovery walks, family programs, events, art, recreation programs, and opportunities to be involved in meaningful stewardship projects.

STEM Articles & Research