STEM Education Programs - What Really Makes It STEM?

Within my barrage of emails, I constantly hear about another new school or district STEM program. I see the STEM label being put on such a wide variety of programs that I worry it will lose its power and potential. In fact, STEM is sometimes a rebranding of what's already being done, and when improved results aren't forthcoming, it could be labeled a failure. So, I wanted to put out some ideas to consider when creating STEM programs and note some common mistakes in this process. Next time I'll put forth a framework for a continuum of STEM programming--from little potential for real change to large potential for success.

What Are Your Goals?

First, you need to spell out your specific goals for a STEM program and how you'll determine if you met those goals. Here are some of the common goals along with potential challenges with them:
1) It will help build tomorrow's workforce.
This idea is important, but problematic. Do you know the labor trends in your region? Do you have data on careers your students end up going into? Unless you're using a source such as the NSC, how will you know you're successful? I linked to this STEM article last time, but I think it bears repeating that STEM isn't just about jobs (though that's important), it's about creativity and allowing students to explore their passions. It's about a STEM literate populace who can implement design thinking and systematic, team-based problem solving in any profession.
2) It will get students excited about school and learning.
I like this goal, and I think STEM has this potential if done well.  But, if STEM is only an elective or after school program, it's not going to engage many students that wouldn't have been otherwise--they chose to be there. On another note, many educators claim that creating "real-world" STEM connections will motivate students. I'm not so sure. The vast majority of my 8th graders were not thinking seriously about their future career. They were thinking about the boy/girl in 1st period. They were often motivated by an interesting, challenging, collaborative task, not necessarily the so-called "real-world" nature of it (see Dan Meyer's blog for more along these lines). 
3) It will help students learn more mathematics and science (and do better on those tests).
Yes, it can. The problem is that mathematics and science content must be brought in explicitly. Students are not good at transferring knowledge from one subject to another. Most teachers were not taught this way and are not proficient at teaching in this way. Who is teaching STEM? Some STEM programs that I see are taught by tech ed teachers who were not trained as math or science teachers, just as other programs are taught by math and science teachers weren't trained to bring in engineering connections. STEM has to be an integrated and valid part of the core curriculum for it to be successful with this goal.
4) It will attract girls and minorities to STEM fields.
I think this goal is extremely important, but I don't see evidence that it's happening yet. This problem is complex and takes concerted effort to really be successful. For example, I like the idea of Goldieblox. There is a storyline given that young girls could relate to and there are real engineering principles involved in the designing girls do with the toy. But, my daughter put it together once and was done with it. It didn't connect to her personally or to the relationship-type play that she enjoys.  With minority and female students, they often lack role models and leaders in STEM. You have to be willing to work hard to find (or cultivate) some.
Simply building things won't cut it; having students get paid for things they design and build might help. Giving a real-world scenario won't cut it; having students go out and meet the family for whom they're building a ramp for their handicap child might help.
5) It will keep us "competitive." 
It might seem that everybody is starting a STEM program. If you work in a state or district with open enrollment, that could be a good reason to move forward. It's still essential to take the time to consider the needs of your unique community and include them in the planning (with real partnerships, they're also often a great source of financial and material support). It might make more sense to emphasize manufacturing engineering than software engineering, or mining engineering rather than electrical engineering. Even if you decide on a canned curriculum or program, putting in the extra effort to tailor the projects to your community can help build engagement and involvement.

Common Mistakes
1) Inadequate teacher understanding - I have worked with a few teachers from a district that began a "STEM" initiative, but six months in they still had little sense of what STEM really meant. High quality professional development that includes ongoing coaching and collaboration is essential; a couple workshops, even those containing some good, hands-on activities, won't cut it.
2) Adopting a program = STEM - I think programs like PLTW and EiE have potential, but adopting them doesn't necessarily equal STEM education. They are both frequently used devoid of substantive connections to mathematics and science. Students building something doesn't make it STEM.
3) Housing it only in tech ed - As with the above problem, when you house STEM only within the technology education department, you are much less likely to have effective connections to science and mathematics. Also, many students will likely not be part of it beyond one required semester.
4) Not creating or supporting teacher leaders - You really need someone on site and at a close grade level to effectively lead collaboration and directly support other teachers. Ideally, this person would also have at least a period per day to coach others, modeling lessons and observing classes.
5) Only doing STEM after school - While an after school STEM program is a fine idea, you will only get the same students who would have showed up for science or engineering club anyway. There will be few girls, few minorities, and few children who have to ride the bus because their parents can't pick them up.

I'm sure there are more possible goals and other common mistakes, what else should we all be considering here? 

My next post will discuss the continuum of programs, with varying potential for successfully rocking the STEM boat...