Imagining the Future of Undergraduate STEM Education Proceedings of a Virtual Symposium (2022) / Chapter Skim
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2 Goals for the Future: Changing Purposes of Undergraduate STEM Education
2 Goals for the Future: Changing Purposes of Undergraduate STEM Education
Pages 7-14
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From page 7... ...
They were asked to consider the diverse contributions that STEM fields make to society and how those contributions might shape priorities for STEM education. GOALS OF UNDERGRADUATE STEM EDUCATION University of South Carolina provost William Tate opened the panel by calling on higher education to democratize access to information and knowledge, including increasing opportunities for access to the best teachers and to evidence-based learning experiences.
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From page 8... ...
The challenge, in his view, is for Community Colleges to do a better job of making students aware of the pathways into STEM fields and to do so with urgency in this "moment of racial reckoning." He added, "It is not just critical for the students that want to pursue these pathways, it is critical for us as a nation to begin to diversify these fields and to really show students that they can see themselves as doctors, as nurses, as biotech professionals, as computer engineers." From Sigur's perspective in industry, the primary purpose of undergraduate STEM education is to act as a bridge for K–12 students to further STEM education and careers. Perhaps the most important goal of undergraduate STEM education in her view is that students gain critical thinking skills, which can often happen through experiential learning.
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From page 9... ...
Consequently, he believes that "the most important goal of a STEM education in 2040 is the same as it is today: the development of virtue and also broadening how we think about education to address it." GOALS FOR UNDERGRADUATE STEM LEARNING Planning committee member Cathy Manduca noted that she heard three "big classes of goals in the opening statements" made by the panelists. She summarized Tate's comments about the importance of preparing students to be democratic citizens, ensuring that all students understand the role of technology and STEM in our society, ensuring that they understand how it impacts our lives as citizens.
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From page 10... ...
Su said that he avoids talking about education as a means to get a job and instead focuses on developing the whole person in terms of character, compassion, and community-centered learning. Experiential learning is a critical piece of education, and Su explained that educators need to teach students how to interact with people from completely different backgrounds and learn to appreciate their strengths, which traditional assessments often miss.
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From page 11... ...
The co-op experience required her to use skills and approaches that she had learned in school to analyze data and resolve issues. It "forced me to understand the importance of critical thinking," she said, "and the dance between working and going back to school allowed me to pull for answers that I wouldn't have otherwise pulled for and frankly shaped my ability to be successful in the working world." Sigur added that although hiring managers in her industry consider an applicant's university degree and their course work, "it is even more important to see whether or not someone already has the ability to perform, because more than anything, you would like to have someone show up on day one and be able to execute." Tate explained that programs that have democratized access provide students with the opportunity to experience research and enhance their research skills and also provide mentors and a comprehensive support system, and they enable access to both professional networks outside of the university ecosystem and socialization into their chosen STEM fields.
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From page 12... ...
He noted that the COVID-19 pandemic, with its heavy reliance on online education, has cost students the opportunity to have these in-person, hands-on experiences that not only teach skills, but also allow them to see how people treat each other in academic and nonacademic settings. TRANSFORMING STRUCTURES OF UNDERGRADUATE STEM EDUCATION Setting the stage for upcoming symposium panels focused on the transformation of undergraduate education, Manduca then asked the panelists to speak about what the ideal future educational structures will look like.
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From page 13... ...
Sigur added that, given the costs of higher education, "there will be a greater pull for schools getting better and being responsive as people consider that it's not just an investment of time anymore but of significant dollars." Finally, Su commented that he was hoping "that as we move forward, people will begin to see some of the most important things about college education aren't necessarily just the physical surroundings and the perks that you get. What's really essential, I think, is the community that you build and that you learn together now." SUMMARY To close the discussion period, Lee, speaking as a STEM businessperson, addressed the question as to why more employers do not offer internships by saying that there has to be a business case for investing in an internship program so the company can see a future benefit.
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From page 14... ...
I like the idea that the graduate students and the faculty all form a community of learning that maximizes both the learning for the students and the capabilities of the members of that community."
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