There are times when it seems you can’t turn around without hearing about STEM. But tracking the roots of the acronym, which refers to fields related to science, technology, engineering, and math wasn’t easy. Wikipedia hints that STEM may have its origins with the National Science Foundation, and The Winona Daily News, in Minnesota, reported a few years ago that the term was indeed coined by the NSF—well sort of.
Back around 2001 former Winona State University president Judith Ramaley was director of NSF’s Education and Human Resources Directorate and was developing curriculum to improve education in science, math, engineering, and technology. So the acronym for these disciplines became “SMET.” But Ramaley didn’t like the sound of it (and who could blame her?), so she changed it to STEM, and the rest is history. (Interesting enough, there’s some dislike for the STEM moniker as well in some circles, including deep inside the White House, because of the potential confusion with “stem cell.”)
The newspaper in Winona quoted Ramaley suggesting that in STEM, science and math serve as bookends for technology and engineering. Science and math are critical to a basic understanding of the universe, she said, and engineering and technology are means for people to interact with the universe.
For middle schoolers of my generation it was math and science; engineering was a nebulous career destination far into the future and technology was but a burgeoning amorphous term with no clear identity. The educational landscape has changed.
What hasn’t changed is that, generally speaking, engineering students are good at solving problems. Clearly, as a society, we need as many individuals as possible with the types of skills to wrestle down the challenges that exist locally as well as globally. Thus the push toward an emphasis on STEM in K–12—and I would argue especially in middle school—makes sense. The point is not to force-feed STEM over subjects like history, art, and literature, but to even out the level of instruction and ensure that the teachers who are responsible for it have the right tools, and the right skills, motivation, and drive to motivate students.
Seeing firsthand the drive behind the work of engineers, especially the rigor of those who work on building solutions in developing countries, is hugely inspirational. The landscape of problems facing the proliferation of STEM education is complex because it’s inherently difficult to fix problems comprising, in part, elements of human behavior.
Some of these are the issues to be examined at this month’s taping of the ASME Decision Point Dialogues, which will take place on the 23rd. This dialogue is being held prior to the opening of the U.S. News STEM Solutions Conference, in Washington, D.C. STEM Solutions precedes the USA Science and Engineering Festival. John Hockenberry, host of the National Public Radio program “The Takeaway,” will moderate the ASME dialogue. The Decision Point Dialogues will be broadcast on ASME.org beginning in June.
From Winona, Minn., to both coasts of this country and beyond U.S. borders, the conversation over STEM is being heard. It’s time for actions to speak louder than words.