1. STEM Partnerships 2013 OACTE Spring Conference April 12, 2013 Deb Mumm-Hill, Lita Colligan, Megan Helzerman

2. Presentation Topics: STEM –What is it? What’s the need and urgency in Oregon? How are communities responding? Tools and resources in your community and in the state? What do you need to be successful? Q&A

3. What is STEM to you?

4. Definition of STEM: The South Metro-Salem STEM Partners agree that Science, Technology, Engineering, and Math (STEM) fields will be correlated to career opportunities for students in areas such as natural resources, medical sciences, computer science, engineering, life, environmental and physical sciences.

5. National STEM projections 4.1%

6. Oregon Class of 2006 48% 19% 2.6% 90%

7. Oregon’s TOP science and math graduates from 2006 1.2% 9% of Graduating Class

8. Future Workforce

9. Estimated Lifetime Earnings by Education Level 27 percent of people with post-secondary licenses or certificates—credentials short of an associate’s degree—earn more than the average bachelor’s degree recipient ( Pathways to Prosperity p. 3).

10. Percentage of Workforce by Education Level 28% 62%

11. Economic Return on STEM Investments +6% Increase in long-run state earnings +$ 9 billion Annual increase in personal income +$1.4 billion Annual increase in state and local government general tax and fee revenue

12. Industry and community partners are the key to education reform

13. Shared Vision and Strategies Learning community to improve delivery Connect businesses and community to schools More dual credit, Advanced Placement and incentives to attract students to STEM

14.  Help teachers create an environment for students to become voracious learners through applied learning Department of Labor estimates the average learner today will have 10 - 14 jobs……….. by age 38 We are currently preparing students for jobs that do not exist, using technologies that have not been invented, to solve problems we don’t even know are problems yet Benefits of participation

15. Oregon Education Investment Board  Industry and Community Assets  Educators can not do this alone…  Plus STEM and CTE Legislation: 3626, 498, 702…

16. STEM Task Force Recommendations STEM Council to develop, coordinate, and advance STEM learning and industry engagement in Oregon. STEM Hubs to channel and coordinate community, regional, and state resources for STEM learning. Funding support for STEM students, programs, and teachers. Funding for proper technology infrastructure. Pathways for increasing industry partnership in STEM education. South Metro-Salem STEM Partnership is a perfect example of an emerging STEM Hub.

17. STEM Task Force Recommendations - Statewide STEM Hubs -

18. STEM Collective Partnerships School districts in set geography CC Colleges Universities Community Resources FIRST Robotics, BEC, PLTW Industry *mentors *funding *experiences for teachers and students

19. Tools We’ve Used STEM Partnership with regional schools, colleges, universities, out-of-school programs, companies, and community partners to leverage resources STEM Partnership with regional schools, colleges, universities, out-of-school programs, companies, and community partners to leverage resources Collective Impact: don’t start from scratch- use what you have Collective Impact: don’t start from scratch- use what you have Tour of Superintendents and teachers into companies Tour of Superintendents and teachers into companies Business Outreach Events Business Outreach Events Teacher mentorships Teacher mentorships Industry Involvement survey Industry Involvement survey

20. How does CTE support STEM education? CTE provides clear pathways to STEM careers helping Oregon meet the 40 ‐ 40 ‐ 20 goal CTE provides opportunities to learn critical ‐ thinking and problem ‐ solving skills within STEM content CTE provides applied learning and high wage, high demand, high skill career preparation in STEM content CTE increases student persistence in STEM education through personal engagemen t

21. Gates Foundation investment in science & math curriculum not effective Engineering Technology Science Math Technology and Engineering excites & engages students Science and Math learning fall in sync with Tech & Eng engagement

22. STEM is best taught on an engineering platform STM E

23. Investigate your curriculum and implement projects that provide opportunities for students to enhance STEM skills within your subject area Collaborate with academic teachers, including elementary and middle school teachers, to enhance the technology and engineering in science and math in all grades Partner with industry or community partners that can provide knowledge, resources, opportunities, real-life projects, etc. What Can You Do?

24. CTE & STEM Example Sabin-Schellenberg Center Agriculture Program Fodder Project

25. CTE & STEM Example Hydroponically grow animal feed from seed in 7 days External Consulting Partners – Farm Tek Fodder Solutions Lyman Hagen, Dept Chair, Butte Community College in Chico, CA. STEM Concepts and Learning Opportunities – Designing systems Managing constraints Manipulating variables Measuring results (yield, time to harvest, nutritional content, etc) Business/Financial Components

26. The Fodder System

27. 7 Day Harvest Cycle

28. Final Feed Product

29. Deb Mumm-Hill: deb@oregonfirst.org Lita Colligan: lita.colligan@oit.edu Megan Helzerman: mhelzerman@clackesd.k12.or.us www.oit.edu/stem Spread the excitement about STEM Get organized to connect to a STEM collaborative Apply for grants or work on projects collaboratively Develop a business plan to leverage resources Thank you for coming Questions?

30. What are you doing now? What resources do you need? Questions: What is your school doing now to promote and improve STEM experiences and preparation of students? How does CTE interface with science and math curriculum? What’s easy? What works? What excites you?