In 2012, the President’s Council of Advisors on Science and Technology issued a dire warning that if the United States did not boost programming to produce one million more graduates in science, technology, engineering, and math (STEM), the nation would lose it’s status as the leader in those fields. Since then, several national science organizations, including the National Research Council, the National Academies of Sciences, and the National Academy of Engineering have called on community colleges to lead the charge in STEM education in order to keep up with demand.
High on the list of priorities is preparing students early for STEM studies. Experts agree that children should be exposed to STEM career pathways in elementary school, and should have continued exposure through their middle school and high school years. Classroom experiences are important, but George Boggs, the CEO Emeritus of the American Association of Community Colleges, posits
that visits to college campuses, involvement in research opportunities, advanced STEM studies in high school, science fairs, and summer camps are also necessary in order to get schoolchildren excited about careers in STEM.
According to Boggs, another critical component in devising successful STEM programs is developing curriculum articulation between high schools and community colleges to reduce the number of students who have to take remedial courses once they get to college. In math especially, community college students demonstrate a lack of preparedness that serve as a barrier to many of them pursuing careers in a STEM-related field. Additionally,
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