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CE Credit Hours: 1.00 Continuing Education Credit Hours
Although inclusive STEM high schools are emerging across the country as a mechanism for improving STEM education and getting more diverse students into STEM majors and careers, there is no consensus on what these schools are or should be, making it difficult to evaluate their effectiveness. The purpose of this continuing education course, developed using information from the International Journal of STEM Education, is to identify the critical components of STEM schools and propose a theoretical framework that represents the common goals and strategies employed by inclusive STEM high schools across the country. A background of the STEM education movement is presented as well as instructional and non-instructional elements that are considered essential in successful STEM implementation. In addition, a discussion is presented that evaluates how and why the application of these elements may or may not relate to critical student outcomes, such as positive self-efficacy for STEM disciplines, interest in STEM careers, college-going decisions, and graduating grade point average.
1. Discuss the growth of STEM education and the need to bolster its effectiveness in order to lead to a more STEM-prepared workforce.
2. Identify what an inclusive STEM high school is and what distinct components are present in these schools.
3. Describe the specific outcomes that are intended for students, staff, and the community at large as the result of an inclusive STEM education.
4. Differentiate between the instructional and non-instructional essential elements of STEM education
5. Evaluate the ways in which the application of these elements may or may not relate to critical student outcomes.
6. Assess how the essential elements and individual components may fit in with educators’ goals for students at the school or classroom level.
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