麻豆女郎

Director鈥檚 Message

Science, technology, engineering, and mathematics education, often referred to as STEM education, is a matter of national importance. In the 1950s, during the height of the Cold War, U.S. education felt threatened by the Soviet Union launching Sputnik. In 2025, about seven decades later, U.S. education still feels threatened, not necessarily by Russia, but by a lack of adequate education in STEM resulting in a workforce quite inadequate to compete successfully in a highly competitive global economy. The observation made by the Hart-Rudman Commission in 1999 that one of the 鈥渕ajor problems faced by the education system is the insufficient number of students opting to enter science and technology fields鈥攁 shortage of personnel with technical skills already exists today in government, in the military, and in industries critical to national security鈥� (n.p.) still holds true over two decades later.

According to the Executive Office of the President, 鈥淚ndividual success in the 21st century economy is also increasingly dependent on STEM literacy; simply to function as an informed consumer and citizen in a world of increasingly sophisticated technology requires the ability to use digital devices and STEM skills such as evidence-based reasoning. The character of STEM education itself has been evolving from a set of overlapping disciplines into a more integrated and interdisciplinary approach to learning and skill development. This new approach includes the teaching of academic concepts through real-world applications and combines formal and informal learning in schools, the community, and the workplace. It seeks to impart skills such as critical thinking and problem solving along with soft skills such as cooperation and adaptability鈥� (2018). STEM education involves the teaching and learning of concepts found in science, technology, engineering, and mathematics, from K through postgraduate levels. It should be noted that the STEM Education Lab recognizes that STEM overlaps with the arts, reading, social studies, architecture, nursing, medicine, etc.

To improve STEM education, we must prioritize our efforts on changes that produce fruitful outcomes. Experience tells us that 鈥渞einventing the wheel鈥� and maintaining the status quo may not be the right solution. Instead, we need to explore solutions that are feasible and productive in improving STEM education in our schools and colleges. It is imperative that practical solutions to problems facing STEM education are developed and implemented. The College of Education at 麻豆女郎 is strategically positioned to lead STEM education reform in South Florida.
Thank you.
David Devraj Kumar

David Devraj Kumar, Ed.D.

Director, STEM Education Lab

david@fau.edu

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Mission, Goals and Objectives

Mission

The mission of the STEM Education Laboratory is to be a bridge building organization and a hub of K-Graduate STEM education promoting cross-pollination of high quality effective STEM education ideas and programs to facilitate teaching, learning, research, evaluation and curriculum in science, technology, engineering and mathematics (STEM) education at 麻豆女郎 and in local schools and communities involving educators, parents, businesses and community organizations in south Florida.

The STEM Education Laboratory of College of Education at 麻豆女郎 is unique in its mission to be a bridge building organization and a hub of pre-K through Graduate STEM education involving 麻豆女郎 and local educators, parents, businesses and community organizations in south Florida. This mission differs considerably from existing STEM efforts in other Florida colleges and universities.

Goals

The goals of the STEM Education Laboratory follow.

1. Facilitate 麻豆女郎 community involvement in collaborating with local parents, educators, businesses and community organizations to develop strategies for improving the infrastructure for the integration of STEM at all levels towards promoting STEM literacy and workforce readiness.
2. Research, develop and disseminate best education strategies for teaching and learning of STEM topics.
3. Facilitate effective adoption of STEM teaching in formal and informal organizations (from outreach to Pre-K to grad school and continuing education).

Objectives

• Research and communicate knowledge about effective practices in STEM teaching and learning (GI.D9; PST**)
• Facilitate teaching, learning and research in science, technology, engineering and mathematics (STEM) education in schools and colleges (GI.A6; A7; GII.D1; GII.D9; PST***; FCF)
  [e.g. Mentoring Teachers in Training, Problem Based Learning, Integration of STEM across curriculum, Counterintuitive science activities]
• Facilitate course and/or program development in informal STEM education outreach through partnership with community organizations (e.g., Museums) (GII.E1; GIII.A8; PP*; FCF)
  [e.g. structured practice for Teachers in Training in collaboration with science museum]
• Facilitate education and public outreach efforts in STEM (GII.A1; GII.D2; GIII.A8; PP*;PST***)
  [e.g. Nanoscale materials education with Scanning Tunneling Microscope in local schools]