2018 Maine STEM Summit
“Looking Ahead: Defining and Advocating for STEM”
November 16, 2018
Central Maine Community College (Auburn, Maine)
DESCRIPTION OF THE SUMMIT:
The Maine STEM Summit provides an opportunity to foster discussion, engagement, and innovation across the education, workforce, and technology sectors of Maine. Join the conversation about how to increase the capacity and access to Science, Technology, Engineering, and Mathematics (STEM) to all students throughout Maine. The summit convenes K-12 in school and out-of-school educators and administrators, business leaders, learning scientists, nonprofit organizations, STEM researcher scientists, policy makers, parents, and students to learn and share with each other to build capacity for STEM experiences across Maine.
SUMMIT DESIRED OUTCOMES:
1. Learn about at least one new STEM career and pathways by which young people may enter that position or industry.
2. Learn about at least one new professional development program that could enhance classroom and out of classroom instruction.
3. Learn about at least one new program or curriculum designed to welcome a broader range of students to STEM.
4. Provide your personal input and ideas during panels and breakouts.
5. Experience at least 2 ‘Aha’ moments (“aha” being defined as learning something new)
AGENDA (Draft)
7:30-8:00 Registration & Breakfast & Exhibits
8:00-8:15 Welcome / Review of the Day
8:15-8:45 Network / Exhibits / Refreshments/ Standards Comment Session / Transition to Breakouts
8:45-9:45 Breakout Block #1
9:45-10:30 Network / Exhibits / Refreshments / Standards Comment Session / Transition to Breakouts
10:30-11:30 Breakout Block #2
11:45-12:30 Lunch / Networking / Exhibits / Standards Comment Session / Transition to Keynote
12:30-1:15 Keynote
1:30-2:30 Breakout Block #3
2:45-3:15 Strand Wrap-Up Conversations
3:30-4:15 Strand Report-Out / Innovation Challenge
SUMMIT THEME:
The 2018 Maine STEM Summit will focus on the theme of “Looking Ahead: Defining and Advocating for STEM”. This summit provides the opportunity to not just passively participate and listen to sessions. In addition to an outstanding learning experience the 2018 Maine STEM Summit is designed to support attendees in adding their voices to defining new collaborations, projects, and initiatives of many different forms with the following strands:
1. STEM Career Pathways
2. Equity in STEM
3. Innovative Partnerships: Added Value or Added Headache?
4. Pre-Service and In-Service for In and Out of School Learning
STRAND DESCRIPTIONS:
1. STEM Career Pathways
Strand Leaders: Michael McKernan, The Jackson Laboratory (michael.mckernan@jax.org); and Jason Judd, Project Login (jason@educatemaine.org)
According to the Maine Department of Labor, jobs in STEM occupations will rise nearly three times the rate of all occupations in the 10-year period between 2012-2022 in Maine. STEM jobs will account for 46% of expected net job growth in Maine. This strand will explore programs, partnerships, and strategies which will help students and educators understand potential STEM career pathways. Proposals may include the sharing of best practices, discussion of potential barriers, and dialogue about new opportunities to encourage students to pursue STEM careers. Proposals should communicate the connections between K-12 education, higher education, and workforce development.
2. Equity in STEM
Strand leaders: Ruth Kermish-Allen, Maine Math & Science Alliance (rkermishallen@mmsa.org); Sarah Kirn, GMRI (sarah@gmri.org); Pete Mickelson, IEEE, (n.p.mickelson@ieee.org)
Every single student has innate ingenuity and curiosity, but too often bias and a variety of barriers limit equitable access to STEM education. STEM education itself may be perceived by educators, students, and/or parents as being just for high academic achievers and not for every student. This strand shall explore strategies for working toward a form of STEM education that is accessible and relevant to all of Maine’s students. Topics can range from how we define a STEM identity that values cultural dynamics, to identifying and developing strategies to challenge gender bias, to professional development models that overcome geographic isolation.
3. Innovative Partnerships
Strand Leaders: Leigh Peake, Gulf of Maine Research Institute (lpeake@gmri.org); and Lisa Phelps, University of Maine Cooperative Extension (lisa.phelps@maine.edu)
The promise of partnership seems simple—capitalizing on the talents and capacities of multiple organizations in order to increase impact. Yet partnerships can be complex vehicles for the delivery of practical solutions, whether on the ground or at the strategic level, and the benefits of collaborative work may take time to develop. This strand will feature innovative partnerships from across the state that demonstrate best practices in establishing and maintaining partnerships that make a significant impact in STEM education in Maine. We invite proposals that describe how the partnership addressed key features of effective working relationships (such as leadership, establishing a common vision, defining a division of labor, and decision making) along with challenges and the eventual impact of the partnership.
4. Pre-Service and In-Service for In and Out of School Learning
Strand Leaders: Tom Keller, Maine Math and Science Alliance (tkeller@mmsa.org); Alison Miller, Bowdoin College (amiller2@bowdoin.edu); and Ruth Kermish-Allen, Maine Math and Science Alliance (rkermishallen@mmsa.org)
It is well documented that teachers are the most important factor in helping students learn, and the initial preparation and continuing education of educators is of paramount importance for improving Maine’s educational system. Several areas of interest can contribute to this session including methods of preservice education in education AND content, the student teaching experience, induction/mentoring of new teachers, best practices and standards for professional development, and design of professional development. Factors that effect this include Maine’s rural nature, small numbers of teachers, fiscal resources, career stages of educators, local control of curriculum, instruction and assessment, and instruction via integrated or separate discipline methods.