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for STEM
Computer science is
generally identified with
a narrow stratum of our
student population, but all
students today need to
learn about it.
—Jane Margolis, Joanna Goode,
and Jean J. Ryoo, p. 48
STEM is part of the rich
fabric of curriculum, teaching,
and everyday life…. Schools
should be connecting STEM to
English, social studies,
world languages, or the visual
and performing arts.
—Gary Hoachlander, p. 74
Application is
at the heart of STEM
education. When students
ask, “Why do I have to learn
this?” a STEM experience
provides an answer.
We would be much
better served by less
hyperventilating about
STEM worker shortages and
more focus on improving
overall STEM literacy.
—Robert Charette, p. 79
—Jo Anne Vasquez, p. 10
Perhaps the most
effective and underused
method for getting students to
value science is for teachers to
express their own enthusiasm
for the topic.
—Lee Shumow and
Jennifer A. Schmidt, p. 62
Engineering activities should
embrace failure and cast it
as a learning opportunity.
We should communicate that
students don’t fail,
the design fails.
Oleksandr Haisonok/shutterstock
— Christine M. Cunningham
and Melissa Higgins, p. 42
Educational Leadership / December 2014 / January 2015
Source: The collective wisdom
of authors published in the
December 2014/January 2015
issue of Educational Leadership,
“STEM for All” (Volume 72, Issue 4).