STEM Course 1-4 Standards from L&N STEM Academy

For: TeachersLevel: High SchoolSubject(s): STEM

STEM COURSE STANDARDS

2012-13 Adoption

 

STEM ARC

(4 year path of study)

 

The standards follow the referencing convention of (STEM Year number) . (Standard number) . (indicator number). Example, the first indicator for the first standard in STEM I class would be CLE 1.1.1. The standards are the same for all four years, but the level of depth of knowledge and application deepens with each successive year. Following represents the entire four year experience through the STEM Arc (STEM 1 is freshman level, STEM 2 is sophomore, etc.).

The units of study in each of the four courses are meant to provide insight and understanding into the work of STEM-related fields and thus would be named or reflect areas such as engineering, environmental chemistry, health care, astrobiology, clean energy, etc. These four standards are intended to be attained by inclusion of each in the problem-based scenarios that will constitute instruction for the course.

The overview for progression of the nature of this arc would look like:

STEM 1 – An overview course to introduce the engineering design process and its application in STEM-related scenarios.

STEM 2 – A focused study course where students are able to choose a path that reflects their interest (engineering vs. traditional sciences). Application of the design process is deepened through these focused STEM-related scenarios.

STEM 3 – Introduction to contextual STEM. Students move the design process to application in work settings and experiencing an introduction to business etiquette and gap analysis processes to identify areas for problem-solving and innovation.

STEM 4 – Full-blown internship year where students are embedded in STEM-related workplaces and/or laboratories. The expectation is completion of an original experiment or innovation conceived, developed, implemented, and studied for results by the student.

 

Standard 1: Problem Resolution Skills

Following completion of this course, students will be able to demonstrate:

STEM 1: Understanding & applying engineering design process

Students will be able to:

CLE 1.1.1 – recognize and explain the steps in the engineering design process.

CLE 1.1.3 – create their own proposals for solutions to a STEM-related problem, identifying the design process steps they followed.

CLE 1.1.2 – analyze or evaluate their own and others’ proposed solutions to a STEM-related problem for feasibility and adherence to the design process.

STEM 2: Application of Contextual Design & Reasoning Skills

Students will be able to:

CLE 2.1.1 – use design process steps, analytical language, problem resolving strategies, and presentation skills to generate their own solutions.

CLE 2.1.2 – apply theoretical reasoning strategies to clearly explain STEM issues and the complexities of their resolutions.

STEM 3: Integration of STEM concepts in commerce, industry and/or interdisciplinary careers

Students will be able to:

CLE 3.1.1 – employ integrated STEM methods for problem resolution to effectively and adequately meet the needs for conflict resolution in a 21st century commerce.

CLE 3.1.2 – use appropriate STEM based design and solution creation methods to advance goals and objectives of industry.

STEM 4: Initiation & completion of original project design, study & presentation

Students will be able to:

CLE 4.1.1 – move flexibly between problem identification strategies, solution generation, communication skills and technical representation of solutions.

CLE 4.1.2 – independently examine and systematically analyze the dynamic structure of STEM based problems.

CLE 4.1.3 – apply learned design strategies to critically reason through existing STEM scenarios and identify potential conflicts and future needs.

 

Standard 2: Critical Thinking in Context

Following completion of this course, students will be able to demonstrate:

STEM 1: Generating or analyzing authentic STEM field scenarios

Students will be able to:

CLE 1.2.1 – differentiate among necessary and superfluous details in a STEM scenario narrative for essential information to apply the design process.

CLE 1.2.2 –create a hypothesis based on their designed solution prototype and evaluate its feasibility.

CLE 1.2.3 – generate an original STEM problem-based scenario and evaluate it as an exemplar of the engineering design process.

 

STEM 2: Refinement (gap analysis) of authentic STEM-field design challenges

Students will be able to:

CLE 2.2.1 – develop inductive and deductive reasoning strategies, critical thinking skills and context based analysis strategies to independently evaluate all facets of a STEM-field design challenge.

CLE 2.2.2 –understand the dynamic nature of STEM fields and apply procedural based approaches necessary to develop context driven solutions.

STEM 3: Identification of collateral consequences of design solutions

Students will be able to:

CLE 3.2.1 – create STEM challenge solutions that demonstrate an understanding of environmental impacts, legal consequences and ethical compromises.

CLE 3.2.2 – successfully identify byproducts, outcomes and new STEM based challenges that arise from current existing STEM based solutions.

 

STEM 4: Initiation of undefined problems & potential solution avenues

Students will be able to:

CLE 4.2.1 – generate previously unrecognized STEM design challenges by actively studying existing STEM based solutions.

CLE 4.2.2 – apply integrated STEM principles to human and non-human conflicts to determine areas of need.

CLE 4.2.3 – redesign existing solution methods such that they are applied in a manner not previously done, while simultaneously maintaining the flexibility to be applied in continuously different mediums.

 

Standard 3: STEM Field Readiness

Following completion of this course, students will be able to demonstrate:

STEM 1: synthesizing and analyzing information to make meaning

Students will be able to:

CLE 1.3.1 – sort and evaluate data for its significance and/or meaning in the process of solving the problem presented.

CLE 1.3.2 – identify multiple forms of data and list mechanisms for collection that are essential to solving a problem.

CLE 1.3.3 – use available data to create an original prototype/solution to a scenario.

CLE 1.3.4 – prepare representations of information in multiple formats that are

appropriate and germane to the field of STEM study or audience of the information.

STEM 2: metacognition about processes that lead to successful resolution

Students will be able to:

CLE 2.3.1 – demonstrate an awareness that is indicative of understanding the design process, solution generation and the role each plays in STEM field outcomes.

CLE 2.3.2 – develop strategies that lead to non-traditional problem resolution, so that problem solver remains as dynamic as the problems to be solved.

STEM 3: understanding of the interdisciplinary nature of STEM

Students will be able to:

CLE 3.3.1 – apply an integrated approach to STEM field learning, mentorships, internships and professional development.

CLE 3.3.2 – understand the dynamic nature of STEM fields, challenges and concepts.

CLE 3.3.3 – identify how the role of STEM concepts drives outcomes within STEM careers.

 

STEM 4: consistent application of interdisciplinary approach to challenges

Students will be able to:

CLE 4.3.1 – demonstrate flexible application of learned interdisciplinary content to various STEM field careers.

CLE 4.3.2 – equally represent the sciences, mathematics, arts, humanities and engineering disciplines in the development, implementation and communication of solutions to STEM challenges.

 

Standard 4: Ethical Issues of STEM

Following completion of this course, students will be able to demonstrate:

STEM 1: awareness of cause/effect relationship in problem solving

Students will be able to:

CLE 1.4.1 – recognize cause/effect patterns when seen in a problem scenario (e.g., while examining the history of a problem).

CLE 1.4.2 – accurately predict the effect of components of their original prototype design

CLE 1.4.3 – analyze data from field testing or prototype testing and accurately identify the cause of the results.

 

STEM 2: consideration of impacts of solutions in regard to their validity & integrity

Students will be able to:

CLE 2.4.1 – recognize credibility of sources, reliability of content, data and design solutions.

CLE 2.4.2 – openly weigh the consequences of ineffective or unverifiable information, data or design procedures.

CLE 2.4.3 – understand appropriate strategies to assess real-time impacts and data, while being able to analyze static data and reports to determine likely impacts or trends.

 

STEM 3: examining issues from the point of view (POV) of sustainability, impact and the common good

Students will be able to:

CLE 3.4.1 – Recognize the outcomes, benefits and advantages to sustainability and draw abstractions for appropriate STEM based solutions.

CLE 3.4.2 – Diagnose challenges with respect to impacts on our societal structure, while purposefully contributing to it’s betterment.

CLE 3.4.3 – Expand stakeholders’ understanding of sustainability as it relates to STEM solutions.

 

STEM 4: self-reflection and identification of biases, consequences & individual stewardship issues

Students will be able to:

CLE 4.4.1 – internally balance the quality of suggested solutions, while outwardly ensuring the neutrality of solution methods.

CLE 4.4.2 – recognize the role individual biases have in the development of one’s approach to problem resolution and communication.

CLE 4.4.3 – comprehend the dynamic relationship between internal approaches to conflict resolution and holistic approaches.

 

Leave a Comment