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1、 FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT A Report by the COMMITTEE ON SCIENCE,TECHNOLOGY,ENGINEERING,and MATHEMATICS(STEM)of the NATIONAL SCIENCE&TECHNOLOGY COUNCIL November 2024 FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT i

2、i About The White House Office of Science and Technology Policy The Office of Science and Technology Policy(OSTP)was established by the National Science and Technology Policy,Organization,and Priorities Act of 1976 to provide the President and others within the Executive Office of the President with

3、 advice on the scientific,engineering,and technological aspects of the economy,national security,homeland security,health,foreign relations,the environment,and the technological recovery and use of resources,among other topics.OSTP leads interagency science and technology policy coordination efforts

4、,assists the Office of Management and Budget with an annual review and analysis of federal research and development in budgets,and serves as a source of scientific and technological analysis and judgment for the President with respect to major policies,plans,and programs of the federal government.Mo

5、re information is available at http:/www.whitehouse.gov/ostp.About The National Science and Technology Council The National Science and Technology Council(NSTC)is the principal means by which the Executive Branch coordinates science and technology policy across the diverse entities that make up the

6、federal research and development enterprise.A primary objective of the NSTC is to ensure science and technology policy decisions and programs are consistent with the Presidents stated goals.The NSTC prepares research and development strategies that are coordinated across federal agencies aimed at ac

7、complishing multiple national goals.The work of the NSTC is organized under committees that oversee subcommittees and working groups focused on different aspects of science and technology.More information is available at http:/www.whitehouse.gov/ostp/nstc.About the Committee on STEM The Committee on

8、 Science,Technology,Engineering,and Mathematics(CoSTEM)was first established in 2011 as the Committee on Science,Technology,Engineering,and Mathematics(STEM)Education pursuant to the requirements of Section 101 of the America COMPETES Reauthorization Act of 2010(COMPETES Act)(Pub.L.111358).In 2023,i

9、t was renamed the Committee on STEM.The Committee reviews STEM education,workforce development,and research capacity investments;coordinates investments with the Office of Management and Budget and with other offices of the Executive Office of the President throughout the federal government;and deve

10、lops and implements through federal agencies a five-year strategic plan to be updated every five years.This document is the five-year strategic plan called for in the COMPETES Act.Disclaimer References in this document to any specific commercial products,publications,processes,services,manufacturers

11、,companies,trademarks,or other proprietary information are intended to provide clarity and do not constitute an endorsement or recommendation by the U.S.government.Copyright Information This document is a work of the United States Government and is in the public domain(see 17 U.S.C.105).Subject to t

12、he stipulations below,it may be distributed and copied with acknowledgment to OSTP.Copyrights to graphics included in this document are reserved by the original copyright holders or their assignees and are used here under the Governments license and by permission.Requests to use any images must be m

13、ade to the provider identified in the image credits or to OSTP if no provider is identified.Published in the United States of America,2024.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT iii NATIONAL SCIENCE&TECHNOLOGY COUNCIL Chair Arati Prabhakar,Assistant to the Pr

14、esident for Science and Technology;Director,OSTP Executive Director(Acting)Lisa Friedersdorf,OSTP COMMITTEE ON STEM(CoSTEM)Co-Chairs Kei Koizumi,Special Assistant to the President;Principal Deputy Director for Science,Society,and Policy,OSTP Sethuraman Panchanathan,Director,U.S.National Science Foun

15、dation(NSF)OSTP Liaison Nafeesa Owens,OSTP CoSTEM Agencies AmeriCorps U.S.Agency for International Development(USAID)U.S.Department of Agriculture(USDA)U.S.Department of Commerce(DOC)U.S.Department of Defense(DOD)U.S.Department of Education(ED)U.S.Department of Energy(DOE)U.S.Department of Health an

16、d Human Services(HHS)U.S.Department of Homeland Security(DHS)U.S.Department of the Interior(DOI)U.S.Department of Justice(DOJ)U.S.Department of Labor(DOL)U.S.Department of State(DOS)U.S.Department of Transportation(DOT)U.S.Department of Veterans Affairs(VA)U.S.Environmental Protection Agency(EPA)Ins

17、titute of Museum and Library Sciences(IMLS)Office of the Director of National Intelligence(ODNI)U.S.Office of Personnel Management(OPM)National Aeronautics and Space Administration(NASA)U.S.National Science Foundation(NSF)U.S.Nuclear Regulatory Commission(NRC)Smithsonian Institution(SI)Executive Off

18、ice of the President(EOP)Domestic Policy Council(DPC)Office of Management and Budget(OMB)Office of the National Cyber Director(ONCD)Office of Science and Technology Policy(OSTP)CoSTEM Members Anna Hartge,AmeriCorps Mohamed Abdel-Kader,USAID Dionne Toombs,USDA Derrick Brent,DOC Aprille Ericsson,DOD R

19、oberto Rodriguez,ED Geraldine Geri Richmond,DOE Marie Bernard,HHS Randolph Alles,DHS David Applegate,DOI Nancy La Vigne,DOJ Manny Lamarre,DOL Allison Schwier,DOS Robert Hampshire,DOT Alison Goss Eng,EPA Cyndee Landrum,IMLS Stacey Dixon,ODNI Veronica Hinton,OPM Pamela Melroy,NASA Tuwanda Smith,NRC El

20、len Stofan,SI Robert Gordon,DPC Mary Cassell,OMB FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT iv FEDERAL COORDINATION ON STEM SUBCOMMITTEE(FC-STEM)Co-Chairs James L.Moore,III,Assistant Director,Directorate for STEM Education,NSF Bindu Nair,Director of Basic Researc

21、h,Office of the Under Secretary of Defense,DOD*Nafeesa Owens,Assistant Director for STEM Education and Workforce,OSTP Matthew Soldner,Acting Director,Institute of Education Sciences,ED Executive Secretaries Holly Hajare,OSTP Michael M.Rook,NSF*Additional Members of FC-STEM Leadership Team Karen Andr

22、ade,OSTP*Eve Boyle,OSTP Bryant Maldonado,OSTP FC-STEM Members Terra Wallin,AmeriCorps Emmanuella Delva,USAID Jeffrey Sallee,USDA Chivas Grannum,DOC/EDA Amanda Kosty,DOC/EDA Jacob Wildfire,DOC/EDA Janelle Johnson,DOC/NIST Davina Pruitt-Mentle,DOC/NIST Cara OMalley,DOC/NIST LaKesha Perry,DOC/NIST Loui

23、sa Koch,DOC/NOAA Jorge Valdes,DOC/USPTO Joyce Ward,DOC/USPTO Louie Lopez,DOD Julia Parakkat,DOD Emily Kuehn,DOD Evelyn Kent,DOD Mekka Smith,ED Patti Curtis,ED*Ashley Huderson,ED*Sarah Mehrotra,ED Jamila Smith,ED Joaquin Tamayo,ED*Julie Carruthers,DOE Ping Ge,DOE Melinda Higgins,DOE Betony Jones,DOE

24、Leslie Wheelock,HHS/FDA Ericka Boone,HHS/NIH*Lisa Evans,HHS/NIH Jean Shin,HHS/NIH Marie Bernard,HHS/NIH Greg Simmons,DHS Collin Roach,DHS Craig Robinson,DOI/USGS Eleanour Snow,DOI/USGS Angela Moore,DOJ Cheryl Martin,DOL Cameron Christy,DOL Kimberly Hauge,DOL Maya Kelley,DOL*Cierra Mitchell,DOL Jenn

25、Smith,DOL Allison Schwier,DOS Lloyd Rue,DOT Robin Kline,DOT Nicole Morant,VA*Melissa Anley-Mills,EPA Jennifer Margolies,EPA Leah Oliver,EPA*Cyndee Landrum,IMLS Laura Huerta Migus,IMLS Mike Kincaid,NASA Sylvia Butterfield,NSF Jolene Jessie,NSF*Lee Zia,NSF*Tuwanda Smith,NRC Sarah Shaffer,NRC Cynthia S

26、nyder,ODNI Alba Nunez,OPM Makisha Brown,OPM Carol ODonnell,SI Jessica Cardichon,DPC Joanna Mikulski,DPC*Rachel West,DPC Olu Oisaghie,DPC Mi-Mi Saunders,OMB Ashley Clark,OMB*Catherine Derbes,OMB Grace Hu,OMB Yi Pei,OMB Albert Palacios,ONCD *Former,at the release time of Strategic Plan FEDERAL STRATEG

27、IC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT vi STRATEGIC PLAN WRITING TEAM MEMBERS Jeffrey Sallee,USDA Cara OMalley,DOC/NIST LaKesha Perry,DOC/NIST Davina Pruitt-Mentle,DOC/NIST Kara Robinson,DOC/NIST John Baek,DOC/NOAA Richard Grant,DOC/NOAA Louisa Koch,DOC/NOAA Victoria Luu,DO

28、C/NOAA John McLaughlin,DOC/NOAA Andrea Sassard,DOC/NOAA Natasha White,DOC/NOAA Maggie Dressel,DOC/USPTO Reginald Duncan,DOC/USPTO Calvin Hewitt,DOC/USPTO Anne Kozak,DOC/USPTO Kathleen Lanman,DOC/USPTO Sid Rosenzweig,DOC/USPTO Jorge Valdes,DOC/USPTO Juan Valentin,DOC/USPTO Joyce Ward,DOC/USPTO Corrin

29、e Beach,DOD Rebecca Grella,DOD Emily Kuehn,DOD Louie Lopez,DOD Diann McCants,DOD Nicole Racine,DOD Shanni Silberberg,DOD Gail Webster,DOD Jessica White,DOD Sarah Brasiel,ED Christina Chhin,ED Patti Curtis,ED Kortne Edogun,ED Erin Higgins,ED Jim Means,ED Amanda Miller,ED Matt Nosanchuk,ED Julie Carru

30、thers,DOE Kelly Day,DOE Ping Ge,DOE Melinda Higgins,DOE Igor Slowing,DOE Lisa Evans,HHS/NIH Paula Goodwin,HHS/NIH Tony Beck,HHS/NIH Rosalina Bray,HHS/NIH Heather Lawson,HHS James Hicks,DHS Jerryl Bennett,HUD Eleanour Snow,DOI/USGS Angela Moore,DOJ Lucas Arbulu,DOL Cheryl Martin,DOL Hughes McLean,DOL

31、 Melissa Anley-Mills,EPA Ginger Potter,EPA Eric Atilano,NASA Diane DeTroye,NASA Susan Poland,NASA Tara Strang,NASA Luis Cubano,NSF Christine Delahanty,NSF Bonnie Green,NSF Alfred Hall,NSF Deena Khalil,NSF Christi Lockard,NSF Sarah-Kay McDonald,NSF Jennifer Noll,NSF Patrice Waller,NSF Amy DAmico,SI E

32、ileen Graham,SI Carol ODonnell,SI Ashley Clark,OMB Catherine Derbes,OMB Karen Andrade,OSTP Judy Brewer,OSTP Eve Boyle,OSTP Holly Hajare,OSTP Erica Kimmerling,OSTP Bryant Maldonado,OSTP Simon Nakajima,OSTP Nafeesa Owens,OSTP(Lead)Adam Politis,OSTP Acknowledgements OSTP would like to thank the Institu

33、te for Defense Analysis(IDA)Science and Technology Policy Institute(STPI)teamThomas Olszewski,Carly Cox,Matthew Diasio,Vernon Dunn,Rebecca Miller,and Kush Patelfor their contributions to the development of this strategic plan.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM T

34、ALENT ix Table of Contents Abbreviations and Acronyms.x Executive Summary.1 Introduction.3 A Vision for STEM in America.3 Developing a New Federal Strategic Plan.5 Congressional Priorities Guiding a New Plan.5 Voices from Across America Informing a New Plan.5 Executive Priorities Uplifting a New Pla

35、n.6 A Federal Strategy for the Next Five Years.9 Principles Necessary for Carrying Out National Imperative.12 Principle:Access and Opportunity.12 Principle:Partnerships and Ecosystem Development.13 Principle:Transparency and Accountability.14 Pillars Necessary for Carrying Out National Imperative.15

36、 1.Pillar:STEM Engagement.15 1.1 Objective:Engaging Youth and Families and Increasing Inspiration in STEM.16 1.2 Objective:Engaging Communities and Increasing Participation in STEM.17 1.3 Objective:Engaging the Public and Building STEM Literacy.19 2.Pillar:STEM Teaching and Learning.22 2.1 Objective

37、:Educating Pre-K12 Learners.22 2.2 Objective:Educating Undergraduate and Graduate Learners.25 2.3 Objective:Training STEM Educators.27 3.Pillar:STEM Workforce.30 3.1 Objective:Training and Recruiting a Federal STEM Workforce.30 3.2 Objective:Training and Recruiting a National STEM Workforce.32 3.3 O

38、bjective:Cultivating a Global STEM Workforce Nationally and a National STEM Workforce Globally.35 4.Pillar:STEM Research and Innovation Capacity.37 4.1 Objective:Advancing STEM Education Research.37 4.2 Objective:Advancing STEM Research Capacity.38 4.3 Objective:Building STEM Innovation Capacity.40

39、5.Pillar:STEM Environments.42 5.1 Objective:Removing Barriers and Supporting Career Trajectories in STEM Learning Environments.42 5.2 Objective:Removing Barriers and Supporting Career Flexibilities in STEM Working Environments.44 5.3 Objective:Removing Barriers and Promoting Safe STEM Research Envir

40、onments.46 A Coordinated Federal Approach to Implementation.49 Federal Implementation Plan.49 Coordinated Federal Approaches around Principles.49 Coordinated Federal Approaches around Pillars.51 Conclusion.52 Appendix.53 Appendix A:Definition of a CoSTEM Investment.53 Appendix B:Federal Agency Align

41、ment to Federal Strategic Plan.55 FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT x Abbreviations and Acronyms1 AI Artificial Intelligence CoSTEM Committee on STEM CHIPS Creating Helpful Incentives to Produce Semiconductors(CHIPS)and Science Act of 2022 COMPETES Ameri

42、ca Creating Opportunities to Meaningfully Promote Excellence in Technology,Education,and Science(COMPETES)Reauthorization Act of 2010 EDA DOC Economic Development Administration ERIs Emerging Research Institutions EPSCoR Established Program to Stimulate Competitive Research FDA HHS Food and Drug Adm

43、inistration HBCUs Historically Black Colleges and Universities HSIs Hispanic-Serving Institutions IP Intellectual Property IWG Interagency Working Group MSIs Minority-Serving Institutions NAEP National Assessment of Educational Progress NIH HHS National Institutes of Health NIST DOC National Institu

44、te of Standards and Technology NOAA DOC National Oceanic and Atmospheric Administration NSTC National Science and Technology Council R&D Research and Development STEM Science,Technology,Engineering,and Mathematics TCUs Tribal Colleges and Universities USGS DOI United States Geological Survey USPTO D

45、OC United States Patent and Trademark Office 1 See the list of CoSTEM agencies(p.iii)for the acronyms of federal agency names.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 1 Executive Summary Fostering the capabilities of learners,workers,educators,researchers,mento

46、rs,innovators,and community membersor STEM talentacross the country is critical both to enable all individuals to achieve their own aspirations in STEM fields and careers and to ready the nation to pursue new opportunities.Individuals,families,communities,educational and academic institutions,indust

47、ry,nonprofit and philanthropic organizations,and government must all work together to advance STEM education and to engage and expand the nations STEM talent.The National Science and Technology Council(NSTC)Committee on STEM(CoSTEM),and its constituent federal research and science agencies,play a ke

48、y role in coordinating,developing,and guiding federal STEM education and talent development.This document presents a plan for how the federal STEM community can advance STEM education and grow and develop STEM talent throughout the nation.The plans three cross-cutting principles serve as a framework

49、 for the national STEM community to contribute to this strategys success.The principles recognize that:Access and opportunity for all can only be achieved if the country acknowledges and takes action in ways that are consistent with the values of serving each and every individual,from every communit

50、y,all across the nation.The federal government alone cannot produce the STEM talent needed for the entire country.Multi-agency and multi-sector partnerships and ecosystem development,including with international counterparts,are necessary to achieve a vision for STEM in America.Collaboration,coordin

51、ation,and advancement of federal efforts require transparency and accountability.Being transparent about federal actions and progress,promoting accountability within the federal government,and sharing knowledge and resources enable the nation to achieve more collectively.In tandem with these princip

52、les,this plan pursues progress on five interdependent pillars to advance STEM education and cultivate STEM talent across the nation:STEM Engagement:Addresses the need to engage learners of all ages,their families and communities,and the entire STEM ecosystem.Objectives aim to foster youth,community,

53、and public engagement that support inspiration and belonging,connect research and practice,and build STEM skills and STEM literacy for lifelong learning.STEM Teaching and Learning:Addresses the need to end disparities in educational outcomes by effectively preparing learners of all ages and developi

54、ng a STEM teacher workforce at all educational levels.Objectives aim to improve the opportunities and outcomes for learners and educators in and across all STEM disciplines.STEM Workforce:Addresses the need to build an agile federal and national workforce with the STEM skills and expertise to meet c

55、ritical and emerging scientific and technological needs facing the nation,which includes tackling global challenges with consideration of international talent needs.Objectives aim to support the training and recruitment of the nations federal and national STEM workforce while cultivating global tale

56、nt mobility and opportunity.STEM Research and Innovation Capacity:Addresses the need to advance research related to teaching and learning in STEM fields and expand research and innovation capacity to individuals,communities,and institutions.Objectives aim to drive cutting-edge STEM education researc

57、h FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 2 and innovation,build and advance STEM research capacity,and cultivate innovation and entrepreneurial talent development.STEM Environments:Addresses the need to remove barriers that prevent STEM learners,researchers,a

58、nd workers from remaining in STEM fields and careers.Objectives aim to remove barriers to participation and retention by supporting research career trajectories in STEM learning environments,enhancing career flexibilities in STEM working environments,and promoting safe STEM research environments.By

59、organizing federal efforts around five major interdependent pillars and three cross-cutting principles,this strategic plan provides a framework for cultivating the full continuum of STEM education and talent development as a national priority.Innovative and inclusive agency programs and policies,mul

60、ti-agency initiatives,and new partnerships will be required to make meaningful progress toward this plans objectives.This five-year strategic plan on STEM guides how the government,in coordination with multi-sector partners throughout the STEM ecosystem,aim to prepare the nation to be inspired,to te

61、ach and to learn,to be trained and recruited,to discover and innovate,and to remove barriers to retention within and across STEM learning,working,and research settings.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 3 Introduction Today,the possibilities across STEM a

62、re endless.The United States is the global leader in basic research,with increases in funding from business and the federal government over the past decade.2 Advances in fields like artificial intelligence(AI)and biotechnology are creating more opportunities for discovery and innovation.The number o

63、f workers in STEM occupations is on the rise and is expected to continue to increase in the years to come.3 Leveraging all of this growth is key to ensuring the prosperity,security,and health of the nation.To reach the nations greatest potential,the United States must draw on its richest resourceits

64、 people.Fostering the capabilities of learners,workers,educators,researchers,mentors,innovators,and community membersor STEM talentacross the country is critical both to ready the nation to pursue new opportunities and to enable all individuals to achieve their own aspirations in STEM fields and car

65、eers.Government,educational and academic institutions,industry,nonprofit and philanthropic organizations,individuals,families,and communities must all work together to advance STEM education and cultivate the nations STEM talent.A Vision for STEM in America The United States will inspire,educate,tra

66、in,and innovate in STEM fields and STEM careers,so that through unparalleled access and opportunity,the nation can leverage the full potential of its STEM talent and ensure the countrys national security,economic prosperity,and global competitiveness.The national STEM ecosystem4 works best when ever

67、yone is able to participate in it and benefit from it.Tackling the great challenges of our timefrom combating the climate crisis,to realizing the benefits of AI while managing its risks,to improving health outcomes for allrequires the contributions of people of all backgrounds.However,barriers conti

68、nue to stand in the way of equitable access to STEM opportunities and participation.5 Nurturing STEM abilities in all individuals,regardless of their career paths,is essential.STEM skills and STEM literacy are increasingly vital to everyday life,as they support informed personal and community decisi

69、on making on matters ranging from health and finances to privacy and environmental stewardship.Ending disparities in educational outcomes,by striving for all students to meet or exceed 2 U.S.National Science Foundation.2024.National Science Board.Talent is the Treasure.https:/www.nsf.gov/nsb/publica

70、tions/2024/2024_policy_brief.pdf 3 U.S.National Science Foundation.2024.National Science Board.The STEM Labor Force:Scientists,Engineers,and Technical Workers.Science and Engineering Indicators 2024.NSB-2024-5.https:/ncses.nsf.gov/pubs/nsb20245/4 STEM ecosystem:a local,regional,or statewide network,

71、consortium,or multi-sector partnership,which may be led or co-led by a nonprofit organizational entity,that is operating with the goal of supporting participation in STEM study,activities,and career pathways.Derived from CoSTEMs definition of STEM education ecosystems:STEM education ecosystems consi

72、st of multi-sector partners united by a collective vision of supporting participation in STEM through the creation of accessible,inclusive STEM learning opportunities spanning all education stages and career pathways.A STEM education ecosystem continuously evaluates its activities and adapts as need

73、ed,plans for the long-term,and communicates its work to build broad support and advance best practices.https:/www.congress.gov/117/plaws/publ167/PLAW-117publ167.pdf.5 https:/www.whitehouse.gov/ostp/news-updates/2022/12/12/equity-and-excellence-a-vision-to-transform-and-enhance-the-u-s-stemm-ecosyste

74、m/FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 4 grade level achievement outcomes,will facilitate tapping into and preparing talent from all across the nation.Ensuring the science and technologies of the future aim to benefit all of society in ways that are safe,se

75、cure,ethical,and responsible will further attract talent.Leveraging our countrys greatest assetits people,STEM talentis key to creating more effective solutions for a sustainable future.Broader participation in STEM fosters closer alignment between societal needs and research,enhances public underst

76、anding and trust in science,facilitates uptake of research results throughout society,and supports evidence-based policymaking.As participation in STEM expands,so does the opportunity to leverage STEM to improve lives.A country with a STEM-engaged public and a strong STEM workforceinclusive of peopl

77、e from all education levels,such as skilled technical workerscan produce ground-breaking ideas,drive cutting-edge research,and bridge the gap between theoretical advancements and real-world practical solutions so that all people can benefit from research and development(R&D)investments.Agencies acro

78、ss the federal government are united in their commitment to developing STEM talent so that all individuals and communities can grow,aspire,and thrive,allowing the United States to reach its full potential.With this commitment comes action to address persistent inequities in access to learning and re

79、search opportunities as well as to the benefits derived from innovations and advanced technologies.This document establishes a federal plan for how the federal government,in coordination with multi-sector partners throughout the STEM ecosystem,aims to prepare the nations talent to be inspired and co

80、nnected(STEM engagement);to learn and teach(STEM teaching and learning);to be trained and recruited(STEM workforce);to discover and innovate(STEM research and innovation capacity);and to thrive in learning,working,and research settings(STEM environments)across the country.FEDERAL STRATEGIC PLAN FOR

81、ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 5 Developing a New Federal Strategic Plan Congressional Priorities Guiding a New Plan This federal five-year strategic plan reflects several Congressional mandates,including the America Creating Opportunities to Meaningfully Promote Excellence in

82、Technology,Education,and Science(COMPETES)Reauthorization Act of 2010;6 the American Innovation and Competitiveness Act of 2017;7 the Supporting Veterans in STEM Careers Act of 2020;8 and the Creating Helpful Incentives to Produce Semiconductors(CHIPS)and Science Act of 2022.9 The America COMPETES R

83、eauthorization Act of 2010 originally charged OSTP with establishing a committee under the NSTC to coordinate federal programs and activities in support of STEM education.In 2011,OSTP established the Committee on STEM Education to fulfill this requirement.This plan fulfills CoSTEMs requirement to is

84、sue a five-year strategic plan once every five years.This plan advances the work beyond the two previous strategic plans,the Federal STEM Education 5-Year Strategic Plan10 and Charting a Course for Success:Americas Strategy for STEM Education.11 More recently,the CHIPS and Science Act of 2022 called

85、 on CoSTEM and/or federal agencies to address STEM issues historically considered outside of CoSTEMs original tasking,such as reducing the prevalence of sex-based harassment and sexual harassment in research environments,improving agency policies for STEM researchers who have caregiving responsibili

86、ties,and enhancing the research capacity of minority-serving institutions(MSIs)12 and/or emerging research institutions(ERIs).13 In 2023,the Committee on STEM Education was renamed the Committee on STEM,and this plan aims to support these newer legislated priorities to further develop STEM talent.Vo

87、ices from Across America Informing a New Plan Given that this strategic plan will serve the American people,it is essential that they see themselves reflected in it.Enabling early and consistent public participation and community engagement in government14 is important.For this reason,the developmen

88、t of this strategic plan included an unprecedented amount of Tribal and public engagement.It started with the American Innovation and Competitiveness Act of 2017 and the establishment of the STEM Education Advisory Panel,15 who 6 https:/www.congress.gov/111/plaws/publ358/PLAW-111publ358.pdf 7 https:

89、/www.congress.gov/114/statute/STATUTE-130/STATUTE-130-Pg2969.pdf 8 https:/www.congress.gov/116/plaws/publ115/PLAW-116publ115.pdf 9 https:/www.congress.gov/117/plaws/publ167/PLAW-117publ167.pdf 10 https:/obamawhitehouse.archives.gov/sites/default/files/microsites/ostp/stem_stratplan_2013.pdf 11 https

90、:/trumpwhitehouse.archives.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf 12 Minority-serving Institutions:Institutions of higher education that serve minority students,which are either statutorily defined based on their historical designation,such as Historically Black Colleg

91、es and Universities(HBCUs)and Tribal Colleges and Universities/Tribally Controlled Colleges and Universities(TCUs/TCCUs),or designated based on enrollment of minority students,which includes Hispanic-Serving Institutions(HSIs),Asian American and Native American Pacific Islander Serving Institutions(

92、AANAPISIs),Alaska Native and Native Hawaiian Serving Institutions(ANNHs),Native American Serving Non-Tribal Institutions(NASNTIs),and Predominantly Black Institutions(PBIs).https:/crsreports.congress.gov/product/pdf/R/R43237 13 Emerging Research Institution(ERI):Institutions of higher education with

93、 an established undergraduate or graduate program that has less than$50,000,000 in federal research expenditures.https:/www.congress.gov/117/plaws/publ167/PLAW-117publ167.pdf 14 https:/www.whitehouse.gov/wp-content/uploads/2023/07/Broadening-Public-Participation-and-Community-Engagement-in-the-Regul

94、atory-Process.pdf 15 https:/www.nsf.gov/news/news_summ.jsp?cntn_id=295999 FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 6 advised and assessed CoSTEM efforts to carry out the previous strategic plans and guided discussions in 2021 and 2022 around the development of

95、the new strategic plan.Additional public engagement activities occurred in 2023 with a series of listening sessions,16 meetings,and roundtable discussions.Listening sessions were attended by nonprofit STEM organizations,philanthropic organizations,university professors and administrators,students,te

96、achers,parents,labor unions,Tribal community members,and other interested individuals.Meetings were also offered which allowed organizations and individuals more time to communicate the challenges they face and share how the federal government is uniquely positioned to address their concerns.Over 20

97、 meetings were held,with attendees from universities,nonprofit groups,and state governments.CoSTEM also co-hosted with federal agencies over 10 roundtable discussions with subject matter experts from outside the federal government invited to present and discuss specific topics such as disability and

98、 accessibility in the STEM workforce,the emerging role of AI in STEM education,emerging issues in entrepreneurial and intellectual property(IP)17 education,and more.The roundtable discussions centered around perspectives,challenges,needs,and proven solutions in various sectors of the broader STEM ec

99、osystem.Most importantly,the panelists discussed how the federal government and this strategic plan could potentially meet those challenges and implement lasting and impactful solutions.Over 1,300 individuals were involved in CoSTEMs engagement activities to inform the development of this strategic

100、plan.By incorporating essential voices from across the STEM ecosystem,this strategic plan aims to be inclusive and representative of the STEM challenges and opportunities faced across the nation.Engaging with the public has illuminated the opportunities the federal government has to strengthen STEM

101、engagement,education,workforce,research,and innovation for all.Executive Priorities Uplifting a New Plan This federal strategic plan leverages priorities of the Biden-Harris Administration that promote the advancement of and equitable access to education and workforce opportunities for all across th

102、e nation,such as:Efforts strengthening the teaching profession18 Pledging to support education and job training programs that can provide people across the country with the skills to safely interact with emergent technologies like AI and access the opportunities that AI creates.19 Releasing a compre

103、hensive approach aimed at addressing both immediate and long-term cyber workforce needs and focusing on empowering and educating individuals across the nation to pursue career paths in cyber-related professions or technologies.20 16 https:/www.whitehouse.gov/ostp/news-updates/2023/03/31/readout-from

104、-ostps-public-listening-sessions-in-support-of-the-next-federal-stem-strategic-plan/17 Intellectual Property:IP refers to creations of the mind,such as inventions;literary and artistic works;designs;and symbols,names and images used in commerce.IP is protected by law,for example,patents,copyright an

105、d trademarks,which enable people to earn recognition or financial benefit from what they invent or create.https:/www.wipo.int/about-ip/en/18 https:/www.whitehouse.gov/briefing-room/statements-releases/2024/05/02/fact-sheet-biden-%e2%81%a0harris-administration-announces-new-actions-to-support-and-str

106、engthen-the-teaching-profession/19 https:/www.whitehouse.gov/briefing-room/presidential-actions/2023/10/30/executive-order-on-the-safe-secure-and-trustworthy-development-and-use-of-artificial-intelligence/20 https:/www.whitehouse.gov/wp-content/uploads/2023/07/NCWES-2023.07.31.pdf FEDERAL STRATEGIC

107、PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 7 Issuing executive orders directing federal agencies to create and implement:equity action plans that expand investments in,and support for,underserved communities21 across numerous areas including in pre-K through postsecondary educatio

108、n;plans for advancing equality for lesbian,gay,bisexual,transgender,queer,and intersex(LGBTQI+)individuals,and advancing gender equity;and strategies for tackling the climate crisis.22 Strengthening accessibility of facilities,information and communication technology,programs,and services by issuing

109、 an executive order,23 an Office of Management and Budget memo,24 and Department of Justice regulations on web and mobile accessibility.25 Providing historic levels of support for historically Black colleges and universities(HBCUs)via the American Rescue Plan,grant funding,debt relief,and by re-esta

110、blishing the White House Initiative on Advancing Educational Equity,Excellence,and Economic Opportunity through HBCUs.26 Re-establishing the White House Initiative on Asian Americans,Native Hawaiians,and Pacific Islanders,with a charge to end disparities in educational outcomes for youth and student

111、s in these communities and address barriers to learning.27 Establishing the White House Initiatives on Advancing Educational Equity,Excellence,and Economic Opportunity for Hispanics,28 for Black Americans,29 and for Native Americans,30 including efforts to strengthen Tribal colleges and universities

112、(TCUs).21 Underserved Communities:The term refers to populations sharing a particular characteristic,as well as geographic communities,who have been systematically denied a full opportunity to participate in aspects of economic,social,and civic life.In the context of the federal workforce,this term

113、includes individuals who belong to communities of color,such as Black and African American,Hispanic and Latino,Native American,Alaska Native and Indigenous,Asian American,Native Hawaiian and Pacific Islander,Middle Eastern,and North African persons.It also includes individuals who belong to communit

114、ies that face discrimination based on sex,sexual orientation,and gender identity(including lesbian,gay,bisexual,transgender,queer,gender non-conforming,and non-binary(LGBTQ+)persons);persons who face discrimination based on pregnancy or pregnancy-related conditions;parents;and caregivers.It also inc

115、ludes individuals who belong to communities that face discrimination based on their religion or disability;first-generation professionals or first-generation college students;individuals with limited English proficiency;immigrants;individuals who belong to communities that may face employment barrie

116、rs based on older age or former incarceration;persons who live in rural areas;veterans and military spouses;and persons otherwise adversely affected by persistent poverty,discrimination,or inequality.Individuals may belong to more than one underserved community and face intersecting barriers.https:/

117、www.whitehouse.gov/briefing-room/presidential-actions/2021/06/25/executive-order-on-diversity-equity-inclusion-and-accessibility-in-the-federal-workforce/22 https:/www.whitehouse.gov/equity/;https:/www.whitehouse.gov/briefing-room/presidential-actions/2021/06/25/executive-order-on-diversity-equity-i

118、nclusion-and-accessibility-in-the-federal-workforce/23 https:/www.whitehouse.gov/briefing-room/presidential-actions/2021/06/25/executive-order-on-diversity-equity-inclusion-and-accessibility-in-the-federal-workforce/24 https:/www.whitehouse.gov/omb/management/ofcio/m-24-08-strengthening-digital-acce

119、ssibility-and-the-management-of-section-508-of-the-rehabilitation-act/25 https:/www.ada.gov/assets/pdfs/web-accessibility-NPRM.pdf 26 https:/www.whitehouse.gov/briefing-room/statements-releases/2021/12/17/fact-sheet-the-biden-%E2%81%A0harris-administrations-historic-investments-and-support-for-histo

120、rically-black-colleges-and-universities/27 https:/www.whitehouse.gov/briefing-room/presidential-actions/2021/05/28/executive-order-on-advancing-equity-justice-and-opportunity-for-asian-americans-native-hawaiians-and-pacific-islanders/28 https:/www.whitehouse.gov/briefing-room/presidential-actions/20

121、21/09/13/executive-order-on-white-house-initiative-on-advancing-educational-equity-excellence-and-economic-opportunity-for-hispanics/29 https:/www.whitehouse.gov/briefing-room/presidential-actions/2021/10/19/executive-order-on-white-house-initiative-on-advancing-educational-equity-excellence-and-eco

122、nomic-opportunity-for-black-americans 30 https:/www.whitehouse.gov/briefing-room/presidential-actions/2021/10/11/executive-order-on-the-white-house-initiative-on-advancing-educational-equity-excellence-and-economic-opportunity-for-native-americans-and-strengthening-tribal-colleges-and-universities/F

123、EDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 8 Establishing the White House Initiative on Advancing Educational Equity,Excellence,and Economic Opportunity Through Hispanic-serving institutions(HSIs),with the goal of strengthening the capacity of HSIs to provide a hi

124、gh-quality education to their students and increasing opportunities for these institutions to participate in federal programs.31 Launching the American Climate Corps to support skills-based training and career development in the growing STEM fields of clean energy,conservation,and climate resilience

125、.32 Establishing new Workforce Hubs to stimulate workforce development in semiconductor manufacturing and other areas,33 investing in STEM workforce development at community colleges via programs like the Department of Labors Strengthening Community Colleges Training Grants34 and the Department of C

126、ommerces Tech Hubs,35 and establishing Regional Innovation Engines to grow the workforce in fields like clean energy and climate-resilient agriculture.36 Strengthening the nations commitment to welcoming and retaining global talent that has long provided America with a global competitive advantage.3

127、7 Creating a coordinated national approach to international education,including study in the United States by international students,researchers,and scholars;study abroad for Americans;international research collaboration;and the internationalization of U.S.campuses and classrooms.38 Convening gover

128、nment and academic leaders to share strategies for preventing and reducing harassment,including in isolated scientific research environments.39 These actions reflect the Biden-Harris Administrations multifaceted commitment to advancing education and cultivating the nations talent.31 https:/www.white

129、house.gov/briefing-room/presidential-actions/2024/07/17/executive-order-on-white-house-initiative-on-advancing-educational-equity-excellence-and-economic-opportunity-through-hispanic-serving-institutions/32 https:/www.whitehouse.gov/briefing-room/statements-releases/2023/09/20/fact-sheet-biden-harri

130、s-administration-launches-american-climate-corps-to-train-young-people-in-clean-energy-conservation-and-climate-resilience-skills-create-good-paying-jobs-and-tackle-the-clima/33 https:/www.whitehouse.gov/briefing-room/statements-releases/2024/04/25/fact-sheet-president-biden-announces-new-workforce-

131、hubs-to-train-and-connect-american-workers-to-good-jobs-created-by-the-presidents-investing-in-america-agenda 34 https:/www.dol.gov/agencies/eta/skills-training-grants/scc 35 https:/www.whitehouse.gov/briefing-room/statements-releases/2024/02/06/readout-of-white-house-convening-with-community-colleg

132、e-presidents-and-provosts/36 https:/www.whitehouse.gov/briefing-room/statements-releases/2024/01/29/fact-sheet-biden-harris-administration-announces-innovation-engines-awards-catalyzing-more-than-530-million-to-boost-economic-growth-and-innovation-in-communities-across-america/37 https:/www.whitehou

133、se.gov/briefing-room/statements-releases/2022/01/21/fact-sheet-biden-harris-administration-actions-to-attract-stem-talent-and-strengthen-our-economy-and-competitiveness/38 https:/educationusa.state.gov/sites/default/files/intl_ed_joint_statement.pdf 39 https:/www.whitehouse.gov/ostp/news-updates/202

134、2/11/18/readout-of-the-national-science-and-technology-council-roundtable-on-preventing-harassment-in-isolated-scientific-research-environments/FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 9 A Federal Strategy for the Next Five Years To strengthen and advance the n

135、ations ability to harness the power of science,technology,and innovation,and to increase public literacy in STEM topics,CoSTEM has developed this new federal five-year strategic plan for advancing STEM education and cultivating STEM talent.Underpinning this plan are three cross-cutting principles es

136、sential for advancing STEM education and cultivating STEM talent:Access and opportunity for all can only be achieved if the country acknowledges and takes action in ways that are consistent with the values of serving each and every individual,from every community,all across the nation.40 The federal

137、 government alone cannot produce the STEM talent needed for the entire country.Multi-agency and multi-sector partnerships41 and ecosystem development,including international counterparts,are necessary for achieving the national vision.Collaboration,coordination,and advancing federal efforts require

138、transparency and accountability.Being transparent about federal actions and progress,promoting accountability within the federal government,and sharing the knowledge and the resources the government develops along the way helps the nation benefit and achieve more collectively than individually.In ta

139、ndem with these principles,this plan pursues progress on five interdependent pillars necessary to advance STEM education and cultivate STEM talent across the nation:STEM Engagement:Foster youth,community,and public engagement that supports inspiration and belonging,connects research and practice,and

140、 builds STEM literacy and lifelong learning.STEM Teaching and Learning:Improve the opportunities and outcomes for learners and educators in and across all STEM disciplines.STEM Workforce:Support the training and recruitment of the nations federal and national STEM workforce while cultivating global

141、talent mobility and opportunity.STEM Research and Innovation Capacity:Drive cutting-edge STEM education research and innovation,build and advance STEM research capacity,and cultivate innovation and entrepreneurial talent development.STEM Environments:Remove barriers to participation and retention in

142、 STEM learning,working,and research environments.40 https:/www.whitehouse.gov/briefing-room/presidential-actions/2021/06/25/executive-order-on-diversity-equity-inclusion-and-accessibility-in-the-federal-workforce/41 Multi-Sector Partnerships:Collaboration among partners with different roles in the S

143、TEM ecosystem(e.g.,pre-K12 schools,educational institutions,museums,libraries,etc.),including stakeholder groups from government,civil society,and the private sector,to jointly achieve a policy outcome.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 10 Figure 1:The fi

144、ve major pillars of the strategic plan are connected by the foundational principles of access and opportunity,partnerships and ecosystem development,and transparency and accountability.As reflected in the five pillars,this plan recognizes that STEM talent development includes programming for learner

145、s of all agesincluding pre-K to postsecondary school students and workers at all career stagesin both formal and informal STEM learning environments.As such,several communities(including pre-K12 teachers,community college students,and early career researchers)are referenced in the plan more than onc

146、e.This plan reflects a re-envisioned scope of CoSTEM that aims to ensure that federal STEM programming and activities work for and serve everyone across the nation.Each pillar that follows includes three objectives.Each objective,in turn,includes:a national aspiration for the objective;a description

147、 of the challenges and opportunities for reaching the objective;a description of how the federal government might aim to address the objective;approaches CoSTEM and/or agencies could use to achieve the objective;and possible metrics or measures that CoSTEM and/or agencies could use to assess progres

148、s on the objective over the next five years.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 11 Figure 2:Each pillar of the strategic plan advances three objectives that address challenges and opportunities across the continuum of STEM Talent Development,from birth,K12

149、 education,postsecondary education,through adulthood.Beyond guiding and coordinating the efforts of federal departments and agencies,this plan calls on all sectors of the STEM education,workforce,and research ecosystems to create bold visions;unify strategies;develop action plans;establish evidence-

150、based policies;and direct effective,equitable programs for STEM.This plan aims to function as a nationwide blueprint for all sectors to work together to guide a nation full of talent toward STEM fields and STEM careers.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 1

151、2 Principles Necessary for Carrying Out National Imperative The plans three cross-cutting principles provide overarching guidance for federal agencies in prioritizing their investments to spur interagency coordination and collaboration activities and can serve as a framework for the national STEM co

152、mmunity to contribute to this strategys success.Principle:Access and Opportunity Achieving the objectives outlined in this plan will require the STEM communityincluding federal agencies,educational institutions,and other partnersto make significant gains in providing equitable access to high quality

153、 STEM experiences for everyone,especially those historically underrepresented and underserved in STEM fields and careers.The benefits of a STEM-engaged society cannot be fully realized until disparities in educational achievement standards are eliminated,and all members of society have access to STE

154、M opportunities.The competitiveness of the nation depends on inspiring,educating,and retaining STEM learners and workers from all across the nation.Unequal distribution of and access to resources across the country,historical and ongoing discrimination,and implicit biases mean that high-quality STEM

155、 opportunities are not currently available to all Americans.42 These barriers can be based on differences in geography,socioeconomic status,race,ethnicity,and gender/gender identity.Though the STEM workforce43 is gradually becoming more diverse,multiple groups remain underrepresented relative to the

156、ir share of the national adult population.44 These groups also face pay disparities in STEM jobs,a problem compounded by patterns of underrepresentation across postsecondary STEM education and degree attainment.The COVID-19 pandemic exacerbated these inequities,contributing to unemployment and under

157、employment among many STEM workers and shining light on barriers faced by underrepresented groups and underserved communities across STEM career pathways.45,46 In accordance with civil rights laws(Title VI of the Civil Rights Act of 1964,Title IX of the Education Amendments of 1972,Section 504 of th

158、e Rehabilitation Act of 1973,and the Age Discrimination Act of 1975),recipients of federal funding are obligated to remove barriers to participation.47 Additionally,the importance of digital accessibility in ensuring equity in pre-K12 and higher education has been underscored by issuance of regulati

159、ons outlining web and mobile accessibility obligations under Title II of the Americans with Disabilities Act.These regulations ensure that educational opportunities,42 https:/www.whitehouse.gov/ostp/news-updates/2022/12/12/equity-and-excellence-a-vision-to-transform-and-enhance-the-u-s-stemm-ecosyst

160、em 43 STEM Workforce:This subset of the U.S.workforce is comprised of workers in science and engineering(S&E)and S&E-related occupations.The Skilled Technical Workforce is a sub-set of the STEM Workforce,and is comprised of occupations that use significant levels of S&E expertise and technical knowl

161、edge but do not necessarily require a bachelors degree for entry.https:/www.nsf.gov/statistics/stw/skilled-technical-workforce.cfm#define-stw-a-working-definition 44 Per the 2023 National Center for Science and Engineering Statistics(NCSES)Diversity and STEM:Women,Minorities,and Persons with Disabil

162、ities report,the STEM workforce in the United States gradually diversified between 2011 and 2021.However,women,people with disabilities,Hispanic or Latino individuals,Black or African American individuals,and American Indian or Alaska Native individuals are underrepresented in the STEM workforce rel

163、ative to their share of the national adult population.https:/ncses.nsf.gov/pubs/nsf23315 45 U.S.National Science Foundation.Online Education in STEM and Impact of COVID-19,Elementary and Secondary STEM Education.https:/ncses.nsf.gov/pubs/nsb20211/online-education-in-stem-and-impact-of-covid-19;46 U.

164、S.National Science Foundation.Effects of the COVID-19 Pandemic on Employment,Earnings,and Professional Engagement:New Insights from the 2021 National Survey of College Graduates.https:/ncses.nsf.gov/pubs/nsf23307 47 NSTC.2024.Best Practices for Reducing Organizational,Cultural,and Institutional Barr

165、iers in STEM Research.https:/www.whitehouse.gov/wp-content/uploads/2024/05/CoSTEM-IWGIS-Barriers-Report.pdf FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 13 including STEM learning opportunities,do not create barriers for learners with disabilities.48 This plan aims

166、 to leverage existing agency efforts that support equity in federal programming and support the development,implementation,and dissemination of evidence-based policies and practices for improving equity and inclusion in STEM within the federal government and across the STEM ecosystem.49 By leveragin

167、g the best practices and identifying previously unaddressed areas of opportunity,this plan illuminates new avenues for advancing education and cultivating talent across the federal STEM ecosystem.Through cross-agency collaboration,CoSTEM will work to ensure that people across the country have the op

168、portunity to contribute to the STEM enterpriseregardless of geography,race,gender,ethnicity,age,socioeconomic status,veteran status,parental education attainment,disability,learning challenges,caregiving responsibilities,and other social identitiesso that they can reach their full potential and achi

169、eve their personal and professional goals.Principle:Partnerships and Ecosystem Development Public participation and community engagement are a government priority.50 Partnership and ecosystem development should continue to be a CoSTEM priority in order to strengthen and leverage the nations complex

170、and interconnected public and private STEM innovation and talent development systems.Strategic partnerships can help ensure that what is taught and learned is relevant to the needs and realities of the communities that students come from,work in,or want to learn more from.Partnerships can also conne

171、ct STEM activities to the needs and realities of communities,nonprofit organizations,the private sector,and academia,all of which use STEM information on a daily basis.Strategic,mutually beneficial partnerships with local organizations also enhance the long-term viability of STEM ecosystems.It is cr

172、itical that these partnerships span both the domestic and international landscape to advance American competitiveness globally.Partnerships are essential to the goals of creating inclusive environments that bring diverse voices,expertise,and experiences that enrich and strengthen an ecosystem.This i

173、s particularly true as the federal government aims to include communities that have been historically underrepresented in academic and political decision-making spheres,such as low-income communities,rural communities,racial and ethnic groups underrepresented in STEM,and people with disabilities.A l

174、ack of strategic partnerships with these communities is particularly problematic because limited representation reduces opportunities for additional voices and experiences to be part of STEM learning.Furthermore,a lack of partnerships can result in decisions being made,or solutions proposed,using sc

175、ientific or policy narratives that might not reflect the knowledge and interests of these people and their lived experiences.48 U.S.Department of Justice.Civil Rights Division.Fact Sheet:New Rule on the Accessibility of Web Content and Mobile Apps Provided by State and Local Governments.https:/www.a

176、da.gov/resources/2024-03-08-web-rule/49 NSTC.2021.Best Practices for Diversity and Inclusion in STEM Education and Research:A Guide by and for Federal Agencies.https:/www.whitehouse.gov/wp-content/uploads/2021/09/091621-Best-Practices-for-Diversity-Inclusion-in-STEM.pdf 50 https:/www.whitehouse.gov/

177、omb/information-regulatory-affairs/broadening-public-engagement-in-the-federal-regulatory-process 53 https:/www.whitehouse.gov/wp-content/uploads/2023/07/Broadening-Public-Participation-and-Community-Engagement-in-the-Regulatory-Process.pdf FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CUL

178、TIVATING STEM TALENT 14 Co-created,bi-directional partnerships that center on the needs and perspectives of all invested parties are needed among educational institutions,academic and community scientists,nonprofit organizations,out-of-school programs,government,diaspora communities,international en

179、tities,philanthropies,learners of all ages,families and caregivers,and industry.51 The most productive partnerships are bi-directional.While not necessarily equal,co-created and bi-directional partnerships aim to be mutually beneficial and equitable.As part of this federal strategic plan,agencies sh

180、ould nurture,prioritize,and institutionalize these partnerships and engagements across the STEM ecosystem.Principle:Transparency and Accountability Promoting transparency and accountability across federal agencies ensures that the federal government works for people all across the country.52 Use of

181、evidence-based practices is crucial to maximizing the impact of federal STEM investments.Evidence-based practices may originate from the federal government or from other components of the STEM ecosystem,including nonprofit organizations,the private sector,and academia,underscoring the need for open

182、communication among all those who participate in the nations STEM talent development and innovation systems.Evaluating and assessing program performance and outcomes,through both quantitative and qualitative methods,is key to identifying which practices and strategies are effective(or ineffective)in

183、 which settings and for which group of individuals.Evaluating and assessing programs also enables the development of evidence-based practices.In support of transparency,agencies should work openly and collaboratively with one another and with the public.Sharing evaluations,assessments,and outcomes a

184、cross federal agencies fosters collaboration and coordinated policymaking and increases awareness and use of evidence-based practices and assessment techniques.It has the potential to illuminate common gaps and/or needs across programs and supports the potential development of coordinated responses

185、to address those gaps and/or needs.Disseminating federal and federally funded resources as well as program evaluations,assessments,and outcomes to the public is key to enhancing public and Tribal awareness and collaboration to improve federal STEM programming and advance the national STEM enterprise

186、.53 Here,too,bi-directional relationships are important.Transparency and accountability are furthered when the federal government shares program results and thoughtfully considers feedback from external parties.Both transparency and accountability are critical to understanding the impact of each age

187、ncys activities.This sharing of information facilitates cross-agency collaboration and coordination of STEM opportunities,maximizing the impact of the federal governments STEM programming as a whole.51 https:/www.whitehouse.gov/ostp/news-updates/2023/03/31/readout-from-ostps-public-listening-session

188、s-in-support-of-the-next-federal-stem-strategic-plan/52 https:/www.whitehouse.gov/briefing-room/statements-releases/2021/12/08/fact-sheet-the-biden-harris-administration-is-taking-action-to-restore-and-strengthen-american-democracy/53 https:/www.evaluation.gov/assets/resources/Program-Evaluation-Sta

189、ndards.pdf FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 15 Pillars Necessary for Carrying Out National Imperative As outlined earlier,each pillar that follows includes three objectives.Each objective,in turn,includes:a national aspiration for the objective;a descri

190、ption of the challenges and opportunities for reaching the objective;a description of how the federal government might aim to address the objective;approaches CoSTEM and/or agencies could use to achieve the objective;and possible metrics or measures that CoSTEM and/or agencies could use to assess pr

191、ogress on the objective over the next five years.Strategic Plan Atlas (Reflecting Pillars and Objective Foci)STEM Engagement STEM Learning and Teaching STEM Workforce STEM Research and Innovation Capacity STEM Environments Engaging Youth and Families and Increasing Inspiration in STEM(with a focus o

192、n informal STEM)Educating Pre-K12 Learners(with a focus on formal STEM)Training and Recruiting a Federal STEM Workforce(with a focus on work-based learning)Advancing STEM Education Research Removing Barriers and Supporting Career Trajectories in STEM Learning Environments (with a focus on research c

193、areers)Engaging Communities and Increasing Participation in STEM Educating Undergraduate and Graduate Learners Training and Recruiting a National STEM Workforce(with a focus on career and technical education and the skilled technical workforce)Advancing STEM Research Capacity (with a focus on HBCUs,

194、TCUs,other MSIs,and ERIs)Removing Barriers and Supporting Career Flexibilities in STEM Working Environments Engaging the Public and Building STEM Literacy Training STEM Educators(with a focus on pre-K12)Cultivating a Global Workforce Nationally and a National Workforce Globally Building STEM Innovat

195、ion Capacity Removing Barriers and Promoting Safe STEM Research Environments 1.Pillar:STEM Engagement The pillar on STEM Engagement addresses the federal need to engage learners,beginning with the youngest and their families,so they may explore the world with wonder and excitement and see themselves

196、 as a part of the STEM ecosystem.This pillar also focuses on the need to view communities as active contributors in solving community challenges as they work with and alongside institutions of learning and research to co-develop local solutions to those challenges.This pillar also highlights the imp

197、ortance of STEM engagement as a lifelong process.Every person,regardless of age or career,should have access to the knowledge and skills needed to apply science,engineering,and mathematics and to use technology and data in their personal and professional lives.FEDERAL STRATEGIC PLAN FOR ADVANCING ST

198、EM EDUCATION AND CULTIVATING STEM TALENT 16 1.1 Objective:Engaging Youth and Families and Increasing Inspiration in STEM 1.1.1 CoSTEMs National Aspirations for Engaging Youth and Families and Increasing Inspiration in STEM CoSTEM would like to see a day when all individuals,but particularly the nati

199、ons youngest learners,have access to interesting and engaging STEM opportunities that spark their curiosities and drive them to question,explore,and learn all about the world around them.Driven by their natural curiosity,youth will remain lifelong learners who have ongoing access to authentic STEM e

200、ngagement experiences embedded in place,culture,and societal relevance.1.1.2 Challenges and Opportunities for Engaging Youth and Families and Increasing Inspiration in STEM Informal STEM engagement provides an avenue for STEM educators and professionals to reach a broad and diverse audience with mea

201、ningful,authentic,and interest-sparking activities that will help grow the next generation of problem solvers,innovators,decision makers,and informed community members.Direct participation and exploration of the natural and human-made world increases understanding of fundamental STEM principles and

202、encourages the development of a STEM mindset,which is important for people of all ages.54,55 Informal STEM engagement settings provide opportunities to reinforce classroom instruction,build practical STEM skills,provide insight into local and global issues,cultivate awareness and understanding of co

203、mplex topics,and encourage the next generation of problem solvers to get involved in creating solutions.As such,successful STEM engagement programs will help young minds develop core math and science knowledge and skills in team building,problem solving,analytic reasoning,and risk taking that may be

204、 necessary for future success in STEM fields.Such a broader and participatory approach can also include invention understanding.56 These considerations are discussed in more detail under Objective 4.3.Effective informal STEM programs engage learners intellectually,academically,and emotionally.Effect

205、ive programs are culturally and socially relevant,curiosity-driven,and help to develop STEM identity.57 Meaningful informal STEM engagement with learners and their families allows learners to find the researcher or innovator within themselves,opening the gateway to STEM for everyone.The impact of fe

206、deral agencies investments in informal STEM engagement ranges in timescale from immediate to generational.These investments build a creative and informed population and a well-trained future workforce,which is essential for improving the nations living standards,supporting economic prosperity at bot

207、h the individual and national level,and maintaining global competitiveness in STEM.54 Hussim,H.,Rosli,R.,Mohd Nor,N.A.Z.,Maat,S.M.,Mahmud,M.S.,Iksan,Z.,Rambely,A.S.,Mahmud,S.N.,Halim,L.,Osman,K.and Lay,A.N.2024.A Systematic Literature Review of Informal STEM Learning.European Journal of STEM Educati

208、on,9(1),07.https:/doi.org/10.20897/ejsteme/14609 55 Afterschool Alliance.Evaluating Afterschool:The Latest Research on the Impact of Afterschool and Summer Programs.https:/afterschoolalliance.org/documents/The-Latest-Research-on-the-Impact-of-Afterschool-and-Summer-Programs-2024.pdf 56 U.S.Patent an

209、d Trademark Office.2024.National Strategy for Inclusive Innovation.https:/www.uspto.gov/sites/default/files/documents/NationalStrategy.pdf 57 National Research Council.2015.Identifying and Supporting Productive STEM Programs in Out-of-School Settings.Washington,DC:The National Academies Press.https:

210、/doi.org/10.17226/21740 FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 17 1.1.3 CoSTEMs Federal Objective for Engaging Youth and Families and Increasing Inspiration in STEM To contribute to the national aspiration,CoSTEM aims to improve the opportunities that young l

211、earners and their families have to participate in authentic STEM engagement and learning experiences within informal STEM settings.1.1.4 Approaches CoSTEM and/or Agencies Could Take toward the Federal Objective of Engaging Youth and Families and Increasing Inspiration in STEM Partner with local,Trib

212、al,territorial,state,and national events to increase awareness of and access to more federal and federally funded STEM engagement activities.Work in partnership with organizations and entities that provide informal STEM engagement(such as museums,science centers,libraries,afterschool programs,summer

213、 camps,and community organizations)to create or share federal STEM resources that promote authentic STEM engagement.Offer direct programming that allows for intergenerational engagement,learning,and career awareness.Build bridges between informal STEM learning experiences and formal classroom instru

214、ction by connecting classroom teachers and out-of-school-time educators in collaborative professional development.1.1.5 Potential Objective Metrics/Measures for Engaging Youth and Families and Increasing Inspiration in STEM The number of federal and/or federally funded informal engagement opportunit

215、ies in which youth and families engage in authentic STEM experiences.58 1.2 Objective:Engaging Communities and Increasing Participation in STEM 1.2.1 CoSTEMs National Aspirations for Engaging Communities and Increasing Participation in STEM CoSTEM would like to see a day when STEM engagement and edu

216、cation are seamlessly integrated into the fabric of communities and all individuals are seen as essential partners in participatory and community research.Communities should always be a part of the STEM ecosystem that helps to connect advances in STEM to societal impacts,ensure relevance for individ

217、uals of all ages and backgrounds,and inform decision making for community health and well-being.1.2.2 Challenges and Opportunities for Engaging Communities and Increasing Participation in STEM Access to scientific and technological knowledge enables people to make informed choices on matters such as

218、 personal health,environmental consciousness,and cybersecurity.59 Americas economic growth and national defense depend on urgent improvements in the access to STEM knowledge and the opportunities for communities historically underserved and underrepresented in STEM.58 Authentic STEM Experience:An ex

219、perience inside or outside of school designed to engage learners directly or indirectly with practitioners and in developmentally-appropriate practices from the STEM disciplines that promote real-world understanding.An“Authentic STEM Experience”is as an active-doing,collaborative,meet learners where

220、 they are,appropriate learning approach/practice,leading to real-world understanding.National Academies of Sciences,Engineering,and Medicine.2017.Undergraduate Research Experiences for STEM Students:Successes,Challenges,and Opportunities.Washington,DC:The National Academies Press.https:/doi.org/10.1

221、7226/24622.59 Jackson,C.,Mohr-Schroeder,M.J.,Bush,S.B.et al.2021.Equity-Oriented Conceptual Framework for K12 STEM literacy.IJ STEM Ed 8,38.https:/doi.org/10.1186/s40594-021-00294-z FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 18 Challenges in weaving STEM into non

222、-classroom settings,including community-focused settings,are multi-faceted and complex.The challenges include socioeconomic disparities;cultural biases and misunderstandings;lack of exposure to STEM;inadequate resources;inaccessibility of facilities and materials,particularly for people with disabil

223、ities;and STEM professionals not being viewed as authentic partners committed to the community.60,61,62 Investing in relationship building with communities to support STEM engagement takes time and resources,and investments need to be intentionally designed and sustained.Building trust and ensuring

224、attention to long-lasting relationships can positively influence a wide variety of interactions moving forward,including those that may not be STEM-related.63 Participatory STEM opportunities can positively impact STEM learning and problem solving when co-designed with a community focus.64,65,66 Suc

225、h opportunities can also provide individuals with tools to leverage their lived experiences to investigate and address inequities they face,including challenges affecting their community.These opportunities need to be co-created with communities for them to realize these benefits.Ensuring this impac

226、tful work occurs at a meaningful scale across the nation will require agencies to support the federal workforce in developing the skills and cultural competencies needed to effectively approach the co-creation of participatory STEM efforts.1.2.3 CoSTEMs Federal Objective for Engaging Communities and

227、 Increasing Participation in STEM To contribute to this aspiration,CoSTEM aims to improve the access that communities have to engage in federally funded learning opportunities and increase community awareness of opportunities to engage in participatory research.1.2.4 Approaches CoSTEM and/or Agencie

228、s Could Take toward the Federal Objective of Engaging Communities and Increasing Participation in STEM Curate federal engagement activities and resources that center STEM opportunities and experiences in culture and place,and make STEM more participatory.Engage and develop local,Tribal,territorial,s

229、tate,or regional STEM ecosystems that work with learners,families,and communities to build gradual and scalable on-ramps into higher education and STEM careers.60 Abbas,J.and Koh,K.2015.Future of Library and Museum Services Supporting Teen Learning:Perceptions of Professionals in Learning Labs and M

230、akerspace.The Journal of Research on Libraries and Young Adults,6.https:/www.yalsa.ala.org/jrlya/wp-content/uploads/2015/11/Abbas_Koh_FutureofLibraryMuseumServices.pdf 61 Hinojosa,L.,Swisher,E.,and Garneau,N.2021.The Organization of Informal Pathways into STEM:Designing towards Equity.International

231、Journal of Science Education 43,5.https:/doi.org/10.1080/09500693.2021.1882010 62 Hartman,S.L.,Hines-Bergmeier,J.,and Klein,R.2017.Informal STEM Learning:The State of Research,Access and Equity in Rural Early Childhood Settings.Science Education and Civic Engagement 9,2.https:/ 63 National Girls Col

232、laborative Project.2024.Guidelines for Equitably Scaling Informal STEM Programs.https:/ngcproject.org/ScalingInformalSTEMPrograms 64 STEM Next Opportunity Fund.2019.Changing the Game in STEM with Family Engagement:A White Paper for Practitioners and Field Leaders to Empower Families in STEM.https:/s

233、temnext.org/wp-content/uploads/2023/04/Changing-the-Game-in-STEM-with-Family-Engagement_Final_.pdf 65 Nation,J.M.and Hansen,A.K.2021.Perspectives on Community STEM:Learning from Partnerships between Scientists,Researchers,and Youth.Integrative and Comparative Biology 61,3.https:/doi.org/10.1093/icb/

234、icab092 66 Association of Science and Technology Centers.Dialogue&Deliberation Toolkit.Community Science Initiative.https:/communityscience.astc.org/dialogue-deliberation-toolkit/FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 19 Develop and expand community-centered

235、opportunities that leverage and build on Community School models.67 Build capacity within federal agency staff to appropriately and respectfully engage with communities in co-created participatory STEM undertakings.1.2.5 Potential Objective Metrics/Measures for Engaging Communities and Increasing Pa

236、rticipation in STEM The number of opportunities that allow for community engagement in federal and/or federally funded STEM opportunities,particularly opportunities engaging communities historically underrepresented in federal engagement.The number of opportunities that allow community members to en

237、gage in federal and/or federally funded participatory research opportunities.1.3 Objective:Engaging the Public and Building STEM Literacy 1.3.1 CoSTEMs National Aspirations for Engaging the Public and Building STEM Literacy CoSTEM would like to see a day when the general public has comprehensive sci

238、entific reasoning skills and is able to interpret and assess evidence for application to their everyday lives.All individuals should be able to see themselves capable of using STEM knowledge and skills to support decision making for individual well-being.1.3.2 Challenges and Opportunities for Engagi

239、ng the Public and Building STEM Literacy Fostering comprehensive scientific reasoning skills in all individuals is vital to ensuring that the nation is equipped to engage with and solve pressing societal challenges today and in the future.All members of the public require scientific reasoning skills

240、 to process information and to use that information when making judgments and decisions.68 The public is exposed to an enormous amount of information on a daily basis and needs scientific reasoning skillsincluding the ability to identify problems,ask questions,collect and analyze information,and dra

241、w reasoned conclusionsto evaluate the accuracy of the information.Educational systems are required to rapidly evolve to keep pace with technological changes,but teachers may not be prepared to teach the scientific reasoning and/or digital skills their students need to safely navigate these changes.6

242、9 This issue is increasingly apparent with the rapid developments in AI.Without explicit efforts to develop and refine the foundational skills around data and computational 67 National Education Association.What Are Community Schools?https:/www.nea.org/student-success/great-public-schools/community-

243、schools/what-are-they;Full-Service Community Schools Program.U.S.Department of Education.https:/www.ed.gov/grants-and-programs/grants-birth-grade-12/school-community-improvement/full-service-community-schools-program-fscs#number2 68 Kelp,N.C.,McCartney,M.,Sarvary,M.A.,Shaffer,J.F.,Wolyniak,M.J.2023.

244、Developing Science Literacy in Students and Society:Theory,Research,and Practice.J Microbiol Biol Educ 24,2.https:/doi.org/10.1128/jmbe.00058-23 69 NSTC.2023.Building Computational Literacy through STEM Education:A Guide for Federal Agencies and Stakeholders.https:/www.whitehouse.gov/wp-content/uplo

245、ads/2023/11/Building-Computational-Literacy-Through-STEM-Ed-Guide-for-Federal-Agencies-FINAL-PUBLIC.pdf FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 20 literacy70 that ultimately undergird cyber and AI literacy71,educators and learners will continue to be underprep

246、ared to navigate the ways AI and other emerging technologies will change the landscape across all sectors of society.72 Effective science communication on emerging topics is a necessary part of STEM literacy.Providing evidence and context allows members of the public to make informed choices.The soc

247、ial and behavioral sciences provide useful insights into how cultural,socioeconomic,and other differences influence how people understand and interpret information.Effective communicationthat presents cultural,socioeconomic,and other differences to conveying and understanding topics in science and t

248、echnologyis important to reaching all members of our society.Leveraging STEM knowledge and skills is key to supporting the development of innovative thinkers and propelling socioeconomic advancement on a global scale.1.3.3 CoSTEMs Federal Objective for Engaging the Public and Building STEM Literacy

249、To contribute to this national aspiration,CoSTEM aims to increase access to technology,data,and skills development opportunities,so that people in all communities across the nation can engage in STEM learning and STEM careers as well as benefit from new advancements and discoveries in science and te

250、chnology.1.3.4 Approaches CoSTEM and/or Agencies Could Take toward the Federal Objective of Engaging the Public and Building STEM Literacy Support equitable access to robust programming and technology focused on developing STEM learners,STEM workers,and the publics interest and skills in digital,com

251、putational,AI,data,and cyber literacy.73,74 Use or provide technology,including assistive technologies and reasonable accommodation for individuals with disabilities,to expand the reach of STEM literacy and STEM skills to underserved communities,isolated geographic regions,and under-resourced instit

252、utions.70 Computational Literacy:The ability to use information,information processing agents,digital assets,networking components,and applications and systems that,combined,allow people and organizations to interact in a digital world to solve problems,either individually or with a team;to draw mea

253、ning and reasonable conclusions from digital information in both personal and professional contexts;to safely,ethically,and securely use networks(wired and wireless)and data;and to understand how computing,data,and connectivity affects society.Computational literacy helps an individual-(A)ethically,

254、securely,safely,and efficiently use information processing agents,digital tools,and digital platforms to teach,learn,and solve problems,including problems with sensitive information;(B)problem-solve(e.g.,decomposing problems into manageable pieces;heuristic reasoning;algorithmic thinking computation

255、al thinking);(C)think recursively;(D)navigate multiple levels of abstraction;(E)recognize patterns;(F)collect,analyze,manage,visualize,and communicate data;(G)translate domain knowledge into mathematical and visual models;(H)understand the social,technical,and cultural dynamics of computational tech

256、nology,including equity,inclusion,and accessibility;and(I)critically evaluate related technologies.https:/www.whitehouse.gov/ostp/news-updates/2023/11/27/nstc-building-computational-literacy-through-stem-education-a-guide-for-federal-agencies-and-stakeholders/71 AI Literacy:AI literacy as a set of c

257、ompetencies that enables individuals to critically evaluate AI,communicate and collaborate effectively with AI,and use AI as a tool online,at home,school,and in the workplace.https:/doi.org/10.1145/3313831.3376727 72 U.S.Department of Education.2023.Artificial Intelligence and the Future of Teaching

258、 and Learning.https:/tech.ed.gov/files/2023/05/ai-future-of-teaching-and-learning-report.pdf 73 National Cyber Workforce&Education Strategy.https:/www.whitehouse.gov/wp-content/uploads/2023/07/NCWES-2023.07.31.pdf 74 U.S.Department of Education.2022.Advancing Digital Equity for All.https:/tech.ed.go

259、v/advancing-digital-equity-for-all FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 21 Develop new or enhance existing communication and outreach strategies to facilitate improved connections with communities.Develop engaging digital,computational,data-rich,place-based

260、,and culturally relevant programming for communities.1.3.5 Potential Objective Metrics/Measures for Engaging the Public and Building STEM Literacy The number of opportunities that support efforts and have outcomes that address current and sustainable critical technology needs,broadband needs,and/or

261、digital infrastructure needs for STEM learners,communities,K12 schools,or institutions of higher education.The number of opportunities with outputs and outcomes that build and broaden access to STEM literacy and skills.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 2

262、2 2.Pillar:STEM Teaching and Learning The pillar on STEM Teaching and Learning addresses the need to prepare learners with the STEM skills to both contribute to the well-being of their communities and secure desired STEM career opportunities.It aims to ensure students have exploratory experiences wi

263、thin their classrooms and the necessary structures to support individualized and personalized learning.This pillar aims to increase awareness of and exposure to the multiple pathways to a STEM career,including community colleges and career and technical education programs,as well as the many tutors,

264、mentors,and evidence-based resources that support all STEM learners regardless of racial,ethnic,geographic and socioeconomic backgrounds,sexual orientations,gender/gender identities,and disability status.It also speaks to ways in which the federal government can contribute to the preparation and dev

265、elopment of the STEM teacher workforce.2.1 Objective:Educating Pre-K12 Learners 2.1.1 CoSTEMs National Aspirations for Educating Pre-K12 Learners CoSTEM would like to see a day when all students in formal pre-K12 educational settings75 achieve or exceed grade level outcome standards and have early a

266、nd consistent exposure to evidence-based STEM learning experiences.Pre-K students should have access to a diverse and inclusive population of trained and supported educators.These students should be afforded the ability to build the 21st century skillsincluding collaboration,communication,creativity

267、,and analytical and critical thinkingneeded to function in an increasingly technological and innovation-driven society.2.1.2 Challenges and Opportunities for Educating Pre-K12 Learners Research shows that early and consistent exposure to STEM can support and,in many cases,enhance students interests,

268、skills,and career choices.76,77 Many students across the United States lack access to STEM opportunities at a young age and are not achieving grade-level standards in mathematics and science.78,79,80 Students from underrepresented groups,including students with disabilities,face additional challenge

269、s in accessing STEM resources and support.81 Federal agencies should continue to support programs that assist in the translation of STEM research into equitable,research-based 75 Formal Education:Learning or delivery of learning within a structured education system that requires students to demonstr

270、ate proficiency.Formal learning environments include publicly and privately funded organizations that(1)serve students in pre-K through graduate school and(2)provide learners with degrees,certifications,transcripts,or other evidence of participation.76 Van Tuijl,C.,and van der Molen,J.H.W.2016.Study

271、 choice and career development in STEM fields:An overview and integration of the research.International Journal of Technology and Design Education 26,2.https:/doi.org/10.1007/s10798-015-9308-1 77 Rocker Yoel,S.,and Dori,Y.J.2021.FIRST high-school students and FIRST graduates:STEM exposure and career

272、 choices.IEEE Transactions on Education 65,2.https:/doi.org/10.1109/TE.2021.3104268 78 Nores,M.,and Barnett,W.S.2014.Access to high quality early care and education:Readiness and opportunity gaps in America(Center on Enhancing Early Learning and National Institute for Early Education Policy Report).

273、Center on Enhancing Early Learning Outcomes.https:/nieer.org/wp-content/uploads/2014/05/ceelo_policy_report_access_quality_ece.pdf 79National Academies of Sciences,Engineering,and Medicine.2024.A New Vision for High-Quality Preschool Curriculum.Washington,DC:National Academies Press.https:/doi.org/1

274、0.17226/27429 80 U.S.Department of Education,Office for Civil Rights,2020-21 Civil Rights Data Collection.Students Access to Educational Opportunities in U.S.Public Schools.https:/www.ed.gov/sites/ed/files/about/offices/list/ocr/docs/crdc-educational-opportunities-report.pdf 81 U.S.Department of Edu

275、cation,Office for Civil Rights,2020-21 Civil Rights Data Collection.Student Access to and Enrollment in Mathematics,Science,and Computer Science Courses and Academic Programs in U.S.Public Schools.https:/www.ed.gov/sites/ed/files/about/offices/list/ocr/docs/crdc-student-access-enrollment.pdf FEDERAL

276、 STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 23 instructional resources,authentic learning experiences,and educator preparation and development opportunities that support the needs of pre-K12 learners.A goal of such programs should be to create a new generation of resilie

277、nt problem solvers and innovators who will be prepared to tackle global challenges.82 Many agencies have developed resources to increase and improve the quality of STEM educational opportunities.Additionally,many agencies offer grants,cooperative agreements,and strategic partnerships with universiti

278、es,nonprofits,businesses,and other organizations to create impactful,relevant learning materials for students and teachers.Learning and curricular decisions are made at the state or local level to best meet the needs of students in those areas.Federal resources may need to be adapted to support the

279、needs of students across this diverse nation.83 Currently,federally supported resources may be difficult to find.To address this issue,ongoing outreach efforts by federal agencies to educational organizations continues to be refined to increase accessibility and use.Further,research indicates that t

280、he onset of the COVID-19 pandemic severely disrupted student learning,both in formal in-person and in online learning settings.84 In particular,there was a strong,negative impact on student math achievement,which is critical to success in many STEM fields.85,86 For middle schoolers,for example,confi

281、dence in math skills at school promotes confidence in other STEM topics for a lifetime.87 While the shortage of math and science teachers has been reported for decades,the COVID-19 pandemic exacerbated the difficulty in hiring qualified STEM teachers.88,89,90 Qualified,highly trained STEM teachers c

282、an provide students with the skills to succeed as STEM-literate community members and members of the STEM workforce.These shortages fall disproportionately on schools that serve a large percentage of students of color and students from low-income backgrounds.While there are many places across the Un

283、ited States in which teachers receive STEM professional development,there 82 U.S.Patent and Trademark Office.2024.National Strategy for Inclusive Innovation.https:/www.uspto.gov/sites/default/files/documents/NationalStrategy.pdf 83 U.S.Department of Education.Letter About How Federal Funds Can Suppo

284、rt Science,Technology,Engineering,and Mathematics(STEM)Education.https:/www.ed.gov/laws-and-policy/education-policy/key-policy-letters-signed-by-the-education-secretary-or-deputy-secretary/december-6-2022-letter-about-how-federal-funds-can-support-science-technology-engineering-and-mathematics-stem-

285、education 84 U.S.National Science Foundation.National Center for Science and Engineering Statistics.2021.Online Education in STEM and Impact of COVID-19.https:/ncses.nsf.gov/pubs/nsb20211/online-education-in-stem-and-impact-of-covid-19 85 The Nations Report Card.2023.Scores Decline Again for 13-Year

286、-Old Students in Reading and Mathematics.https:/www.nationsreportcard.gov/highlights/ltt/2023/86 U.S.National Science Foundation.National Center for Science and Engineering Statistics.2023.Student Learning in Mathematics and Science.https:/ncses.nsf.gov/pubs/nsb202331/student-learning-in-mathematics

287、-and-science 87 U.S.Department of Education.Institute of Education Sciences.Middle School Math Is an Important Bridge to Lifelong STEM Learning and Success.https:/ies.ed.gov/ncee/rel/regions/midwest/pdf/RELMW-ENACT-Infographic-508.pdf 88 Feder,T.2022.The US is in Dire Need of STEM Teachers.Physics T

288、oday 75,3.https:/pubs.aip.org/physicstoday/article/75/3/25/2842714 89 U.S.Department of Education.Brief:Eliminating Educator Shortages through Increasing Educator Diversity and Addressing High-need Shortage Areas.https:/www.ed.gov/about/ed-initiatives/raise-the-bar/raise-the-bar-policy-brief-2 90 U.

289、S.Department of Education.Institute of Education Sciences.Report on the Condition of Education 2023.https:/nces.ed.gov/pubs2023/2023144.pdf FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 24 is wide variety in the rigor and types of opportunities offered,and challenge

290、s remain in ensuring educators have equitable access to these resources.91,92 Convergence education93 and transdisciplinary learning approaches support students and communities historically underserved and underrepresented in STEM,such as rural,Title I,non-male students in STEM,and persons from unde

291、rrepresented racial/ethnic groups.94,95 The recent emphasis on grounding AI literacy in perspectives from multiple disciplines is one area that is ripe with opportunities to apply convergence education approaches.There is also substantial evidence for the positive value and impact of mentorship and

292、career exposure for pre-K12 students in developing their STEM identity and career interest.96,97,98 Given the substantial federal STEM workforce,99 there is opportunity for federal agencies to strengthen the engagement of federal STEM professionals in formal educational spaces.With proper orientatio

293、n,federal STEM professionals can be effective role models via classroom visits,research project mentorship,STEM competition coaching and judging,and more.2.1.3 CoSTEMs Federal Objective for Educating Pre-K12 Learners To contribute to this national aspiration,CoSTEM aims to improve the opportunities

294、and increase the access that pre-K12 students in formal education settings have to evidence-based instructional STEM materials,authentic STEM learning experiences,transdisciplinary or convergent learning resources,accessible educational technology,and well-prepared and adequately supported instructi

295、onal staff.2.1.4 Approaches CoSTEM and/or Agencies Could Take toward the Federal Objective of Educating Pre-K12 Learners Leverage transdisciplinary and convergent education approaches,including access to and the use of technology.Leverage and scale effective approaches to science and mathematics ins

296、truction,and improve access to high-quality and high-level coursework necessary for learners to advance in STEM fields and careers.91 Winberg,C.,Adendorff,H.,Bozalek,V.,Conana,H.,Pallitt,N.,Wolff,K.,Olsson,T.,and Rox,T 2019.Learning To Teach STEM Disciplines in Higher Education:A Critical Review of

297、The Literature.Teaching in Higher Education 24,8.https:/doi.org/10.1080/13562517.2018.1517735 92 Huang,Biyun,Morris Siu-Yung Jong,Yun-Fang Tu,Gwo-Jen Hwang,Ching Sing Chai,and Michael Yi-Chao Jiang.2022.Trends and exemplary practices of STEM teacher professional development programs in K12 contexts:

298、A systematic review of empirical studies.Computers&Education:104577.https:/doi.org/10.1016/pedu.2022.104577 93 Convergence education is driven by compelling or complex societal problems or topics,where learners apply knowledge and skills using a blended approach across multiple disciplines(i.e.,tran

299、sdisciplinary)to create and innovate new solutions.https:/www.whitehouse.gov/ostp/news-updates/2022/11/30/nstc-convergence-education-a-guide-to-transdisciplinary-stem-learning-and-teaching/94 Filipovi,Jelena.2019.Transdisciplinary qualitative paradigm in applied linguistics:autoethnography,participa

300、tory action research and minority language teaching and learning.International journal of qualitative studies in education 32,no.5:493-509.https:/doi.org/10.1080/09518398.2019.1597209 95 https:/stemteachingtools.org/assets/landscapes/STEM-Teaching-Tool-11-Meaningful-Indigenous-STEM-Education.pdf 96

301、Gallagher Dunn,Sarah Louise,Heidi Fuqua Haviland,and Dennis Lee Gallagher.2023.The importance of local long-duration STEM mentorship as a global mechanism for increasing diversity at all levels of education.Frontiers in Astronomy and Space Sciences 10:1134836.https:/doi.org/10.3389/fspas.2023.113483

302、6 97 Atkins,K.,Dougan,B.M.,Dromgold-Sermen,M.S.et al.2020.Looking At Myself in the Future:How Mentoring Shapes Scientific Identity for STEM Students from Underrepresented Groups.International Journal of STEM Education 7,42.https:/doi.org/10.1186/s40594-020-00242-3 98 https:/safesupportivelearning.ed

303、.gov/voices-field/how-do-high-quality-mentoring-relationships-benefit-young-people 99 U.S.Office of Personnel Management.2023.Federal Workforce Data.https:/www.fedscope.opm.gov/employment.aspx FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 25 Promote student-centric

304、approaches and strategies,such as personalized learning and tutoring,work-based learning,and dual enrollment to support current approaches to classroom learning.Engage federal STEM professionals in outreach and volunteer efforts.2.1.5 Potential Objective Metrics/Measures for Educating Pre-K12 Learne

305、rs The number of federal STEM opportunities that support evidence-based and equitable improvements for learners,educators,and/or schools in achieving on-grade-levels for science or mathematics.The number of opportunities that support mechanisms that allow for the development or improvement of effect

306、ive local,Tribal,territorial,state,and/or regional STEM education ecosystem models.2.2 Objective:Educating Undergraduate and Graduate Learners 2.2.1 CoSTEMs National Aspirations for Educating Undergraduate and Graduate Learners CoSTEM would like to see a day when undergraduate and graduate students

307、at all levels have equitable access to both(1)affordable,evidence-based postsecondary educational opportunities in STEM fields,including coursework,credentials/degrees,access to educational technology and research facilities,transdisciplinary research,and professional experiences,and(2)faculty and m

308、entors who are adequately prepared and resourced to support their learning.2.2.2 Challenges and Opportunities for Educating Undergraduate and Graduate Learners Varying access to quality K12 education results in different levels of preparedness for college-level work.Challenges in post-secondary sett

309、ings can be persistent,resulting in inequities in higher education.These issues include long-standing challenges for underrepresented racial,ethnic,geographic,economic,and gender communities in post-secondary STEM education.100,101 Students face many challenges in the post-secondary context,includin

310、g uneven access to opportunities and financial support,which contribute to the disproportionate rate of historically underrepresented students in STEM leaving rather than staying in pathways toward STEM employment.102,103 Students with disabilities,including mental health challenges,can face further

311、 obstacles in accessing educational resources and support.The social connections that are critical for finding internships,research,mentorship,and faculty support also put historically underrepresented students at a disadvantage.104 A lack of resources,access to advanced coursework,and STEM role mod

312、els in elementary,secondary school,and out-of-school-time learning can undermine access in post-secondary education by leaving 100 Catherine Hill,Christianne Corbett,and Andresse St.Rose.2010.Why so Few?Women in Science,Technology,Engineering,and Mathematics.American Association of University Women.

313、https:/eric.ed.gov/?id=ED509653 101 U.S.Department of Education.National Center for Education Statistics.Digest of Education Statistics:Table 303.70.https:/nces.ed.gov/programs/digest/d20/tables/dt20_303.70.asp.102 Catherine Riegle-Crumb,Barbara King,and Yasmiyn Irizarry.2019.Does STEM Stand Out?Exa

314、mining Racial/Ethnic Gaps in Persistence Across Postsecondary Fields.Educational Researcher 48,3.https:/doi.org/10.3102/0013189X19831006 103 Brecht Neyt et al.2019.Does Student Work Really Affect Educational Outcomes?A Review of the Literature.Journal of Economic Surveys 33,3.https:/doi.org/10.1111/

315、joes.12301 104 Emilio J.Castilla,George J.Lan,and Ben A.Rissing.2013.Social Networks and Employment:Mechanisms(Part 1).Sociology Compass 7,12.https:/doi.org/10.1111/soc4.12096 FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 26 some students unaware of STEM opportuniti

316、es and pathways after graduation.105,106 Additionally,students who lack quality STEM education in the pre-K12/out-of-school-time context will face additional barriers to success.107 Exacerbating these issues are the challenges educators at postsecondary institutions face.While some of these challeng

317、es are addressed elsewhere within this plan,problems such as inequitable access to educational resources108 are addressed under this objective.In the context of interconnected environmental and societal problems,the demands on post-secondary STEM students will increase.Understanding these problems w

318、ill require high-quality STEM education that includes support for real-world experiences.Exposing post-secondary students to innovation,both within and outside of STEM coursework,is valuable for cultivating skills that will be important to these students later in life as STEM professionals.For examp

319、le,a single post-secondary course in entrepreneurship has been shown to have meaningful benefits to students later in life.Such a course can include business,design,communication,and IP creation and protection.109 Students must have equitable access to STEM opportunities after high school,particular

320、ly those who may not have had sufficient opportunities available to them at their high schools.Outreach efforts can help connect individuals to postsecondary STEM opportunities.For example,supporting programs that provide quality educational opportunities for college students while reducing educatio

321、nal inequities at the pre-K12 level(i.e.,near-peer mentor model)110 can help local communities build STEM success.Not all those interested in pursuing postsecondary-level learning in STEM are able to access the full range of learning opportunities and resources that prepare individuals to fully enga

322、ge in and contribute to their communities and/or to succeed in STEM-related careers.By recognizing the large role financial disparities play in determining access to post-secondary opportunities and outcomes,federal agencies can continue to support those with academic ability,talent,or potential to

323、pursue STEM programs of study.Such support can include federally funded scholarships,fellowships,and training programs that prepare students for future success in the nations STEM workforce.2.2.3 CoSTEMs Federal Objective for Educating Undergraduate and Graduate Learners To contribute to this nation

324、al aspiration,CoSTEM aims to increase availability and access to undergraduate and graduate learning experiences that include the use of evidence-based STEM instructional materials,opportunities for transdisciplinary research experiences,accessible 105 Martha C.Bottia et al.2015.The Relationships Am

325、ong High School STEM Learning Experiences and Students Intent to Declare and Declaration of a STEM Major in College.Teachers College Record:The Voice of Scholarship in Education 117,3.https:/doi.org/10.1177/016146811511700308 106 Guan K.Saw and Charlotte A.Agger.2021.STEM Pathways of Rural and Small

326、-Town Students:Opportunities to Learn,Aspirations,Preparation,and College Enrollment.Educational Researcher 50,9.https:/doi.org/10.3102/0013189X211027528 107 Martha C.Bottia et al.2021.Factors Associated with College STEM Participation of Racially Minoritized Students:A Synthesis of Research.Review

327、of Educational Research 91,4.https:/doi.org/10.3102/00346543211012751 108 Marybeth Gasman et al.2017.Minority Serving Institutions:A Data-Driven Student Landscape in the Outcomes-Based Funding Universe.Berkeley Review of Education 7,1.https:/eric.ed.gov/?id=EJ1169644 109 U.S.Patent and Trademark Off

328、ice.2024.National Strategy for Inclusive Innovation.https:/www.uspto.gov/sites/default/files/documents/NationalStrategy.pdf 110 Trujillo G,Aguinaldo PG,Anderson C,Bustamante J,Gelsinger DR,Pastor MJ,Wright J,Mrquez-Magaa L,Riggs B.2015.Near-peer STEM Mentoring Offers Unexpected Benefits for Mentors

329、from Traditionally Underrepresented Backgrounds.Perspect Undergrad Res Mentor.4,1.https:/pubmed.ncbi.nlm.nih.gov/27668127/FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 27 educational technology and research facilities,and opportunities to gain knowledge and understa

330、nding of subjects vital to transform research into the creation of products,processes,and systems to advance innovation.2.2.4 Approaches CoSTEM and/or Agencies Could Take toward the Federal Objective of Educating Undergraduate and Graduate Learners Leverage federal scholarship-for-service STEM progr

331、ams and consider incorporating best,emerging,or new practices to develop transferable skills applicable to multiple critical and emerging technologies.Support experiences that allow learners to engage multi-disciplinary learning curricula,hands-on place-based and course-based research experiences,pa

332、id work-based learning opportunities,and mentorship opportunities with sector,government,and/or industry leaders.Promote the development and deployment of learning and training materials for entrepreneurship for post-secondary STEM learners.Explore the use of models and other mechanisms to support s

333、tackable credentialing111 at or through federally funded institutions.Increase STEM education capacities,including at community colleges,MSIs,and ERIs,to provide authentic STEM experiences and training opportunities for students and faculty.Capacity building includes opportunities to address essential administrative,physical,and digital/technology infrastructure needs.Increasing access to educatio