31 Days of Halloween STEM Activities and Projects

Love Halloween? Love STEM? Celebrate the countdown to Halloween with our 31 Days of Halloween STEM Activities. A little Halloween STEM for every day!

Source: 31 Days of Halloween STEM Activities and Projects

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Advising Guides for Engineering Students

Engineering students at the Maricopa Community Colleges have a new resource for navigating the maze of courses and sequences needed to prepare for transfer to ASU.

The recently updated Advising Guides provide students with information from five other common sources in a handy two-page format.

They are a great tool designed to save students and advisors time and money.

Here’s the link!
https://advisementblog.wordpress.com/20162017-engineering-advising-guides/

EARTH DAY STUDENT POSTER PRESENTATIONS @ GCC

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When Tuesday, April 19, 2016, 8:30 a.m. – 2:30 p.m.
Where SU-100B (by coffee bar)
Event Title Sustainability and Ecology Presentations, Student Posters
Students will set up posters in the SU lobby in two shifts, 8:30-11:00 and 11:30-2:30 on both Tuesday and Thursday, April 19 and 21.

STEAM FESTIVAL & Open House @ GCC

GLENDALE COMMUNITY COLLEGE is Hosting a STEAM FESTIVAL & Open House

MARCH 25th 2016!!

*Health & Wellness Fair

*Campus Vegetarian Potluck

*Guest Speaker Chip Thomas

*Forum on Climate Change

*STEAM Fest & Open House

COME AND JOIN US HERE @ GCC

Glendale Community College · 6000 West Olive Avenue · Glendale Arizona 85302
(623) 845-3245

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Attention NAU Transfer Graduates… in Engineering, Math and Science!

The recruitment coordinator, Jen Johnson, for NAU’s College of Engineering, Forestry and Natural Sciences is looking for recruits. Jen Johnson also manages an NSF grant funded program called Transfer-GEMS (Transfers to Graduates in Engineering, Math and Science), which provides financial, academic and social support to Arizona community college transfer students. They are recruiting there third year cohort of 14 students into the Transfer-GEMS program and would love to have applicants from our institution, GCC.

Attached is a flyer and a link to the scholarship application: http://www.nau.edu/CEFNS/Student-Resources/Scholarships/.

NAU’s priority deadline is March 21, but we will be accepting applications through April 2016.

Please let Jen Johnson know if you have any questions about the Transfer-GEMS program or any of our bachelor’s degrees in STEM fields @ NAU.

Transfer-GEMS Informational Flyer

 

Kind Regards,

Jen Johnson

Program Coordinator

College of Engineering, Forestry & Natural Sciences

Northern Arizona University

Biological Sciences (Bldg #21), Rm. 132

PO Box 5626, Flagstaff, AZ 86011

928-523-5528

 

Makerspaces and Meetups in Phoenix

Looking for a makerspace or group in the Valley?  Here is a great place to get started finding inspiration and like-minded creative spirits.

http://makerspaces.meetup.com/cities/us/az/phoenix/

U.S. increasingly challenged by advances in R&D and S&T

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United States increasingly challenged by advances in RESEARCH & DEVELOPMENT and SCIENCE & TECHNOLOGY

  • The United States invests the most in research and development (R&D), produces the most advanced degrees in science and engineering and high-impact scientific publications, and remains the largest provider of information, financial, and business services. However, Southeast, South, and East Asia continue to rapidly ascend in many aspects of S&E. The region now accounts for 40 percent of global R&D, with China as the stand-out as it continues to strengthen its global S&E capacity.

“Indicators is a rich source of information on a wide range of measures that let us know how the United States is performing in science and technology,” said NSF Director France Córdova. “It gives us crucial information on how we compare to other nations in the areas of research and development, STEM education, and the development of our workforce. The report also provides state-level comparisons, insights into the representation of women and minorities in science and engineering, and insight into what the public thinks about science.”

  • The 2016 edition of Indicators highlights that China, South Korea and India are investing heavily in R&D and in developing a well-educated workforce skilled in science and engineering. Indicators 2016 makes it clear that while the United States continues to lead in a variety of metrics, it exists in an increasingly multi-polar world for S&E that revolves around the creation and use of knowledge and technology.

 

  • China is now the second-largest performer of R&D, accounting for 20 percent of global R&D as compared to the United States, which accounts for 27 percent.

 

  • China is also playing an increasingly prominent role in knowledge and technology-intensive industries, including high-tech manufacturing and knowledge-intensive services. These industries account for 29 percent of global Gross Domestic Product (GDP) and for nearly 40 percent of U.S. GDP. China ranks second in high-tech manufacturing, where the U.S. maintains a slim lead with a global share of 29 percent to China’s 27 percent. It has now surpassed Japan to move into third place behind the United States and the European Union.

 

  • China is the world’s number-one producer of undergraduates with degrees in science and engineering. These fields account for 49 percent of all bachelor’s degrees awarded in China, compared to 33 percent of all bachelor’s degrees the U.S. awards.

 

  • In 2012, students in China earned about 23 percent of the world’s 6 million first university degrees in S&E. Students in the European Union earned about 12 percent and those in the U.S. accounted for about 9 percent of these degrees.

 

  •  However, the U.S. continues to award the largest number of S&E doctorates and remains the destination of choice for internationally mobile students.

 

“Decreased federal investment is negatively impacting our nation’s research universities,” said Kelvin Droegemeier, NSB vice chair and vice president for research at the University of Oklahoma. “Our universities conduct 51 percent of the nation’s basic research and train the next generation of STEM-capable workers. Federal support is essential to developing the new knowledge and human capital that allows the U.S. to innovate and be at the forefront of S&T.”

  • Americans have generally favorable views toward science, believing that science creates more opportunity for the next generation, that its benefits outweigh its risks, and that the federal government should provide funds for scientific research.

 

Additionally, despite declining public confidence in most U.S. institutions, Americans’ confidence in the scientific community remains strong. However, Americans take a dim view of our nation’s performance in K-12 science, technology, engineering, and mathematics (STEM) education; most believe other countries are doing a better job. About half of Americans worry that science is making life “change too fast,” up from about one-third who expressed this concern a decade ago.

  • Americans remain divided on global warming.
  • However, a majority of Americans say they would prefer a focus on alternative energy sources over fossil fuel development.
  • Eight out of ten say they would like to see more emphasis on fuel efficiency standards for vehicles and renewable energy development.

 

“Our country’s commitment to investing in R&D and in our higher education institutions has and continues to fuel our success,” said NSB chair Arvizu. “Other countries are emulating our model. We can view these advancements as opportunities for our global society to tackle complex problems, such as energy demands, food and water security, and disease. At the same time, we need to remain steadfast in our nation’s dedication to that which has served us so well: investing in people and their ideas.”

About Indicators

Science and Engineering Indicators is the most comprehensive source of high-quality federal data on a wide range of topics that include trends in global R&D investments and knowledge-intensive production, K-12 and postsecondary STEM education, workforce trends and composition, state level comparisons, and public attitudes and understanding of science and related issues. Other, related resources include the Indicators Digest, state data tool, STEM education interactive online resource, and NSB’s 2015 report, Revisiting the STEM Workforce.

To read the entire article, click here!

 

STEM in Arizona Update!

STEM jobs in Arizona are expected to grow 23 percent in the coming years!  Yet our educational system isn’t ready to meet demand.  What to do?  Listen to this KJZZ broadcast from earlier this morning and learn why supporting STEM (and STEAM) education in Arizona matters!

http://science.kjzz.org/content/248607/ranked-near-top-opportunity-and-bottom-readiness-arizonas-stem-future-mixed

 

 

STEM vs. STEAM

Here are more links to read.

STEM vs. STEAM: Do the Arts Belong?  http://www.edweek.org/tm/articles/2014/11/18/ctq-jolly-stem-vs-steam.html

STEM vs. STEAM  http://education.arts.ufl.edu/resources/stem-vs-steam-girl/

What is STEAM?  http://stemtosteam.org/

Why STEAM? http://steam-notstem.com/

STEM or STEAM? We’re missing the point http://www.huffingtonpost.com/vince-bertram/stem-of-steam-were-missin_b_5031895.html

STEAM ahead: Merging Arts & Science Education. http://www.pbs.org/newshour/rundown/the-movement-to-put-arts-into-stem-education/