Analysis of the Historical
vs. Current Climate in STEM
By: isabel carden
With so many recent advancements in the world of science, it is no surprise that STEM has become more prevalent in both schools and modern society. According to the National Science Foundation, the number of Americans working in science or in engineering has grown from 1.1 million in the 1960s to nearly 6 million today, and this number is projected to grow to 9 million in the next few years. So what exactly has led to this ever-expanding STEM climate, and how are we at Exeter fostering its growth?
It so happens that this “STEM Boom” began over 60 years ago, at the beginning of the Space Race. On October 4th, 1957, Sputnik I became the first artificial satellite to be launched into space by the Soviet Union. Not only did its three-week journey spur the Space Race and a boom in technology, but also the start of STEM education. Nations, specifically the US, were challenged to have a stronger focus on technology and engineering. As more and more innovations and accomplishments came out of NASA, technological innovations continued to change the STEM world, specifically in academia. According to the Marick Group, a software company, “The 1970s and 80s continued to see a push that encouraged science education, and many national science programs were established to further advance the topic.” While both the Space Race and the push for science-based learning in the 70’s and 80’s had profound impacts on the future of STEM, quite possibly the greatest push for it came with the tech boom of the 90’s and 2000’s. From CD players to the first iPhone, the world witnessed huge technological advancements during this time. Also in the 90s, the National Science Education Standards and the National Council of Teachers of Mathematics were tasked with designing a strong STEM curriculum that would encourage elementary and high school students to enter into a field of science. “STEM education is critical for today’s students, because they are tomorrow’s leaders. Without adequate STEM education, our country’s economic well-being is at risk,” said the Marick Group in their article A Look At The History Of STEM.
Not surprisingly, the evolution of the STEM world had a large impact on the science curriculum at Exeter as well. Appointed in 2000, biology teacher Elizabeth Stevens reflected on how Exeter STEM has changed since she joined the faculty: “Our department has grown quite a bit since I arrived on campus. There are many new curricular opportunities and our classes, especially the electives, often have many sections. Computer science has also expanded quite a bit, and we instituted more environmentally focused classes.” And with countless science electives, STEM-based clubs, and resources such as the Design Lab on campus, it is no surprise that more and more students are becoming interested in science. Stevens goes on to say “I think our amazing facility and strong science program attracts a lot of students interested in pursuing science.”
The world is in need of more STEM programs. In a society so heavily reliant on technology and a future whose stability is dependent on science, it is important that more students are engaging with the science world and being inspired to pursue it in the future. Not only is it vital to the well-being of our earth that more people become scientists, but also imperative to our society as we live in a technologically driven era. According to Forbes, “The advent of technological innovation has changed the world, and with it, changed the landscape of STEM careers, especially academic ones.” And this new landscape calls for scientists to help form it into an advantageous world for everyone. Luckily, with the help of STEM programs and advanced technology, more and more students are entering the science sphere. As Ms. Stevens said “To me it seems as if there is a lot of encouragement out there to join a STEM field. So much of our world is technology based. That is where the employment opportunities are.”