Education ForumScience Education

Partnerships for STEM Education

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Science  20 Aug 2010:
Vol. 329, Issue 5994, pp. 906-907
DOI: 10.1126/science.1191040

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As leaders in higher education, industry, and government (1) bemoan the limited academic success of students in science, technology, engineering, and mathematics (STEM), many practices of academe impede the ability of college and university faculty to address the issues. Consistent with barriers to community-engaged scholarship in general (2), STEM faculty engagement in elementary and secondary schools (K–12) can be undermined, for example, by (i) low status accorded to STEM education research and publications, (ii) a zero-sum view of faculty time allocation (e.g., K–12 engagement means time away from work more highly rewarded during promotion, tenure, and merit review), and (iii) bureaucracies that hinder collaboration between STEM faculty and K–12 teachers and administrators (3).