Expanding the School Counselor Repertoire Through STEM-Focused Career Development-猫眼课题宝

通过以 STEM 为重点的职业发展扩大学校辅导员的能力

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2012

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作者：

Christopher D. Schmidt;Gail Hardinge;Laurie J. Rokutani

呼吁提高学生对数学和科学职业的兴趣继续受到全国的极大关注，最近在巴拉克奥巴马总统（2011年）的国情咨文中，他将当前的气候称为“我们这一代的斯普特尼克时刻”。“对这一呼吁的回应主要集中在教师培训和基于标准的教学上。然而，考虑到科学，技术，工程和数学（STEM）教育计划的爆炸性势头以及学校辅导员在学术和职业规划中可以而且应该发挥的关键作用，学校辅导员将受益于采取必要的措施，采用这些STEM计划的元素并将其整合到工作中。保留字：STEM、学校辅导员、职业发展教育工作者和就业专家目前使用“危机”一词来描述美国在培养21世纪富有成效的相关劳动力方面的现状。世界经济论坛（2010年）将美国的数学和科学教育质量排名第48位。2010年ACT大学准备报告指出，76%的高中毕业生在一个或多个新生级别的课程中没有达到高中的准备基准（美国大学测试，2010年）。为了有效地应对这一新兴的危机，并在不断发展的技术社会中茁壮成长，“所有学生都需要发展他们在科学、技术、工程和数学（STEM）方面的能力，使其远远超出过去被认为可接受的水平”（美国国家科学院，2007年，第1页）。今天的公立学校现在更加注重改善教学，促进学生在数学和科学方面的成就与职业兴趣之间的联系。许多联邦和州机构现在资助K-12 STEM教育计划和研究。联邦对STEM的总体资助大幅增加。这些努力是研究结果的结果，研究结果表明，如果不采取重大步骤纠正这一现实，美国作为创新和竞争力领域的全球领导者的地位已经丧失或将丧失（National Academy of Sciences，2007）。根据Rising Above the Gathering Storm（National Academy of Sciences，2007）和后续报告Beyond the Gathering Storm（National Academy of Sciences，2010），美国公立学校几乎没有改善的迹象，特别是在数学和科学方面。美国科学技术顾问国家科学院（2010年）的报告显示，就获得科学或工程学位的大学生人数而言，美国在29个富裕国家中排名第27位。文献（费勒，2009年）表明，这些领域仍然是至关重要的，几乎所有的生活努力，所有的年轻美国人应该离开学校“干能力。“对国家危机的回应包括通过教学提高学生能力，以及对学生对STEM职业产生更大兴趣和参与的持续关注。最近通过国家科学基金会，联邦和州教育部门以及国防部的举措解决了当前的STEM问题，弥合了数学和科学方面的强化教学与增加学生参与这些职业道路之间的差距。由国防部资助的一项计划与学生，教师和职业顾问进行的焦点小组表明，学生需要的不仅仅是接触STEM活动（弗吉尼亚示范项目[VDP]，2010）。这个为期6年的项目表明，需要向学校工作人员提供额外的培训，以便在职业的抽象概念与课堂上的日常学习经验之间建立更明确的联系。这些影响超出了职业意识，并建议职业讨论可以对学生的学术成就产生影响。…

The call to generate increased student interest in math and science careers continues to receive tremendous amounts of national attention, most recently in President Barack Obama's (2011) State of the Union address when he referred to the current climate as "our generation's Sputnik moment." Responses to this call focus predominandy on teacher training and standards-based instruction. However, considering the explosive momentum within science, technology, engineering, and mathematics (STEM) education initiatives and the pivotal role school counselors can and should play in academic and career planning, school counselors would benefit from taking the necessary steps toward adopting and integrating elements of these STEM initiatives into their work. Keywords: STEM, school counselor, career development Educators and employment experts currently use the word crisis to describe America's present status with regard to generating a productive and relevant 21st-century workforce. The World Economic Forum (2010) ranks the United States 48th in the quality of mathematics and science education. The 2010 ACT College Readiness report indicated that 76% of high school graduates did not meet high school benchmarks for readiness in one or more freshman-level courses (American College Testing, 2010). To effectively respond to this emerging crisis and thrive within an evolving technological society, "all students need to develop their capabilities in science, technology, engineering, and mathematics (STEM) to levels much beyond what was considered acceptable in the past" (National Academy of Sciences, 2007, p. 1 ). Today's public schools are now placing greater focus on improving instruction and facilitating connections between student achievement and career interests in mathematics and science. Many federal and state agencies now fund K-1 2 STEM education programs and research. Overall federal funding for STEM has increased significantly. These efforts are the result of research findings indicating that the position of the United States as a global leader in the areas of innovation and competitiveness has been or will be lost if significant steps are not taken to rectify this reality (National Academy of Sciences, 2007). According to Rising Above the Gathering Storm (National Academy of Sciences, 2007) and the follow-up report, Beyond the Gathering Storm (National Academy of Sciences, 2010), U.S. public schools showed few signs of improvement, particularly in mathematics and science. The report by the National Academy of Sciences (2010), the United States' advisor on science and technology, indicated that the country ranked 27th out of 29 wealthy countries with regard to the number of college students obtaining degrees in science or engineering. The literature (Feller, 2009) has shown that these fields remain crucial for almost all endeavors of life, and all young Americans should leave school "STEM -capable." Responses to the perceived national crisis include an increased focus on improving student ability through instruction, as well as ongoing concerns over generating greater student interest and engagement in STEM careers. Recent initiatives through the National Science Foundation, federal and state departments of education, as well as the Department of Defense address the current STEM issues by bridging the gap between enhanced instruction in mathematics and science and increasing student engagement in these career paths. Focus groups with students, teachers, and career counselors conducted by a Department of Defense-funded initiative indicate that students need more than just exposure to STEM activities (Virginia Demonstration Project [VDP], 2010). The 6-year project suggests that additional training needs to be provided to school personnel in order to create a more explicit connection between the abstract concept of a career and the day-to-day learning experiences in the classroom. These implications go beyond career awareness and suggest that career discussions can have an impact on student academic accomplishments. …

Expanding the School Counselor Repertoire Through STEM-Focused Career Development

通过以 STEM 为重点的职业发展扩大学校辅导员的能力

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