T he extraordinary work to develop feasible vaccines, effective medical treatments, and accurate epidemiological studies to alleviate the SARS-CoV2 pandemic would not have been possible without collaboration between academia, industry, government laboratories, and regulatory agencies that speak the common language researchers around the world know—science

Baker, Katherine

Faulconer, Emily

Grundmann, Oliver

Haines, Sarah

Hall-Pogar, Tyra

English

Embry-Riddle Aeronautical University

Publications Spring 2021 STEM Education as a Vital Preventive Response to a Pandemic Emily Faulconer Embry-Riddle Aeronautical University, faulcone@erau.edu Katherine Baker Redd Technology Oliver Grundmann University of Florida Levin College of Law Sarah Haines Towson University Tyra Hall-Pogar Purdue University Global Follow this and additional works at: https://commons.erau.edu/publication  Part of the Higher Education Commons, Higher Education and Teaching Commons, and the Science and Mathematics Education Commons Scholarly Commons Citation Faulconer, E., Baker, K., Grundmann, O., Haines, S., & Hall-Pogar, T. (2021). STEM Education as a Vital Preventive Response to a Pandemic. Journal of College Science Teaching, 50(4). Retrieved from https://commons.erau.edu/publication/1926 This Article is brought to you for free and open access by Scholarly Commons. It has been accepted for inclusion in Publications by an authorized administrator of Scholarly Commons. For more information, please contact commons@erau.edu. 3Vol. 50, No. 4, 2021EDITORIALThe extraordinary work to de-velop feasible vaccines, ef-fective medical treatments, and accurate epidemiological studies to alleviate the SARS-CoV2 pandemic would not have been pos-sible without collaboration between academia, industry, government labo-ratories, and regulatory agencies that speak the common language research-ers around the world know—science! SARS-CoV2 is the virus that causes coronavirus disease 2019 (COV-ID-19). Yet our society at large is more divided than ever over scientific facts, foundational science knowledge, and the acceptance of scientific applica-tions in everyday life. The COVID-19 pandemic has amplified a discrep-ancy that has alarmed many in STEM education for years: a lack of current and future scientists, of diversity, of broad representation, of communica-tion of complex scientific topics with the public, of critical-thinking skills, and of readily accessible (sometimes referred to as open) educational re-sources to the public and educators. As an essential step toward closing these gaps, an emphasis on STEM education in higher education on all levels from general studies for non-STEM majors to dedicated STEM degrees should be implemented. Undergraduate students enrolled in STEM courses presented with better critical-thinking skills STEM Education as a Vital Preventive Response to a PandemicBy Katherine Baker, Emily Faulconer, Oliver Grundmann, Sarah Haines, Tyra Hall-Pogar, Lisa Kenyon, Susan Meabh Kelly, Peter Lindeman, Brian Schmaefsky, Candace Timpte, and David Wojnowskiwhen compared to peers who did not take such courses (Dou & Gibbs, 2013; Kennedy & Odell, 2014). STEM un-dergraduate courses furthermore play a critical role in increasing diversity, retention, and recruitment for graduate STEM programs (Atkinson & Mayo, 2010; Bargagliotti et al., 2018). A continued shortage of graduates in STEM fields and STEM-related areas combined with marginal in-creases to public institutions of higher education for research and development funding to support such majors in recent years paints a dire picture for the future of the U.S. workforce (Li, 2020). These issues affect critical industries that shape the future of international markets and trade collaborations, manufac-turing, and innovation.STEM education should not be exclusive to those pursuing a degree in science, technology, engineering, or mathematics, but rather inclu-sive to all given the importance and omnipresence of STEM in our daily activities, actions, and decisions. Just as everyone should know the basics of financial management to make sound financial decisions and civics to understand the political and gov-ernmental process in our society, we should all have a sound foundation and understanding in STEM to be informed citizens and communicate eloquently on scientific matters. As educators in STEM pedagogy and STEM content areas, we passionately want all students to be informed citi-zens who critically evaluate what is presented to them and rely on facts rather than misinformation and un-founded claims that are not based on scientific precedence or supported by well-researched and established principles. An investment in STEM education today—one that highlights practical use and emerging develop-ments—will pay a dividend for future generations to come.As a society, we rely on science and technology for most of today’s comforts and necessities. Life-saving and life-prolonging medicines, com-munication technologies, modes of transportation, energy-efficient building materials, or early severe weather warning systems are just a few examples of STEM inventions with a global impact. More than ever, the future depends on STEM disci-plines to support health, economic advancement, and equality for diverse populations.ReferencesAtkinson, R. D., & Mayo, M. J. (2010). Refueling the U.S. innova-tion economy: Fresh approaches to STEM education. https://itif.org/publications/2010/12/07/refueling-Copyright ©2021, National Science Teaching Association (NSTA).Reprinted with permission from Journal of College Science Teaching, March/April 2021, Volume 50, Number 4.4 Journal of College Science TeachingKatherine Baker is vice president-curriculum director at Redd Technology in Munhall, Pennsylvania. Emily Faulconer is an assis-tant professor in the Department of STEM Education at Embry-Riddle Aeronautical University in Daytona Beach, Florida. Oliver Grundmann (grundman@ufl.edu) is a clinical associate professor in the Department of Medicinal Chemistry at the University of Florida in Gainesville, Florida. Sarah Haines is a professor in the Department of Biological Sciences at Towson University in Tow-son, Maryland. Tyra Hall-Pogar is a faculty member in the School of General Education at Purdue University Global in Chicago, Illinois. Lisa Kenyon is a professor in the Department of Biological Sciences at Wright State University, Dayton, Ohio. Susan Meabh Kelly is a PhD graduate student in the Neag School of Education at the University of Connecticut in Storrs, Connecticut. Peter Lindeman is director of journals at the National Science Teaching Association in Arlington, Virginia. Brian Schmaefsky is a professor of biology at Lone Star College–Kingwood in Kingwood, Texas. Candace Timpte is a professor of biology at Georgia Gwinnett College in Lawrenceville, Georgia. David Wojnowski is a clinical assistant professor in the Department of Early Child-hood and Elementary Education at Georgia State University in Atlanta, Georgia, and editor of the Journal of College Science Teaching. us-innovation-economy-fresh-ap-proaches-stem-educationBargagliotti, A., Herreiner, D., & Phillips, J. A. (2018). Breaking boundaries: pressing issues in equity, computing, and problem-solving in STEM undergraduate education. Journal of Research in STEM Edu-cation, 4(1), 2–12. Dou, R., & Gibbs, K. (2013). Engaging all students in the pursuit of STEM careers. School Science Review, 95(351), 106–112. Kennedy, T., & Odell, M. (2014). En-gaging students in STEM education. Science Education International, 25(3), 246–258. Li, A. Y. (2020). Performance funding policy impacts on STEM degree at-tainment. Educational Policy, 34(2), 312–349. 

STEM Education as a Vital Preventive Response to a Pandemic

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STEM Education as a Vital Preventive Response to a Pandemic

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