Transforming K-12 Education Through a Strong STEM Curriculum

Levent Sakar, Director of CTE and STEM Programs, Harmony Public Schools

Levent Sakar serves as the director of Career Technology (CTE) and STEM Programs, supervising and assisting K-12 students at Harmony Public Schools. He is one of the NASA liaisons and promotes astronomy in the school systems. As a liaison of the Airborne Astronomy Ambassador (AAA) program, he has also been on the seventh cycle of NASA’s Stratospheric Observatory Astronomy (SOFIA) plane.

Mr. Sakar was even invited as a distinguished visitor to the USS Nimitz (the world’s biggest warship) by the U.S. Navy to recognize his work as a STEM educator and his active support of Navy STEM initiatives. The committee for "Celebration of STEM Education Week in Texas" (CSEWT) also recognized him as a STEM education leadership awardee.

What is the biggest trend when it comes to STEM education at K-12 level?

The current trend in K-12 education, particularly at the preparatory level, is to emphasize STEM (Science, Technology, Engineering, and Mathematics) education. The most significant development in this area is the alignment of the STEM curriculum from kindergarten to 12th grade.

Traditionally, STEM programs have been more prevalent and robust at the high school level, with elementary and middle school programs not being as strong or well-aligned with their high school counterparts. However, the focus now is shifting towards creating a seamless transition from elementary to high school STEM programs, ensuring both horizontal and vertical alignment. The alignment is crucial across all STEM pathways, including computer science, engineering, and medical fields.

The ultimate goal is to ensure that students are well-prepared to pursue STEM fields upon graduation from high school. Even if students choose to pursue non-STEM fields, the skills and knowledge gained from a comprehensive K-12 STEM education can enable them to become advocates for STEM. For instance, a political scientist with a strong STEM background can effectively advocate for STEM policies. Therefore, equipping all students with essential STEM skills is a critical aspect of the K-12 education system.

What are the challenges to STEM education at the K-12 level and how does technology play a role in addressing those issues?

The primary challenge in K-12 STEM education today lacks qualified STEM educators. Comprehensive content-based training at the district and campus levels is necessary to overcome this issue. The training should be focused on equipping educators with effective instructional strategies related to their content areas.

Technology should be integrated with all courses and not just be limited to technology-specific ones. This involves teaching students essential technology skills, digital literacy, and coding. Students can begin learning text-based coding starting from the third grade and move beyond the block-based coding typically taught at the elementary level.

"Promoting STEM education among students from traditionally underserved groups is one of the most effective ways to support their careers"

Physical coding is also important as it helps combine technology with engineering fields. The students can effectively learn about physical coding at the elementary and middle school levels by simply understanding automation in microcontrollers.

Project-Based Learning (PBL) should also be a strong component of the curriculum, regardless of the subject being taught. PBL can be either open-ended or student-guided allowing for performance-based assessments in addition to traditional ones. By offering year-long PBL activities students can learn how to complete long-term projects which is a skill needed in college. Students also learn how to complete and submit long-term projects on time and online if these projects are done through a digital portfolio.

We have developed a unique Project-Based Learning (PBL) model known as the STEM SOS Model (STEM Student on the Stage Model). In this model, students utilize digital platforms for all their tasks, including video presentations and compile them into digital e-portfolios that can be publicized on platforms like YouTube, Google Slides, and Google Sites. These presentations are permanently available, even after the students graduate to ensure that their work continues to educate others. The STEM SOS PBL model equips students with 21st-century skills and teaches them how to collaborate, communicate, and build a robust STEM culture.

At Harmony Public Schools, we also have a “Share and Shine” approach that is important for educators. Since all projects are on a digital platform, students and teachers can share and publicize their projects, fostering a positive STEM environment and culture. This allows for virtual collaboration, as students can learn from each other’s projects.

STEM festivals are also important for creating a STEM culture in schools. These public events allow students to showcase their final projects to everyone in the region. Sometimes, students also showcase their projects at different universities and STEM exhibitions. These projects can even turn into competitions, like drone or rocketry competitions, further enhancing the STEM culture.

How do you envision the future of STEM education at K-12 level?

In the future, there will be a significant demand for STEM professionals, particularly in cybersecurity, with over 7 million job openings. However, many college graduates are underemployed due to a lack of necessary skills. The Perkins V Federal Act, signed in 2018, aims to address this by involving the workforce in education design.

Work-based learning exploration activities, industry-based certifications, and simulated work environments are expected to be integrated into the curriculum. Previously, STEM competitions, clubs, and work-based learning events were extracurricular activities. Now, they will align with career pathways. For instance, high school students in an engineering pathway should participate in robotics competitions or drone clubs.

Students will also earn industry-based certificates (IBC) in each career pathway. Previously, students earned these credentials after graduating college. Now, a ninth-grade student taking an engineering course will earn a computer-aided design (CAD) certification, and a programming student will similarly earn coding credentials in Java or Python. This early acquisition of IBCs will make students career-ready and college-ready.

The global chip shortage, particularly noticeable during the Covid pandemic, highlights the need for self-reliance in technology development. To address this, we will be teaching microcontrollers and automation to students as early as third grade and also offer digital electronic courses where students design circuits.

Along with academics, the future also holds a way to bridge the educational gap and foster inclusivity in STEM fields. The changing student demographics will lead to an evolved STEM education that caters to a diverse group of students, including those traditionally underserved. Our aim will be to promote STEM education among these students and support their careers.

US NAVY USS Nimitz Visit: https://youtu.be/b8bILNCm-0s
NASA AAA SOFIA Flight: https://youtu.be/xhRuFJf1FgM

Drone

Robotics