As technical and scientific innovation continue to drive the global economy, educators, policymakers, and scientists seek to promote students’ interest and achievement in the STEM fields to maintain the nation’s competitive positions.
Most students enter into science, technology, engineering or mathematics (STEM) Ph.D. programs planning to work in academia, but many STEM Ph.D. holders eventually seek nonacademic positions.
AIR is developing a tool to identify barriers and leakages in the science, technology, engineering, and mathematics (STEM) education pipeline with an audit tool that identifies specific factors contributing to the low completion rates of STEM students. The tool will help locate specific problems within institutions and their STEM departments.
This rubric was developed by Chris Dede, Ed.D., for Learning Point Associates (now a part of AIR) as part of Policy Issues No. 15, “Making Educational Technology Work: State Policies in the North Central Region” (January 2004).