Perhaps you’ve noticed the clamor regarding STEM education and wondered, “How can a ‘humanities-based’ education truly prepare students for a career in the sciences?” We asked Ken Hosier, our biology, chemistry, physics and human biology teacher, to respond:
Cultivating STEM at The Ambrose School
by Kenneth W. Hosier
Upper School Science Teacher
At the turn of this century, many corporations, educational institutions, and science organizations became increasingly alarmed at what was then perceived as a decline in science educational quality. Some were worried that the U.S. would not be able to produce enough graduates competent in science and technology to remain competitive in the global market. Part of the problem was that many of the science and technology fields were not integrated in the classroom, yet laboratories in the private sector required scientists and engineers to be proficient in several facets of technology and science. For example, when I worked as a chemist I had to calibrate and fix gas chromatographs, use complex mathematical concepts to calibrate instruments and determine concentrations of contaminants, and write macros to transfer and integrate data into a usable interface for the customers. Of course, there was a bit of chemistry to do as well. In our societal pursuit to standardize curriculum, have we left out one of the most critical elements of our science programs—developing young scientists to be able to think logically and critically across the different fields of science and engineering?
STEM (an acronym for Science, Technology, Engineering, and Math) was first used during the mid 1990’s by the National Science Foundation.1 STEM can be defined as, “An interdisciplinary approach to learning that removes the traditional barriers separating the four disciplines of science, technology, engineering, and mathematics and integrates them into real-world, rigorous, and relevant learning experiences.” 2 Cries for a greater emphasis on STEM have grown in intensity as of late. In 2012, the Organization for Economic Co-operation and Development (OECD) came out with the global rankings for several subject-matter areas, including science and math. Over 510,000 students 15 years of age took the exams. Many here in the U.S. were startled when they discovered we had slipped to 31st in math and 24th in science globally.3 Educational pundits and leaders in the corporate world demanded more rigorous standards for math and science. Concern for the future of science and technology in the U.S. had suddenly elevated STEM from a potential paradigm adjustment to a pedagogical imperative.
Talking with parents and administration recently has made me keenly aware that our community here at Ambrose wants to know how our students will be prepared to take on the STEM disciplines after high school (for graduates who decide to pursue these fields). More specifically, how will students who graduate with a classical Christian education (cCe) fare in comparison to their charter school or public school counterparts? Know that I am not under some directive from the administration to “sell” cCe nor will I make disparaging remarks about the education provided by my colleagues and friends at other educational institutions. I know there are schools that offer a solid science curriculum and are at the forefront of developing STEM education. What I will be addressing is how cCe prepares students for the STEM fields.
The question that generally arises is, “How does a school with a ‘humanities-centered’ curriculum prepare students for the STEM programs at the collegiate level?” Let me assure you what we do here will prepare our students well. As a former scientist, I am passionate about developing a robust curriculum in the science department that will not only prepare students for a post-secondary education, but hopefully instill a life-long interest in science. It’s a lofty goal, to be sure, but one I am dedicated to achieving.
Medical professionals, scientists and engineers are required to think, develop, execute, and evaluate daily. cCe strives to develop students that do the same and this is cultivated across the disciplines. Our school values the Great Books and Great Ideas. We also value the importance of using logic and rhetoric to engage in the discourse of specific principles and ideals. To avoid sounding verbose, it might be best to just look at a specific aspect of our curriculum. In 9th grade, the students are required to read Frankenstein by Mary Shelley in their humanities class. Let’s take a closer look at Frankenstein through a different lens, integrating STEM and cCe. In biology we discuss the ethics of gene therapy and cloning. Questions that arise include: Should Dr. Frankenstein have created the monster in the first place? Does Frankenstein’s monster have a soul? Is genetic manipulation and reprogramming ethical and in what context (treating genetic disorders versus genetic enhancement)? How is a virus used to rewrite the genome? These are complex questions that force students to understand cloning in a way that goes beyond rote memorization.
As a staff we are constantly challenging our students to think well. This happens when students are translating Virgil from Latin to English. It happens when students have to organize and lead community service projects for House. It happens when they have to develop a thesis (similar to a hypothesis), research it, write about it, and defend it in front of a panel of judges, teachers, and their peers. We want to develop virtuous, logical Christian thinkers, not simple regurgitators of knowledge.
The evidence of preparedness for the STEM fields is found in the pursuits and accomplishments of our graduates. Since we are a relatively small community, I have had the opportunity and pleasure of keeping in touch with many of the alumni over the years. Quite a few have gone on to study and gain employment in a variety of STEM fields. Alumni have earned or are currently pursuing degrees in nursing, pre-med, physical therapy, aeronautical engineering, mechanical engineering, sports science, mathematics, chemistry, geology, wildlife biology, general biology, and physics. Several have gone on to work on advanced degrees. A couple of current Ambrose students will be working as physics interns at Boise State University this summer. All signs point towards a healthy, growing, and sustainable science program here at The Ambrose School.
When a farmer cultivates the land where he’s trying to grow vegetation, there are a variety of considerations to take into account. He chooses the crop with the strongest genetic fitness to ensure only the best traits are passed on. The fields are tilled, the fertilizers are strategically applied, and pests and pathogens are vigorously defended against. You would not expect the farmer to only fertilize the fields and neglect the other essentials. In order to prepare our graduates for the STEM fields, we must develop not only students competent in science, but students who can think critically and logically while maintaining the virtue and integrity that is an essential part of becoming a great citizen, much less a great scientist. In my humble opinion, classical Christian education produces a crop of students that are best prepared to take on the rigors of a STEM education.
1 Sanders, Mark. “Integrative STEM Education: Primer.” The Technology Teacher 68, no. 4 (2009): 20-26. Accessed April 15, 2015. http://www.iteaconnect.org/Publications/TTT/decjan09.pdf.
2 Vasquez, Jo Anne, Cary Sneider, and Michael Comer. “You May Already Be a STEM Teacher.” In STEM Lesson Essentials, Grades 3-8: Integrating Science, Technology, Engineering, and Mathematics, 192. 1st ed. Portsmouth, NH: Heinemann, 2013.
3 Weisenthal, Joe. “Here’s The New Ranking Of Top Countries In Reading, Science, And Math.” Business Insider. December 3, 2013. Accessed April 21, 2015.
Insights articles, written by Ambrose teachers and administrators, explore the many ways we are purposeful in achieving our goal of “graduating young men and women who possess the qualities of a deep and reasoned faith, a heartfelt moral compass, a strong command of language, are well-read, well-rounded, and appreciate beauty.”
