STEM Columbus:
HOW TO DEVELOP A
COMPETITIVE WORK FORCE
By Barbara Frankel
Consider these facts:
• Fifty percent of U.S. engineers will
retire in the next 10 years*
• Eighty-four percent of eighth-graders would rather take out trash,
eat vegetables or go to the dentist
than do math homework*
• In 1970, Americans held half of
the science and engineering doctoral degrees in the world. By 2010,
Americans will hold only 15 percent
of those degrees*
• America and its cities are facing
a crisis in developing a pipeline of
science and engineering talent
This is the story of one city,
Columbus, Ohio, and its public/
private partnership to create a
future work force, especially in
underserved communities.
The program is called STEM
(Science, Technology, Engineering,
and Mathematics) Columbus and
it is part of a national program to
improve U.S. competitiveness by
preparing students to succeed in
a technologically advanced world.
DiversityInc recently interviewed
Rich Rosen, vice president of education and philantropy at Battelle,
the Columbus-based independent
research and development organization. Rosen has been one of the
key factors in bringing STEM to
Columbus, and Battelle is one of the
leading sponsors.
Rosen tells us the first step “is
to get the kids interested early
and maintain their interest … We
want them to see the vast array of
jobs that are available for this type
of background.”
The STEM program has several
aspects, including bringing relev-ency to curriculum in elementary,
NSBE college students and alumni
from Ohio State and other schools
are used as trainees and mentors
for the 40 Columbus-area high
schools and middle schools that
are involved.
What’s the goal of STEM
Columbus? To increase STEM
literacy for all Columbus students
and to help Ohio reach its goal of
doubling the number of graduates
in these areas to 24,000 students
by 2015. The second goal is for
literacy in math, science and
engineering. STEM Columbus
They had a CHOICE ... They chose to come.
middle and high schools to explore measures success by participation
mathematics and science. This and engagement plus academic
includes areas such as rocketry and achievement and graduation.
robotics, after-school clubs with Is it too early for results? Yes, but
coaches and mentors, and summer Rosen points to the participation—
camps emphasizing the engineering STEM Columbus just concluded a
experience. Corporate volunteers three-week summer camp where
show teachers and students what 300 youngsters were involved. It
it’s like to be an engineer or a scien- was a day camp for the students but
tist. They become mentors, actually a residential camp for college men-
working with the students on a tors. “They had a choice: They could
daily basis. spend their summers doing what
Students become involved in other kids do in the summer or they
STEM as young as third grade and could come to engineering camp.
keep the connection all the way They chose to come—they chose to
through college. “We’re targeting stay for three weeks.”
kids who have traditionally not had What else is on the horizon?
access to this type of education. Platform high schools of about
They may be low-income or low- 400 students, many from Black
interest, which means they lack the and Latino populations, where the
exposure to mentors or to environ- teachers and curriculum are fo-
ments where they would have a way cused on these topics. Columbus’
of visualizing what the job might first platform high school started
look like,” notes Rosen. in 2007, and a second one will
Rosen was involved in starting open in 2009.
the program in Columbus after the Rosen spends time at the
National Society of Black Engineers school, lecturing and talking with
(NSBE) conference was held in the the students. What surprises him
city in 2007. “We used that event most about them? “How incred-and the awareness that it built as ibly aware they are and how pas-a way to create and sustain a level sionate they are about the world,”
of interest in engineering,” he says. he says.
*Sources: The National Academy of Science, The Science and Mathematics Education Policy Advisory Council
