The late Dr. Clarke, popularly known for authoring the cinematic space classic, “2001: A Space Odyssey,” was known for his technical prowess (he conceived the geostationary satellite) but also for his compelling optimistic vision for space development. . .
With the speed of technology advancing like never before, STEM careers of the future don’t yet exist. For those educating the workforce of the future, this means that the skills needed for those yet-to-be-imagined careers are somewhat predictive. . .
The increasingly technical nature of society drives a greater need for STEM skills to support it, and dramatic growth in the number of STEM jobs reflects this trend. However, some reports suggest that STEM graduates—those degreed in science, technology, engineering, or mathematics—are not meeting this need. . .
The science, technology, engineering, and mathematics (STEM) workforce is at the core of the space industry—from the mathematicians and astronomers who analyze space to the engineers who design and build the launch vehicles that get us there. This workforce is enabled . . .
In addition to adeptly managing the existing workforce, the health of the industry relies on a steady supply of highly educated individuals, particularly those earning university degrees in science, technology, engineering, and mathematics (STEM) fields.
The continued health of the space workforce depends on a steady stream of individuals with the education necessary to pursue these jobs. For most space occupations, this means a degree in a science, technology, engineering, and mathematics (STEM) field. In order to pursue these degree programs successfully, students must have adequate training and engagement during their primary and secondary education years.
In education, the most recent National Assessment of Educational Progress exams show that U.S. fourth- and eighth-grade students are showing improvement in mathematics, though less than half achieve at or above the level deemed proficient. According to the most recent international examinations, the United States remains in the middle of the pack among major space nations with regard to mathematics performance, with Japan and South Korea leading
In the United States, the number of STEM graduates has been growing at all degree attainment levels. Bachelor’s degrees grew 26% from 2000 to 2010, while master’s and doctoral degrees each grew about 40% over this time period. Data is available on STEM degree attainment in the United States going back to 1966, three years before the Apollo 11 flight that landed on the Moon.going back to 1966, three years before the Apollo 11 flight that landed on the Moon.
In addition to participating in TIMSS, the United States also carries out the National Assessment of Educational Progress (NAEP) to assess elementary and secondary students in the United States on subjects including mathematics and science. In October 2013, NCES released the NAEP-TIMSS Linking Study, allowing comparison of U.S. states against international standards.