essedesignguide.org

The conventionally accepted pipeline metaphor, when applied to STEM, seems not to match the observed learning in ESS courses. Whereas this model seems to imply a single input-output pipe with an emphasis on a single outcome—that of a fully STEM educated individual employed in the sciences—we recognize and seek to shift the discussion to one of multiple input-output pipes that afford students with many chances to leave and re-enter. While a fully engaged and advanced scientifically and mathematically literate workforce may be the ideal for a developed society, we want to be realistic and acknowledge that 1) not all persons, even those with high STEM literacy, will be employed in STEM-centered disciplines, and 2) careers outside the STEM-centered disciplines, along with participation in society at large, will be significantly enhanced by a rise in STEM literacy.

ESSE has demonstrated that such an approach to science learning is highly appealing to non-science students, at times more so than traditional single-discipline courses. If the scientific and education communities begin to think about developing a larger scientifically informed citizenry, rather than merely striving to increase the number of exiting students seeking STEM employment, perhaps the lessons learned from the multi-disciplinary but rigorous domain of Earth system science study may be a point of departure.