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Carnegie Science Fall 2015 3 by people who had not received the safe vaccine.4 Ignoring facts can be destructive or fatal. We react to numbers like these first aghast and then with disbelief. As science-inclined types we read such reports and then nervously reassure ourselves that the poll bears a fatal flawa poorly phrased question perhapsor that the outbreaks only represented outliers and that surely STEM education cant have failed so badly. We shake our heads sit back and too often take no action. But we cannot ignore the mounting evidence that scientific literacy is in trouble. As STEM professionals educators and citizen scientists we have great opportunities to get directly involved in addressing this problem. Why Get Involved p. 5. But we need to do it right. There are many ways to do it wrong theyve all been extensively tested How can we teach STEM in a way that brings engagement and fun and joy and insight Voices of Experience Carnegie Science has a long history of efforts to advance STEM literacy through First Light a Saturday science school for children which grew in 1994 into the Carnegie Academy for Science Education that now also offers hands-on inquiry-based training for Washington D.C. teachers of STEM topics. In this special issue Carnegie Science shares a wealth of expertise learned from subjecting the process of STEM education itself to the scientific methodwhat works and what doesnt Here in this issue top educators and STEM professionals share their perspectives on common pitfalls and time-tested paths to success STEM Tips pp. 10-13. Unanimously they agree that student curiosity is the most powerful catalyst to learning. Were encouraged to find out what young people are interested in and to run with that topicwhether thats germs fireworks spaceships or baseball. Leave behind the classroom lecture format these experts say to invigorate the learning process Get students into active inquiry learning where activities prompt them to ask their own questions. Actual science is all about looking at amazing things and testing ideas about them not memorizing dogma. Why I Became a Scientist Veteran teachers remind us that watching a real scientist in action can spark a lifetime of STEM engagement for students pp. 14-17. Astronomers at Carnegies Observatories in Pasadena have been making this happen for high school students from local public schools by bringing them directly into the department. There they experience a day in the life of a scientist learn what STEM careers really look like and can discover what paths are open to them and what coursework may be involved. Finding these role models and mentors embedded in STEM fields becomes even more important among underrepresented minority communities pp. 7-9. Karl Reid Executive Director of the National Society of Black Engineers advocates a message thats echoed in many of the Why I Became a Scientist stories throughout this issue Without encouragement and exposure to STEM professionals students neither know what they can achieve nor have the confidence to succeed. The DC STEM Network Now all of these recommendations can be put to use through one efficient channel. Carnegie Science is proud to announce the recent launch of the DC STEM Network where teachers STEM professionals and students can all get involved. For this project the Carnegie Academy for Science Education joined forces with the Washington D.C. Office of the State Superintendent of Education to connect local partners in creating and advocating STEM learning opportunities for local D.C. students. The Battelle Memorial Network leads a nationwide network of 24 of these state initiatives which are now joined by the DC STEM Network. Ideas and plans developed by the DC STEM Network will we believe be useful and relevant in many other places in the U.S. and elsewhere. A launch event in April brought together educators industry partners and community leaders in student-led experiments and interactive workshops. The DC STEM Network also trained its first round of educators as STEM ambassadors this summer to drive up community engagement. Beyond enabling improved classroom experiences that emphasize critical thinking and communication skills the network provides greater exposure for students to the daily life of STEM professionals. The information in this special issue provides paths for everyonestudents families STEM professionals educators and organizationsto take action with the DC STEM Network website so please join us there www.dcstemnetwork.org. We look forward to your help in advancing science literacy. Remember STEM Needs You _____________________________________________________________________________________ 1 The New York Times 18 Sept. 2015 2 The New York Times 10 Sept. 2015 3 Gallup Values and Beliefs survey May 2014 4 httpwww.cdc.govmeaslescases-outbreaks.html Margaret Moerchen Science Deputy Matthew Scott President