STEM Gathering: From Research to Action

On the snowy morning of Friday, December 6, 2013, a group of dedicated professionals from a wide spread of sectors gathered to celebrate Compass STEM, a new MN data and resource portal. We explored the data, considered stories behind the data, and discussed how to move from information to action.

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  1. Follow along with the PowerPoint slide deck.
  2. Anticipation built prior to the Compass STEM gathering, which was co-hosted by Minnesota Compass, Boston Scientific, Minnesota Department of Education, SciMathMN, and Minnesota High Tech Association (MHTA).
  3. Welcome
  4. Marilee Grant, Boston Scientific, and Paul Mattessich, Wilder Research, welcomed participants to the gathering. Boston Scientific provided support to drive development of the Compass STEM resource.
  5. Data presentation
  6. Caryn Mohr, who was the primary researcher in the development of Compass STEM, said, "Today I play two roles: I am a researcher and a story-teller." Caryn and Allison Liuzzi, Minnesota Compass research scientist, explored the data through statistics, stories, and images.
  7. Caryn and Allison shared these documents:

    Why/Why Not: Background on how key measures were selected
    Data Needs: Measures not currently available that would benefit Minnesota's STEM sector
    (all PDF)
  8. Stakeholder stories
  9. STEM stakeholders shared experiences with the group, including ways they have used Compass STEM to identify needs, strengthen training programs, and inspire action. 

    Thank you to Joe Alfano of Minneapolis Public Schools, Lisa Schlosser of Thomson Reuters, and Anne Hornickel of SciMathMN for presenting their stories. SciMathMN's Steve Walvig introduced the speakers.
  10. Discussion
  11. Following the stakeholder stories, we took the conversation to the audience. We gathered in table groups to discuss a few questions: or, as Minnesota Department of Education's Doug Paulson put it, engage in "evidence-based reasoning." The process of evidence-based reasoning is also a hallmark of STEM education, Doug noted.

    The discussion focused on three questions:
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