by Ken Hosier

At the turn of this century, many corporations, educational institutions, and science organizations became increasingly alarmed at what was then perceived as a decline in science educational quality. Some were worried that the U.S. would not be able to produce enough graduates competent in science and technology to remain competitive in the global market. Part of the problem was that many science and technology fields needed to be integrated into the classroom. However, laboratories in the private sector require scientists and engineers to be proficient in several facets of technology and science. For example, as a chemist, I had to calibrate and fix gas chromatographs, use complex mathematical concepts to calibrate instruments, determine concentrations of contaminants, and write macros to transfer and integrate data into a usable interface for the customers. Of course, there was also a small quantity of chemistry to do. In our societal pursuit to standardize curriculum, have we left out one of the most critical elements of our science programs, young scientists, to be able to think logically and critically across the different fields of science and engineering? 

STEM (an acronym for Science, Technology, Engineering, and Math) was first used during the mid-1990s by the National Science Foundation.1 STEM can be defined as "An interdisciplinary approach to learning that removes the traditional barriers separating the four disciplines of science, technology, engineering, and mathematics and integrates them into real-world, rigorous, and relevant learning experiences. "2 Cries for a greater emphasis on STEM have grown in intensity as of late. In 2012, the Organization for Economic Co-operation and Development (OECD) came out with the global rankings for several subject-matter areas, including science and math. Over 510,000 students 15 years of age took the exams. Many in the U.S. were startled when they discovered we had slipped to 31st in math and 24th in science globally. Educational pundits and leaders in the corporate world demanded more rigorous standards for math and science. Concern for the future of science and technology in the U.S. had suddenly elevated STEM from a potential paradigm adjustment to a pedagogical imperative. 

Talking with parents and administration recently has made me keenly aware that our community here at Ambrose wants to know how our students will be prepared to take on the STEM disciplines after high school (for graduates who decide to pursue these fields). More specifically, how will students who graduate with a classical Christian education (cCe) fare compared to their charter or public school counterparts? Know that I am not under some directive from the administration to “sell” cCe, nor will I disparage the education provided by my colleagues and friends at other educational institutions. I know some schools offer a solid science curriculum and are at the forefront of developing STEM education. What I will be addressing is how cCe prepares students for STEM fields. 

The question that generally arises is, "How does a school with a humanities-centered curriculum prepare students for STEM programs at the collegiate level?" Let me assure you that what we do here will prepare our students well. As a former scientist, I am passionate about developing a robust curriculum in the science department that will prepare students for post-secondary education and hopefully instill a life-long interest in science. It is a lofty goal, to be sure, but one I am dedicated to achieving. 

Medical professionals, scientists, and engineers must think, develop, execute, and evaluate daily. Classical Christian education strives to develop students who do the same, and this is cultivated across the disciplines. Our school values the Great Books and Great Ideas. We also value the importance of using logic and rhetoric to engage in the discourse of specific principles and ideals. It might be best to look at a specific aspect of our curriculum to avoid sounding verbose. In 9th grade, the students are required to read Frankenstein by Mary Shelley in their humanities class. Let's take a closer look at Frankenstein through a different lens, integrating STEM and cCe. In biology, we discuss the ethics of gene therapy and cloning. Questions that arise include: Should Dr. Frankenstein have created the monster in the first place? Does Frankenstein (or a clone) have a soul? Is genetic manipulation and reprogramming ethical, and in what context (treating genetic disorders versus genetic enhancement)? How is a virus used to rewrite the genome? These complex questions force students to understand cloning in a way that goes beyond rote memorization. 

As a staff, we constantly challenge our students to think well. This happens when students translate Virgil from Latin to English when students organize and lead community service projects for House, and when they develop a thesis (similar to a hypothesis), research it, write about it, and defend it in front of a panel of judges, teachers, and their peers. We want to develop virtuous, logical Christian thinkers, not simple regurgitators of knowledge. 

The evidence of preparedness for the STEM fields is found in the pursuits and accomplishments of our graduates. Since we are a relatively small community, I have had the opportunity and pleasure of keeping in touch with many alums over the years. Quite a few have studied and gained employment in various STEM fields. Alumni have earned or are pursuing degrees in nursing, pre-med, physical therapy, aeronautical engineering, mechanical engineering, sports science, mathematics, chemistry, geology, wildlife biology, general biology, and physics. Several have gone on to work on advanced degrees. All signs point towards a healthy, growing, and sustainable science program at The Ambrose School. 

When a farmer cultivates the land where he is trying to grow vegetation, there are various considerations to consider. He chooses the crop with the strongest genetic fitness to ensure that only the best traits are passed on. The fields are tilled, the fertilizers are strategically applied, and pests and pathogens are vigorously defended against. You would not expect the farmer only to fertilize the fields and neglect the other essentials. To prepare our graduates for the STEM fields, we must develop not only students competent in science but also students who can think critically and logically while maintaining the virtue and integrity essential to becoming a great citizen, much less a great scientist. Classical Christian education produces a crop of students who are best prepared to take on the rigors of a STEM education. 

1 Sanders, Mark. "Integrative STEM Education: Primer." The Technology Teacher 68, no. 4 (2009): 20-26. Accessed April 1, 2015. http://www.iteaconnect.org/Publications/TTT/decjan09.pdf. 

2 Vasquez, Jo Anne, Cary Sneider, and Michael Comer. "You May Already Be a STEM Teacher." In STEM Lesson Essentials, Grades 3-8: Integrating Science, Technology, Engineering, and Mathematics, 192. 1st ed. Portsmouth, NH: Heinemann, 2013. 

3 Weisenthal, Joe. "Here's The New Ranking Of Top Countries In Reading, Science, And Math." Business Insider. December 3, 2013. Accessed April 29, 2015.