We know a lot about the sort of learning gaps that took place, especially in hard subjects. But we also know that students still have a passion for them. And there are a lot of new techniques and ways to realize STEM in non-textbook ways that really capture the real-life application of STEM that draws them into the “how”, which is the subject matter that they need to learn to make a difference.
ESN: How do you take the idea of Project-Based Learning (PBL) and STEM and work it into not just those hard subjects that you mentioned, but creating a project that employs all different subject matters?
AW: So our solution working with classrooms around the country is really to highlight the importance of real-life applications or problem-based learning tools into a multidisciplinary approach. We tend to lean into STEM because that’s the genesis of the challenge that we’ve presented, which is to show how STEM could be applied to improve a local issue in your community, a problem that they want to seek to solve.
Part of the beauty of Solve for Tomorrow is that we are a classroom, team-based competition. We recognize that not everyone is going to be a Ph.D. chemist or physicist in the world today. But how great to be in a community, a team of students that are collectively learning and iterating off of each other to really find the root cause of a problem, and solve and advocate and work as a team to find that answer. And so even if you are not a hardcore scientist in your profession and your adulthood, everyone who’s been part of the competition can appreciate the importance of STEM unlock solving problems in a unique way.
ESN: How has the judging process evolved over the years?
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