EXPLORE THE OPTIONS
Children learn to use computer-aided design and drafting software at STARBASE Summer Camp at Camp Mabry, Texas, in August 2017. Funded by DOD and now in its fifth year, STARBASE encourages children in areas that are historically underrepresented in STEM—inner cities or rural locations, for example, or those that are socioeconomically disadvantaged—to get involved in STEM disciplines through hands-on challenges and networking with positive role models. (U.S. Army National Guard photo by Sgt. Michael Giles)
AEOP is investigating new and innova- tive ways to forge mutually beneficial relationships with organizations and technical associations that have similar STEM goals, specifically serving students from underserved populations and mili- tary dependents. In collaboration with our strategic STEM partners, AEOP is empowered to leverage
their partners’
robust and established STEM networks, build on and synergize with existing relationships and promote its portfolio of enriching STEM opportunities for educa- tors and students. Te intent of the AEOP Strategic Outreach
Initiatives, started
in April 2016, is to broaden student par- ticipation in the AEOP portfolio to better
Te AEOP strategy has also significantly improved the Army’s ability to capture
reflect the nation’s demographics. AEOP selected partners specifically for their lead- ership in STEM learning and outreach to African-American, Hispanic, female and military-connected students. Current partners include the Society of Women Engineers, the Tiger Woods Foundation, Harmony Public Schools, DC STEM Network, Carnegie Academy for Science Education and the EduCare Foundation, among many others. Trough these stra- tegic partners, AEOP is able to broaden its network far beyond the Army laboratories and our university partners.
measures of success, to identify STEM program gaps, to maximize resources, and to create, tainable
STEM infrastructure. Tese
investments center on a measurable and defensible value stream that affects an expanding workforce, including Ameri- cans in rural and urban settings, as well as other underrepresented groups in STEM fields. Te program tracks improvements in these areas and analyzes the effective- ness of each AEOP STEM effort.
HEIGHTENED INTEREST IN STEM Most
train and defend a sus-
important of all, the AEOP pro-
grams work. Students have reported a deeper interest in STEM after complet- ing just one of
the AEOP enrichment
Recent studies illustrate a clear and alarming erosion in the United States’ STEM capabilities, evident in both the skills gap plaguing our major industries and our students’ lagging achievement in mathematics and science compared with peers worldwide.
programs, competitions or apprentice- ships. Program impact has been captured through survey data. Furthermore, AEOP alumni attest to how the AEOP experience dramatically improved their understanding of STEM careers in DOD and beyond and set them on a path to pursuing a STEM-related career. A recent initiative evaluated the impact of AEOP activities on the 21st Century
ASC.ARMY.MIL 171
SCIENCE & TECHNOLOGY / DASA(R&T)
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176 |
Page 177 |
Page 178 |
Page 179 |
Page 180 |
Page 181 |
Page 182 |
Page 183 |
Page 184 |
Page 185 |
Page 186 |
Page 187 |
Page 188 |
Page 189 |
Page 190 |
Page 191 |
Page 192 |
Page 193 |
Page 194 |
Page 195 |
Page 196 |
Page 197 |
Page 198 |
Page 199 |
Page 200 |
Page 201 |
Page 202 |
Page 203 |
Page 204 |
Page 205 |
Page 206 |
Page 207 |
Page 208 |
Page 209 |
Page 210 |
Page 211 |
Page 212 |
Page 213 |
Page 214 |
Page 215 |
Page 216 |
Page 217 |
Page 218 |
Page 219 |
Page 220 |
Page 221 |
Page 222 |
Page 223 |
Page 224 |
Page 225 |
Page 226 |
Page 227 |
Page 228 |
Page 229 |
Page 230 |
Page 231 |
Page 232 |
Page 233 |
Page 234 |
Page 235 |
Page 236 |
Page 237 |
Page 238 |
Page 239 |
Page 240 |
Page 241 |
Page 242 |
Page 243 |
Page 244 |
Page 245 |
Page 246 |
Page 247 |
Page 248 |
Page 249 |
Page 250 |
Page 251 |
Page 252 |
Page 253 |
Page 254 |
Page 255 |
Page 256 |
Page 257 |
Page 258 |
Page 259 |
Page 260 |
Page 261 |
Page 262 |
Page 263 |
Page 264 |
Page 265 |
Page 266 |
Page 267 |
Page 268 |
Page 269 |
Page 270 |
Page 271 |
Page 272 |
Page 273 |
Page 274 |
Page 275 |
Page 276
