Identifying and Cultivating Innovators and Increasing Diversity in Science, Technology, Engineering, and Mathematics (STEM): A Needed Paradigm Shift

ABSTRACT

Although writers have advocated a shift from the gifted child to a talent development paradigm, changes in methods for identifying and cultivating talent in STEM are needed. We present evidence that using a talent development paradigm supported by differentiation with an organicist rather than a mechanistic perspective was effective in identifying and cultivating potential innovators in STEM while also increasing the diversity of students identified. Exceptional talent was defined as having three components integrating the constructs of intelligence and creativity: (a) solving complex problems, (b) solving varied types of problems, and (c) having a complex and integrated knowledge structure in the domains assessed. Practices consistent with the talent development and differentiation paradigms include using measures of problem solving in different domains to create profiles and providing programs to engage all students in solving real-world problems.

KEYWORDS:

• creative problem solving
• paradigm shift
• STEM
• talent development
• talent identification
• underrepresentation

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was supported by the National Science Foundation, Grant #1321190, Cultivating Diverse Talent in STEM; PI, Uwe Hilgert; Co-PIs C. June Maker, Frans Tax, and Martha Lindsey, University of Arizona; Harold Begay, Tuba City Public Schools; Approved by Navajo Nation Research Review Board, #NNR-13.166.

Notes on contributors

C. June Maker

C. June Maker, Professor Emerita at University of Arizona, coordinated masters and doctoral degree programs in education of the gifted. Awards include the International Research Award from the World Council for Gifted and Talented Students (WCGTS), honorary Doctor of Letters from Western Kentucky University, and Bridges Academy 2e Hall of Fame. Since 1992, she has designed, field-tested, and researched performance-based assessments of creative problem solving in different domains in the DISCOVER Projects. She has served in leadership positions and on editorial boards for national and international organizations; and worked with children, teachers, and researchers in many countries. She has published extensively. Email: [email protected]

Randy Pease

Randy Pease, educator and author, has been working with Dr. June Maker’s DISCOVER Projects since 1992 in various capacities. He served originally as one of the first research teachers to trainer, then a contributing developer of the DISCOVER High School Assessment. He assisted in the development of a battery of performance assessments to identify strengths, talents, creativity, and academic performance for preschool children. He served as education research and curriculum assistant on Cultivating Diverse Talent in STEM funded by the National Science Foundation. His positions in education have included Classroom Teacher, Director for Gifted and Talented, Curriculum Specialist, and Instructional Coach. Email: [email protected]

Robert Zimmerman

Robert Zimmerman, formerly Research Associate at University of Arizona, Research Scientist at University of Florida, and Vector Ecologist for the World Health Organization. He has researched vector-borne disease in the United States and in Latin America. In addition, he has written guidelines and manuals about vector-borne disease management for the WHO and PAHO. He emphasized the importance of problem-based learning in these guidelines and when teaching. He has participated in the development and implementation of performance-based assessments of creative problem solving along with educators at the University of Arizona. He has published widely in natural science and in education journals. Email: [email protected]