A game framework to enhance the STEM pipeline
Todd Shurn, Charles R. Hardnett, Iretta B.C. Kearse · 2008
We discuss strategically employing game creation throughout the Science, Technology, Engineering and Mathematics (STEM) pipeline to improve the creativity, problem solving skill and ethical behavior of American collegiate graduates. Examples from K-12 through baccalaureate studies are presented to substantiate our argument that games should be further embraced as a means to produce needed computer scientists and engineers. We sketch a framework integrating all STEM pipeline phases that may be used as the context for dialog among academic and industry stakeholders. We mention middle and high school programs, collegiate software development contests and innovative product competitions in relation to STEM pipeline phases. We conclude by proposing a national tracking system for evaluating STEM pipeline effectiveness and student outcomes.