581-017-0301 Definitions The following definitions apply to 581-017-0301 TO 581-017-0333: (1) “Achievement Gap” means the gap in achievement (state test scores in science and mathematics as well as postsecondary degree attainment in STEM) that often exists between students who are economically disadvantaged, students learning English as a second language, African American, Hispanic or Native American compared to their peers. (2) “Authentic Problem-Based Learning” means using real world questions, problems, and tasks—often drawn from local community issues and industries—as the focus to drive the learning experiences, deepen understanding, and developing rich contextual connections across a variety of STEM and non-STEM disciplines. (3) “Career and Technical Education (CTE)” is a comprehensive educational program for students based on industry needs. CTE includes coursework in areas such as health care, engineering, and computer science. (4) “Community Engagement” means a broad collaboration and participation between multiple sectors of the community for the mutually beneficial exchange of knowledge and resources to identify local needs and contribute to larger conversations on visioning planning which may include, but not limited to parent groups and advocacy groups, industry and STEM agencies, economic and workforce groups, student input, and educators. (5) “Education service district” or “ESD” means an education service district as defined in ORS 334.003. (6) “Effective STEM Instruction” means the use of evidence-based practices that support interconnected, relevant STEM instruction as stated in definition number one. (7) “Effective STEM Leadership” means identifying schools, school districts, postsecondary institutions, business & industry, student-focused nonprofits and community leadership to support implementing and improving STEM teaching and learning in addition to creating a culture that fosters STEM learning with evidence-based resources. Effective STEM leadership develops an understanding of what effective and interconnected STEM education looks like in the classroom and supports the development of learning environments that empower educators to implement innovative STEM education approaches. (8) “Effective STEM Learning Environments” means supporting student interaction with STEM education during formal and informal settings in ways that promote deeper understanding of real-world complex concepts. Such learning environments need to engage all students in solving complex problems, using highly interactive learning opportunities that create new opportunities for STEM learning across the core curriculum. (9) “Oregon Equity Lens” means the Oregon Equity Lens as defined in OAR 581-017-0010. (10) “Postsecondary Institution” means a: (a) A community college operated under ORS Chapter 341. (b) The following public universities within the Oregon University System: (A) University of Oregon. (B) Oregon State University. (C) Portland State University. (D) Oregon Institute of Technology. (E) Western Oregon University. (F) Southern Oregon University. (G) Eastern Oregon University. (c) Oregon Health and Science University. (d) An Oregon-based, generally accredited, not-for-profit institution of higher education. (11) “Regional STEM Hub” means a commitment of a group of key stakeholders from different sectors such as, but not limited to school districts, informal education providers, postsecondary institutions, business & industry, student-focused nonprofits, students, families, community members and policy makers to advance state and local educational goals related to science, technology, engineering, mathematics and career & technical education (CTE). (12) “Statewide STEM Network” means a supportive collaboration between and across Regional STEM Hubs to share knowledge, expertise, insights, and leadership to assist other communities in their efforts to create similar STEM partnerships. (13) “STEM Education” means an approach to teaching and lifelong learning that emphasizes the natural interconnectedness of the four separate STEM disciplines. Developing and deepening content knowledge and skills in science and mathematics is the foundation of STEM teaching and learning. The natural connections among science, mathematics and STEM are made explicit through collaboration between educators resulting in real and appropriate context built into instruction, curriculum, and assessment. The common element of problem solving is emphasized across all STEM disciplines allowing students to discover, explore, and apply critical thinking skills as they learn. (14) “STEM Practitioners” refers to individuals engaged in STEM-related professions such as but not limited to, natural resources management, high-tech manufacturing and product development, information technology, industrial design, health sciences, software, scientific research, engineering, data analytics, etc. (15) “Student-Focused Nonprofits” means an organization that meets all of the following requirements: (a) Is established as a nonprofit organization under the laws of Oregon; (b) Qualifies as an exempt organization under section 501(c)(3) of the Internal Revenue Code as defined in ORS 314.011; and (c) Is focused on providing services to students who’s goals or mission are focused on impacting and improving outcomes in STEM education. (16) “Underserved Students” are students whom systems have placed at risk because of their race, ethnicity, English language proficiency, socioeconomic status, gender, sexual orientation, differently abled, or geographic location. (17) “Underrepresented Students” in STEM are from demographic groups who’s representation in STEM fields and industries does not mirror regional and national focus populations specifically, women, African American, Native American, Hispanic and Pacific Islander students which systems have provided insufficient or inadequate balance of opportunity. Statutory/Other Authority: ORS 327.820; 2015 OL Ch. 763 & Sec. 1 (Enrolled HB 3072) Statutes/Other Implemented: ORS 327.820; 2015 OL Ch. 763 & Sec. 1 (Enrolled HB 3072) History: ODE 140-2019, amend filed 09/23/2019, effective 09/23/2019 ODE 3-2019, minor correction filed 01/09/2019, effective 01/09/2019 ODE 50-2016, f. & cert. ef. 11-1-16 ODE 34-2016, f. & cert. ef. 5-17-16 Reverted to ODE 30-2014, f. & cert. ef. 6-24-14 ODE 15-2015(Temp), f. 9-25-15, cert. ef. 9-28-15 thru 3-15-16 ODE 30-2014, f. & cert. ef. 6-24-14