Strategic Plan

GO‐STEM Strategic Plan
GO STEM’s plan for long‐term success is connected to the GO STEM Vision to “Realize regional
prosperity through a thriving STEM workforce and career‐ready rural youth”. Although there are many
avenues to approach this work, GO STEM has chosen to focus on the following three areas based on the
needs described previously and current efforts in the region.

STEM Awareness, Pipelines & Pathways

Long‐term Outcome:
Eastern Oregon has a vital STEM workforce with a variety of opportunities at different educational
levels
Long‐term Indicator of Success:

Increase collaborations between employers and educational institutions to provide specific skills
needed to fill workforce gaps.

STEM Systems for Education

Long‐term Outcome:
Schools in eastern Oregon are known for quality STEM education and employable graduates
Long‐term Indicator of Success:
Increase in number of high school graduates with full‐time employment plans or accepted into
post‐secondary education for STEM fields
Communicating Rural STEM Perspectives, Needs, Solutions and Opportunities

Long‐term Outcome:
Rural areas are seen as valuable contributors to statewide learning and growth
Long‐term Indicator of Success:
Increase interactions between GO STEM partners and statewide interest groups and stakeholders

GO STEM has prioritized understanding and addressing the needs that are common to a vast area where
communities are under similar pressures to address workforce, economic and educational needs.
Partnerships have been formed with community leaders from various entities, even in the most rural
parts of eastern Oregon. Simultaneously, post‐secondary institutional leaders and workforce
representatives in the region have been deepening their partnerships to expand pipelines and offer new
opportunities for people to transition between high school, workforce, technical certifications, applied
science Associates degrees, and Bachelor’s degrees with the goal of allowing a variety of entry points
and options for non‐traditional students as well as attending to job skills for new technological
industries. All of these partners know eastern Oregon well and are deeply committed to the final
outcome of thriving rural places.
The hub backbone works to build STEM awareness and common vision through key regional resources
that support institutional improvements in STEM education and connections to STEM professionals.
Within each of the priorities, external funds are sought to build opportunities that improve the
awareness and continuity of educational pathways and pipelines, support school leaders to learn about
STEM, build STEM learning opportunities for students, provide high quality professional development
for teachers, and provide an avenue for statewide youth voice and leadership. The table below
summarizes the needs and the strategies developed to address these needs. 

1. STEM Awareness, Pipelines & Pathways
Long‐term Outcome

Eastern Oregon has a vital STEM workforce with a variety of opportunities at different
educational levels

Needs Addressed

 Inspire local youth to pursue STEM careers including careers in Technology,
Healthcare, Manufacturing and Natural Resources.
 Fill job vacancies in Healthcare, Manufacturing and Natural Resources with local
applicants.

Description This work is accomplished through awareness of STEM learning and STEM careers in
the community and by building consensus among regional partners providing
education and workforce development. Partners are aware of and can communicate
how their individual work aligns with regional initiatives and youth are aware of STEM
careers and the educational pathways available to reach those careers. The hub
backbone and the partners develop and expand on available resources and strategies
to increase awareness and connections between existing opportunities.

Strategies

Maintain a regional partnership with a variety of stakeholders in education and
workforce that will identify existing resources and promote the work of regional
STEM champions
Expand communications through investment in website resources, social media,
newsletters and other interactions to develop STEM awareness for educators,
families and STEM professionals
Provide connections to STEM professionals for career connected learning, through
Oregon Connections and online regional map (http://go‐stem.org/regional‐map‐2/

Include career connections in all STEM professional development and STEM student
programs led by the partnership
Align career learning opportunities within communities to provide career awareness,
exposure and experiences
Collaborate with regional post‐secondary partners to connect students and adults
with STEM educational pathways and entrepreneurial skill building opportunities

Key Performance Indicators

Increase in number of followers on GO‐STEM social media
Increase in number of participants in Oregon STEM Week
Increase in number of professionals included on the regional business map
Increase in common understanding of STEM initiatives among regional partners as
measured by EPIC and OSU (common measurements for all STEM Hubs)
Increase in number of graduates in regional STEM post‐secondary educational
programs

Long‐term Indicator of Success

Increase collaborations between employers and educational institutions to provide specific skills needed to fill workforce gaps.

2. STEM Systems for Education
Long‐term Outcome

Schools in eastern Oregon are known for quality STEM education and employable
graduates

Needs Addressed

 Increase access to authentic and relevant learning opportunities that provide
practice in communication, teamwork, problem‐solving and critical thinking.
 Increase access to high‐level core STEM and CTE classes at all schools (physics,
chemistry, computer science, health sciences, agriculture, and engineering).
 Align and connect opportunities for students within school districts.

Description This work is accomplished by supporting school districts and education providers to
increase and align opportunities for STEM learning within the preK‐12 system. The GO
STEM partnership will seek funds and locate programs to provide quality professional
development in STEM, math, science and CTE for teachers, and will help develop
pathways and pipelines for students that lead to successful employment after
graduation. Important components for students include both rigorous academics and
21st century workplace skills including: leadership, teamwork, communication, critical
thinking and problem‐solving.

Strategies

Collaborate with school leaders and education providers to develop a plan to align
STEM and CTE opportunities, provide resources and expertise on STEM learning, and
promote pathways and connections that lead to STEM workplace and academic skills
Identify “most wanted” skills from STEM industry and develop a program for industry
awards to top STEM school programs

Support students to develop and promote STEM events in their schools and
communities
Build opportunities for students to develop leadership, critical thinking and problem‐
solving skills through STEM learning
Build opportunities for students to earn early college credit aligned to educational
pathways at community colleges and EOU
Provide high‐quality STEM professional development for educators and support the
development of regional professional learning communities
Track and share positive STEM attributes of each school district on the GO‐STEM
website
Track and share success stories from local STEM industry hiring local students

Key Performance Indicators

Increase in STEM interest and awareness of pathways to college and career among K‐
12 students in participating school districts
Increase in number of early college credit courses offered at regional institutions
Increase in number of school districts participating in development of District‐wide
alignment of STEM and CTE opportunities

Long‐term Indicator of Success

Increase in number of high school graduates with full‐time employment plans or
accepted into post‐secondary education for STEM fields

3. Communicating Rural STEM Perspectives, Needs, Solutions and Opportunities
Long‐term Outcome

Rural areas are seen as valuable contributors to statewide learning and growth

Needs Addressed

 Communicate rural perspectives at the statewide level
 Develop future leaders in STEM from underrepresented communities (rural,
students of color, students navigating poverty, and young women)

Description This work is accomplished by supporting opportunities for youth voice and leadership.
We support rural youth to be representatives of the region at statewide events and to
share their accomplishments with local leaders in their communities. We also support
regional stakeholders to share their expertise at statewide STEM events.
Strategies Secure funds to maintain and advance the regional youth program for high school
students, initiated by GO STEM, and coordinate the program with statewide efforts
related to youth voice and leadership
Identify opportunities for students, educators and other partners to attend STEM
events and share their perspective with audiences in their communities and around
the state
Host key annual events including a Summer STEM Camp and Dinner with STEM Pros

Advocate for effective online options for rural and remote people to attend statewide
meetings
Participate in and lead statewide committees
Share social media and newsletters with statewide audiences

Key Performance Indicators

Increase participation in regional youth voice and leadership program
Increase STEM community projects and presentations accomplished by youth leaders
Track attendance and leadership of both in‐person and online statewide meetings

Long‐term Indicator of Success

Increase interactions between GO STEM partners and statewide interest groups and
stakeholders