24 techdirections ◆ APRIL 2015 D ESPITE the increased emphasis on teaching the science, technology, engineering, and math- ematics (STEM) concepts naturally embedded in career and technical education (CTE), there remains little collaboration between CTE and the STEM subject areas in one important area: safety and li- ability. This is alarming given the litigious nature of today’s society and the number of accidents that occur in school laboratories each year (Haynie, 2009). CTE, technology and engineering (TE) education, and science educa- tion professionals must collaborate on concerns regarding laboratory safety and liability to develop a safer STEM-literate citizenry (Fig. 1). This article examines the integration of STEM in CTE, along with strategies to develop safer STEM-literate citizens through collaboration among profes- sionals in related fields. What Is STEM Literacy? CTE’s application of STEM con- cepts lends itself as a perfect can- didate to teach STEM in authentic contexts, since “there is significant overlap in the knowledge and skills between traditional core academic courses and CTE courses” (NAS- DCTEc, 2013, p. 5). CTE must strive to prepare STEM-literate citizens who can seamlessly apply knowledge from multiple disciplines to solve problems. STEM literacy has been defined by various organizations and individu- als. The National Academy of Engineering and the National Research Council’s (2014) comprehensive report titled “STEM Integration in K-12 Education” described STEM literacy as consist- ing of (1) aware- ness of the roles of science, technology, engineering, and mathematics in modern society, (2) familiarity with at least some of the fundamental concepts from each area, and (3) a basic level of application fluency (p. 34). Despite some differences in opinions about definitions, one clear goal of STEM literacy is to develop a STEM-capable workforce (NAE & NRC, 2014). STEM literacy can prepare competent and capable citizens and ensure their success in employment and post- secondary education (NAE & NRC, 2009). Why Integrate STEM in CTE? As President Obama mentioned in his 2012 State of the Union address, a STEM-literate workforce is invalu- able to the United States. Developing students’ STEM skills through CTE experiences is essential to develop- ing the knowledge and skills needed to support the U.S. economy. CTE programs provide an excellent opportunity for students to apply STEM content and develop interest in STEM career opportu- nities. According to the As- sociation for Career and Technical Education (ACTE), “CTE courses, through the thoughtful integration of STEM concepts, can help all students become more STEM literate and increase the chance that these students consider STEM-relat- ed careers” (ACTE, 2011). In addition, CTE programs serve as the vehicle to deliver STEM content in an authentic context. Again according to the ACTE, “CTE programs offer an important instruc- tional approach that strengthens students’ understanding of STEM content and helps attract more indi- viduals into STEM career pathways” (ACTE, 2011, p. 1). Pursuing a STEM- related career has great benefits for both the nation and the individual student. Carnevale, Smith, and Melton (2011) found that many STEM jobs go unfilled due to applicants not possessing the necessary skills to Preparing Safer STEM-Literate Citizens: A Call for Educator Collaboration By Tyler S. Love tslove@vt.edu Tyler S. Love is a Ph. D. candidate in the Integrative STEM Education program,Virginia Tech, Blacksburg, VA. Safer STEM-Literate Citizens CTE Safety T&E Education Safety Science Education Safety