In the face of complex local and global problems, there is a critical need to prepare PK-12 students to be innovative, resilient problem-solvers and well-equipped STEM-literate citizens. With focus upon integrated content, college and career readiness, authentic problems, and action-oriented pedagogies, integrative STEM education provides a promising approach to address this challenge.

Integrative STEM programming with its fusion of science, mathematics, engineering, and technology content and practices may manifest in a variety of ways:

Teachers co-plan an engineering design experience within a social studies class.A community business partner offers a job-shadowing experience.Students engage in an after-school program at a makerspace.Educators collaboratively re-envision and interweave STEM across the curriculum.And more...

Current and future educational leaders striving to improve STEM programming will find this book to be a useful resource. Its introduction offers an orientation to the fundamental goals, principles, and practices of integrative STEM education. While later chapters delve into the facets of STEM programming and the competencies of STEM leadership which form the foundation of a coherent program. These evidence-based strategies, examples, and resources may provide inspiration to leaders as they initiate and enhance an equitable integrative STEM culture within their school.

Rachel Louise Geesa, EdD, is an assistant professor in the department of educational leadership at Ball State University. With formal training and professional experience in art education, gifted education, and educational leadership, she guides pre-service and in-service educational leaders to provide inclusive and integrative learning experiences to PK-12 learners.

Mary Annette Rose, EdD, is an associate professor of educational studies at Ball State University. She is a practitioner of integrative teaching and learning approaches, especially those that focus upon the application of science, mathematics, and social studies to enhance energy, environmental, and technological literacy.

Krista Marie Stith, PhD, is the director of the center for gifted studies and talent development at Ball State University. She holds a degree in curriculum and instruction from the integrative STEM education department of Virginia Tech and provides support to pre-service and in-service educators on integrative pedagogy.

Dedication

Foreword-Fenwick W. English

Preface-Rachel Louise Geesa, Mary Annette Rose, and Krista Marie Stith

Acknowledgements

Chapter 1: Introduction: Educational Leadership and Integrative STEM Education

Krista Marie Stith, Rachel Louise Geesa, and Jim Egenrieder

Chapter 2: Leadership to Foster an Integrative STEM Mission and Culture

Rachel Louise Geesa

Chapter 3: Equity, Diversity, and Inclusion within Integrative STEM Education

Rachel Louise Geesa, Mary Annette Rose, Krista Marie Stith, Kendra Lowery, and Joanne Caniglia

Chapter 4: Considerations for Integrative STEM Infrastructure and Programming

Michael E. Grubbs and Krista Marie Stith

Chapter 5: Facilitating an Integrative STEM Curriculum

Mary Annette Rose and Krista Stith

Chapter 6: Collaboration in PK-12 Integrative STEM Instruction

Suparna Sinha, David J. Shernoff, and Cheryl Cuddihy

Chapter 7: Extended Learning Opportunities in Integrative STEM

Kate Shively

Chapter 8: Promoting Professional Learning for Integrative STEM

Ginger Mink Teague, Krista Marie Stith, and Rachel Louise Geesa

Chapter 9: Assessment and Data-Informed Decisions in Integrative STEM

Mary Annette Rose, Krista Marie Stith, Rachel Louise Geesa, and Jim Egenrieder

Chapter 10: Evaluation of Integrative STEM Education

Rachel Louise Geesa, Mary Annette Rose, Krista Marie Stith, and Marilynn Marks Quick

Conclusion: Leading the Future Generation to Success Through Integrative STEM Education

Krista Marie Stith, Rachel Louise Geesa, and Mary Annette Rose

About the Contributors