This study examines how experiencing model-eliciting activities (MEAs) influenced elementary pre-service teachers’ (PSTs) perceptions of an engineering-based approach to integrated STEM. The participants included 17 elementary PSTs from large public universities located in the southeastern and western regions of the United States. The participants engaged in MEA engineering-based integrated STEM learning experiences. The data included open-ended reflections about the experience. The reflections were coded deductively using the elements of the Equity-Oriented STEM Literacy Framework: dispositions, applicability and utility, empowerment, critical thinking and problem solving, identity development, and empathy. The findings indicate that when PSTs use engineering to teach mathematics and science through MEAs and approach integrated STEM with an equity focus, they increase their knowledge about the applicability and utility of STEM while simultaneously developing their identities as STEM teachers; this positively influences their dispositions towards STEM and empowers them to be teachers of STEM.

This study explores the relationship between elementary teacher candidate affective dispositions and the action of STEM lesson planning. While affective dispositions are important, understanding the connection between dispositions and practice is key. Teacher candidates’ affective dispositions about STEM education and instructional planning were examined after participating in a virtual STEM experience. Seventeen elementary teacher candidates experienced STEM instruction via summer virtual courses and field placements. This article focuses on responses to questions about affective dispositions that were coded using inductive analysis. Dispositions towards the following themes were identified: ways to teach integrated STEM, use of inquiry and open ended questions, and confidence. Early childhood lesson plans were coded deductively using the characteristics of model-eliciting activities. Analysis of the data found that teacher candidates who experienced learning, observing, and planning via virtual experiences demonstrated positive affective dispositions towards teaching STEM. However, there were areas of disconnect between the affective dispositions expressed and the instructional action of planning STEM lessons. The data suggest the experiences of learning, observing, and planning STEM lessons can be meaningful in professional growth, but that more needs to be done beyond these experiences to create synergy between instructional actions and affective dispositions related to STEM education.

Here, we outline the stories of a collective of innovation-focused STEM education professionals engaged in a STEM collective across thirteen institutions of higher education. Using focus group interviews, faculty share how collaboration began and sustains, the affordances and challenges of collaboration across universities and professional fields, support systems through professional organizations and scholarship, and contributions made to the national landscape of STEM education. Guidance is presented on establishing STEM collaborations that are mutually beneficial to faculty, institutions, and the educational community.

The COVID-19 pandemic caused a social and economic disruption around the globe. This affected 90% of the worlds school children and caused the shutdown of schools in more than 190 countries; in the US, the school closure of K 12 schools affected 55.1 million students in 124,000 public and private schools during the 20192020 academic year. This caused a transition to virtual/remote teaching and learning with little or no preparation for teachers and students. K-12 school enrollment dropped by 2.9 million from 2019 to 2020, widening pre-existing disparities in access and technological opportunities. Students in high-poverty schools were hit hardest in areas of math and reading. Black and Latino students lost 6months in math compared to their counterparts. This has resulted in a lot of unfinished learning from the past years. The latest NAEP results show that on average, nationwide math and reading scores for thirteen-year-olds are the lowest in decades. Due to the pandemic, todays students may earn $49,000 to $61,000 less over their lifetime when they enter the workforce, and this could cost the US economy $128 billion to $188 billion every year especially because they lack the skills, behaviors, and mindset to succeed in their workplaces.