Integrated STEM Takes Hold: Three Case Studies

This web seminar took place on June 4, 2015 from 6:30 p.m. to 7:30 p.m. Eastern time. Presenters were Cary Sneider (Portland State University), Adaliz Gonzalez (New York City Department of Education), and Mariel Milano (Orange County Public Schools, Orlando, FL).

By outlining three case studies, Sneider, Gonzalez, and Milano shared how their districts integrated STEM education in grades K-12. The three case studies differed both culturally and geographically. The New York case focused on a large urban district with more than a million students in five boroughs. The Oregon case included four moderately-size school districts. The Florida case, which is the most mature of the three, included a fairly large city and more than a dozen small towns. All three studies showed that integrating STEM lead to gains in students' real-world problem solving and 21st century skills. Also, classroom educators, instructional leaders, and coaches were the key to success. All three cases showed that administrative support was essential, but change needed to come from the educators. Community partnerships also were important to the successful implementation of STEM across the curriculum. Analysis of case studies is important in finding ways of communicating and collaborating across the boundaries of states, school subjects, political philosophies, and other barriers to change.

View the web seminar archive.

To view the presentation slides from the web seminar and related resources, visit the resource collection. Continue discussing this topic in the community forums.

A certificate of attendance was deposited into participants' My PD Record and Certificate area in the NSTA Learning Center for completing the evaluation form at the end of the program.

Here are some comments provided by the participants at the end of the Web Seminar:

  • “Great to hear what other areas of the country are using.”
  • “Very helpful to learn other approaches to getting STEM programs started in our schools and districts.”
  • “Worth participating. Helped me understand why STEM and why now. How STEM programs are set up in a district and the challenges involved.”
  • “I like the idea of quarterly design challenges and hope to integrate something similar at my school.”

Thanks to the participants and the presenter for the learning opportunity, the interactions, and a job well done!

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