“There’s been a lot of focus recently on STEM learning ecosystems and ecologies, recognizing that learning happens everywhere and all the time—in schools, in the community, and at home. Where and when learning can take place has no boundaries, and it is important to recognize the web of opportunity that exists within a community and find ways to strengthen it.”
“The timing is accidental. When we decided that this issue of CSL would focus on connected science learning experiences that incorporate social media and technology, we had no idea that the COVID-19 pandemic was brewing. While many STEM (science, technology, engineering, and math) education programs and schools already use social media, videoconferencing, and other online platforms to provide rich STEM learning
“As a Connected Science Learning reader, you already know that collaboration is what this journal is all about. We strive to publish articles that highlight ways different organizations come together to connect in-school STEM (science, technology, engineering, and math) learning to the world outside the classroom.” READ MORE
“A STEM (science, technology, engineering, and math) mindset encompasses many things, and perhaps does not mean the same thing to every person. Many believe, however, that it combines general attributes that are independent of an individual’s academic and career pursuits with STEM-specific elements. STEM mindset is important for scientists and engineers—it certainly helps them succeed in what they do.
“Throughout my career I’ve seen how powerful program evaluation can be when it is done well. For example, a few years back I was project director for a program called STEM Pathways—a collaborative effort between five organizations providing science programming for the same six schools. Much about our program evaluation experience sticks with me: how important it was to involve program
“In the STEM (science, technology, engineering, and math) education community, we are well aware that “the representation of certain groups of people in science and engineering education and employment differs from their representation in the U.S. population” (NSF 2017). Included in these underrepresented groups are people with disabilities, whose participation in STEM education and occupations is often impeded by various
“Regarding this issue’s theme—encouraging youth to pursue STEM careers—I find myself reflecting on how the definition of a STEM career has changed since I was looking for my first job. When I was a graduate student in physics in the early 1990s, STEM workforce concerns were focused on the supply of PhD scientists and engineers available to conduct research and