Leadership in Integrative STEM Education

Collaborative Strategies for Facilitating an Experiential and Student-Centered Culture

Edited by Rachel Louise Geesa; Mary Annette Rose and Krista Marie Stith

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.

Rowman & Littlefield Publishers

Pages: 268 • Trim: 6⅜ x 9

978-1-4758-5735-1 • Hardback • November 2021 • $111.00 • (£85.00)

978-1-4758-5736-8 • Paperback • November 2021 • $42.00 • (£35.00)

978-1-4758-5737-5 • eBook • November 2021 • $39.50 • (£30.00)

Subjects: Education / Teaching Methods & Materials / Science & Technology, Education / Leadership, Education / Student Life & Student Affairs

Leadership in Integrative STEM Education

Collaborative Strategies for Facilitating an Experiential and Student-Centered Culture

Hardback

Paperback

Summary

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.

Details

Rowman & Littlefield Publishers

Pages: 268 • Trim: 6⅜ x 9

978-1-4758-5735-1 • Hardback • November 2021 • $111.00 • (£85.00)

978-1-4758-5736-8 • Paperback • November 2021 • $42.00 • (£35.00)

978-1-4758-5737-5 • eBook • November 2021 • $39.50 • (£30.00)

Subjects: Education / Teaching Methods & Materials / Science & Technology, Education / Leadership, Education / Student Life & Student Affairs

Author

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.

Table of Contents

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

Reviews

Integrative STEM education is critical for our students and our economy. We must ensure our students develop transportable, in-demand skills enabling them to thrive in schools and in their careers. Drs. Geesa, Rose, and Stith have made a compelling case and done an extraordinary job in laying out our charge and responsibilities as innovative educational leaders.

— Vince M. Bertram, EdD, MBA, President and Chief Executive Officer, PLTW

STEM education provides students with interdisciplinary opportunities to learn in authentic and relevant ways, but the critical role of PK-12 leadership in promoting STEM education has been mostly overlooked. This bookprovides a comprehensive review of key concepts, examples, and resources for educational leaders seeking to integrate STEM practice in their institutions, districts, schools, and classrooms.

— David DeMatthews, PhD, Associate Professor of Educational Leadership and Policy, University of Texas at Austin

Integrative STEM education is brought full circle with the transparency given to school leaders’ work in creating cultures of 21st-century STEM literate, skilled graduates. University faculty and PK-12 leaders can utilize this timely, comprehensive book in their courses and professional learning to shine light on the transformative role of leadership in guiding and assessing STEM.

— Carol A. Mullen Ph.D, professor, Educational Leadership, Virginia Tech; U.S. Fulbright Scholar; former president, National Council of Professors of Educational Administration; coeditor of Education Policy Perils: Tackling the Tough Issues

Teaching and learning about STEM in an integrative approach provides an opportunity for shared leadership, collaboration, and innovation. In this timely book, the authors and contributors provide authentic examples and helpful strategies on how to engage the learning community in a way that promotes inquiry, fosters hands-on learning, supports diversity, and addresses pressing challenges facing us today.

— William L. Sterrett, PhD, Professor of Educational Leadership and Associate Dean, University of North Carolina Wilmington

As faculty in educational leadership, I need professional learning too. Leadership in Integrative STEM Education is also a professional learning tool for those who prepare future leaders in integrative STEM education. The clear theory to practice connections and equity-centered exemplars provided in the book have increased my sense of self-efficacy in developing future STEM educational leaders.

— Anjalé Welton, PhD, Professor of Educational Leadership and Policy Analysis, University of Wisconsin-Madison