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Take Away 1: STEM classes always   provide opportunity for  multiple right answers and approaches. 

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Take Away 1: STEM classes always   provide opportunity for  multiple right answers and approaches. 

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Take Away 2:                         One easy way to find great STEM lessons is simply by looking them up online. It is important to note that not all lessons called STEM will be STEM.

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Take Away 2:                         One easy way to find great STEM lessons is simply by looking them up online. It is important to note that not all lessons called STEM will be STEM.

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Take Away 3:                            By incorporating math and science into the STEM lesson, Students can begin to see that science and math are not  isolated subjects, but work together to solve problems.

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Take Away 3:                            By incorporating math and science into the STEM lesson, Students can begin to see that science and math are not  isolated subjects, but work together to solve problems.

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Take Away 4: STEM lessons immerse   students in hands-on     inquiry and open­ ended exploration. This allows for differentiated instruction. 

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Take Away 4: STEM lessons immerse   students in hands-on     inquiry and open­ ended exploration. This allows for differentiated instruction. 

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Take Away 5:  In STEM lessons, students address real social,  economic, and environmental problems and seek solutions. This helps to show real world connection.

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Take Away 5:  In STEM lessons, students address real social,  economic, and environmental problems and seek solutions. This helps to show real world connection.

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Take Away 1:                             In response to research question #1, What is STEM? 72.5%(161of222)of the respondents described STEM as it related to science, technology, engineering, or mathematics, yet the remaining 27.5% responded that they did not know or understand what STEM was. This shows that not many people are educated in STEM.

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Take Away 1:                             In response to research question #1, What is STEM? 72.5%(161of222)of the respondents described STEM as it related to science, technology, engineering, or mathematics, yet the remaining 27.5% responded that they did not know or understand what STEM was. This shows that not many people are educated in STEM.

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Take Away 2:                        Even within an IHE where faculty members are extensively involved in multiple STEM projects and centers, there is no common operational deﬁnition or conceptualization of STEM. This is why many people do not understand STEM.

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Take Away 2:                        Even within an IHE where faculty members are extensively involved in multiple STEM projects and centers, there is no common operational deﬁnition or conceptualization of STEM. This is why many people do not understand STEM.

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Take Away 3:                               Most stake holders would agree regarding the need to increase STEM literacy for all people. I commonly see this. Many people I know believe that STEM should be more heavily incorporated in schools.

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Take Away 3:                               Most stake holders would agree regarding the need to increase STEM literacy for all people. I commonly see this. Many people I know believe that STEM should be more heavily incorporated in schools.

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Take Away 4:                      STEM is still a relatively new concept in the scheme of education. This acronym was not created until 2001 and the emphasis on STEM has only recently become major. 

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Take Away 4:                      STEM is still a relatively new concept in the scheme of education. This acronym was not created until 2001 and the emphasis on STEM has only recently become major. 

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Take Away 5:                              Research has found that the majority of the areas teaching STEM could be doing a lot better at it. They found that these areas are typically teaching old methods that do not get students interested in STEM.

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Take Away 5:                              Research has found that the majority of the areas teaching STEM could be doing a lot better at it. They found that these areas are typically teaching old methods that do not get students interested in STEM.

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Take Away 1:                               Typically, each lesson is framed and focused on an essential or big question. This makes the lesson real world relevant. 

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Take Away 1:                               Typically, each lesson is framed and focused on an essential or big question. This makes the lesson real world relevant. 

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Take Away 2:                         The notion of engaging students to think like a scientist is indicative of the nature of inquiry and has become what could be considered a signature pedagogy of STEM education. 

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Take Away 2:                         The notion of engaging students to think like a scientist is indicative of the nature of inquiry and has become what could be considered a signature pedagogy of STEM education. 

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Take Away 3:                     Although challenging to implement, inquiry-based instruction affords an opportunity to enact STEM as a multidisciplinary construct addressing timely and critical issues.

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Take Away 3:                     Although challenging to implement, inquiry-based instruction affords an opportunity to enact STEM as a multidisciplinary construct addressing timely and critical issues.

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Take Away 4:                    Recent research has demonstrated the effectiveness of guided inquiry over more traditional veriﬁcation approaches to laboratory instruction

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Take Away 4:                    Recent research has demonstrated the effectiveness of guided inquiry over more traditional veriﬁcation approaches to laboratory instruction

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Take Away 5:                         The core value of inquiry-based learning is rooted in a belief in the power of human experience.

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Take Away 5:                         The core value of inquiry-based learning is rooted in a belief in the power of human experience.