Journal of Science Education and Technology

, Volume 25, Issue 6, pp 825–832

Innovations and Challenges in Project-Based STEM Education: Lessons from ITEST

  • Alice Connors-Kellgren
  • Caroline E. Parker
  • David L. Blustein
  • Mike Barnett
Article

DOI: 10.1007/s10956-016-9658-9

Cite this article as:
Connors-Kellgren, A., Parker, C.E., Blustein, D.L. et al. J Sci Educ Technol (2016) 25: 825. doi:10.1007/s10956-016-9658-9

Abstract

For over a decade, the National Science Foundation’s Innovative Technology Experiences for Students and Teachers (ITEST) program has funded researchers and educators to build an understanding of best practices, contexts, and processes contributing to K-12 students’ motivation and participation in Science, Technology, Engineering, and Mathematics (STEM) activities that lead to STEM career pathways. The outcomes from these projects have contributed significantly to the national body of knowledge about strategies, successes, models, and interventions that support and encourage youth to pursue STEM careers. While the individual projects discussed in this special issue vary by geographic location, institution, populations served, primary focus, and topic, they are unified by ITEST’s programmatic intent and goals. This issue offers research-based insights into the knowledge generated by a decade of ITEST-funded work in STEM career development. The articles describe a multitude of approaches to project design, evaluation, and empirical research. Collectively, they contribute to the development of frameworks for STEM education and workforce development that are increasingly relevant for educators, project designers, researchers, and policy makers. The ITEST program has enabled creativity, experimentation, and cultural responsiveness in STEM education and workforce development and broadened participation in STEM initiatives to Native American communities, underresourced urban communities, girls, and populations underrepresented in STEM fields. By approaching research and evaluation with flexibility and resourcefulness, the authors provide empirical evidence for the value of innovative approaches to STEM education that promote STEM interest and career-related outcomes and that build the foundational skills of the scientific and engineering workforce of the future.

Keywords

STEM career development Science education Workforce innovation STEM education STEM engagement ITEST 

Funding information

Funder NameGrant NumberFunding Note
National Science Foundation
  • DRL-1312022

Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  • Alice Connors-Kellgren
    • 1
  • Caroline E. Parker
    • 2
  • David L. Blustein
    • 1
  • Mike Barnett
    • 1
  1. 1.Boston College Lynch School of EducationBostonUSA
  2. 2.STEM Learning and Research (STELAR) Center at EDCWalthamUSA

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