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1. Integrated STEM: Impact of Engineering Design and Computer Science in STEM Labs

   https://doi.org/10.5703/1288284317601  

   Morphew, Jason; Lopez, Ruben; Bralin, Amir; Subramaniam, Ravishankar; Rebello, Sanjay; Rebello, Carina (January 2023, Proceedings of the Eighth Annual STEM Education Conference)

   By integrating physics laboratories with engineering design and computer science, students apply physics principles to ill-structured and complex problems, engage in knowledge transfer, and gain interest in STEM. The introductory physics labs at Purdue have been updated to include engineering design and computer science principles that ground physics in authentic problems. Integrated labs have been evaluated using student perception post-surveys, student course performance, interviews, and case-study observations. Preliminary results indicate that integrated physics labs promote transfer, enhanced metacognitive skills, student interest, and motivation. 

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2. Eco-STEM Tools: Changing the Culture of Teaching and Learning in STEM

   https://doi.org/10.1109/FIE56618.2022.9962426  

   Bowen, Corin L.; Heubach, Silvia; Dong, Jianyu Jane (October 2022, 2022 IEEE Frontiers in Education Conference (FIE))

   The authors present a Work-In-Progress paper in the Innovative Practice category on the ongoing development of tools for faculty in STEM higher education to construct supportive educational environments within their classrooms. The tools consist of a peer observation form and the associated process, a resource repository, and a student survey. They are components of the Eco-STEM project that aims to initiate institutional change through the embrace of a metaphorical "ecosystem" model of education. Together, the Eco-STEM Tools support an integrated system of pedagogical reflection and growth for the development of healthy STEM classroom-based ecosystems. While the project team is developing these tools within the context of a majority-minority institution, we believe they would be impactful at any institution that strives to support its marginalized students – as well as support the thriving of every actor within the ecosystem. 

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3. Disability and Invisibility in STEM Education

   https://doi.org/10.33423/jhetp.v20i14.3854  

   Schneiderwind, Joseph; Johnson, Janelle M. (December 2020, Journal of Higher Education Theory and Practice)

   null (Ed.)

   Across STEM fields, the education system continues to “weed out” students from non-dominant communities. Most studies on the damaging effects of underrepresentation focus on minorities or women in STEM fields. We examine some of the research about students with disabilities and note the limited literature on this subject. University enrollment by students with disabilities has increased in the last two decades while the amount of corresponding research published has decreased. This issue should not be siloed to disability studies- it is one that must be recognized by all educators. We conclude with some practical suggestions on how to move forward. 

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4. Preparing for the STEM Pathways? Dual Enrollment and College Major Choice in STEM

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   Hu, Xiaodan; Chan, Hsun-Yu (July 2024, The Journal of Higher Education)
5. Integrating STEM and Computing in PK-12: Operationalizing Computational Thinking for STEM Learning and Assessment

   https://doi.org/https://doi.dx.org/10.22318/icls2020.1479 https://repository.isls.org//handle/1/6353  

   Grover, S.; Biswas, G.; Dickes, A.; Farris, A.; Sengupta, P.; Covitt, B.; Gunckel, K.; Berkowitz, A.; Moore, J.; Irgens, G. A.; et al (June 2020, The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020)

   Gresalfi, M.; Horn, I. S. (Ed.)

   There is broad belief that preparing all students in preK-12 for a future in STEM involves integrating computing and computational thinking (CT) tools and practices. Through creating and examining rich “STEM+CT” learning environments that integrate STEM and CT, researchers are defining what CT means in STEM disciplinary settings. This interactive session brings together a diverse spectrum of leading STEM researchers to share how they operationalize CT, what integrated CT and STEM learning looks like in their curriculum, and how this learning is measured. It will serve as a rich opportunity for discussion to help advance the state of the field of STEM and CT integration. 

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