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In pre-college levels, integrated science, technology, engineering, and mathematics (STEM) are often taught by science or mathematics teachers. These teachers lack the engineering and technology background and they do not necessarily use project-based and inquiry-oriented instructional strategies. To close the gap in the qualified STEM education teacher workforce, the authors developed and piloted a novel course to train preservice STEM teachers to effectively employ project-based and inquiry-oriented teaching strategies at pre-college levels. This 3-credit research and design experience course was piloted in the Spring 2023 semester. The preservice STEM teachers, enrolled in the course, engaged in hands-on activities, engineering project-based training, inquiry-based learning techniques through research training, makerspace training, field experience, and mentorship. The course comprised two parts. In part I, the students received research training. In part II, the students engaged in engineering design and makerspace professional development. In this paper, we report on the course design elements and the impact of the course activities on students’ self-efficacy in teaching STEM subjects using emerging technology, as well as their teaching approaches and understanding of student learning. The authors conducted a mixed methods study and collected both qualitative and quantitative data. Preliminary results of the multiyear study are presented. Initial findings indicate a heightened confidence of the students in their ability to deliver STEM content in secondary classrooms. Students improved their teaching approaches and reported positive experiences with the course. 

This Work-in-progress paper presents the pilot study of implementing a Virtual Reality (VR) environment to teach a junior-level Mechanical Engineering laboratory class at Prairie View A&M University. The target class is the manufacturing processes laboratory, which initially aimed to provide a hands-on experience with various manufacturing equipment. Providing students with systematic training followed by repetitive access to manufacturing equipment is required for longer knowledge retention and safety in laboratories. Yet, complications from the pandemic and other logistical events have negatively affected many universities' laboratory courses. The objective of this study is to examine the potential and effectiveness of the VR framework in engineering education. More specifically, this paper details the project's first phase, which includes the development and deployment of machining VR modules and preliminary outcomes. The VR module in this phase is based on the existing hammer fabrication project that requires the utilization of a milling machine, drill press, lathe, tap, and threading dies. A virtual replica of the machining laboratory was created using C# and the unity 3D game engine and published as an Android Package Kit (APK) for the META platform to be used in Oculus Quest 2 devices. The module is composed of three submodules, each corresponding to different hammer parts. These VR submodules replace traditional verbal and video training and are deployed in two semesters with 46 student participants. The student performance in project reports is compared with a control group for a quantitative assessment. Early conclusions indicate that the students remember the operation procedures and functions of equipment longer and are more confident in operating each manufacturing equipment leading to better quality parts and reports.