This document outlines a continuum of STEM integration from foundational to highly integrated. It begins with standalone subjects taught through direct instruction and progresses to open-ended, problem-based and discovery learning that synthesizes multiple STEM domains. The highest level involves innovation through theorizing and critiquing integrated STEM applications to real-world problems. Examples are provided of a catapult challenge that integrates science, technology, engineering and math concepts through an iterative design process.

1. Defining STEM
STEM Continuum
• Shorthand S-T-E-M
• Foundational
• Knowledge Level
• Direct Instruction
• Content Level
• Top Down
• Highly Structured
• Lower Order
Thinking
• Literacy
• Integrated STEM
• Synthesis
• Project Level
• Discovery Based
• Bottom Up
• Open End
• Ill Structured
• Higher Order
Thinking
• Proficiency
• Mixed S-T-E-M
• Applications
• Problem Level
• Guided or Modeled
• Mix of Top Down
and Bottom Up
• Some Structured
• Mixture of Order
Thinking
• Competency

2. STEM Jobs
Bureau of Labor Statistics

3. An Integrated STEM Challenge –
small group
HOLE IN ONE!
 Design and modify your catapult to project the
ball into the cup with repeated success…

4. Science
Math
Technology
Engineering
Integrated STEM
CATAPULT – Hole in one
Concept Based Activity
Developed by Louis S. Nadelson and Anne Seifert©
Forces
Energy
Simple machines
Motion and force
Torque
Newtons laws
Data Collection
Measurement
Methods of science
Control
Elasticity
Optimization
Continuous improvement
Data Collection
Criteria
Constraints
Problem it solves
Iterative process
Ball
Spoon
Rubber band
Scissors
Cup
Force meters
Angles
Data Collection
Probability
Measurement
Stem plot
Ratios
Variables

5. • 4 Years of STEM Professional
Development
• Over 1500 Idaho K-12 educators served
• Place-Based STEM
• Focus on:
• Inquiry
• Engineering Design
• Integrated STEM
• Common Core State Standards - Math,
• Next Generation Science Standards
• Best Educational Practices
• Technology Integrated
• 6 sites
• 40+ hours of Professional Development
• Keynotes
• Short courses
• Planning
• Field trips THE 6 i-STEM SUMMER INSTITUTE
LOCATIONS
PROGRAM HIGHLIGHTS

6. What Place-based Learning?
Placed based
learning:
Involves leveraging the
resources and
emphasis in the location
learning is taking place
to provide relevance,
and context to enhance
student engagement,
retention, and
understanding of
content while meeting
0
20
40
60
80
100
120
140
Comparison of STEM
domains in community vs
school
B & I
School

7. Why STEM in context?
 CONTENT
 (Level of STEM Content Knowledge)
CONTEXT
(LevelofComplexity)
Identify/Recognize/Classify
Modeling /Simulation
Design/Experimentation
Repurposing/Restructuring
Inventing/Creating
Theorizing/Critiquing/Validating
Innovation

8. 21st Century Skills

9. Contextualized
Problem Based
Lesson
Creativity
&
Innovation
Critical
Thinking &
Problem
Solving
Collaboration
Computational
Thinking
Computing/ &
Technology
Communication
Commitment
Confidence
Cross-Cultural
SenseCapacity
to Lead
Key:
No Utilization NO ARROW
Low Utilization
Moderate Utilization
High Utilization

10. `
Learning
Outcome
Mastery
(Advanced)
Competency
(Proficient)
Literacy
(Basic)
Exposure
(Below Basic)
Collaboration –
work together
Try all ideas
All added
something
All ideas valued
Listened and
shared
Included most
ideas
Acknowledge
each other
Expressed
ideas
Some
contribution
Sitting next to
each other
Other exisited
No sharing
Left out
Communication
Interpersonal
Relationships
Built a catapult
Multiple Trial
Cultural
Responsivenes
s
Creativity and
design
Evaluated and
refined best
design
Tried multiple
ideas
Refined the one
idea
Attempted one
idea and quit

11.  OUR RESEARCH RESULTS SHOWED INCREASE IN TEACHER:
 Confidence to teach STEM
 STEM content knowledge
 Knowledge of STEM initiatives
 Leadership in STEM education
 Engagement in STEM education
 Awareness of local STEM resources
 Knowledge of STEM workforce needs
PROJECT IMPACT

12. Integrating STEM provides chance
to…
• Is more efficient -
• Is what Common Core is supposed
to be
• Enhances student:
• Engagement/motivation
• Retention of learning
• Deeper understanding
• Makes learning STEM purposeful

13. Some Publications:
 Nadelson, L. S., Seifert, A. L. & Chang, C. (2013). The perceptions,
engagement, and practices of teachers seeking professional
development in place-based integrated STEM, Teacher Education
and Practice, 26(2), 242-265.
 Nadelson, L. S. Seifert, A. L., Hettinger, J. K. & Coats, B. (2012).
Where they go for help: Teachers’ pedagogical and content support
seeking practices and preferences. Teacher Education and
Practice, 26(1), 82-98.
 Nadelson, L. S., Seifert, A., Moll, A. & Coats, B. (2012). i-STEM
summer institute: An integrated approach to teacher professional
development in STEM. Journal of STEM Education: Innovation and
Outreach. 13(2), 69-83.
 Nadelson, L. S., Moll, A. J., & Seifert, A. (2011). Living in a materials
world: Materials science and engineering professional development
for K-12 educators. Proceedings of the American Society of
Engineering Education Annual Conference, Vancouver, BC

14. Questions or Comments

15. THANK YOU!
LouisNadelson@boisestate.edu
nadesand@isu.edu
Anne.Seifert@INL.GOV