The Next Generation of STEM Teachers

Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair: Professor of Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership. His experience includes STEM teaching with emphasis in biology I & II, chemistry, physics, human anatomy and physiology and technology, as well as serving as a building administrator, school district superintendent, evaluator and research consultant on NSF funded Statewide Systemic STEM initiative in Michigan, senior researcher on funded STEM initiatives in Oklahoma with NASA and Oklahoma State University, and senior researcher for a grant funded STEM initiative in Texas, the Texas State Middle Level Mathematics Project. Karen Embry-Jenlink is a professor of doctoral studies in educational leadership at Stephen F. Austin State University in Nacogdoches, Texas. Dr. Embry-Jenlink has directed/served on several initiatives to support STEM educator preparation and educator and workforce development, including the Texas Middle Level State Mathematics Project, U.S. Integrated Workforce Standards, Texas Regional Collaboratives for Excellence in Science and Mathematics, College and Career Readiness Initiative Mathematics Faculty Collaborative, Talented Teachers For Training in Texas, and she appointed the ATE / NASA Education Commission on STEM Education in the Future.

Preface
Acknowledgements
Chapter 1 - Introduction: STEM Teacher Preparation and Practice: An Interdisciplinary Perspective
Patrick M. Jenlink and Karen Embry Jenlink, Stephen F. Austin State University
SECTION ONE: Interdisciplinary Thinking and Place-Based Practices in STEM Education
Chapter 2: Toward an Eccentric Educational Ideal: The Demands for Interdisciplinary Thinking and Collaboration
Shawn Vecellio, The National Hispanic University
Chapter 3: Looking Deeper through the STEM Lens: Exploring the Intersection between Content and Context to Optimize Learning
Louis S. Nadelson and Anne Seifert, Boise State University
Chapter 4: “I Don’t Know Anything About DNA. Well I Do, But Not From You Guys”: A Vision for Interdisciplinary STEM Teaching
Vanessa Svihla, Kersti Tyson, Justin Boyle, Jamie Collins, Ara Kooser, Ayesha Livingston, Abigail Stiles, and Julie Bryant
Chapter 5: Mathematics, Science, and Technology Reform in Teacher Education: Implications for Teaching Practice
Deborah Moore-Russo and Naemi Waight
SECTION TWO: Complexities and Challenges in STEM Education
Chapter 6: Developing a STEM Education Teacher Preparation Program to help Increase STEM Literacy amongst Preservice Teachers
Margaret Mohr-Schroeder, Christa Jackson, D. Craig Schroeder, and Jennifer Wilhelm, University of Kentucky, Fayette County Public Schools
Chapter 7: Troubling STEM: Making a Case for An Ethics/STEM Partnership
Astrid Steele, Nipissing University
Chapter 8: Literacy-Rich STEM Project Based Learning: Preparing STEM Teachers for High Needs Schools
Kevin Carr, Pacific University College of Education
Chapter 9: Promoting an Interdisciplinary Approach to STEM Education: Matching STEM Pedagogy to Trends on the Demand-Side
Joseph Mukuni
Chapter 10: Epilogue: The Future of STEM Teaching
Karen Embry Jenlink and Patrick M. Jenlink, Stephen F. Austin State University
About the Editors
About the Contributors