Integrating STEM in Higher Education

The importance of STEM to our society and how we will continue to rebuild our society out of the economic and health crises of the COVID-19 pandemic cannot be understated. I am so pleased to hear that we have people turning their minds to such vital issues of public policy. Hon Tanya Plibersek MP, Shadow Minister for Education and Training Building a healthy economy after COVID-19 is a global priority and there will be an emphasis on innovation and entrepreneurial approaches as we seek to create new business opportunities and to strengthen existing industries. Employers are demanding job-ready graduates with transferable skills that can be applied to real-world, contemporary problems and who also have strong understandings of cultural differences and ethical practice. This book is a timely contribution to our exploration of how we can best serve the needs of our students as they prepare for an increasingly dynamic world. Hon John Gardner MP, Minister for Education, South Australia There has been widespread enthusiasm, even hype, about the possible benefits of STEM education, but worryingly little careful examination of the issues. This book does a great job of rigorously analysing what STEM integration in higher education might entail and contains helpful examples of actual progress in the field. Michael J. Reiss, Professor of Science Education, UCL Institute of Education Offering a comprehensive pedagogical framework for integrating STEM supported with exemplars from across the globe, this book addresses such foundational constructs as experiential education, technology, inquiry, and design thinking in the reform of STEM learning and teaching, grounded in research perspectives and practical approaches to meeting student needs. In many ways, the book reads as a step-by-step guide that will resonate with higher education faculty charged with advancing institutional curricula. This reviewer could easily envision this resource as an excellent choice for a reform-minded book group involving stakeholders from across the academy. The chapter on assessment offers a welcome perspective of real-world outcomes with examples highlighting alternatives to traditional exams. Suitable for policy makers and researchers with a vested interest in STEM education. D. M. Moss, University of Connecticut, CHOICE