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.

• PrefaceAcknowledgementsChapter 1 - Introduction: STEM Teacher Preparation and Practice: An Interdisciplinary PerspectivePatrick M. Jenlink and Karen Embry Jenlink, Stephen F. Austin State UniversitySECTION ONE: Interdisciplinary Thinking and Place-Based Practices in STEM EducationChapter 2: Toward an Eccentric Educational Ideal: The Demands for Interdisciplinary Thinking and CollaborationShawn Vecellio, The National Hispanic UniversityChapter 3: Looking Deeper through the STEM Lens: Exploring the Intersection between Content and Context to Optimize LearningLouis S. Nadelson and Anne Seifert, Boise State UniversityChapter 4: “I Don’t Know Anything About DNA. Well I Do, But Not From You Guys”: A Vision for Interdisciplinary STEM TeachingVanessa Svihla, Kersti Tyson, Justin Boyle, Jamie Collins, Ara Kooser, Ayesha Livingston, Abigail Stiles, and Julie BryantChapter 5: Mathematics, Science, and Technology Reform in Teacher Education: Implications for Teaching PracticeDeborah Moore-Russo and Naemi WaightSECTION TWO: Complexities and Challenges in STEM EducationChapter 6: Developing a STEM Education Teacher Preparation Program to help Increase STEM Literacy amongst Preservice TeachersMargaret Mohr-Schroeder, Christa Jackson, D. Craig Schroeder, and Jennifer Wilhelm, University of Kentucky, Fayette County Public SchoolsChapter 7: Troubling STEM: Making a Case for An Ethics/STEM PartnershipAstrid Steele, Nipissing UniversityChapter 8: Literacy-Rich STEM Project Based Learning: Preparing STEM Teachers for High Needs SchoolsKevin Carr, Pacific University College of EducationChapter 9: Promoting an Interdisciplinary Approach to STEM Education: Matching STEM Pedagogy to Trends on the Demand-SideJoseph MukuniChapter 10: Epilogue: The Future of STEM TeachingKaren Embry Jenlink and Patrick M. Jenlink, Stephen F. Austin State UniversityAbout the EditorsAbout the Contributors

Patrick M. Jenlink and Karen Embry Jenlink have compiled an important and timely resource for professionals in the field of STEM teacher preparation programs. This well-written volume provides a clear argument for utilizing an interdisciplinary perspective when preparing teachers who will guide student learning in the twenty-first century in the fields of science, mathematics, engineering and technology. As an engineer and STEM education scholar for many years, it is refreshing to note the importance given not only to teaching strong content fundamentals but also to infusing pedagogy with cultural relevance and real-world contexts that celebrate creativity and innovation. The guidance of the editors and the other respected contributing authors will positively impact not only faculty who prepare teachers and their teacher candidates, but also the young K-12 students who will learn from professionals who model the interdisciplinary nature of learning, collaborating and problem solving as future professionals in the STEM workforce.

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.

• PrefaceAcknowledgementsChapter 1 - Introduction: STEM Teacher Preparation and Practice: An Interdisciplinary PerspectivePatrick M. Jenlink and Karen Embry Jenlink, Stephen F. Austin State UniversitySECTION ONE: Interdisciplinary Thinking and Place-Based Practices in STEM EducationChapter 2: Toward an Eccentric Educational Ideal: The Demands for Interdisciplinary Thinking and CollaborationShawn Vecellio, The National Hispanic UniversityChapter 3: Looking Deeper through the STEM Lens: Exploring the Intersection between Content and Context to Optimize LearningLouis S. Nadelson and Anne Seifert, Boise State UniversityChapter 4: “I Don’t Know Anything About DNA. Well I Do, But Not From You Guys”: A Vision for Interdisciplinary STEM TeachingVanessa Svihla, Kersti Tyson, Justin Boyle, Jamie Collins, Ara Kooser, Ayesha Livingston, Abigail Stiles, and Julie BryantChapter 5: Mathematics, Science, and Technology Reform in Teacher Education: Implications for Teaching PracticeDeborah Moore-Russo and Naemi WaightSECTION TWO: Complexities and Challenges in STEM EducationChapter 6: Developing a STEM Education Teacher Preparation Program to help Increase STEM Literacy amongst Preservice TeachersMargaret Mohr-Schroeder, Christa Jackson, D. Craig Schroeder, and Jennifer Wilhelm, University of Kentucky, Fayette County Public SchoolsChapter 7: Troubling STEM: Making a Case for An Ethics/STEM PartnershipAstrid Steele, Nipissing UniversityChapter 8: Literacy-Rich STEM Project Based Learning: Preparing STEM Teachers for High Needs SchoolsKevin Carr, Pacific University College of EducationChapter 9: Promoting an Interdisciplinary Approach to STEM Education: Matching STEM Pedagogy to Trends on the Demand-SideJoseph MukuniChapter 10: Epilogue: The Future of STEM TeachingKaren Embry Jenlink and Patrick M. Jenlink, Stephen F. Austin State UniversityAbout the EditorsAbout the Contributors

Patrick M. Jenlink and Karen Embry Jenlink have compiled an important and timely resource for professionals in the field of STEM teacher preparation programs. This well-written volume provides a clear argument for utilizing an interdisciplinary perspective when preparing teachers who will guide student learning in the twenty-first century in the fields of science, mathematics, engineering and technology. As an engineer and STEM education scholar for many years, it is refreshing to note the importance given not only to teaching strong content fundamentals but also to infusing pedagogy with cultural relevance and real-world contexts that celebrate creativity and innovation. The guidance of the editors and the other respected contributing authors will positively impact not only faculty who prepare teachers and their teacher candidates, but also the young K-12 students who will learn from professionals who model the interdisciplinary nature of learning, collaborating and problem solving as future professionals in the STEM workforce.

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.

• PrefaceAcknowledgementsChapter 1 - Introduction: STEM Teacher Preparation and Practice: An Interdisciplinary PerspectivePatrick M. Jenlink and Karen Embry Jenlink, Stephen F. Austin State UniversitySECTION ONE: Interdisciplinary Thinking and Place-Based Practices in STEM EducationChapter 2: Toward an Eccentric Educational Ideal: The Demands for Interdisciplinary Thinking and CollaborationShawn Vecellio, The National Hispanic UniversityChapter 3: Looking Deeper through the STEM Lens: Exploring the Intersection between Content and Context to Optimize LearningLouis S. Nadelson and Anne Seifert, Boise State UniversityChapter 4: “I Don’t Know Anything About DNA. Well I Do, But Not From You Guys”: A Vision for Interdisciplinary STEM TeachingVanessa Svihla, Kersti Tyson, Justin Boyle, Jamie Collins, Ara Kooser, Ayesha Livingston, Abigail Stiles, and Julie BryantChapter 5: Mathematics, Science, and Technology Reform in Teacher Education: Implications for Teaching PracticeDeborah Moore-Russo and Naemi WaightSECTION TWO: Complexities and Challenges in STEM EducationChapter 6: Developing a STEM Education Teacher Preparation Program to help Increase STEM Literacy amongst Preservice TeachersMargaret Mohr-Schroeder, Christa Jackson, D. Craig Schroeder, and Jennifer Wilhelm, University of Kentucky, Fayette County Public SchoolsChapter 7: Troubling STEM: Making a Case for An Ethics/STEM PartnershipAstrid Steele, Nipissing UniversityChapter 8: Literacy-Rich STEM Project Based Learning: Preparing STEM Teachers for High Needs SchoolsKevin Carr, Pacific University College of EducationChapter 9: Promoting an Interdisciplinary Approach to STEM Education: Matching STEM Pedagogy to Trends on the Demand-SideJoseph MukuniChapter 10: Epilogue: The Future of STEM TeachingKaren Embry Jenlink and Patrick M. Jenlink, Stephen F. Austin State UniversityAbout the EditorsAbout the Contributors

Patrick M. Jenlink and Karen Embry Jenlink have compiled an important and timely resource for professionals in the field of STEM teacher preparation programs. This well-written volume provides a clear argument for utilizing an interdisciplinary perspective when preparing teachers who will guide student learning in the twenty-first century in the fields of science, mathematics, engineering and technology. As an engineer and STEM education scholar for many years, it is refreshing to note the importance given not only to teaching strong content fundamentals but also to infusing pedagogy with cultural relevance and real-world contexts that celebrate creativity and innovation. The guidance of the editors and the other respected contributing authors will positively impact not only faculty who prepare teachers and their teacher candidates, but also the young K-12 students who will learn from professionals who model the interdisciplinary nature of learning, collaborating and problem solving as future professionals in the STEM workforce.