Despite attempts at integrating science, technology, engineering, mathematics (STEM) education, STEM still exists mostly in silos, both at universities and in K-12 education. The fragmented curriculum results in students who are incapable of integrating their STEM knowledge when confronted with challenging problems in the classroom and the workplace. Thus, this two-year project that was funded by the National Science Foundation (NSF) proposed to design, develop, and offer two innovative integrated STEM programs at a mid-sized university. An undergraduate STEM teaching licensure program for students majoring in a STEM discipline and a graduate-level STEM teaching certification program for individuals who hold a STEM degree were developed. The proposed project was to emphasize the transfer of knowledge from one discipline to another, the retention of content, motivation, and creativity, and an eventual increase in the number of students pursuing a teaching career in STEM disciplines. It was projected that as the graduates of these programs join STEM teaching forces, the indirect benefit of the proposed project is the production of self-reliant, technologically-literature K-12 students who are logical thinkers, problem-solvers, innovators, and inventors.

Problem/Project-based learning and computing: An integrated approach to teaching STEM

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)