ABSTRACT
There are many examples of how higher education institutions are integrating STEM within specific activities, dedicated courses and/or whole qualifications. However, there are many challenges for implementing the integration of STEM. More widespread uptake will only occur when the inherent cultures that maintain resistance have been dislodged. The challenges connected with changing expectations that are discussed in this chapter include:
Educators believe they need to retain discipline boundaries and assess content knowledge.
Educators believe they have “knowledge” authority and therefore they need to impart that knowledge to students.
To address these, educators can:Accommodate changing student expectations, including the use of technology.
Appropriate pedagogies for learning that are based on student development of knowledge, skills and capabilities.
Shift from viewing students as consumers to producers of knowledge.
Apply evidence-based research on effective learning to plan for active approaches.
Highly value ongoing professional learning.
Each of these aspects contributes to the shifts in culture needed for integrating STEM.
This chapter also discusses how professional learning for educators can help address some of the challenges for implementing STEM. The challenges include a focus on the scholarship of teaching, reflective practice, teaching how to use technologies and collaborative professional learning.
