Improving STEM (science, technology, engineering, and mathematics) education and strengthening the STEM workforce have long been acknowledged as national priorities. Ceaseless efforts have been made to address these national priorities through educational research, innovative STEM education initiatives, and professional development for teachers.

Engaging STEM Students From Rural Areas: Emerging Research and Opportunities is an essential reference source that discusses the potential of rural schools to impact the STEM workforce pipeline, as well as Project Engage, an educational program for preparing rural undergraduate students from the Alabama Black Belt region. Featuring research on topics such as the three-pillar approach for preparing tomorrow’s STEM professionals, this book is ideally designed for academicians, STEM educational researchers, STEM educators, and individuals seeking coverage on techniques to improve the undergraduate STEM education framework.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Career Development
Career Exploration
Cognitive Development Theory
Community Mentoring
Minority Students
Professionalism
Rural Education
Science and Technology Education
Strategic Mentoring
Team Building

Table of Contents

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Editor/Author Biographies

Reenay Rogers, an associate professor in Educational Research, holds a Ph.D. in Instructional Leadership with an emphasis in Instructional Technology and a M.A. in Secondary Science Education. As a former high school science teacher with over ten years of experience, Dr. Rogers recognizes the need for hands-on experiential learning and real world applications of STEM in the classroom. Dr. Rogers’ experience as principal investigator on two Minority Science and Engineering Improvement Program grants has also made her uniquely aware of the importance of preparing women and minorities for future STEM careers. Rural education and STEM education are both important aspects of Dr. Rogers’ research agenda. She has co-authored two book chapters; one on pre-service teacher preparation in STEM and one on STEM grant writing as well as conducted numerous presentations on technology for instructional purposes, STEM and rural education preparation, as well as rural instructional leader preparation.

Yan Sun is an Assistant Professor in Instructional Technology at Mississippi State University. She received her Ph.D. degree in Learning, Design, & Technology from Purdue University and completed her post-doctoral research work at Texas A&M University. Dr. Sun’s research and teaching revolve around the area where STEM education intersects with technology. She is particularly interested in examining how emerging technology can be integrated to improve STEM education and to enhance students’ interest and motivation in learning STEM and pursuing STEM careers. Dr. Sun has expertise in quantitative and mixed-methods research, and has been applying quantitative and mixed-methods methodologies in her research on innovative technology-integrated STEM education pedagogy, projects, and interventions.

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