Introduction

Abstract

Abstract The practice of educating students in college-level science, technology, engineering, and math (STEM) subjects is influenced by many factors, including education research, governmental and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. Working together, stakeholders in STEM higher education must find creative ways to address the increasing need for a diverse US workforce with a strong STEM background (President’s Council of Advisors on Science and Technology 2012) and the need for a more STEM-literate general population (National Research Council 2012).