Capacity Building: STEM to STEAM in South Carolina

By 2018, an estimated 81,000 STEM jobs will need to be filled in South Carolina. Despite an increase in STEM majors, however, students are not choosing STEM fields. Instead, they are selecting more “transdisciplinary” fields that include the arts. An innovative educational practice called STEAM (where “A” represents the arts) is helping students see the creative and imaginative parts of STEM and increasing their engagement in STEM. The development of an interdisciplinary STEAM ecosystem—including schools, families, businesses, and community members—is being led by a team of Clemson University faculty. The effort aims to increase the participation of South Carolinians in STEM, beginning in elementary school.

“Capacity Building: STEM to STEAM in South Carolina” will focus on:


  • the importance of deepening the content knowledge of teachers, parents, caregivers, and business partners, and why they are all invested in the success of building the STEAM Ecosystem;
  • how underserved and high-needs school districts will be incorporated into STEAM to ensure that the workforce reflects the state’s changing demographics; and
  • how the initiative will create the nation’s first STEAM Teaching Endorsement.

Tweet about this broadcast using #STEAM or at @NDPCn, @CUScienceEdProf, @daniherro.


Presentation Notes  pdf
Whether you are looking for resources on integrating science, technology, engineering, and math or on infusing the arts to transform STEM into STEAM, this curated compilation will help you strategize around different approaches to integrated studies.
This South Carolina NPR special series explores the unexpected intersections of art and science.
Interactive tools and simulation environments that enable and encourage exploration and discovery through observation, conjecture, and modeling activities.
This guide introduces girls in grades 9-12 to young women engineers and highlights careers.
All 38 K-12 STEM programs included in this report provide challenging content/curriculum, an inquiry-learning environment, defined outcomes/assessment, and sustained commitment/community support.
Downloadable posters, educator guides with activities and age-appropriate career information for your students. All activities meet national education standards of learning for math, science and technical literacy.
A host of free STEM resources for students and teachers from Pre-K to high school.

Alliance for Science & Technology Research in America. (2015). Telling our story through data: ASTRA’s STEM on the Hill state STEM & innovation report cards 2015. Washington, DC: Author. Retrieved from

Bidwell, A. (2014). Report: STEM job market much larger than previously reported. US News and World Report, pp. 1. Retrieved from

Cross, N. (2001). Designerly ways of knowing: Design discipline versus design science. Design Issues, 17(3), 49-55. Retrieved from

Dede, C., & Richards, J. (Eds.). (2012). Digital teaching platforms: Customizing classroom learning for each student. New York, New York: Teachers College Press.

Delaney, M. (2014, April). Schools shift from STEM to STEAM. EdTech. Retrieved from

Diamond, B. S., Maerten‐Rivera, J., Rohrer, R. E., & Lee, O. (2014). Effectiveness of a curricular and professional development intervention at improving elementary teachers’ science content knowledge and student achievement outcomes: Year 1 results. Journal of Research in Science Teaching, 51(5), 635-658. Retrieved from

Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL implementation hurdle: Supporting the efforts of K–12 teachers. Interdisciplinary Journal of Problem-Based Learning, 1(1), 5. Retrieved from

Friedman, L. N. (2013, December 11). How a learning gap grows. Education Week.
Retrieved from

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.Retrieved from

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266. Retrieved from

International Society for Technology in Education. (2007). Standards for students. Retrieved from

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC horizon report: 2015 K-12 edition. Austin, Texas: The New Media Consortium. Retrieved from pdf

King, H. (2011). Connecting in-school and out-of-school learning experiences (ISE Research Brief). Retrieved from

Krajcik, J. (2015). Project-based science. The Science Teacher, 82(1), 25. Retrieved from

Lee, K. T., & Nason, R. A. (2013). The recruitment of STEM-talented students into teacher education programs. International Journal of Engineering Education, 29(4), 833-838. Retrieved from pdf

National Science Board. (2014). Science and engineering indicators 2014. Arlington VA: National Science Foundation (NSB 14-01). Retrieved from

Traphagen, K., & Traill, S. (2014). Report from the field: How cross-sector collaborations are advancing STEM learning. Los Altos, CA: NOYCE Foundation. Retrieved from pdf

Zucker, A. (2015). Regional education report: A baseline report on public education in the Tri-County Region. Charleston, SC: Tri-County Cradle to Career Collaborative. Retrieved from

Reaching the Wounded Student

In the ongoing battle against dropout, Dr. Joseph Hendershott focuses on the “wounded” student: those traumatized by abuse, neglect, violence, bullying, poverty, and other societal ills. As founder of Hope 4 The Wounded Educational Seminars, Hendershott has dedicated his career to educating those who teach or work with marginalized students, sharing methods proven to ensure academic success through the implementation of programs including esteem building and emotional development, fostering characteristics that can be dormant in wounded students.

“Reaching the Wounded Student” will focus on:

  • how to identify a “wounded” student, how to recognize different types of trauma, and how wounds can be manifested through a variety of antisocial behaviors;
  • how to reach a “wounded” student and leverage “teachable moments” to teach and/or reinforce acceptable behaviors; and
  • how alternative discipline can achieve key outcomes for both student and teacher that lay the groundwork for effective teaching of marginalized students.


Bluestein, Jane. (2001). Creating emotionally safe schools: A guide for educators and parents. Deerfield Beach, FL: Health Communications.

Boyle, G. (2010). Tattoos on the heart: The power of boundless compassion. New York, NY: Free Press.

Hendershott, J. (2009). Reaching the wounded student. Larchmont, NY: Eye on Education.

Goleman, D. (2006). Emotional intelligence. New York, NY: Bantam Dell.

Gordon, M. (2005). Roots of empathy: Changing the world child by child. Toronto, Canada: Thomas Allen.

Gordon, M., & Letchford, D. (2009). Program integrity, controlled growth spell success for roots of empathy. Education Canada, 49(5), 52-56.

Pink, D. H. (2005). A whole new mind: Moving from the information age to the conceptual age. New York: Riverhead Books.

Redenbach, S. (2004). Self-esteem and emotional intelligence: The necessary ingredients for success. Davis, CA: Esteem Seminar Programs and ESP Wise Publications.

Scaer, R. (2005). The trauma spectrum: Hidden wounds and human resiliency. New York, NY: W. W. Norton & Company.

Siegel, D. J. (2010). Mindsight: The new science of personal transformation. New York, NY: Bantam Books.

Siegel, D.J. (2013). Brainstorm: The power and purpose of the teenage brain. New York: Penguin Putnam.

Siegel, D. J., & Bryson, T. P. (2011). The whole brain child. New York, NY: Delacorte Press.

Szalavitz, M., & Perry, B. D. (2010). Born for love: Why empathy is essential-and endangered. New York, NY: HarperCollins.

Wardle, T. (2007). Strong winds and crashing waves. Abilene, TX: Leafwood Publishers.

Improving Reading for Academic Success: Strategies for Enhancing Adolescent Literacy

If your students can’t read, they cannot learn science, math, or history and are more likely to become dropouts. Dr. Pat O’Connor and Dr. Bill Bintz from Kent State University will be joined by Renee Murray of the Southern Regional Education Board as they share their expertise on the critical topic of adolescent literacy. Educators at the middle and high school levels will learn techniques to assist their struggling readers in learning important reading skills, no matter what content area they teach.


Presentation Slides pdf.

6 Ways to Improve Reading Comprehension pdf(2007).  Quick Click.

Carnegie Corporation of New York(2010).

Encouraging Reading For Reluctant Readers pdf(2008).

O’Connor, P., Bintz, W., & Murray, R. (2009).  Improving Reading for Academic Success: Strategies for Enhancing Adolescent LiteracyEffective Strategies.

International Reading Association(2010).

National Council of Teachers of English(2010).

Southern Regional Education Board(2010).

Talking Points – Select Quotes on the Importance of Reading pdf(2009).

Ten Points All Teachers Should Know About Reading pdf(2009).

The Big Six Reading Skills Linked to Literacy Across the Curriculum pdf(2009).

Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success pdf(2010).   New York, NY : Carnegie Corporation of New York.

National Dropout Prevention Center/Network (2009).  Video: Pat O’Connor discusses the challenges of literacy in our society.

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