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The goal of this qualitative study was to examine how non-STEM teachers worked to find their place in a K-12 school district implementing a district-wide STEM initiative. Teachers of individual STEM disciplines have been found to struggle with curricular integration, a key focus of many STEM initiatives. A yet unexplored question around STEM education is what this educational shift means for non-STEM teachers who are being asked to implement a STEM-focused curriculum. Here we specifically focus on the experience of these teachers and how the engineering design process (EDP) emerged as an effective mediating tool supporting non-STEM teachers in “doing STEM,” incorporating it into their practice, and thereby becoming part of the district STEM initiative. Data from teacher journals, interviews, and field notes, were characterized by how participants referred to and discussed engineering in their classrooms. Analysis of the data resulted in five themes concerning non-STEM teachers’ experiences with the EDP. The EDP was perceived as intuitive and flexible, involving integration with other disciplines, centered around hands-on activities, as an approach to problem solving, and as a student-centered approach to learning . The EDP resonated with many of them and provided an effective entry point that allowed them to “do STEM.” Once they developed even rudimentary facility with the tool, they were able to effectively apply it to other problems of practice as well. The data suggest that the EDP may be a useful tool for introducing STEM to non-STEM teachers and helping them to find their place in STEM.

Non-STEM Teachers Finding Their Place in STEM