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vi LIST OF TABLES  xiv LIST OF FIGURES  xvi LIST OF ABBREVIATIONS  xviii CHAPTER ONE: INTRODUCTION 1 Overview of the Idaho STEM Action Center (STEM AC) 2 CHAPTER TWO: TERMINOLOGY AND RESEARCH RELEVANT TO STEM AC FOCUS AREAS8 Focus Area 1: Definition of STEM 9 STEM AC Definition of STEM 11 Focus Area 2: High-Quality STEM PD through the Lens of Adult Learning Theory 13 PD through the Lens of Adult Learning Theory 13 Challenges of Adult Learning 16 Reasons to Measure Adult Learning 17 ‘High-Quality PD’ and Adult Learning Theory’s Emphasis on the Importance of JobEmbedded PD 19 High-Quality PD Takes Time 20 Definition of High-Quality STEM PD and STEM AC 23 ix Focus Area 3: Underrepresented Populations in STEM 26 Women as an Underrepresented Population in STEM 26 Rural Geography as an Underrepresented Population in STEM 28 Race/Ethnicity as an Underrepresented Population in STEM 29 Socioeconomic Status as an Underrepresented Population in STEM 31 STEM AC’s Definition of Traditionally Underrepresented Populations ..32 Focus Area 4: College and Career STEM Pathways 34 Major Factors that Favorably Impact STEM Pathways 35 How Can STEM Interest Be Achieved? 36 College and Career Pathway Selection by Students and the Role of STEM AC 37 Focus Area 5: STEM Needs in Industry and Workforce 38 STEM Skills Gaps39 Strengthening STEM Pathways 42 How Will STEM AC Address the Needs of Industry? 43 Summary 46 CHAPTER THREE: METHODS 48 Research Methodology 49 Research-Based PD Rubrics – Change the Equation STEMworks Rubric and Idaho-Specific Rubric 50 The Participants 55 Data Collection 56 Stage 1: Pre-PD Research 58 Pre-PD Survey Questions 1 – 3 60

Research-Based STEM Educator Professional Development Rubrics for the Selection of High-Quality Professional Development: A Mixed Methods Study of Teacher Perceptions and Outcomes