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We discuss opportunities to integrate STEM across both formal and informal settings. Our reflections begin with looking back to Making Science Matter: Collaborations Between Informal Science Education Organizations and Schools , an influential report published by the Center for Advancement of Informal Science Education (CAISE) in 2010. We expand the arguments in that report to address integrating STEM education in formal and informal education particularly in the light of the growth of interest in teaching about ‘wicked problems’. We discuss several issues that we believe need to be taken into account in developing closer formal/informal collaboration, and trace how they have emerged since the term STEM was first used in the 1960s. We conclude that a significant challenge, that is often overlooked, is that the term STEM has several different meanings and that institutions in formal and informal settings may have different outcomes in mind when collaborating with each other. The implications are that discussing the meaning and purpose of STEM are an essential first step in any collaboration between formal and informal institutions.

Objective Explore perceptions of health technology use among emerging adults with type 1 diabetes (T1D) and their interactions with romantic partners about their diabetes. Background Dating and the formation of romantic relationships are key features of emerging adulthood. However, emerging adults with T1D may experience dating relationships in a unique way due to managing T1D. Health technology use may play an important role in those dating relationships. Method Twelve emerging adults with T1D (average time since diagnosis = 9 years) participated in two focus groups during a weekend program with the College Diabetes Network in Boston, MA. Findings Qualitative analysis revealed an overarching context of health technology use in relation to dating relationships among emerging adults with T1D. Within this context, three descriptive themes emerged: sensitivity to the perceptions of others, an emphasis on boundaries and independence, and T1D partner support. Conclusion Technology plays a central role in the way that emerging adults with T1D interact with romantic partners. Insulin pumps, body sites, continuous glucose monitoring devices, and the sharing of technology all factor into decisions and methods of concealing and disclosing and the development of digitally supported intimacy. Implications for Emerging Ideas T1D may place individuals in unique circumstances within romantic relationships. Professionals could educate those with T1D about technological and social aspects of T1D management.

This paper focuses on the multilingualism in teacher education and puts a new education policy in the spotlight: the German “DaZ-Modul – German for pupils with an immigrant background,” which has been implemented as part of regular teacher training. In light of increasing linguistic diversity and transnational mobility, the potential of such a module is of particular significance. In order to analyse this potential, a qualitative study was conducted with pre-service teachers using a triangulation of pre- and post-group discussions with learning diaries. The findings offer deep insights into participants’ perceptions of linguistic normality and its reconstruction in course of the training. Drawing on these findings, the paper discusses implications for teacher education in a multilingual society: the need to include multilingual subject-oriented didactics and to combine them with reflective and biographical methods.

This paper examines how general semantics and media ecology seek to understand the structures and systems of communication. Political polarization may not be the result of active news consumption but an attempt to find coherence and order through news. People develop apolitical identity and use it as a heuristic to acquire information which will conform to the reified identity of the media consumer.

Taking on new duties are Bonita McClain Vinson at North Central Texas College, Curtis Dean at Livingstone College, Danielle McBeth at Florida A&M University, Isessa Sutton at Berkeley College, Herman L. Wood Jr. at Delaware State Univerity and Jerry Melton at Grambling State University.

[...]frankly, it is not frequently depicted, let alone fully fleshed out, in articles I have seen or workshops I have attended. Since published articles and professionally organized workshops are still a little lean in this area, my team and I are thankful to have found a handful of colleagues elsewhere who have generously shared their own academic change stories and insights with us. [...]I am immensely proud that my lean leadership team and I continued to manage and lead all of the other business of the campus during this time period since the change process demanded continuous time, attention, intervention, and reassurance. Toward these particular ends, we have designed our new academic structure to cluster majors under a larger academic umbrella called \"schools.\" Since some upperdivision courses from one major will be cross-listed with upper-division courses from another major within the same school, students will hear and learn from a larger number of their peers within their school. [...]when I reflect on the Carnegie Classification discussion included earlier in this article, I am willing to make a rather bold suggestion: perhaps it is a demonstrably rigorous, broad, and simultaneously connected, engaging, and relevant core rather than the number of graduates in conventional liberal arts disciplines that should carry the most weight in classifying an institution as a liberal arts college.

Food insecurity is a problem for millions of people in the United States. In 2020, 10.5 percent of US households were food insecure, and for people of color, the numbers were even greater. With the United States’ history of discrimination against Black and Brown people in areas such as housing, employment, and education, racism is clearly a root cause of the problem. The theory of improvement for this dissertation in practice hypothesizes that increased access to free and nutritious foods will improve the physical, social, and academic outcomes of our students. To address this problem of practice, I implemented a supplemental weekend program that provided backpacks filled with nonperishable food items to students impacted by food insecurity. The inquiry questions that guided this improvement project were: 1) How do parents view the backpack program’s impact on their child(ren) and family?, 2) What are the teachers' perceptions of the impact of the weekend backpack program on their students?, and 3) How does the overall school environment help or hinder students to eat healthy? Measures include phone surveys/interviews with 7 parents of students participating in the backpack program, 2 focus groups with 8-12 faculty/staff that work with students receiving backpacks, and field notes to document the school food environment. Quantitative (survey) data analysis includes descriptive statistics and qualitative coding of open-ended questions. Focus group recordings were transcribed and coded with qualitative content analysis and organized into categories and themes. An analysis of field notes includes a qualitative description of observations and findings. Results of qualitative analysis of focus group transcripts revealed 3 overarching themes surrounding teachers' perceptions of the impact of the weekend backpack program on the lives of their students: (1) Household struggles illuminated and exacerbated by a pandemic; (2) School meeting the needs of its students; and (3) Increasing food access for students and families. Main findings reflected challenges to accessing public services and, school resources helping to mitigate the issue of food insecurity for students and families. The implementation of this program highlight the importance of the program and the role schools can play in the communities they serve.

The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a special experiment supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the special experiment and it reports on the school's fragile beginnings. The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system. The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz. To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia's other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria. [Author abstract]