Are Human-Centered Design (HCD) and Design Thinking the same? While often used interchangeably, the difference is subtle but vital for STEM. Both prioritize people and iterative work, but as Prof. Kate Canales notes, HCD is the "square" to Design Thinking's "rectangle." Design Thinking encompasses HCD’s core values while adding specific methods and mindsets to generate novel, robust solutions (Norman, n.d.). It’s about the creative work that brings these human-centered ideas

The scientific method and the engineering design process are the bedrock of STEM education. They provide the rigor and structure necessary for investigation. However, as we look at the complex landscape of the 21st century, we must acknowledge that real-world problems are rarely linear. They are messy, multifaceted, and deeply ambiguous. To truly prepare students, we must move beyond these established frameworks and integrate creative problem-solving approaches that embrace u

In a world increasingly defined by volatility and complexity (VUCA), how do we prepare students for an "uncertain and ambiguous" future? One of the key components of high-quality STEM learning is the integration of emerging technologies . But what exactly qualifies as an "emerging technology"? According to Rotolo et al. (2015), these are "radically novel and relatively fast-growing technologies characterized by a certain degree of coherence persisting over time." Their most s

When we talk about STEM education, we often focus on content knowledge or technical skills. But there is another crucial aspect that often determines a student's long-term success: STEM Identity . What is STEM identity? It is a person’s ability to “see themselves as the kind of people who could be legitimate participants in STEM through their interest, abilities, race, gender, and culture” (Hughes et al., 2013, p. 2). It goes beyond just getting an 'A' in math class; it is th

To truly understand STEM practices, we must look beyond individual skills and view them through an integrated lens. This is the heart of "Situated STEM Learning" —the idea that understanding how  to apply knowledge is just as important as the knowledge itself. But how do we visualize this integration? 1. The Pulley System Kelley and Knowles (2016) propose a "block and tackle" pulley framework. Imagine Science, Technology, Engineering, and Math as four separate pulleys. Toget

This video shows the process I use (and mindset) to design project-based (PBL) learning experiences that are optimal for design thinking integration. Thank you so much for checking out this video. If you are interested in learning more please check the link below to receive free resources that can help you start on your journey of equipping your students with design thinking. Learn more about these experiences here: lpbeta.org/book Timestamp 0:35 Start with the Standards 1:81

Learn more about Design Thinking in education here: lpbeta.org/book

What does it actually look like to apply STEM practices in an integrated way? The best way to picture this is to see it in action within the workflow of a professional. Let’s look at architects and how they apply specific knowledge, skills, and attitudes to design a structure. Phase 1: Collaboration & Definition   The journey begins with collaboration. Architects ask insightful questions to understand the client’s vision and the site’s potential (Asking Questions; TEP-7 Commu

If we dissected the concept of STEM literacy , we would find that it consists of the application of knowledge, skills, and attitudes—collectively known as STEM Practices —within the context of real-world issues. But why use the word “practices”? Is it just academic jargon? According to the National Research Council’s (NRC) Framework for K-12 Science Education , the distinction is intentional and vital. They use the term “practices” instead of “skills” to emphasize that scient

To learn more about design thinking in education, check out my book "Design Thinking in the Classroom."

To learn more about design thinking in education, check out my book "Design Thinking in the Classroom."

We frequently hear that the STEM field is facing a massive talent gap. The common narrative suggests students simply lack interest. However, the data tells a different story: it is not a lack of interest; it is an access crisis. While we champion "STEM for all," systemic barriers continue to keep capable students on the sidelines. How do we move beyond rhetoric to truly redesign K-12 education? The answer lies in the Equity-Oriented STEM Literacy Framework . This roadmap isn'

We talk a lot about the "STEM gap." We look at the data—the underrepresentation of women, racial and ethnic minorities, and students from low-income backgrounds—and we ask, “How do we get more students interested?” But here is the hard truth: It’s usually not an interest problem. It’s an access problem.  And more specifically, it’s a systemic  problem. "Equality" is giving every student an iPad. "Equity" is redesigning the school culture so that every student—regardless of th

Why is diversity, equity, and inclusion (DEI) important in STEM? To answer this, we must first understand what these terms actually mean in practice. Diversity refers to who is represented in a group, encompassing gender, ethnicity, neurodiversity, and thought. Equity differs from equality; while equality assumes treating everyone the same, equity adjusts treatment to account for disparities and unique circumstances to ensure fair outcomes. Inclusion is about the environment—

Have you ever walked into a massive education conference, looked at a room full of hundreds of strangers, and felt more isolated than inspired? We spend significant time and resources traveling to these events, yet we often spend the whole day sitting in rooms struggling to make genuine connections. I’ve realized that the most impactful networking doesn't always happen in a breakout room; sometimes, it happens on the pavement. My Reluctant Journey to the Starting Line If you

We often ask, “What is the purpose of STEM education?” Is it solely to create more engineers and scientists? While that is part of it, the true goal is much broader. According to Rodger W. Bybee’s The Case for STEM Education , the purpose is to “apply basic content and practices of STEM disciplines to situations they encounter in life.” This application is what we call STEM Literacy . Bybee defines it as the application of knowledge, attitudes, and skills to question the worl

Why embed STEM into the education we provide our students? It is a question that goes beyond curriculum design—it cuts to the core of how we prepare children for an unpredictable world. First and foremost, STEM education is crucial for equipping students to navigate the scientific discoveries and technological advancements that shape our lives (Smithsonian Science Education Center, 2023). We are facing a "skills revolution." According to the World Government Summit and McKins

Why do we need STEM education? It’s not just about robots and coding—it’s about preparing students for a future we can’t fully predict yet. Research from the World Economic Forum suggests that 65%  of today’s kindergarten students will work in jobs that don’t exist yet. In this video, I dive into the "Skills Revolution" and explore why embedding STEM into our curriculum is the answer to the "Opportunity Myth"  in education. We discuss how Project-Based Learning develops "The

"STEM" is a term we use constantly in education, but if you ask five different stakeholders to define it, you might get five different answers. Originating in 1993 with the National Science Foundation (originally called SMET!), the acronym is well-known, yet "the finer points of this construct often cause confusion" (Breiner, 2012). Some educators argue that teaching a standalone math class counts as STEM. However, research suggests that the true power of STEM lies not in sil

A couple of years ago, I had the privilege of working with a fantastic group of 2nd-grade educators. Together, we designed a social studies project where students became museum curators and exhibit designers , using design thinking to create their own museum exhibits. The team included two homeroom teachers (Shelby and Rebecca), our Tech & Innovation Specialist (Chris), our instructional coach (Jodi), our librarian (Lara), and myself. Looking back, I truly treasure that exper