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Science, Technology, Engineering, and Mathematics (STEM) is an approach and movement in innovative educational practices from the primary level internationally. This would provide a platform for an inquiry approach, creativity, and innovation in young children and formulate a path for changes in existing practices. The STEM approach is widely accepted as a key educational practice ; however, it is dealt with as a combination of disciplines in actual teaching and learning practice. Coherence in this interdisciplinarity and integration has yet to be evolved as a practice in synthesising and designing instruction and could be harbinger for an effective design for future practice. Integrated and interdisciplinary STEM can only generate powerful knowledge to deal with issues that are affecting the planet and bring abiotic and biotic equilibrium. Interdisciplinary and integrated powerful knowledge (IIPK) can act as a roadmap for innovation that can bring changes in existing practices, produce informed citizens, build capacity for informed decisions, and generate sustainable living practices. Interdisciplinary and integrated STEM could lay foundations for IIPK and generate a mindset, approach, and practice. IIPK could lead to the formation of new paths for energy generation, transport, agricultural practices, medical treatment, and clean environment. Interdisciplinary and integrated STEM is not seen in actual practice anywhere nowadays. For coherence in curriculum, implications in instructions need reform and development by the governments across the world. That could lead to a new policy for interdisciplinary and integrated STEM.

Intro -- Contents -- Preface -- Chapter 1 -- Perils and Pitfalls of Idiomatic Python -- Abstract -- Introduction -- Interlude: The Zen of Python -- PEP 8 and String Formatter -- Swapping -- Enumeration and List Comprehension -- Reversed -- Lambda -- Slicing -- Exceptions and EAFP -- What I Would Like to Cover but Didn't -- Appendix A -- Appendix B -- Appendix C -- Acknowledgments -- References -- Chapter 2 -- A Reflection of My 4 Years of Undergraduate Study in Singapore: What I Learnt from Singapore -- Abstract -- Background -- The First Three Years in Singapore -- The 'Honours' Year -- My Reflections -- References -- Chapter 3 -- SEcured REcorder BOx (SEREBO) Version 1.0 -- Abstract -- Problem Scenario and Introduction -- Architecture and Implementation -- Code Files for SEREBO Command Line -- File Name: SEREBO.PY -- File Name: SEREBO_NOTARY_API.PY -- Code Files for SEREBO BlackBox -- File Name: __INIT__.PY -- File Name: SEREBO_API.PY -- File Name: SEREBODB.PY -- Code Files for SEREBO Notary -- File Name: SERVICES.PY -- File Name: SEREBO_NOTABASE.PY -- References -- Chapter 4 -- The Changes While Studying in the Different Countries and Reflections to the Moments -- Abstract -- Background and Studies in South Korea -- Life with Studies in the Philippines -- Achievement to the Goal Step by Step -- Life with Studies in Singapore -- Life during Graduating Year and My Final Year Project -- Life after the Semesters Off and What I Feel on My Previous Studies -- References -- Chapter 5 -- My Memoir Based on 4 Years in Singapore -- Abstract -- Background -- Life before Singapore -- The First Year in Singapore -- The Honours Year in MDIS -- My Reflection -- References -- About the Editor -- Series Description -- Referee Statement -- Book Chapter Submissions -- Monographs and Proceedings -- Edited Thematic Volumes -- Index -- Blank Page.

Best practice W-STEM Student Group presented into the First Benchmarking Round session within the 2nd face-to-face meeting of the W-STEM ERASMUS + Capacity-building in Higher Education European Project (Ref. 598923-EPP-1-2018-1-ES-EPPKA2-CBHE-JP), which was held in Universidad del Norte, Barranquilla (Colombia), 27-29 November 2019. ; W-STEM (Building the future of Latin America: engaging women into STEM) is a project funded under European Union ERASMUS + Capacity-building in Higher Education Programme (598923-EPP-1-2018-1-ES-EPPKA2-CBHE-JP). The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.

The purpose of this study was to better understand school factors influencing ethnic minority students' science, technology, engineering, and mathematics (STEM) preparation in Inclusive STEM High Schools (ISHSs). The researchers conducted a phenomenological study that used semi-structured interviews with participants (N=13) who graduated from ISHSs in Texas. Participants' STEM high school experiences were classified into nine categories: a) innovative STEM and non-STEM instruction, b) rigorous STEM curriculum, c) integration of technology and engineering in classrooms, d) quality of teachers, e) real-world STEM partnership, f) informal STEM opportunities, g) academic and social support for struggling students, h) emphasis on STEM courses, majors, and careers, and i) preparation for a college workload. These characteristics can be helpful for schools to establish a STEM-focused school environment and have the potential to cultivate positive experiences for ethnic minority students to increase their interest and capabilities in STEM fields.

Women are underrepresented in STEM, with the decline in attitudes among girls occurring during the middle-school years. The purpose of this study is to explore STEM interest in girls through their participation in integrated STEM in order to find ways to motivate, engage, and sustain their STEM interest. The following research question guided this study: What components of a community-embedded, integrated STEM experience promote STEM interest in middle-school girls? This single explanatory case study took place at an emerging urban STEM middle school in the midwestern United States. The entire seventh grade participated in two integrated STEM units. All seventh graders had the opportunity to participate in an additional project based on one of the two STEM units. Seven target girls were purposefully selected as participants based on their consent to complete all research requirements. This study illuminated five themes, each emerging as an important aspect of community-embedded STEM integration that may help to foster STEM interest in middle-school girls: (a) community and personal connections to helping others, (b) self-confidence and self-efficacy, (c) supportive and collaborative community, (d) student agency and choice, and (e) perseverance, persistence, and learning from failure. Findings from this study can be used to develop and guide further integrated STEM curricula that focuses on improving STEM interest, with the ultimate goal of increasing representation of women in these areas. The authors of this study challenge educators to find ways to support female success in STEM by improving their STEM interest.

The shortage of science, technology, engineering, and math (STEM) professionals in the United States leaves many available positions unfilled. Students beginning college with declared STEM majors often change majors in college, contributing to retention difficulties. Using the Career Thoughts Inventory (Sampson, Peterson, Lenz, Reardon, & Saunders, 1996a), the authors examined negative career thoughts between undergraduate STEM‐declared students participating in a STEM retention project and STEM‐interested students participating in a National Science Foundation–funded STEM recruitment and retention project. Results indicated significant differences between the 2 groups, with STEM‐interested students reporting greater negative career thoughts.