The engineering design process (EDP) can be a wonderful tool to nurture creative problem-solving abilities, prepare students to tackle problems with intentional planning, and encourage learning from failures. Many lesson plans and instructional strategies are guided by the EDP (Hill Cunningham, Mott, and Hunt 2018). Visual representations of the EDP often show a set of actions arranged in a cycle. For example, many of you are probably familiar with the Engineering is Elementary graphical aid that shows five labeled steps, “Ask, imagine, plan, create, improve” (Museum of Science, Boston 2020)

This Innovative Practice Work in Progress paper presents Catalyzing Inclusive STEM Experiences All Year Round (CISTEME365), a multi-year project funded by the National Science Foundation. We designed a networked community of middle/high school teachers, counselors, and administrators focused on improved understanding and promoting practices that increase students' motivations and capacities to pursue science, engineering, technology, and mathematics (STEM) careers. We also collaborated with them to implement out-of-school-time STEM clubs that provide engineering design, project-based, and

This is the first of two sequential papers describing the design and first-year implementation of a collaborative participatory action research effort between Sociedad Latina, a youth serving organization in Boston, Massachusetts, and Boston University. The collaboration aimed to develop and deliver a combined STEM and career development set of lessons for middle school Latinx youth. In the first paper, life design and the U.N. Sustainable Development Goals are described in relation to the rationale and the design of the career development intervention strategy that aims to help middle school

Broadening participation in engineering is an important national priority and has led to increasing demands for engineering content to be integrated into traditional K-12 curriculum. However, expecting teachers to incorporate en- gineering into their classrooms without additional training or resources is unreasonable. Partnering teachers with industry partners is one promising way to prioritize integrated science and engineering content while also introducing youth to pos- sible career paths. In this programmatic article, we introduce the Partnering with Educators and Engineers in Rural

Background: Adolescents on the autism spectrum often experience challenges participating socially in inclusive education. The majority of school-based social supports focuses on social skills training, although research shows that students on the spectrum prefer activity-based social groups over social instructions. Thus, activity-based school clubs incorporating student interests may support social participation. Method: This mixed-methods study explored the preliminary social participation outcomes of adolescents on the spectrum in an inclusive Maker Club at three public schools. The