Analysis of baseline attitudinal data gathered from a National Science Foundation Innovative Technology Experiences for Students and Teachers project uncovered large contrasts between the perceptions of practicing professionals and students toward science, technology, engineering, and mathematics (STEM) disciplines and careers (Tyler-Wood, Knezek, & Christensen, 2010). These findings have been reconfirmed in a second year analysis based on new data and are reported in this paper.

The ITEST program has enabled creativity, experimentation, and cultural responsiveness in STEM education and workforce development and broadened participation in STEM initiatives to Native American communities, underresourced urban communities, girls, and populations underrepresented in STEM fields. By approaching research and evaluation with flexibility and resourcefulness, the authors provide empirical evidence for the value of innovative approaches to STEM education that promote STEM interest and career-related outcomes and that build the foundational skills of the scientific and engineering workforce of the future.

This article describes Energy for ME and Going Green! Middle Schoolers Out to Save the World, two Science, Technology, Engineering, and Mathematics (STEM) education programs with the common goal of improving students’ attitudes about scientific careers.