STEM and Physical Education: Making Connections for Our Students, Building Strength for Our Profession

Abstract

The purpose of this article is to illustrate how preservice and in-service physical educators can advocate for their programs by connecting PE curriculum to STEM. Two specific examples are given related to developing a STEM in Sports Day and integrating STEM into the curriculum through courses taught in the teacher education program at a university.

Notes

Readers are encouraged to send “Advocacy in Action” submissions to column editor K. Andrew R. Richards at [email protected].

The purpose of the Strategies Advocacy in Action column is to provide tangible, real-world examples of grassroots and national-level advocacy activities taking place in the fields of physical education, health education and physical activity. Submissions should be written in a conversational, practical tone. Columns should be 1,000–1,300 words (or roughly four typed, double-spaced pages).

Additional information

Notes on contributors

Misti Wajciechowski

Misti Wajciechowski ([email protected]) is an assistant professor in the School of Education at Virginia Commonwealth University, in Richmond, VA; and

Michael Hemphill

Michael Hemphill ([email protected]) is an assistant professor in the Department of Kinesiology at The University of North Carolina at Greensboro, NC.