"There has been an increasing issue in STEM education as many lack the interest and knowledge in STEM disciplines and fields. It may be that exposure to STEM concepts and skills does not begin early enough. Indeed, most programs target older students. Given the high demand for STEM workers, and the projected growth of STEM fields (Washington, D.C., 2011), it is increasingly important to expose students to STEM education beginning as early as elementary school. Beginning in high school may be too late. Ifstudents are not exposed to STEM related activities and instruction in their early school years, they may never have the opportunity to gain skills and interest that allow them to be successful later. If teachers are able to expose students to STEM related curriculum, this exposure could potentially have the ability to spark a greater interest for math and science in students while also motivating them to continue to seek STEM-related opportunities. Clearly, part of the problem is in teacher education. Some K-6 programs are not preparing teacher candidates adequately for STEM content or skills, especially in the area of engineering (DiFrancesca, Lee & McIntyre 2014). Thus, while there is a noticeable disconnect between interest in STEM careers and early exposure to STEM education (Drew, 2015). Implementing these disciplines and practices throughout elementary education programs could result in more exposure for K-6 students. This book would seek to collect anecdotal stories of how elementary education programs have altered their content offerings, filed experiences, curriculum and the like to expand their teacher candidates' knowledge and exposure to STEM discplines and fields"--
