Efforts to promote STEM learning in young children have been proven to have significant impacts on important future learning in the areas of science, technology, engineering, and math.
The STEM Innovation for Inclusion in Early Education (STEMIE) Center aims to:
- Expand the body of knowledge of implementing evidence-informed practices for early STEM learning
- Provide a continuum of technical assistance to improve knowledge awareness, acquisition, and implementation of inclusive STEM practices; and
- Engage partners from diverse disciplines and industries in work to increase the inclusion of young children with disabilities in high-quality STEM learning experiences.
Our Focus
STEMIE’s purpose is to promote high-quality inclusion of young children with disabilities in STEM learning opportunities. To accomplish this, our center emphasizes the need to individualize the environment, materials, and instruction based on children’s functioning and needs as opposed to a specific disability.
Focus on Inclusion
We also recognize that STEM experiences are influenced by various perspectives and learning environments. To support children in developing a positive STEM identity, STEMIE is focused on creating products and services that reflect the wide range of experiences and interests of children, families, and practitioners in terms of roles, backgrounds, and approaches to learning.
Focus on Growth-based Approach
STEMIE’s purpose is to promote high-quality inclusion of young children with disabilities in STEM learning opportunities. To accomplish this, our center emphasizes the need to individualize the environment, materials, and instruction based on children’s function and needs as opposed to a specific disability.
Leverage Evidence-informed Research and Tools
STEMIE uses developmentally appropriate and evidence-informed practices, including early STEM teaching practices and strategies and the Division for Early Childhood (DEC) recommended practices. To further build the foundation for critical STEM concepts in young children, we use a set of expert-built tools known as learning trajectories.
Our Team
Leadership Team
Megan Vinh
Frank Porter Graham Child Development Institute, UNC-Chapel Hill
Chih-Ing Lim
Frank Porter Graham Child Development Institute, UNC-Chapel Hill
Doug Clements
Marsico Institute, University of Denver
Julie Sarama
Marsico Institute, University of Denver
Staff
Jessica Ann Amsbary
Frank Porter Graham Child Development Institute, UNC-Chapel Hill
Julie Chin
Frank Porter Graham Child Development Institute, UNC-Chapel Hill
Christine Harradine
Frank Porter Graham Child Development Institute, UNC-Chapel Hill
Adam Holland
Frank Porter Graham Child Development Institute, UNC-Chapel Hill
Lindsay Holland
Frank Porter Graham Child Development Institute, UNC-Chapel Hill
Tanna Neufeld
Marsico Institute University of Denver
Kellen Reid
Frank Porter Graham Child Development Institute, UNC-Chapel Hill
Ann Sam
Frank Porter Graham Child Development Institute, UNC-Chapel Hill
Shannon Stark-Guss
Marsico Institute, University of Denver
Daniel Van Ark
Frank Porter Graham Child Development Institute, UNC-Chapel Hill
Victoria Waters
Frank Porter Graham Child Development Institute, UNC-Chapel Hill
Hsiu-Wen Yang
Frank Porter Graham Child Development Institute, UNC-Chapel Hill
Consultants
Pip Campbell
Cindy Hoisington
Early childhood STEM educator/researcher, Education Development Center (EDC)
Alissa Lange
Director, Center of Excellence in STEM Education, NE TN STEM Innovation Hub, Early STEM Lab, East Tennessee State University
Yvette Mere-Cook
Department Chair and Associate Faculty, Occupational Therapy, Samuel Merritt University
Lisa Wadors Verne
Program Manager of Education Research and Partnerships, Benetech
National Impact Team
- Industry leaders
- STEM experts
- Inclusion experts
- Practitioners
- Families
- IHE faculty