Technological fields, like engineering, are in desperate need of more qualified workers, yet not enough students are pursuing studies in science, technology, engineering, or mathematics (STEM) that would prepare them for technical careers. Unfortunately, many students have no interest in STEM careers, particularly engineering, because they are not exposed to topics in these fields during their K-12 studies. Most K-12 teachers have not been trained to integrate relevant STEM topics into their classroom teaching and curriculum materials. This article explores best practices for bringing engineering into the science and mathematics curriculum of secondary school classrooms by describing a project that utilizes concepts representing the merger of medicine, robotics, and information technology. Specific examples demonstrating the integration into the teaching of physics, biology, and chemistry are provided. Also considered are the critical issues of professional development for classroom teachers, improved preparation of future teachers of STEM, and the development of curriculum materials that address state and national content standards.

This study examined how diversity of field placement affected White student teachers’ White racial identity
(WRI) development, and the relationship between WRI and teacher efficacy. There was no change in WRI
development regardless of placement; however, as the percentage of students of color in the placement increased,
two subscales (instructional strategies, classroom management) of the Teacher Sense of Efficacy Scale (TSES)
decreased. A negative correlation existed between WRI (Pseudo-Independence and Contact subscales of the
White Racial Consciousness Development Scale-Revised) and subscales of the TSES. Results indicate that
teacher preparation programs critically examine Whiteness and WRI as a construct.

This study examines the White racial identity (WRI) development of preservice teachers in diverse and nondiverse student teaching placements. A qualitative design, using constant comparative analysis yielded salient themes/ categories. Our results provide evidence that experience in diverse settings might provide opportunities for individuals to reflect on issues of their own race and ethnicity in contrast to their students' backgrounds. Student teachers placed in more diverse settings showed evidence of WRI growth, as they became more cognizant of their heritage and their own privileges. We found that the level of diversity of student teaching field placements influenced White student teachers' perceptions of working with students of color. We propose that ongoing discussions will foster an awareness of the history of racism and discrimination in the United States that has created racial and educational inequities, which, in turn, will promote multicultural competence.

This second paper describes how the Internet was used to modernize a graduate accounting capstone course to enhance student interest and learning, and is an extension of an earlier paper that examined a similar approach with an undergraduate accounting capstone course. Course content was developed from contemporary issues and cases obtained from the Internet. Benefits, drawbacks, and feedback from students who completed the updated course are presented as a basis for future study. The concepts and techniques presented in this analysis can easily be applied to capstone courses in other disciplines.