Learning Forward
Equity and excellence in teaching and learning.
IDEAS
Utah STEM initiative turns teacher learning into student engagement
By Kody Colvin, Cori Groth, Andrea K. Rorrer, Jeremy Acree, Kellie Yates, Yevgeny Pevzner, Jessica Constant and Jordan Bartholomew
April 2026
Students today arrive with complex personal needs alongside academic ones, including managing distractions, coping with anxiety, and dealing with the pull of social media. In the midst of these realities, the work of teachers to foster engagement and belonging is more important than ever. Science, technology, engineering, and math (STEM) learning can be a powerful lever for engagement, not just for content knowledge but as a pathway to relevance, problem-solving, and collaboration. STEM learning can build confidence, connection, and learning readiness when designed around student interests and agency. In Utah, secondary STEM teachers are reimagining instruction so students experience purpose and connection the moment they walk through the door. Professional learning is equipping them to shift classrooms from reactive spaces to proactive communities where students
Read the remaining content with membership access. Join or log in below to continue.
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
References
Moreno, N.P., Tharp, B.Z., Vogt, G., Newell, A.D., & Burnett, C.A. (2016). Preparing students for middle school through after-school STEM activities. Journal of Science Education and Technology, 25(6), 889-897.
Teacher Leadership Exploratory Consortium. (2011). Teacher Leader Model Standards. teacherleaderstandards.org
Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081-1121.
Kody Colvin, Ed.D., is the School and District Lead Specialist at the Utah Education Policy Center, where he partners with schools, districts, and organizations to strengthen leadership, professional learning, and improvement efforts. His work centers on building educator capacity through research-informed frameworks, collaborative networks, and equity-focused practices. He has published and presented nationally on professional learning, systems thinking and design, and instructional leadership.
Cori Groth, Ph.D., is Associate Director of the Utah Education Policy Center at the University of Utah, where she partners with schools, districts, and state agencies to strengthen leadership and drive evidence-informed improvement. With nearly three decades of experience in educational evaluation, school and district improvement, and leadership development, Cori is committed to translating research into meaningful insights and practices that help educators achieve excellent outcomes for all students.
Andrea Rorrer (andrea.rorrer@utah.edu) is a Professor at the University of Utah Department of Educational Leadership and Policy and Director of the Utah Education Policy Center (UEPC). The UEPC’s mission is to bridge research, policy, and practice by conducting rigorous and comprehensive research and evaluations, and providing expert and research-informed technical assistance and professional learning. Through its partnerships with educators, policymakers, and communities, the UEPC ensures that its work translates into actionable insights that drive improvement and lasting impact.
Kellie has worked in the STEM Education field for over 20 years, focusing on adult education and professional learning for the past 11 years. Her development and implementation of the SEI program has been a highlight of her work.
Jessica Constant is a CTE and robotics coach in Davis School District, Farmington, Utah.
After more than a decade in the technology and manufacturing industry, Mr. Bartholomew transitioned into education, driven by his passion for training, teaching, and hands-on learning. He holds a master’s degree in Technology and Engineering Education and actively applies his expertise as a VEX Robotics coach, inspiring students through innovative, project-based experiences. Outside the classroom, he enjoys spending time with his wife and three daughters, as well as cycling, hiking, and building projects.
CURRENT ISSUE
Recent Issues
LEARNING WITH AI
February 2026
Generative AI can be a powerful tool for professional learning design and...
WHAT STUDENTS NEED NOW
December 2025
For all students to thrive, we need to understand who they are and what...
LEARNING COMMUNITIES FOR LEADERS
October 2025
Leaders need opportunities to connect, learn, and grow with peers just as...
MAXIMIZING RESOURCES
August 2025
This issue offers advice about making the most of professional learning...
