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What We Do

We live in a world that is changing quickly. It is characterized by rapid growth in the availability and quantity of new information, pervasive use of computers and information processing technologies, rapid technological advances affecting a wide spectrum of society, and an increased awareness of our impact on planet Earth. With the rate of scientific discovery and technological innovation continuing to accelerate, there is a critical need to look at learning in a new way.  Instructional practice must move forward to keep pace in producing students who are prepared to meet the challenges of tomorrow. By having learners participate in the actual process of science, technology, engineering, and mathematics, we can help them gain a rich understanding of core principles in these disciplines.

The Center for Excellence in STEM Education at The College of New Jersey brings together a multidisciplinary team of educators, researchers, and practitioners.  Several professors from the schools of Science, Education and Engineering, building upon years of separately developed, but similar approaches, use inquiry and design as the major pedagogical approach for students from pre-kindergarten through grade 16 and beyond. The Center promotes inquiry and design-based learning to engage learners in the understanding and application of mathematical, scientific, and technology/engineering concepts and principles. It functions as a school service center, a demonstration and professional development center for teachers, a product development center, and a community resource.


Mission Statement

The mission of the Center for Excellence in Science, Technology, Engineering, and Mathematics (STEM) Education at The College of New Jersey is to promote an understanding of academic STEM content at higher levels by integrating research-based best practice to ensure that all pre-kindergarten through grade 20 pre-service and practicing teachers, administrators, and other stakeholders have the tools to succeed in our diverse society.

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