Campus STEM Innovation from a Foothold in Mathematics: Lessons Learned from a Place Where it Happened

Abstract A metropolitan university, has had a productive journey in science, technology, engineering, and mathematics (STEM), which eventually led to a campus STEM priority, endowed STEM Community Chairs, an increase in external grants, disciplinary degree pathways for high school teachers and even a Citywide STEM Ecosystem organization.  Much of this journey surfaced from collaborations originating in mathematics education, which then synergized into campus wide efforts.  This article describes one campus’ journey into STEM and how transforming the mathematics teacher education program represented a “springboard” for formalizing STEM collaboration and innovation.  It is offered to aid other institutions who want to make STEM more of a priority on campus and to assist in their institutional journey toward a collaborative STEM effort both on and off campus.