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The ReSTEM Institute: Reimagining & Researching STEM Education

The ReSTEM Institute builds new knowledge regarding the improvement of K-12 STEM education. This work includes conducting research on

  • the processes of school-wide reform for STEM education,
  • teacher learning and the transformation of teaching practices,
  • development, implementation, and fidelity issues associated curriculum and learning materials, and
  • student learning of, dispositions toward, and identity relative to STEM.

ReSTEM Research Projects

  • Mission HydroScience (MHS)

The MHS project is developing and studying a game-based 3D virtual learning environment (VLE) for supporting student learning related to hydrologic systems and scientific argumentation. Visit the project website:

Projects Featured in ReSTEM Events

  • STEAM Project

Title of Project: Studying Teacher Expertise and Assignment in Mathematics (STEAM)

Investigators: Barbara Reys (PI), James Tarr (Co-PI), Corey Webel (Co-PI), Nianbo Dong (Co-PI)

This research investigates student mathematics learning outcomes at the elementary level in relation to teacher expertise (elementary teachers with math specialist certification versus generally prepared elementary teachers) and school organization (departmentalized versus self-contained mathematics classrooms). University of Missouri researchers will organize and facilitate the research in multiple Missouri public and private school sites. Findings will provide evidence of the impact of content-specific teacher expertise and a departmentalized school organizational model that offers students access to well-qualified teachers of mathematics with no additional staffing costs. (PDF).

Visit the project website:

  • Collaborative Project: 

Title of Project: Broadening Participation in Engineering among Women and Latina/os: A Longitudinal, Multi-Site Study

NSF #: DUE-1430614

Investigators: Lisa Flores

The project aims to investigate the longitudinal effects of social cognitive, cultural, personality and contextual factors on engineering students and workers satisfaction, engagement, and persistence as posited by Social Cognitive Career Theory (SCCT). The longstanding underrepresentation of White women and Latina/os in engineering majors and jobs provides the rationale for this investigation of psychological factors leading to their academic and career satisfaction, engagement, and persistence. (PDF)