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The purpose of this chapter is to report on partnerships between local school agents, business partners, institutes of higher education, and nonprofit organizations that promote science, technology, engineering, and mathematics (STEM) activities that enhance career opportunities for students. The authors share the importance of these partnerships as well as the benefits that result for all members. In addition to describing the benefits of the partnerships, the authors lay out techniques used to manage and develop partnerships. Most importantly, the authors share the outcomes of these partnerships, including professional development projects rooted in the work between the member partners. The chapter provides data about the impact of these partnerships on students' academic achievement and concludes with recommendations and suggestions to develop and sustain partnerships.

In this chapter, we explore how our team of professors at East Tennessee State University integrated computational thinking into elementary education courses for pre-service teachers. We lean on current research to understand the definition, purpose, and culture surrounding computational thinking and consider how it may develop students' analytic skills and critical. Because of our particular context, we are interested in the play of gender and socioeconomic status in the development of technological and computational abilities. We share ideas we experimented with in Science and English language arts pre-service methods courses, as well as faculty and pre-service teacher perspectives on the developing experience.

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