Full version of volume 1 of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conference.This complete issue is available in Proceedings of the Interdisciplinary STEM Teaching and Learning Conference:https://digitalcommons.georgiasouthern.edu/stem_proceedings/vol1/iss1/1Editor's NoteIt was with great pleasure that I was able to organize and put together the inaugural volume of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conference. The opportunity to read the different studies and converse with authors from all over the region was rewarding and makes me proud of the good work being done in interdisciplinary STEM education.The first volume of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conference includes topics from special education, curricular integration, using primary resources, methods for using new technologies, and cellular testing. I was truly impressed with the scope of the work presented at the conference and articulated in these papers.I want to acknowledge the Institute for Interdisciplinary STEM at Georgia Southern University and our fellows and affiliates who graciously and quickly assisted with the review process. Thank you to Lisa Stueve for leading this year's conference and Marsha Pate, Kania Greer, and Robert Mayes for all their support along the way. (National Science Foundation, 2015). The underrepresentation is a problem because the nation's competitiveness depends on diverse individuals with STEM knowledge, skills, and abilities to drive innovation that will need to new products and economic growth (Businesshigher Education Forum/A Policy Brief, 2014; National Academies of Sciences, Engineering, and Medicine, 2016; National Science Board, 2016). The author discusses the importance of engaging students with disabilities in informal Science, Technology, Engineering, and Mathematics activities.Keywords: extracurricular, clubs, STEM, disabilities, social skills, soft skills, informal, self-efficacy, self-determination
The Importance of Extracurricular Activities for Students with DisabilitiesAll students, including students with disabilities (SWD) who participated in after-school programs that offer a variety of experiences develop skills and self-confidence (Kleinert, Miracle and Sheppard-Jones, 2007). These social and emotional skills are difficult to achieve in the typical classroom setting (Snellman, Silva, Frederick & Putnam, 2015). Kleinert and colleagues (2007) pointed out the Individuals with Disabilities Education Act (IDEA) requires schools to provide access to extracurricular activities and recommended participation in after-school programs is included in students' Individual Education Programs (IEPs). After-school clubs can integrate needed work place (soft skills, i.e. collaboration) and social skills interventions with students who share similar interests in a natural, informal, learning environment. Students with disabilities develop social competence by experiencing friendships and gaining valuable...