Globally, the demand for people prepared to enter Science, Technology, Engineering and Math (STEM) careers is increasing. To help fill this demand, many formal and informal STEM educational interventions have been implemented in the K-12 domain. However, due to the lack of a clearly defined framework for documenting the nature and scope of the intervention (National Research Council, 2014), the interventions vary greatly in their success, sustainability, and replicability. This research is grounded in Educational Design Research and uses the principle of Learning Experience Design (LXD) to develop a framework for thoughtfully designing and documenting a STEM intervention. This framework is then applied to the creation of a transdisciplinary Introduction to Engineering course specifically designed to improve student attitudes towards STEM, particularly engineering, as well as a professional development for teachers. The intervention and professional development are then evaluated to determine the impact on student attitudes towards STEM as well as teacher content knowledge and pedagogical content knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]