This paper reviews recent educational initiatives in science, technology, engineering and math (STEM) education in the United States, asking to what extent experiential learning methods are being incorporated into STEM education. We draw on a combination of qualitative and quantitative evidence. The quantitative evidence is from an analysis of the proposal abstracts for all 11,406 of the STEM education and workforce development-related projects funded by NSF grants from the end of 2018 to the beginning of 2022. The qualitative portion of the paper analyzes results from a number of scholarly studies of local initiatives from the last 10 years drawn from a range of published and conference papers, reports and media stories, and project websites, drawn from education research databases, secondary literature, and websites of specific organizations. We seek to classify and describe patterns observed among the projects examined, identifying common patterns and combinations of features. We believe that the paper represents the first comprehensive study of efforts to employ experiential learning methods in STEM education to link formal and informal aspects of learning.