The contentious immigration issues through generations at the US-Mexico border are not only beneficial to the United States economy but, also, this immigrant population of unaccompanied children and families from South America and Mexico contributes to the American culture by sharing their cultural traditions, family values, religious beliefs, language (Spanish), etc. and agricultural expertise as well (Norman, 2018). The National Center for Farmworker Health (NCFH) (2020) reported that there are at least 2.5 to 3 million agricultural workers in the United States, and these workers travel and work throughout the country, serving as the backbone for the vast farming industry in which 19% identify as migratory, while 81% are seasonal agricultural workers. This agency stated that 75% of these workers were born in Mexico, Central America, 83% self-identified as Hispanic, and 77% were most comfortable conversing in Spanish in which 30% could not speak English "at all," 41% could speak "a little" or "somewhat" English, and 29% said they could speak English "well" (NCFH, 2020, p. 1). As an ESL science and math teacher to this immigrant student population starting in the early 80s, 90s, and early 2003, I included their regional cultural differences, traditions, family values, rituals, etc. in developing my science and math curriculum & materials; and used the inquiry project-based learning approach in teaching them Integrated Science and Math courses in the classroom settings by guiding the students in designing and building their scientific models from scrap which they built together in the classroom as group projects. Misher (2014) defined Project-Based Learning (PBL) as an instructional approach designed to encourage more engaged learning, and this learning approach is based upon realistic learning activities that stimulate student interest and motivation. In this perspective, this reflection seeks to highlight the effect of project-based learning on STEM students' engagement and regional cross-cultural sensitivity development in public school and higher education. In doing so, (A) I define and explain the following constructs: (1) distance learning, (2) project-based learning, (3) STEM education, (4) transformational learning and teaching, (5) regional cultural differences, (6) regionalism in Latin America, (7) regionalism and globalization; (B) describe scientific model building activity as cross-cultural transformational learning; (C) review pertinent literature on the topic; and lastly, (D) draw my conclusion on the topic
