More than 175 rural and suburban Latino youth, grades 5-12, are engaged in structured, hands-on, out-of-school information technology (IT) education programs in conjunction with out-of-session “bridging activities.”
A coalition of Carolina universities, school districts, state agencies, and businesses called the "Virtual World Consortium" are promoting the use of 3 dimensional immersive virtual technologies to teach STEM in middle schools.
Forty teachers and 100 students from "New Tech" high schools in the Research Triangle of North Carolina create STEM-related games and learn STEM skills.
In Santa Fe, New Mexico, science, math, and technology teachers of grades 6–12 and their students, analyze, explore, design and build models of complex adaptive systems using a computer programming environment (StarLogo) and accompanying curriculum.
Over three years, thirty-two seventh and eighth grade science teachers and more than 6,000 students from San Diego will engage in classroom learning experiences that utilize interactive learning objects, probeware and video conferencing with scientists.
Forty Native American and Hispanic 3rd - 8th students are engaged in a hands-on STEM/ICT mentoring program that includes flash STEM activities facilitated during lunch time combined with out-of-school field trip experiences.
Over 100 urban youth aged 13-18 are trained as coding literacy workers, who then facilitate workshops for younger students in informal educational settings, teaching them the basics of object orientated programming through a variety of toolsets.
Alignment Nashville works with 200 eighth-grade girls from underrepresented and disadvantaged populations and their teachers, building on student interests and seeing how tools like 3D computer models, AutoCAD and Alice are used in STEM-related careers.
High schools students participate in "The Connecticut Academy of Digital Arts and Sciences" that fully integrates cyberlearning and content courses in math, science, digital arts/media, and technology.
Two successive MESA cohorts totaling 80 local underrepresented high school students take a one-year introductory computer game programming course at the university and at their high school, along with mentoring and other activities.
