Middle school teachers and students in three rural North Carolina school districts are engaged with school leaders and community members to integrate of computational thinking strategies and computer science dispositions into the art and music disciplines
Three middle/high after-school programs in Maryland will be trained to bring Makerspace thinking to their informal education programs to introduce a tech component and supported with a discovery-based maker course for their youth.
More than 75 rural youth in grades 6-12 in rural Western Nebraska are engaged in Makerspace activities using two / main strategies; a) virtual collaborative spaces and b) robotic telepresence, to provide rural youth access to mentors.
Fossils and the science of paleontology provide a charismatic gateway to integrate STEM teaching and learning. With the new Next Generation Science Standards (NGSS), as well as the exponentially increasing use of three-dimensional (3-D) printing and scanning technology, it is a particularly opportune time to integrate a wider variety of fossils and paleontology into K–12 curricula.
350 youth (grades 2-5), 100 caregivers, 16+ librarians, and 16+ engineers participate in a library education program centered on engaging youth with age-appropriate, technology-rich STEM learning experiences fundamental to the engineering process.
Each year, STELAR collaborates with NSF ITEST project teams to submit session proposals to education and research conferences around the country. These sessions broaden awareness about the program and share the program's findings with others in the STEM education and research communities. We are thrilled to announce these two ITEST symposia sessions that have been accepted for presentation during Spring 2017. Look for us at these ITEST sessions, and connect with us on social media (@STELAR_CTR) to let us know where you will be
Curriculum and instructional strategies that are personally meaningful are key to engaging students from diverse ethnic and cultural backgrounds. A “one size fits all” approach to curriculum development does not always translate to accessible education for many students, particularly in science,