One hundred and eighty 12—18 year old students and their teachers in 6 schools in Eastern Washington state use GIS, GPS, robotics, videogame programming and more to investigate local community issues by conducting research with scientists and mentors.
Seventy five middle-school teachers access and analyze Earth Science data sets, use data analysis tools (IT) and adapt their curriculum to these resources engaging 150 middle-school students in summer workshops.
Seventy five teachers and guidance counselors in the Research Triangle, Piedmont, and Eastern areas of North Carolina are developing Web-based games that will bring biotechnology, genomics, GIS, nanotechnology, and robotics concepts into their
Seventy five students, 60 teachers, as well as tribal mentors in Pueblo communities in the Santa Fe area of New Mexico use GPS/ GIS, mathematics modeling, information assurance and computer graphics to investigate environmental science principles in
Two hundred and seventy female, Hispanic, and African American students in Philadelphia, PA are learning how to use Geographic Information System (GIS) technology in Spanish and English, to develop spatial analysis and cartographic and design skills to
In the Pueblo of Laguna, New Mexico, 20 teachers and 120 students from the Bureau of Indian Affairs-funded school system developed community-based, culturally-relevant curriculum incorporating Geographic Information Technologies into their classrooms.
Sixty secondary teachers and over 3000 of their students in the Finger Lakes Region of New York State will use geospatial and communication technologies to explore international environmental issues and careers as they interact with professionals.
A group of 60 10th grade students and 40 high school math and science teachers in Arizona, as members of scientific villages, explore integrated STEM and business-type problems with mentorship by college students, faculty, scientists, and professionals.