Among other uses, the description will be displayed on the STELAR website in association with your project. Be sure to include project location(s), numbers of teachers, numbers of students, and numbers of others (parents, school policy leaders) as a
Third graders from underserved regions in Maine engage in learning experiences which foreground the role of scientific modeling in knowledge construction to develop an integrated economic-ecological conceptual model of the Gulf of Maine ecosystem
Researchers and producers will develop and research a spatially focused mathematics curriculum that will engage 39 teachers, 50 families, and approximately 585-780 preschool children (Massachusetts, New York, DC).
300 high school students with Visual Impairments and 270 sighted students located in 13 states, along with their STEM educators and teachers of the visually impaired, use astronomy and 3D printing to bolster interests in and knowledge of STEM.
125 parents and preschool children in rural Mississippi and Kentucky use mobile, computational thinking apps at-home, supported by a virtual engagement model that helps librarians connect with parents and use digital media to bridge learning environments.
36 middle school teachers along with 120 students in Phoenix, Arizona and Athens, Georgia will participate in summer workshops with technology modules featuring computational cameras to learn topics in artificial intelligence and computer vision.
More than 300 rural youth, grades 6-8, are engaged in the research, design and building of simulated advanced manufacturing systems in a STEM elective course with mentoring from 20-30 undergraduate engineering students and STEM industry professionals.
More than 140 rural and urban students with learning disabilities and difficulties, grades 4-6, use an innovative, integrated curriculum to bolster engagement in and conceptual understanding of fraction concepts and interest in STEM and ICT careers.