Community college students in Texas and high school students from North Carolina, from rural, urban, and suburban areas, are being engaged in a series of activities where the pose, solve, and share algebra problems related to their STEM career interests

One thousand rural, suburban and urban students, grades 4-5 in MD, VA and DC, will participate in STEM simulation adventures, engineering challenges and writing exercises that include 21st century skill and delivered into classrooms via the cloud.

More than 700 middle and high school students in Southeast Michigan urban schools engage in STEM Learning/Civic Action teams with over 12 teachers and 3 community STEM professional partners to address environmental issues affecting their local communities

In a low-income, non-selective public school in Boston, 300 high school students (largely African American and English learners) participate in STEM career pathways that include aligned sequences of coursework, work-based learning, and career training.

One hundred twelve first and third graders in an urban area of Indiana are engaged in commenting on and debugging programming code using a tangible programming system that works with an Ipad.

This project focuses on creating accessibility and providing a sense of belonging for Native American Youth in STEM fields. Students will develop and share podcasts about environmental problems faced by their communities and learn about place and culture.

More than 60 educators and 120 youth will participate in an intensive curriculum design, implementation, refinement and research project that strives to integrate Biomechanics into elementary science for the learning of interdisciplinary STEM Topics.

Roughly 30 Career and Technical Education teachers will infuse geospatial technologies into the capstone course experience across six career clusters in Chicago for roughly 1000 students, who will earn dual enrollment credit.

MIT will partner with Maker Ed, a national nonprofit, to develop and evaluate practices of embedded assessment in maker-centered learning. The 2-year project will support design-based research in middle school science and engineering classrooms.

Over 80 underrepresented boys of color grades 4-12 in Central Texas are engaged in relevant digital maker projects, earning certification in Python, and gaining real-world experience through mentoring and cyber security workforce development activities.