Seeding the Future: Creating a Green Collar Workforce Through Learning about Indoor Urban Farming Technologies and Alternative Energy Sources - Related Content

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ITEST project Seeding the Future is featured in this WCVB5 segment on its program that teaches high school youth how urban farming methods that utilize hydroponic technology.

As part of Boston College’s Lynch School of Education College Bound program, ITEST project Seeding the Future helps prepare high school students from Brighton High School, West Roxbury Academy and the Urban Science Academy in West Roxbury for college and beyond. Under the guidance of Mike Barnett, associate professor of Science Education and Technology at the Lynch School, an important focus of the program is to instill a love of science among the students, many of whom might otherwise shy away from it.

ITEST Conference Symposia for 2015

STELAR collaborated with ITEST projects on a number of conference symposium proposals during 2014 for the 2015 conference year. We are thrilled that these three proposals have been selected so far. Learn more about the two presentations we will be leading at AERA and the one planned for NARST.

NARST 2015 in Chicago:

ITEST PI Mike Barnett's Urban Hydrofarmer's Project featured in NSF's Science Nation

The National Science Foundation's online magazine, Science Nation, recently featured an article and video of ITEST PI's Mike Barnett's Urban Hydrofarmer's Project. The project instructs students in the construction of solar-powered hydroponic systems, guides them through them hydroponic farming techniques, and allows them to reap the benefits by selling the organic produce at local farmer's markets.

ITEST Symposia at AERA 2016 Annual Meeting

The American Educational Research Association (AERA) 2016 Annual Meeting will take place in Washington, DC, between April 8-12. The theme for this year's meeting is "Public Scholarship to Educate Diverse Democracies". As in previous years, STELAR facilitated the submission of symposium proposals from several ITEST projects.

We are pleased to announce the following two ITEST Symposium sessions during AERA 2016:

Coupling Geospatial and Computer Modeling Technologies to Engage High School Students in Learning Urban Ecology

Chapter 11 in M. Urban and D. Falvo (Eds) Improving K-12 STEM Education Outcomes through Technological Integration. IGI Global: Hershey, PA.

Growing Plants and Scientists: Fostering Positive Attitudes toward Science among All Participants in an Afterschool Hydroponics Program

How High School Students Envision Their STEM Career Pathways

Given that many urban students exclude Science, Technology, Engineering, and Mathematics careers from their career choices, the present study focuses on urban high school students and adopts the social-cultural approach to understand the following questions: how do students envision their careers? What are the experiences that shape students’ self-reflections? And how do students’ self-reflections influence the way they envision their future careers? Five students were interviewed and data were coded in two ways: by topic domains and confidence levels.

Social Justice Driven STEM Learning (STEMJ): A Curricular Framework for Teaching STEM in a Social Justice Driven, Urban, College Access Program

This article presents the curricular framework for a social justice driven STEM curriculum (i.e., STEMJ) within an out-of-school time program for Boston Public high school students (i.e., College Bound) at Boston College. Starting with a discussion of the authors’ ideological positionality within critical social justice discourses, the authors share how Bronfenbrenner’s (1994) General Ecological Model provides a conceptual framework for operationalizing social justice inquiry with and through STEM.

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