Lifelong learning is a beautiful phrase, full of ambition while remaining conveniently vague. Everyone claims they’re a lifelong learner. But what does that mean, and what does it look like in practice?The second event in a three-part Dialogues with Gensler series—held March 26, 2015 in Chicago—explores what a proactive approach to lifelong learning might look like in both the workplace and in academia. How do we challenge traditional paths to educational success? And how can we promote spaces in our everyday lives that foster collaboration, discovery, and professional development?New

A multidisciplinary project from the University of Arizona aims to encourage elementary students to consider careers in science, technology, engineering and math (STEM) by involving them in research involving their own sleep patterns.

In middle school, children either develop an affinity for math and science or begin believing they do not possess the mental agility necessary to succeed in subjects such as algebra and geometry.Those subjects are important early entry points if youth are to eventually become nurses, physicians, software developers, engineers, business intelligence analysts and other high-in-demand specialists.A University of Arizona team is working to circumvent that lost interest, targeting students before they even reach middle school — and involving their families — while also addressing another pervasive

Article on marine technology program.

A sensor-based heart rate monitor that detects a low pulse. A robotic arm that can do housework. A device that can charge a mobile phone while riding on a skateboard. Together, Cal State Fullerton engineering and business majors and junior high students used their imaginations and created these — and more — innovative products and inventions.

In this experience report, we share our experiences in growing a community of practice for middle and high school teachers focused on teaching introductory computing with Alice. We have offered professional development for over four hundred teachers, teachers who each year provide nearly 2,000 students with an introductory computing experience in courses during the school day. We report on several lessons learned in creating, growing, and supporting a community of practice. (NOTE: Fee or membership is required to access)

A paper describing the success of the project NetSci High is now published as part of the proceedings for the 6th Workshop on Complex Networks (CompleNet).We present NetSci High, our NSF-funded educational outreach program that connects high school students who are underrepresented in STEM (Science Technology Engineering and Mathematics), and their teachers, with regional university research labs and provides them with the opportunity to work with researchers and graduate students on team-based, year-long network science research projects, culminating in a formal presentation at a network

Network science is a significant pathway into understanding many kinds of Big Data. Since its inceptions during the late 20th century it has been increasing its relevance to people's everyday life. Networks can help us to make sense of this increasingly complex world, making it a useful literacy for people living in the 21st century.Recent work involving interventions directly with middle and high school students and teachers in developing network science skills in informal and student research settings has demonstrated that network science can be a powerful and motivating approach to

Abstract The goal of the two Power of Data (POD) projects was to increase science, technology and math skills through the implementation of project-based learning modules that teach students how to solve problems through data collection and analysis utilizing geospatial technologies. Professional development institutes in two formats were offered to encourage teachers to implement the modules. We compared teacher learning, teacher implementation, and student learning from the two different professional development formats to examine how each format supported teachers to implement the modules

Technology applications aligned with science, technology, engineering, and math (STEM) workplace practices can engage students in real-world pursuits but also present dramatic challenges for classroom implementation. We examined the impact of teacher professional development focused on incorporating these workplace technologies in the classroom. Because existing measures primarily use only presence or type of technology as proxies for implementation quality, we developed an expanded framework that incorporated (a) the type of technology used; (b) the degree of alignment to STEM practices; (c)