“Promoting Student Interest in Science and Science Careers through a Scalable Place-based Environmental Educational Program at a Public Aquarium,” is an NSF project that will work with 90 Detroit Public School Community District (DPSCD) fifth grade teachers in biological STEM areas related to fisheries, wildlife, conservation and aquatic sciences. More than 2,300 fifth grade students from DPSCD are expected to participate in field trips to the Belle Isle Aquarium and follow-up activities.
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).
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 700 elementary-aged children in urban emergent communities will explore how Digital Mathematics Storytelling can document, share, and showcase the rich mathematical fraction knowledge that exists within their own communities and families.
Our project will examine if the inclusion of art and design in STEAM projects does in fact improve under-served urban and rural Missouri students’ attitudes towards STEAM subjects and interests in STEM careers.
90 elementary teachers in rural, undeserved areas of Virginia are engaged in a 2-year cycle of professional development and classroom instruction to support engineering, digital technology, and systems thinking among their students.
In our new curriculum unit, students explore electronic textiles (e-textiles): articles of clothing, accessories, or home furnishings with embedded electronic and computational elements. This curriculum is an alternate for Unit 6: Robotics. After conducting various studies on curriculum design, teaching strategies, student learning, and portfolio designs, this unit is ready for download and classroom implementation by ECS teachers.
Students will go outdoors to observe and document the water cycle in motion where they live. Students will also discover how they and their community impact not only the movement of water through the cycle, but also the water quality.
Advancing Geospatial Thinking and Technologies in Grades 9-12 This curricular model provides an effective and accessible way of introducing geospatial technologies to students through local issues, while providing them with the skills and motivation for pursuing STEM careers that utilize geospatial technology. Learning modules include historical geography, parks and gardens, green space, crime, housing, and youth employment.