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
Elementary, middle, and high school teachers in remote and hybrid instructional settings are engaged in professional learning to support students in three-dimensional learning through a modeling tool that scaffolds systems and computational thinking.
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.
This project focuses on promoting STEM aspirations among youth and parents of refugee backgrounds through multiple strategies including participating in a college-knowledge program, field trips to campuses, and e-mentoring with STEM professionals.
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 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.
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.
