High school capstone courses—culminating educational experiences for seniors as they conclude their formal high school education—have become increasingly popular across the nation, particularly in New England. The STEMStarter Capstone was designed to help Connecticut high schools meet new accreditation standards from the New England Association of Schools and Colleges (NEASC) and graduation requirements that include a mastery-based learning project. Standard 2 of the NEASC 2020 Standards (2018) for school accreditation states: “Students are active learners and have the opportunity to lead

This Work in Progress Paper presents an NSF funded study focused on understanding the role that makerspaces play in the identity development of engineering students from underrepresented groups (URGs). In recent years, makerspaces have become a popular addition to universities, with an implicit assumption that makerspaces will increase students choosing to major in STEM disciplines. The research question that guided this work is the following: How well do I-poems and thematic analysis help us uncover complex and nuanced understandings of the identities of engineering students and makers who

SciGirls Strategies Final Research Report on the use of gender equitable teaching strategies by high school CTE and STEM educators.

SciGirls Strategies year three evaluation and case studies reports on each participating educator.

The COMPUGIRLS: Culturally relevant technology program for adolescent girls was developed to promote underrepresented girls' future possible selves and career pathways in computer-related technology fields. We hypothesized that the COMPUGIRLS would promote academic possible selves and self-regulation to achieve these possible selves. We compared the growth trajectories of academic possible selves and self-regulation between the program participants and a comparison group using latent growth modeling for two semesters. There was no significant group difference in the growth trajectories of