The AAMASE project is developing and researching a model for engaging high-school-aged African American women from low-income families in STEM-related making and entrepreneurship educational programs.
The major objectives of the UNLV ITEST project are to: 1) enhance secondary female students’ academic self-concept in computing and engineering fields through a constructivist learning environment; 2) enhance secondary female students’ knowledge, skills, and interests in these fields; 3) increase the number of secondary female students’ participation in STEM competitions; 4) investigate the factors that influence female students’ career choices in STEM/ICT fields.
A STEM education program at the interface of biology and engineering, namely sensory biology and robotics. This program for high school students and in-service teachers engages them in activities that examine the interrelatedness between science and engineering using innovative technologies.
BOAST is an out-of-school time online engineering program to support Baltimore City high school students develop concrete goals of becoming engineers by supporting foundational math skills and math self-efficacy through hands-on design and application.
The Connected Spaces (C/S) (DRL #2048852) project is researching and developing a technological toolkit and design framework to connect youth makers with peers, mentors, and technical assistance. Makers tinker, design, create, and invent, often working with peers in makerspaces equipped with traditional materials and tools as well as with 3-D printers, electronics, computer design and other technologies. The project is designed to connect prospective and geographically distributed middle and high school makers who are underrepresented in STEM with peers, mentors, and technical assistance.
The Role Models in Elementary Engineering Education has been studying the interactions between elementary students and outreach ambassadors (undergraduate engineering students) in informal outreach setting. The project used surveys, interviews and classroom video recordings to expand our understandings about how engineering outreach is enacted and how students' perceive that experience. The findings to date have expanded knowledge about what matters to students and the role they see ambassadors filling. The project has produced new survey instruments as well as tools that
This Synthesis project uses meta-analysis and qualitative synthesis to examine the effects of integrating innovative technologies into K-12 STEM education on students’ STEM career-related outcomes, and if and in what ways intervention characteristics and educational settings moderate these effects.
A project designed to identify strategies to recruit, train, and retain Latinas into post-graduate education, STEM majors, and STEM careers.
The New Hampshire Academy of Science ITEST grant began Sept. 1, 2022 and will enable wrap-around programming to provide underrepresented students in underserved rural communities with scientific research experiences along with mentorship and college prep throughout high school, starting at each grade level. We are currently developing recruitment strategies for our first two cohorts.
Project Overview: The TRAILS 2.0 SEI will expand, scale, and innovate a tested model of integrative STEM instruction and teacher professional development to enhance rural students’ STEM learning while generating interest in STEM careers. To reach underserved and underrepresented rural populations, the TRAILS 2.0 team will work with up to 90 secondary STEM teachers to impact over 10,000 students and expand to schools in: Delmarva Peninsula (Delaware,