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,

This one page summary presents the work over the past year as we have transitioned from home-based instructional settings back to in-person and hybrid-settings in the context of engaging our partner youth in learnign about coding, transparent soil, and novel technologies.

This project takes a Civic Science approach to STEM, i.e., students engaging in science to promote the public good. Classes of students from minoritized backgrounds collaborate with community partners to identify, study, and act on environmental problems in their urban communities.

The WATERS project increases student interest in STEM careers while building environmental awareness about watersheds.

The project engages high school students in exploring science-based climate scenarios and co-creating an interactive digital narrative. Project research investigates outcomes related to the project goal to improve STEM career aspirations among Latinx teens.

We will collaborate with 3 annual teacher cohorts (80 teachers total) from Florida Title I middle schools to develop innovative STEM curriculum. This will be done via week-long summer PDs, scientist-teacher partnerships, periodic virtual sharing and planning meetings, and standards-based curricular instruction during the school year. Our project activities integrating fossil sharks and AI will reach at least ~2K to 4K students each year.

The goal of Project-Co-STEM is to develop a model for professional development and classroom implementation support that increases STEM learning opportunities for middle school youth from the rural communities and tribal nations of Northern Arizona.

This poster describes a project to foster energy/climate-related STEM career knowledge and interest in diverse high school students in Minnesota through an engaging year-long experiential learning project that tests the effectiveness of near-peer mentors as STEM/energy education and career role models that enhance the STEM-relevant cognitive and social-emotional impacts of simulation- and project-based learning.