This project studies how to use co-robot systems and math-oriented co-robotics competitions to enhance student engagement, increase student motivation in learning Algebra and subsequent STEM subjects, and interest in pursuing STEM related careers and post-secondary study. The project leverages a unique robotics platform called Mobot (an intelligent modular system designed for K-12 education) to prepare a cohort of teachers to engage their students with relevant pedagogy that illustrates abstract math concepts with concrete applications using computing and robotics.

The DAMSALS2 comprehensive project provides professional development for 72 science teachers who in turn will provide staff-supported IT instruction for 180 students. Participants include students in grades 7–12 from rural schools in the Mississippi Delta region of northeast Louisiana. The project uses an integrated science approach to deliver agriculture-related concepts.

The collaborative MapTEACH team is developing a culturally responsive geoscience education program for middle- and high-school students in Alaska that emphasizes hands-on experience with spatial technology (GPS, GIS, and remote sensing imagery). The project draws upon the combined expertise of teachers, education researchers, remote sensing specialists, geoscience professionals, Native Elders, and others with traditions-based knowledge, and will be piloted in the Minto-Nenana, Nome, and Fairbanks areas.

With primary project activities completed in August, 2006, Ocean Explorers was a three-year project funded by the Information Technology Experiences for Students and Teachers program at the National Science Foundation (NSF) and implemented by the Center for Image Processing in Education (CIPE). The project employed GIS, digital image analysis, and ocean science as ways of incorporating information technology (IT) into science and mathematics education in California.

OMSI’s Salmon Camp Research Team is a youth-based advanced technology and natural science career exposure and training program offered in a year-round, multi-year format. It annually serves 180 reservation, rural, and urban secondary school students with Native American community affiliations and very low representation in IT-related career fields. The students work with researchers on computer modeling of complex ecological, hydrological, and geological problems.

Maine is a rural state with unequal access to computers and information technology. To remedy this, the Maine laptop program supplies iBooks to every seventh and eighth grade student in the state. The goal of EcoScienceWorks is to build on this program and develop, test and disseminate a middle school curriculum featuring computer modeling, simple programming and analysis of GIS data coupled with hands-on field experiences in ecology.

This North Carolina State University (NCSU) project entitled Photonics Leaders II (PL2) is a Strategies project for 80 underrepresented minority and rural 10th grade students, their parents or caregivers, and 60 teachers. The project nurtures interest in optics, electronics, computer hardware and software, while building the intellectual, communication and personal skills needed for success in the STEM workforce.

Community for Rural Education, Stewardship and Technology (CREST), a comprehensive project for students and teachers, currently networks the Island Institute, the University of Maine at Machias, Bowdoin College, and Maine’s island and coastal schools to form a learning community of 55 students, 44 teachers, community stakeholders, and Information Technology (IT) professionals. Within the 11 CREST schools, an additional 1,700 students and teachers are impacted by the use of CREST’s focus technologies across curricular areas.

The Computer Science (CS) community believes that it has an important role to play in educating the public about the excitement of Computer Science (CS) and the lucrative and interesting career opportunities this field offers. In western Pennsylvania, most high school students are not being provided an opportunity to learn about the science of computing nor about the breadth of the field.

The Design Loft STEM Learning Program is introducing 400 underserved middle school students in California to engineering careers. The goal of the program is to develop students' ability to define and create solutions for real world problems by using "design thinking." The program's learning activities expose students to design thinking tasks that produce low-cost engineering solutions to improve the lives of poor people around the world. Students are designing cost-effective ways of increasing impoverished people's access to water, shelter, and energy.