As part of an overall strategy to develop understandings of best practice factors, contexts and processes contributing to K-12 students' motivation and participation in STEM, the ITEST Program funds foundational and applied research projects that build student awareness of STEM and STEM-related careers. This ITEST Strategies project, Supporting Collaborative Inquiry, Engineering, and Career Exploration with Water (Water SCIENCE), engages middle school students in project-based learning around their community's water resources.

This project innovatively aims to motivate early teens to pursue careers in engineering and computer science through an afterschool program. This program combines these subjects with business entrepreneurship by engaging students in designing computer science and engineering products. Students will learn not only about these subjects, but also about the design process and business. The design process will be guided by two principles--intelligent fast failure and lean start-up--which emphasize planning for and capitalizing on short feedback loops.

Research studies, commissioned reports, and national and international tests of educational progress in STEM fields show that a large gap exists, in interest and achievement, between underrepresented students and their counterparts. The exclusion of these currently underrepresented students from STEM education and STEM careers will likely impact the Nation's scientific and engineering status in the world, as their diversity of perspectives, which is essential in innovation, is largely absent from the STEM workforce.

The FUSE Studios project seeks to engage youth in meaningful ways on sustained pathways towards STEM-related careers and involvement in science in later life. FUSE Studios are organized around sequences of interest-driven challenges (e.g., robot mini-golf, MP3 amplifier, mobile app development jewelry design using 3D/cad) involving both digital and hands-on activities that are informed by authentic science, technology, engineering, and mathematics (STEM) occupations and practices, and linked together in a progression modeled after computer-game sequences.

To address the needs of the US to increase the Information and Communication Technology (ICT) workforce with enhanced preparation and a diverse population of prepared secondary students, this strategies ITEST project will strengthen the current regional partnerships in place between secondary schools, the University of Cincinnati's Instructional Technology (IT) and STEM education programs, and local industries.

Nationwide, middle-school youth from underrepresented communities have few opportunities to engage in authentic STEM (Science, Technology, Engineering, and Mathematics) investigations that build on the students' intrinsic interests in space science and robotics to increase their interests in both ICT (Information and Communication Technologies) and STEM careers. ITEAMS II is a collaborative project of science educators and researchers at the Harvard College Observatory and the Smithsonian Astrophysical Observatory.

Given recent advancements in geospatial technologies and the expanding geospatial technology industry, this project is timely in its focus on spatial thinking and strengthening geospatial technology skills among high school students. Students will investigate real world issues in the context of their own neighborhoods through citizen mapping activities. Students will use a variety of data collection devices, including GPS units, georeferencing cameras, and smartphones, along with secondary data, to investigate issues that students perceive as significant for their communities.

In existing CryptoClub after school programs, middle school students use mathematics to make and break secret codes. The CryptoClub website has tools for encrypting, messages to crack, treasure hunts and other activities. In this project, the learning in fifteen Crypto Clubs is extended by having the students generate tutorials that explain how they solve mathematics and cryptographic problems. The flexibility of the after school setting provides the opportunity to experiment with content and technology.

This is a four-year Information Technology Experiences for Students and Teachers (ITEST) scale-up project aimed at developing Computational Thinking (CT) with 200 teachers and 15,000 middle school students in nine states' diverse learning environments, such as urban, remote rural areas, and Native American communities. Embedded in existing computing education and STEM courses, the project-developed curriculum--Scalable Game Design (SGD)--introduces students to CT through game design and advances them to STEM simulation design.

The project aims at helping middle school students understand the relationship between energy, economics, and climate change by monitoring home-energy consumption. Students use energy-monitoring equipment to assess the amount of stand-by power consumed by their home appliances and entertainment devices when these units are powered off. Service-Learning is the theoretical foundation underlying the project, which is based on a student empowerment model that values their contributions to solve problems.