Model My Watershed is a three year project to develop, test and disseminate a watershed-modeling tool set for secondary students. It is designed to build on GoogleEarth and provide a dynamic interface where students can import as well as add data, modify both environmental conditions and underlying algorithms, work in a collaborative online learning environment, and be exposed to STEM careers. The design is based on the belief that students should have an authentic, exciting, intuitive and interactive tool set that allows them to investigate their own neighborhoods.

NanoExperiences: Pathways to Workforce Success is an out-of-school program that supports high school students in Career and Technical Education to prepare for post secondary education in multiple STEM career pathways related to nanoscale science and technology (NS&T). The project builds on NS&T instructional materials developed and tested by Mid-Continent Research for Education and Learning (McREL), and others, on professional development being developed by McREL and on recent recommendations for structuring academically-focused out-of-school programs.

Robotics and GPS/GIS in 4-H: Workforce Skills for the 21st Century is a-five year scale-up project to use 4-H clubs to prepare middle school youth for the STEM workplace. The project builds on and extends an existing research-based ITEST project by developing and testing new national curricula to introduce basic technology skills, foster problem solving and inquiry skills, and encourage teamwork.

This study by Worcester Polytechnic Institute will ascertain how well "disengagement" of students in mathematics can be determined from math learning software and how well it predicts later outcomes of STEM learning and career advancement. The study will use with metrics automatically extracted from a computer-based math learning tool in middle school to predict STEM workforce participation after high school.

The Education Foundation of the Connecticut Business & Industry Association (CBIA) is partnering with the Connecticut Science Center, Connecticut College of Technology, EASTCONN (a Regional Education Service Center), and CBIA member companies on an ITEST strategies project to encourage and prepare 9th and 10th grade minority and low-income, first-generation college students for enrollment in Advanced Placement courses in math, science and English in Project Opening Doors (POD) schools in Connecticut.

This project investigates the relationship between middle school students’ information technology skills, their success in an inquiry ocean science curriculum designed to target those skills, and their understanding of the new characteristics of 21st century science. It is concerned with the design of a curriculum and its impact on students of high compared with low digital literacy.

The Promoting Underrepresented Girls Involvement in Research, Science, and Energy (PURSE) program is a Strategies Project where Metropolitan Detroit high school girls in grades 9-11, participate in project based out-of-school time in space and engineering activities that teach concepts related to the production and storage of energy. The project is designed to advance knowledge and understanding about key mathematical and scientific concepts in areas of energy such as batteries and fuel cells, nuclear energy and alternative energy sources like wind and solar.

The Real World Externships project provides professional development for 150 mathematics and science teachers in grades 7-12 in Iowa. The teachers participate in externships with local science-based industries for six weeks during the summer. Teachers learn current applications of science and mathematics that they can use to enhance their teaching.

The Robot Algebra Project creates three scalable, middle school level units for use in informal settings. The units are designed around fundamental robot movement concepts but emphasize proportional reasoning - a big idea in mathematics. There are over 12,000 FIRST Lego League teams across the U.S. that purport to use robots as a motivator to engage students in STEM. However, most of the time the students use guess and check procedures thwarting the opportunity to learn STEM content.

 The Science, Engineering, and Technology for Students, Educators, and Parents (SETSEP) program will provide K-3 students and their parents with hands-on, activity based instruction in science, engineering, and digital technology. Through its parent organization, the Chicago Pre-College Science and Engineering Program Inc.