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.

This project increases (STEM) skills through problem-based learning modules in which 9-12 grade students solve problems through data collection and analysis utilizing geospatial technologies. Professional development is provided for 40 secondary teachers in Career and Technical Education (CTE), mathematics, and science. Participants and researchers then examine the effectiveness of the modules on the learning and science and technology efficacy of 800 secondary students. The project has five objectives. 1.

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.

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 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.

SCI-TALKS (Supporting Community Initiatives for Teaching, Learning, and Knowing Science), an ITEST strategies project, is designed to deliver after-school energy and environment (EE) education programs in community settings for rural low-income upper elementary students in West Virginia. The goal of SCI-TALKS is to provide pre-service and in-service teachers with professional development and technology resources to ensure that their students build workforce readiness skills through EE education program.

Society's Grand Challenges for Engineering (GCE) is the backdrop of this particular project as it works to develop socially-relevant engineering curricular modules for middle school instruction in STEM. The project team at the University of Wisconsin-Madison consists of engineering and education faculty, along with 23 middle school teachers and guidance counselors from 5 rural and urban public schools who are collaborating to design and test curricular modules and career exploration activities.

This project will enable high school and middle school STEM teachers and students to conduct environmental research aided by the analysis of images from digital cameras, scanners, and the Internet. The project explores how digital image analysis can be applied to environmental quality issues that can readily be introduced into STEM courses, engaging students and encouraging them to think about related careers. The project will develop research agendas that will employ a variety of image analysis tools.