Exploring Databases involves high school students in carrying out authentic research using a scientific database, mirroring the way many scientists today conduct their research. This project emphasizes the STEM areas of genetics and neuroscience, as well as development of skills in scientific research, scientific reasoning, and using information and communication technology. Exploring Databases builds on a previous project that involved high school students in conducting an epidemiological study of smoking behavior.

This project introduces 4th and 5th grade students and teachers to engineering design and associated mathematics by developing and implementing a new, scalable, personal fabrication laboratory, the Classroom FabLab, and supporting curriculum. The University of Virginia and the University of North Texas are providing preparation in personal fabrication to pre-service teachers in their methods courses. The pre-service teachers are doing their student teaching under master teachers trained by the project in ten classrooms in Virginia and five in Texas.

This project will utilize computer graphics, game development and mutual mentoring as elements in an innovative Computer Science curriculum for two cohorts of underrepresented high school students. The design, development and implementation of this curriculum will be conducted through a partnership of California State Sacramento (the Department of Computer Science and the College of Education), Mathematics Engineering Science Achievement (MESA) and local K-12 schools.

The iDREAMS (Integrative Design-based Reform-oriented Educational Approach for Motivating Students) project engages middle school students in computer science curriculum through game design with the ultimate goal of helping them understand and build interest in pursuing IT careers. The project builds on earlier work with AgentSheets and successes with students at various ages.

Arizona State University (ASU) in collaboration with Phoenix Union High School District, Scottsdale Union High School District, Roosevelt District, Boys and Girls Club of the East Valley-Sacaton, Intel, Applied Learning Technologies Institute, Dynamic Educational Leadership for Teachers and Administrators (D.E.L.T.A.), ASU's School of Computing & Informatics, ASU's Video Game Design Camp, and Arizona Council of Black Engineers and Scientists Computer Camp (ACBES), are conducting a culturally relevant multimedia program strategy, COMPUGIRLS.

Community Science Investigators (CSI) is an ITEST Strategies project that brings together the Missouri Botanical Garden and the Massachusetts Institute of Technology in offering year-long, career-focused technology experiences for 360 middle school youth and 36 teachers in an out-of-school setting. Through CSI, participants from St. Louis and Boston will learn to apply geospatial, simulation, and communication technologies as they address environmental and conservation-related issues.

Crossing Boundaries will provide middle and high school students with the knowledge, skills, motivation, and inspiration to use information and communication technologies (ICT) in addressing biodiversity conservation issues in regional and international contexts. The project will entail curriculum development, sustained teacher professional development, and opportunities for students to see scientific and environmental careers in action.

The High School Enterprise (HSE) project builds on earlier successes with college students and extends that strategy to eight high schools through an after-school program. The project establishes and assesses a model which uses students from grades 9-12 organized into active, applied STEM learning communities focused on client needs. HSE teams participate in "virtual" companies that provide technical services to actual clients and develop products intended for ultimate distribution through the marketplace. HSE team projects are STEM-based with an emphasis on ICT.

This Strategies project seeks to provide year round programming following an intensive summer camp for teachers and students from middle schools in a rural area. It proposes to build on the Games that Teach research at MIT, and the games research of the Digital Collaboratory at UT-Austin, to give teachers the skills they need to design educational game components in team situations with students. The approach is to use 3-D visualizations, physics engines and other gaming strategies to relate abstract math and science concepts to real world phenomenon.

The University of Florida proposes to provide 51 teachers and over 3600 students with an interesting experience and opportunities for biotechnology learning. This project will create a computer-based game and supporting curriculum for promoting workforce development in the area of biotechnology; prepare teachers to implement the game and supporting curriculum through a summer professional development program; and determine how the game and supporting curriculum affects student disposition towards careers in biotechnology and understanding of biotechnology content.