Educational Pathways Into College and Career is a multi-faceted summer program designed to equip students from low-performing schools, low-income families and ethnic/racial groups underrepresented in STEM fields with the knowledge, skills, and attitudes necessary to succeed in STEM majors and pursue STEM-related careers.
STEM Career Clubs builds on a successful and research-based Strategic Teaming Model to increase the likelihood that participating students will pursue STEM majors and careers.
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.
Project ReCharge will engage middle school and high school students as energy detectives in their schools. Using tablet computers to collect data on school energy use, students will learn to track electrical loads in their buildings.
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.
This ITEST Strategies project will create a partnership of the University of Massachusetts Lowell (UML), the Tri-City Technology Education Collaborative Inc. (TRITEC), and the urban school districts of Medford and Everett, MA to bring project-based, socially-relevant computing experiences to district middle school students.
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 involving both digital and hands-on activities that are informed by authentic STEM occupations and practices, and linked together in a progression modeled after computer-game sequences.
The University of California, Berkeley, Lawrence Hall of Science plans a five-year project to investigate the capacity of a previously developed clean energy-focused intervention model to affect positive learning outcomes and greater career awareness among a broader audience of under-represented group students aged 14-16.
This project will engage middle-school urban girls in learning sophisticated computer programming and electronics within supportive communities where the learning is embedded in meaningful projects.
The main goal of this Strategies project is to experiment with new content and methods for engaging students who are underrepresented in STEM fields in the computing sciences via a place- based curriculum that asks students critical questions about the environment and culture of their own region.