This project creates partnerships among multiple schools and centers at Arizona State University with the Burundi-America Association for Humanity and Opportunities (BAAHO) to bolster representation of refugee families in STEM academic and career pathways. Refugee youth are sometimes overlooked by educators because of their emerging language skills, but like other youth they are capable of making important STEM contributions.

The project will develop and research a series of next generation augmented reality (AR) digital learning labs and incorporate the labs into an existing curriculum, STEM 21. AR has been proposed as an effective means of motivating previously disengaged students through authentic experiences. By focusing the intervention in high schools with a large proportion of underrepresented students1, the project addresses the lack of opportunities for underrepresented youth to be engaged in rigorous STEM learning that incorporates emerging technologies, aligned with 21st century workforce skills.

The University of Washington will provide technology-rich, hands-on experiences in neuroscience disciplines for high school and early postsecondary students (ages 16-21) identified as neurodiverse learners those with academic challenges related to conditions such as dyspraxia, dyslexia, and, autism spectrum disorder and disseminate findings to teachers of courses that are related to neuroscience and, more broadly, science, technology, engineering, and mathematics (STEM). The project also provides activities for educators, parents, and other stakeholders who work with neurodiverse learners.

This Miami University project will synthesize research conducted from 2000 to the present regarding the effects of innovative technology-based educational interventions on PreK-12 students' STEM career outcomes. This mixed-method study will include two concurrent, interrelated components?a quantitative meta-analysis and a qualitative synthesis. The goal of the project is to provide a more complete understanding of rigorous intervention research regarding the effects on students' STEM career outcomes.

This exploratory project will study the integration of science, design and advanced technology in high school education through a set of innovative learning experiences in the context of plant science using augmented and virtual reality (AVR) technologies. Underrepresented and underserved students from both urban and rural communities will have access to novel educational tools while learning how to create 3D models of different parts of plants in small collaborative teams.

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivation and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM). To meet the diverse needs and future demands of a STEM workforce, national initiatives have highlighted the importance of encouraging students from underserved groups to explore STEM careers.

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by preparing middle school students for advanced science and math courses, and for engineering careers. There is a general lack of engineering knowledge, limited awareness by K-12 teachers about engineering careers, and absence of appropriate role models.

The aim of this project will be to help school students, particularly under-represented minorities and females, to access careers in science, technology, engineering and math (STEM).  The strategy will be to study a demonstrated successful learning model that integrates traditional high school STEM curriculum with real world projects from the STEM business community. The study will illuminate how the components of the program work together to support students' motivation and preparation for STEM careers, in particular female and minority students.

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by engaging in hands-on field experience, laboratory/project-based entrepreneurship tasks and mentorship experiences.

In the wake of COVID-19, Greater Cleveland’s low-income families need a stronger pathway out of poverty. Cleveland’s residents are getting poorer: the city’s overall poverty rate reached 34.6% in 2018, up from 27% in 2006. For children, that rate reached 50.9%, up from 41.9% in 2006.