11 - 20 of 581
- All Projects A-Z
- Chemistry
- Engineering
- Environmental sciences
- Geosciences
- Life sciences
- Mathematical sciences
Planning: FIRE-PLAN:Convergent Pyroscapes: Catalyzing Innovative and Inclusive Wildland Fire Science and Education in Western North Carolina
2024
-
2025
Native people are significantly underrepresented in science, engineering, and math (STEM) fields. This poses a problem for equity, and it diminishes the contribution of Native worldviews and technologies used for problem-solving. One of the contributing factors to increasingly severe wildland fires
Understanding Perceptions and Use of AI in K-12 Education Using a Nationally Representative Sample
2024
-
2024
Schoolchildren are exposed to hundreds of digital tools each year, many of which are already driven by AI technologies. Parents and teachers must consider how to incorporate these learning tools into their daily lives at a rapid pace. Yet, very little is known about the current use and perceptions
Integrating Robotics and Socio-emotional Learning for Incarcerated Middle School Students
2023
-
2028
Hundreds of thousands of youth in the United States are involved in the juvenile justice system. This project seeks to provide new choices to confined youth by developing and investigating a robotics learning activities within a juvenile justice alternative education program. In addition, teachers
Culturally situated immersive virtual learning and engineering design to build STEM capacity in Dine communities
2023
-
2027
The goal of this project is to develop and test hybrid immersive learning environments to engage Diné (Navajo) middle school students in place-based virtual scientific investigations, hands-on physical experiments, and engineering design projects. The curriculum units will support technology-infused
Promoting Students' Data Literacy through the Creation of Interactive Multimodal Representations of Biometric Data
2023
-
2027
This project will promote data literacy in high school students by engaging them in learning about the Quantified Self -- the practice of using technology to track and reflect on one?s own biological, behavioral, physical, and/or emotional data. Learning activities will be designed to spark a broad
Embodied Interactive Environment for Advancing Data Sensing and Computational Thinking Skills in the Built Environment
2023
-
2027
As the construction industry gears toward adopting data sensing technologies, there is a demand for creating and sustaining a workforce with skills for implementing the technologies and analyzing the resulting data to support decision-making. It is also essential to improve awareness of this Science
Using Flow-Based Music Programming to Engage Children in Computer Science
2023
-
2027
Achieving the goal of broadening participation in the computer science (CS) workforce will require that children have access to early opportunities to engage with CS. However, the reality is that most underrepresented children in elementary schools do not have access to CS at all. To remediate that
Embodied Interactive Environment for Advancing Data Sensing and Computational Thinking Skills in the Built Environment
2023
-
2027
As the construction industry gears toward adopting data sensing technologies, there is a demand for creating and sustaining a workforce with skills for implementing the technologies and analyzing the resulting data to support decision-making. It is also essential to improve awareness of this Science
Empowering Youth in STEM and Technological Careers through AI-Enhanced Sustainable and Community-Focused Urban Gardening
2023
-
2026
This Developing and Testing Innovations (DTI) project will engage high school youth from historically excluded groups in Massachusetts and Louisiana in transdisciplinary learning of computational science, artificial intelligence, engineering, and plant science through the installation of automated
NeuroVivid: Developing and Testing a Maker Experience to Build Interest in Careers in Brain-Computer Interfaces Among Neurodivergent Youth
2023
-
2026
Neurodivergent youth, including those with autism and attention deficit hyperactivity disorder, possess cognitive assets that underlie core mechanisms for STEM innovation. However, neurodivergent youth often do not have access to learning environments in which they can reflect on their cognitive