Resources

Our modern technological age is witnessing the pervasive impact of technology on healthcare, transportation, education, commerce, and entertainment. Thus, there is great demand for a well-prepared STEM workforce. To address this need for a tech-savvy workforce, government, corporate, and education sectors are all focused on creating and offering innovative teaching, learning, and training opportunities for students at all levels. In this vein, our team has designed and conducted a summer robotics workshop to increase the robotics knowledge and technical and entrepreneurial skills of

Advances in science and technology are shaping every aspect of our lives including education, work, healthcare, transportation, commerce, and entertainment. This societal transformation has created an increasing demand for a workforce well-trained in science, technology, engineering and mathematics (STEM) fields and representative of societal diversity. To meet this demand, the K-12 educational environment is witnessing a growing focus on engaging and exposing all students to advance technologies. However, creating technologically rich educational environments requires preparing teachers to

Over the last decade, with the ever-increasing demand of STEM majors for the job market and the introduction of Next Generation Science Standards, the need for introducing and integrating engineering practices within the K-12 curriculum has risen. Accordingly, professional development (PD) programs have been seeking to prepare teachers for incorporating various engineering practices into their curriculum. Several research studies have examined the effectiveness of PD programs by evaluating teacher knowledge, self-efficacy, and student learning outcomes about engineering practices. However

Educating children and young people (CYP) from marginalized communities about environmen- tal crises poses a unique dilemma as educators strive to prepare them to deal with the climate crisis without compounding the stressors and fear of an unlivable future many already face. We explored how place-based civic science (PBCS) can provide opportunities to engage youth in environmental understanding and action through teamwork in which youth feel that they belong to a group larger than themselves and gain a sense of hope from working with others toward shared goals. We argue that combining PCBS

With the increased growth of career opportunities in STEM fields, educators and policymakers have sought to better understand the nature and development of students’ motivation to pursue science academic and career pathways successfully. However, our understanding of motivational constructs such as self-efficacy has mostly been based on studies of predominantly White samples, neglecting the perspectives and experiences of students from historically marginalized groups underrepresented in STEM academic and career pathways. In the present study, we examined science motivation in six high school

Access to enriching science programs is not equitable, with students from affluent districts having more opportunities to develop their science, technology, engineering, and mathematics (STEM) skills than students from underserved districts. The Building Unique Inventions to Launch Discovery, Engagement, and Reasoning in STEM (BUILDERS) program was started in 2017 with support from the National Science Foundation’s ITEST program to provide students from the Alabama Black Belt with STEM opportunities to which they would otherwise have no access.This project-based learning (PBL) program uses the

The use of 3D printing in science, technology, en- gineering and mathematics (STEM) learning is a promising way for integrated STEM education. This study examined the influence of 3D printing infused STEM integration on students' interest in STEM ca- reers, which is essential for students to participate in STEM disciplines and future STEM careers. The participants included 26 teachers across six states in the United States and their 1455 students in primary and secondary classrooms. Teachers' lesson plans were analysed to examine the level of 3D printing and STEM integration. Students'

Three 9-year-old girls are huddled around a Caesar wheel, an ancient tool for sharing secret messages. Cracking a code is one of many challenges the girls complete to help characters in CryptoComics escape a mysterious cyberworld into which they’ve been drawn. CryptoComics is a curriculum designed to teach elementary school children – particularly girls of color – about cybersecurity – the practice of keeping digital information safe – and related careers. It also teaches about cryptology – the science of making and breaking codes. The girls partake in this program as part of their after

Youth residing in mountain tourist communities represent an important and underserved rural population. Science, engineering, and computing are hidden within the daily workforce practices in these communities, unlike large metropolitan areas where technology jobs are prominent in the local culture. Youth in rural communities may think that Science, Technology, Engineering, and Mathematics (STEM) careers require them to leave their communities, which can disincentivize academic preparations [1, 2]. Youth career experiences through in-school and out-of-school programs are often general in nature

In response to the need to broaden participation in computer science, we designed a summer camp to teach middle-school-aged youth to code apps with MIT App Inventor. For the past four summers, we have observed significant gains in youth’s interest and self-efficacy in computer science, after attending our camps. The ma- jority of these youth, however, were youth from our local community. To provide equal access across the state and secure more diversity, we were interested in examining the effect of the camp on a broader population of youth. Thus, we partnered with an outreach program to reach