Resources

New York Harbor is a large, iconic and complex body of water that has been extensively modified to support the development of a megacity. These modifications have affected the shorelines, water flow, water quality, habitats and living resources of the harbor. Changes in topography and bathymetry have altered the landscapes and seascapes of the region, largely to support an active shipping port and intense human settlement. New York Harbor has been transformed from a region dominated by marshy shorelines, extensive submersed oyster beds and obstructed entrances to the present-day harbor with

The CCERS partnership includes collaborators from universities, foundations, education departments, community organizations, and cultural institutions to build a new curriculum. As reported in a study conducted by the Rand Corporation (2011), partnerships among districts, community-based organizations, government agencies, local funders, and others can strengthen learning programs. The curriculum merged project-based learning and Bybee’s 5E model (Note 1) to teach core STEM-C concepts to urban middle school students through restoration science. CCERS has five interrelated and complementary

Preparing students to become active, participatory citizens is more than promoting personal responsibility. It requires actively engaging with others in order to improve one’s community. Using a critical geography approach, this article describes research with students living in urban areas that engaged them in fieldwork and citizen mapping of the neighborhood around their high school. We were interested in how they interacted with this environment and their perceptions of social justice issues in the community. Student groups worked together to identify and investigate topics of their

Our project introduced students in grades 7 through 12 to spatial thinking and geospatial technologies in the context of challenges in their community. We used a mix of levels of inquiry to advance learning from teacher- to student-guided through a citizen mapping group activity. Student-suggested problem-based topics included parks and community gardens, crime, housing, and youth employment opportunities. Qualitative methods were used to evaluate students’ knowledge of spatial thinking and geospatial technologies, including map interpretation, a case study, daily exit slips, and interviews

As part of the design and development of an informal learning environment meant to increase urban middle school students’ interest in technology-focused STEM careers, and to support their twenty-first century skill development, researchers developed and administered the ICT/Twenty-First Century Skills Questionnaire. Both STEM-ICT professionals and middle school students completed the survey. STEM-ICT professionals indicated that problem solving, critical thinking and communication were the most valued and the most frequently used skills in their environments. Students underestimated the amount

Assessing computational thinking in making has proven a challenge, in part because student creations are innately diverse and unique. In this paper we consider portfolios as a way to document and assess students’ learning processes in the context of designing electronic textile (e-textile) projects. We describe students’ use of portfolios at the end of an introductory computing course, Exploring Computer Science, during which 33 students created a series of electronic textile (e-textile) projects as part of a new curricular unit. Our analysis not only illuminates the capability of portfolios

A critical challenge in science, technology, engineering, and math (STEM) education continues to be keeping young students on a pathway to a successful STEM career once they have entered it. Many students express an early interest in STEM and even start down the road to obtaining a STEM degree, only to change direction later, an aspect of the so-called “leaky pipeline.” Underrepresented minority students, in particular, face serious roadblocks to entering and staying on the path. Often, in the absence of teachers, mentors, and STEM professionals who look like them, minority youth can have a

Assessing students' learning of concepts in programming is an essential part of teaching computer science. We developed an assessment activity that measures students' skill in identifying programming structures used to create various behaviors in MIT App Inventor (AI). Called the Tablet Game, the assessment was implemented as interactive app on an Android device. Students interacted with elements on the screen, and then in a multiple-choice format, were asked to select which code-blocks would create those behaviors. We tested the Tablet Game in two week-long app development summer camps held

Many universities employ STEM outreach programs to spark interest in their disciplines by middle and high school students. Teaching Engineering Concepts to Harness Future Innovators and Technologists (TECHFIT) and the Nanoline Contest are two programs that are designed to give student teams an opportunity to explore STEM concepts with a final goal of innovating an automated system. This paper will discuss a partnership between an international controls company and an R1 university that makes both of these programs successful in recruiting students to computing, engineering, and technology

With increasing focus on integrating 3D printing in educational settings, more emphasis needs to be placed on how to introduce young students to the complexities of the 3D printing process. Inspired by the patrons of 3D printer services, we engage children in a simplified 3D printing process. We conducted a study with two 3rd grade public school science classes over 4 days, where students were tasked to print 3D designs they find online for use in a class presentation. Initial findings identify challenges within this process, and show indications of emerging interest towards 3D printing.