Resources

ITEST Data Brief Volume 3, Issue 2, July 2016In 2015, 30 ITEST projects were awarded funding. STELAR surveyed these projects as part of the the Fall 2015 Management Information System (MIS) Survey and received a 97% completion rate. This data brief presents information from the 29 responding projects around the following questions: Which of the 7 ITEST Guiding Questions do projects choose to address?In what settings projects plan to conduct their work?What grade levels do projects serve?Who are included as project participants?In what locales do projects coduct their work? In what states are

A new survey of American teenagers from the Amgen Foundation and Change the Equation offers real cause for optimism about the future of high school science and biology education in the United States. Teens generally like science—and biology in particular—and they grasp the importance of the field to people’s lives. They know good biology teaching when they see it, and they would like the opportunity to do more engaging, hands-on science in school.

This report presents important takeaways from a one-day National Science Foundation (NSF)-supported Forum, “Next Generation STEM Learning for All,” organized by Education Development Center (EDC) and SRI International through the STEM Learning and Research Center (STELAR) at EDC, the Community for Advancing Discovery Research in Education (CADRE) at EDC, and the Center for Innovative Research in Cyberlearning (CIRCL), working in close collaboration with NSF and the White House Office of Science and Technology Policy.The Forum engaged prominent scientists in STEM learning research and school

Hotel map and list of restaurants for the 2016 STELAR PI Summit

ITEST Data Brief Volume 3, Issue 1, March 2016 This data brief provides information on the composition of ITEST project participants, what activities they engage in, in what settings, and what projects feel contributes to their project's success based on projects submissions to the 2014-2015 ITEST Management Information System (MIS) Annual Survey.

One of today’s equity challenges is the need to increase media literacy among all students, especially traditionally marginalized students. Watkins (2012) challenges educators when he states, “Tools literacy is foundational; design literacy is tranformational” (p. 9). In this chapter, implementation models for seven different types of media projects that have been successfully piloted with 78 secondary students primarily from impoverished backgrounds are provided (Gold et al., 2015; Rooney-Varga et al., 2014). Results from the evaluations show that students’ experiences while participating in

Learning about climate change is tangible when it addresses impacts that can be observed close to home. In this program, 64 diverse middle and high school students produced videos about locally relevant climate change topics. Graduate and undergraduate students provided mentorship. The program engaged students in research and learning about climate change and sparked their interest in science careers. Evaluation results showed that students were highly motivated by the experience, developed a genuine interest in their science topic, learned about the scientific process and developed 21st

The attached document provides an overview of NSF's ITEST Program from 2003-2015.

Design Time: Learning That Is Transformative is a short documentary film that follows a group of students from Salt Lake City's West Side as they learn about design thinking. The film demonstrates the power of learning through design thinking, as the students take on the challenge of designing a community center for returning military veterans.

An article in Make Magazine detailing the history of the Lab School, its collaboration with the Smithsonian, and the work of its students.