ITEST Resources

Welcome to the ITEST Resource Library

The curricula, instruments, and publications included in this library were submitted by ITEST projects and are relevant to the work of the NSF ITEST Program. Use the filters to the right to find relevant materials. A PDF and/or URL to the original resource are included within the resource description whenever possible. In some cases, full text publications are located behind publishers’ paywalls and a fee or membership to the third party site may be required for access.

Please note: permission for the use of instruments must be requested through the publisher or author listed in each entry, and cannot be granted by STELAR.

Framework for P-12 Engineering Learning: A Defined and Cohesive Educational Foundation for P-12 Engineering

Publications

Engineering touches every aspect of human life, from providing access to clean drinking water to 5G telecommunications and vaccine development. Yet few young people ever encounter the subject in school or graduate with the foundational skills and knowledge to pursue engineering studies and careers. Now more than ever, we must inspire and prepare our students to grow into the informed designers and innovators the world needs to solve the tough challenges facing us today and in the future. In short, engineering learning is essential for every child in every school, town, city, and county in the

Textured Tactile 3D Prints of Astronomical Data for the Career Exploration Lab and Other Applications

Curricular Materials

Whirlpool Galaxy HST image and 3D model Print

Astronomy has been a fascinating subject for the public for centuries and can stimulate deep questions not only on our own origin but subtly the richness of science and mathematics. It also is a science that is associated with engineering and technology to probe the universe.Typically, astronomical data is translated into visual representations for analysis and general public communication. Unfortunately, this practice is problematic for individuals with blindness or visual impairment (B/VI). In response, we transformed astronomical research data and models into textured 3D prints for tactile

A Lesson in Geospatial Inquiry

Publications

Geospatial Inquiry is an educational framework that offers students an opportunity to engage with, and become curious about, geospatial data for a defined purpose. The authors define Geospatial Inquiry as: "Asking and answering a question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth." (Rubino-Hare et al. 2017). Since Geospatial Inquiry is designed to evoke curiosity and engagement, students have multiple opportunities to seek information and explore ideas on how they see the world they live in. Geospatial Inquiry uses

Scaling professional development: Integrity of implementation as a measurement approach.

Publications

Professional learning about an innovative teaching method is a demonstrated way to improve teacher practices, and ultimately impact student learning. One way to scale up professional learning is a facilitator development model, in which professional learning and development (PLD) designers prepare facilitators to understand the innovation and they in turn, teach teachers. To understand the effectiveness of this model, identifying how facilitators implement the model with teachers is critical. As such, the Power of Data (POD) team scaled-up effective PLD by providing Facilitation Academies to

Teacher enactment of the Geospatial Inquiry cycle in classrooms Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development following scaled up professional learning and development

Publications

The current study examined the effects of a nationally scaled up Professional Learning and Development (PLD) model on teachers’ classroom implementation of the Geospatial Inquiry instructional framework. Geospatial Inquiry is defined as: asking and answering a research question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth. These data are often represented visually via maps and explored with geospatial technologies. It also examined the relationships between Geospatial Inquiry Teacher Workshop (GITW) implementation and teacher

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

Publications

Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some

Creating 3D Plant Models Using Tinkercad and Fusion 360

Curricular Materials

This 3D modeling project addresses the disconnect between science, design and technology, and how high school students can benefit from innovative learning experiences in plant and agriculture sciences that integrate these disciplines while gaining interest in and skills for future STEAM careers. Students use the software Tinkercad or Fusion 360 to create 3D models of species of research importance at the Danforth Plant Science Center in St. Louis, MO. Students work in collaborative teams made of self-identified scientists, technophiles, and artists. A STEAM approach is applied in which

Shared Practices & Implications from the 2022 NSF ITEST Principal Investigator Meeting

Publications

The 2022 PI meeting was held as a thematic working meeting focused on field building and experience sharing. Projects were asked to come prepared to share ongoing/formative experiences about their incomplete work. During the meeting, projects engaged in sharing and reflection around the meeting themes with the goal of gathering input, getting unstuck, collecting insights, and receiving advice. Projects were asked to reflect on and identify best practices and share how they will incorporate this guidance to strengthen their current project work. NSF Program Officers developed the meeting themes

Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance

Publications

This article presents a social cognitive framework for understanding three intricately linked aspects of career development: (a) the formation and elaboration of career-relevant interests, (b) selection of academic and career choice options, and (c) performance and persistence in educational and occupational pursuits. The framework, derived primarily from Bandura′s (1986) general social cognitive theory, emphasizes the means by which individuals exercise personal agency in the career development process, as well as extra-personal factors that enhance or constrain agency. In particular, we

Social Cognitive Career Theory at 25: Empirical Status of the Interest, Choice, and Performance Models

Publications

Social cognitive career theory (SCCT) consists of five interrelated models. Its original models focus on the determinants of educational and occupational interest, choice, and performance (including persistence) (Lent, Brown, & Hackett, 1994). A fourth model is aimed at satisfaction and other aspects of well-being in academic and career-related settings (Lent & Brown, 2006a, 2008), and the fifth model highlights processes whereby people manage common developmental tasks and uncommon challenges across the career lifespan (Lent & Brown, 2013). Each of the models seeks to integrate relevant

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