The ITEST / CCERS project, Phase II continues to focus with the aim of better understanding and promoting equitable practices that increase student motivation and preparation to pursue careers in the STEM fields by expanding and testing an innovative curriculum model that features locally relevant problem-based learning with students in underrepresented populations.

We are co-designing and scaling up an informal maker program with educators and students in autism inclusion schools in New York City. 

We are developing an innovative suite of mobile-ready learning resources for informal educators to support youth and the public’s understanding of wifi and radio frequency communications from digital apps to a craft kits, summer radio camps, videos and activity guides in English and Spanish. These learning and teaching resources were informed by user evaluations, co-design and values mapping towards inclusive design.

This project uses a new model to promote the development of positive attitudes toward STEM and to increase interest in STEM careers. Science capital and family habitus were documented, and the data were used to develop a model program where youth and their families see science and engineering as something they do for fun, where they feel supported and valued, while promoting STEM career awareness, science identity, and an interest in exploring science and engineering beyond the life of the project.

WeatherX has provided data-rich science learning experiences for 12 teachers and over 470 middle school students in low-income rural districts in northern New Hampshire and Maine. In collaboration with students and teachers, we are learning how to make data science promote students’ understanding of and interests in important data practices.  This project is built on a strong foundation of partnerships including EDC, Mount Washington Observatory, Concord Consortium, University of Maine, and University of Washington.