This Synthesis project uses meta-analysis and qualitative synthesis to examine the effects of integrating innovative technologies into K-12 STEM education on students’ STEM career-related outcomes, and if and in what ways intervention characteristics and educational settings moderate these effects.
A project designed to identify strategies to recruit, train, and retain Latinas into post-graduate education, STEM majors, and STEM careers.
The New Hampshire Academy of Science ITEST grant began Sept. 1, 2022 and will enable wrap-around programming to provide underrepresented students in underserved rural communities with scientific research experiences along with mentorship and college prep throughout high school, starting at each grade level. We are currently developing recruitment strategies for our first two cohorts.
Project Overview: The TRAILS 2.0 SEI will expand, scale, and innovate a tested model of integrative STEM instruction and teacher professional development to enhance rural students’ STEM learning while generating interest in STEM careers. To reach underserved and underrepresented rural populations, the TRAILS 2.0 team will work with up to 90 secondary STEM teachers to impact over 10,000 students and expand to schools in: Delmarva Peninsula (Delaware, Mary
Our goal is to provide a cloud-based programming environment for students with blindness and visual impairments (BVI) to learning computer programming and machine learning. This programming environment includes a novel screen reader that can read programming statements in more comprehensible styles and a voice-based code navigation to assist debugging.
This project provides opportunities for high school teachers to learn how to integrate QIS into their STEM classrooms. Educators attend professional development and then teach what they have learned to students at STEM camps. The learn and practice approach will hopefully allow teachers to be more confident when implementing lessons in their classrooms.
This one page summary presents the work over the past year as we have transitioned from home-based instructional settings back to in-person and hybrid-settings in the context of engaging our partner youth in learnign about coding, transparent soil, and novel technologies.
CELI uses a networked improvement community (NIC) approach to school-wide transformation, teacher, agency, and minoritized students’ climate science and belonging in two low-income public schools (a middle school and a high school) receiving all of the District’s new-immigrant students in Hayward, CA.
SRMPmachine innovates within the well-established Science Research Mentoring Program (SRMP) by creating opportunities for high school interns to apply machine learning (ML) to scientific problems in the natural sciences. We are measuring students knowledge and skill gains, and shifts in attitudes towards AI and career awareness.
An interdisciplinary team of faculty and staff at Illinois State University (ISU) is collaborating with Chicago Public Schools (CPS) and Community-Based-Organizations (CBOs) in four Chicago neighborhoods to develop an after-school STEM program focused on renewable energy, robotics, and automation.