This project will promote data literacy in high school students by engaging them in learning about the Quantified Self -- the practice of using technology to track and reflect on one?s own biological, behavioral, physical, and/or emotional data. Learning activities will be designed to spark a broad interest in science and to help develop students? informed opinions about the role of human-generated data in public life.

As the construction industry gears toward adopting data sensing technologies, there is a demand for creating and sustaining a workforce with skills for implementing the technologies and analyzing the resulting data to support decision-making. It is also essential to improve awareness of this Science, Technology, Engineering, and Mathematics (STEM) career option among all K-12 students, develop their understanding of the applications of data sensing technologies and improve their computational thinking skills in manipulating and using data.

This Developing and Testing Innovations project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers. Specifically, the project will increase the interest and improve achievement in mathematics of New York City Black and Latinx students in 1st - 3rd grades.

As the pace of innovation accelerates, the need for technology-rich experiences and pathways to science, technology, engineering, and mathematics (STEM) and information and communications technology (ICT) careers has become increasingly essential.

Communities of color across the nation face increasing challenges with affordable access to safe drinking water. Using data science to explore why, where and how this is happening, and what is being done about it, provides a powerful vehicle for the engagement of students in science, technology, engineering, and mathematics (STEM), and to help develop a digital work force with appropriate representation from the affected communities.

The Connected Spaces (C/S) project will research and develop a technological toolkit and design framework designed to connect youth makers with peers, mentors, and technical assistance.

The development of spatial orientation (SO) skills – the ability to identify the position of objects in space – is a strong predictor of math skills and later school success and academic achievement. However, even with the increasing evidence in the importance of SO skills for children, they are rarely included in kindergarten and primary school curriculum. This puts children at a severe learning disadvantage; children who lag behind their peers in school-entry mathematical skills are at high risk to continue to do so.

Artificial Intelligence (AI) is quickly becoming ubiquitous in STEM and across industries, and the education field is grappling with how best to teach AI concepts to K12 audiences. Simultaneously, the AI professional community suffers from a lack of diversity that excludes women and people of color from a dynamic section of the economy and a path for upward mobility. Equally important, a lack of diverse perspectives can risk automating discriminatory practices based on biased algorithms and biased data sets.