Engineering

Digital Youth Divas: ExploringNarrative-Driven Curriculum to SparkMiddle School Girls’ Interest inComputational Activities

Beatriz Perret — Tue, 28 May 2024 14:32:39 +0000

Digital Youth Divas: ExploringNarrative-Driven Curriculum to SparkMiddle School Girls’ Interest inComputational Activities

Beatriz Perret Tue, 05/28/2024 - 10:32

Digital Youth Divas: ExploringNarrative-Driven Curriculum to SparkMiddle School Girls’ Interest inComputational Activities

Description

Women use technology to mediate numerous aspects of their lives, yet women of color are grossly underrepresented in the fields of computer science and engineering. Decisions about participation in STEM are frequently made prior to high school, and these decisions are impacted by prior experience, confidence, and sense of fit with community. The Digital Youth Divas (DYD) is an out-of-school program that uses narrative stories to launch the creation of digital artifacts and support non-dominant middle school girls' STEM interests and identities through virtual and real-world community. This chapter describes the framework of the Digital Youth Divas program, which blends narratives with project-based design challenges in an informal learning environment. Results suggest that our narrative-centered, blended learning program increases non-dominant girls' knowledge, confidence, and sense of fit in STEM activities.

Citation: Erete, Sheena & Martin, Caitlin & Pinkard, Nichole. (2017). Digital Youth Divas:. 10.4018/978-1-5225-2005-4.ch008.

Resources submitted by ITEST projects may be hosted on third-party sites or require a fee or membership for access. Permission to use these materials must be obtained from the publisher or the author listed on each resource.

PUBLICATION DETAILS

Type

Book chapter

Publication Website URL

https://www.researchgate.net/publication/312011728_Digital_Youth_Divas

File Attachment(s)

PDF File: Digital Youth Divas

Publication Year

2017

Discipline(s)

Computer and informational technology science

Engineering

Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

Beatriz Perret — Tue, 28 May 2024 14:14:56 +0000

Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

Beatriz Perret Tue, 05/28/2024 - 10:14

Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

Description

In this article we expand on ideas of making and maker spaces to develop Indigenous making and sharing. We draw from an ArtScience participatory design project that involved Indigenous youth, families, community artists, and scientists in a summer Indigenous STEAM program designed to cultivate social and ecologically just nature-culture relations grounded in Indigenous ways of knowing, being, and making. In this article we focus specifically on clay making and the ways in which onto-epistemic heterogeneity can be engaged to create transformative maker spaces. We present findings from an analysis of the pedagogies of walking, observing and talking lands and waters to outline principles of Indigenous making and sharing in youth-based learning environments.

To cite this article: Filiberto Barajas-López & Megan Bang (2018) Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program, Equity & Excellence in Education, 51:1, 7-20, DOI: 10.1080/10665684.2018.1437847

PUBLICATION DETAILS

Type

Article

Publisher

Equity & Excellence in Education Journal

Publication Website URL

https://www.tandfonline.com/doi/full/10.1080/10665684.2018.1437847

Topic(s)

Maker

File Attachment(s)

PDF File: Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

Publication Year

2018

Discipline(s)

Engineering

Other

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

Beatriz Perret — Tue, 28 May 2024 13:56:24 +0000

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

Beatriz Perret Tue, 05/28/2024 - 09:56

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

Description

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 country. Many of us within the P-12 education community recognize that there is something special about engineering learning. When given the opportunity to engineer, students of a variety of ages and backgrounds are motivated and eager to tackle difficult problems. They work together. They communicate. They are critical and creative and resourceful. We’ve seen it with our own eyes, experienced it as teachers and professional development coordinators, and advocated for it at parent/teacher nights, school board meetings, and legislative briefings. We know that engineering should be taught in parallel with science and math to ensure an equitable, authentic, relevant, and exciting STEM education experience. However, there have been minimal efforts at the state and local level toward adopting engineering as a distinct component of every child’s schooling.

The Framework for P-12 Engineering Learning is a step toward changing that status quo and democratizing engineering learning across all grade levels, preschool through high school. The framework was developed with teachers, school administrators, and researchers working in concert with leaders of the Advancing Excellence in P-12 Engineering Education (AE3) research collaborative and the American Society of Engineering Education. It provides practical guidance by identifying common P-12 engineering learning goals that all students should reach to become engineering literate. The document will add structure and coherence to the P-12 engineering community by serving as a foundation for the development of any and all engineering programs in schools, informing state and national standards-setting efforts, and providing researchers with a common starting point to better investigate and understand P-12 engineering learning.

The framework is envisioned as both a practical guide and critical first step in a national movement to make engineering a part of every child’s educational experience. Whether you are a state education policy leader, district administrator, teacher, researcher, industry partner, or educational company, we invite you to join us in our mission.

PUBLICATION DETAILS

Type

Report

Publisher

American Society for Engineering Education (ASEE)

Publication Website URL

https://p12framework.asee.org/

Topic(s)

STEM Content and Standards

File Attachment(s)

Framework for P-12 Engineering Learning

Publication Year

2020

Discipline(s)

Engineering

Hybrid Immersive Learning Environments for the Diné

Shawn Jordan — Fri, 26 Apr 2024 02:32:40 +0000

Hybrid Immersive Learning Environments for the Diné

Shawn Jordan Thu, 04/25/2024 - 22:32

Hybrid Immersive Learning Environments for the Diné

Pillar 1: Innovative Use of Technologies in Learning and Teaching

The immersive virtual environment will support science investigation in the past and present through situated, place-based investigation, with connections to cultural and historical context, and visualizations not accessible in real world environments. The hands-on engineering design activity will involve culturally sustaining Diné engineering design activities to engage students in designing solutions in the present and for the future of energy and water on the Navajo Nation.

Pillar 2: Partnerships for Career and Workforce Preparation.

This study will directly impact 1800+ middle school students and 60+ teachers across 15+ schools across all 5 agencies of the Navajo Nation by providing opportunities to learn about the history and contemporary issues surrounding energy and water conservation affecting the future of their communities. A train-the-trainer (TTT) model for PD will be used to promote tribal sovereignty by building internal capacity to scale and sustain implementation of the curricula.

Pillar 3: Strategies for Equity in STEM Education

A Community Participatory Design-Based Research (CP-DBR) approach will be used to collaborate with Diné community members (including elders, leaders, teachers, and engineers) to co-design and improve the virtual environment, integrate Diné traditional ecological knowledge (TEK), hands-on engineering design curriculum, and teacher professional development. CP-DBR is a responsible and ethical data-driven process to collaborate with the Diné community on research that benefits both Diné and research communities.

Discipline(s)

Engineering

Environmental sciences

Interdisciplinary

Target Gradespan(s)

Middle school (6-8)

Target Participant(s)

American Indian/Alaska Native participants

Project Setting(s)

Formal Education

Category

Developing and Testing Innovations (DTI)

Research Study

Youth-Based

UNLV ITEST Project: Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

Mei Yang — Fri, 26 Apr 2024 01:41:10 +0000

UNLV ITEST Project: Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

Mei Yang Thu, 04/25/2024 - 21:41

UNLV ITEST Project: Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

Pillar 1: Innovative Use of Technologies in Learning and Teaching

During the GUIC Summer Camp, students will take courses in Arduino & IoT and robotic designs and develop engineering projects with emphasis on hands-on experience. Each student is provided with one Arduino training kit (consisting of Arduino Uno board & ESP32 board, sensors, breadboard, LEDs & resistors, and wires) so they can build and test the circuits. The engineering projects address different aspects of ubiquitous intelligence and computing fields targeting smart city and environmental applications.

Pillar 2: Partnerships for Career and Workforce Preparation.

We partnered with Clark County School District (CCSD) in recruiting secondary female students and teacher mentors. Several engineering projects were developed through partnership with one local startup company. During the summer camp, we invited two female faculty to give engineering seminars and took students to visit 3~4 research labs at UNLV. We also partnered with STEM competition organizers in publicizing opportunities and local professional society & industry in supporting STEM competition teams.

Pillar 3: Strategies for Equity in STEM Education

We sent out flyers to all CCSD middle and high schools and reached out to principals and teachers at Title 1 schools to recruit female students and mentors. Out of the 122 secondary female students, 44% of them were African American and Hispanic students. And 28.3% of the 46 mentors were from underrepresented minority group. Around 30% of the participants in sponsored STEM competition teams were female. Students were greatly inspired by the STEM journeys shared by female faculty, scientists, and their mentors.

Discipline(s)

Computer and informational technology science

Engineering

Target Gradespan(s)

Middle school (6-8)

High school (9-12)

Target Participant(s)

Youth / students

Girls (or women)

Project Setting(s)

Informal Education

Category

Exploratory

Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Gabriela Richard — Fri, 26 Apr 2024 00:26:32 +0000

Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Gabriela Richard Thu, 04/25/2024 - 20:26

Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Our initial intervention includes: a) a curriculum that supports culturally-relevant and inclusive participation in e-textile making activities, and b) follow-up for participating high school students with interactions with engineering and scientists from wearable technology industries and academia. This two-year project will lay the groundwork for a revised summer camp curriculum, design principles, and empirical research findings on the relationships among curiosity, computational thinking, and STEM careers.

Pillar 2: Partnerships for Career and Workforce Preparation.

We will employ the multimodal framework to understand youths’ computational thinking concepts, practices, perspectives, and self-perceptions, and triangulate these results to youths’ measures on the science curiosity scale and STEM Career Interest Survey score. Recent CS and engineering graduates will serve as mentors. Near- peer mentoring) has been successfully applied in many informal STEM learning environments (Ross et al., 2018; Salzman & Strobel, 2011; Tenenbaum et al., 2014).

Pillar 3: Strategies for Equity in STEM Education

Our broader impacts and strategies for STEM educational equity include: (a) Addressing historic underrepresentation of low income and minoritized racial/ethnic youth in STEM through research-practice partnerships across Upward Bound sites; (b) Supporting iterative research on how science curiosity, STEM career interest, and computational thinking manifest in and can be enhanced through culturally-situated approaches; and (c) Augmenting research and practice through the development of design principles.

Discipline(s)

Computer and informational technology science

Data Science

Engineering

Target Gradespan(s)

Middle school (6-8)

High school (9-12)

Target Participant(s)

Youth / students

Educators

Girls (or women)

American Indian/Alaska Native participants

Black/African American participants

Hispanic/Latino participants

Students eligible for free lunch or reduced-price lunch

Other

Project Setting(s)

Informal Education

Category

Exploring Theory and Design Principles (ETD)

Smart Motors - a low-cost platform for introducing supervised machine learning to children

Jennifer Cross — Thu, 25 Apr 2024 22:23:38 +0000

Smart Motors - a low-cost platform for introducing supervised machine learning to children

Jennifer Cross Thu, 04/25/2024 - 18:23

Smart Motors - a low-cost platform for introducing supervised machine learning to children

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Innovative Use of Technologies in Learning and Teaching: Our project uses the newly developed Smart Motor hardware to introduce students to supervised machine learning concepts. These tools enhance literacy-integrated engineering design activities, where characters from grade-appropriate books are the clients. Simultaneously, students practice math skills such as collecting data and interpreting graphs.

Pillar 2: Partnerships for Career and Workforce Preparation.

Partnerships for Career and Workforce Preparation: Our pilot program was co-designed with educators from schools and outreach organizations in the North St. Louis community. Simultaneously, our team’s AI experts are identifying skills and knowledge that will be crucial to the future of work in that field.

Pillar 3: Strategies for Equity in STEM Education

Strategies for Equity in STEM Education: Our project is co-designing our program with outreach partners and educators in North St. Louis to develop and pilot activities that are meaningful and engaging to the Black and African American students in those communities.

Discipline(s)

Engineering

Emerging Tech (Artificial Intelligence, Quantum Computing, and Blockchain)

Interdisciplinary

Target Gradespan(s)

Elementary school (K-5)

Target Participant(s)

Youth / students

Black/African American participants

Students eligible for free lunch or reduced-price lunch

Project Setting(s)

Formal Education

Informal Education

Category

Exploratory

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Eric Hamilton — Thu, 25 Apr 2024 18:11:48 +0000

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Eric Hamilton Thu, 04/25/2024 - 14:11

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Pillar 1: Innovative Use of Technologies in Learning and Teaching

As a retrospective effort, this project employs a recently emerging tool called epistemic network analysis (ENA) to help build richer understandings of the reflections that YSP alums shared. This is an advanced methodological tool that current ITEST projects are encouraged to explore. Experiences of the alums heavily involved innovative technologies of the 1990s!

Pillar 2: Partnerships for Career and Workforce Preparation.

As a retrospective effort, this project explores how the many partnerships at the time – and there were many across major technology firms, scientific laboratories, and universities – helped shape an awareness by participants of opportunities for STEM career pathways. At the time, field trips proved the most common form of partnership. They were eye-opening and contributed to the holistic approach of the program nationally.

Pillar 3: Strategies for Equity in STEM Education

One aspect of this retrospective study involves documenting the many ways that faculty nationwide sought to insure and build equity. One principal strategy involved careful attention in recruiting in ways that actively sought to broaden participation in coming alongside STEM professionals, and actively promoted building a more inclusive STEM workforce. And, the holistic and asset-based approach of YSP PIs treated STEM fields as natural and accessible to middle and secondary students.

Discipline(s)

Computer and informational technology science

Engineering

Interdisciplinary

Life sciences

Mathematical sciences

Physics and astronomy

Target Gradespan(s)

Middle school (6-8)

High school (9-12)

Target Participant(s)

Youth / students

Educators

American Indian/Alaska Native participants

Black/African American participants

Hispanic/Latino participants

Project Setting(s)

Informal Education

Category

Exploring Theory and Design Principles (ETD)

Scaling, Expanding, and Iterating Innovations (SEI)

Synthesis

EAGER

Research Study

Equity Strategies of the Head, Heart, and Hands: A Networked Improvement Community Approach to Designing for More Inclusive Informal STEM Learning Environments

Lara Hebert — Thu, 25 Apr 2024 11:02:42 +0000

Equity Strategies of the Head, Heart, and Hands: A Networked Improvement Community Approach to Designing for More Inclusive Informal STEM Learning Environments

Lara Hebert Thu, 04/25/2024 - 07:02

Equity Strategies of the Head, Heart, and Hands: A Networked Improvement Community Approach to Designing for More Inclusive Informal STEM Learning Environments

Pillar 1: Innovative Use of Technologies in Learning and Teaching

School-based teams of teachers and counselors (IDEA Teams) engage in year-round professional learning that begins with a summer institute focused on project-based learning in electrical engineering and strategies for creating equitable and inclusive STEM environments. IDEA Teams put learning into action by forming STEM clubs in their home schools and engaging in Action Research for Equity Projects. Monthly Networked Improvement Community sessions via Zoom allow teams to share progress and to troubleshoot challenges.

Pillar 2: Partnerships for Career and Workforce Preparation.

CISTEME365 is a partnership between The University of Illinois’ Grainger College of Engineering, the National Alliance for Partnerships in Equity, and participating schools. A focus on out-of-school time for STEM learning increases the competitiveness of engaged students when compared to their peers from high-resource, high-access communities. Introducing students to a range of career opportunities and to engineers from diverse backgrounds, the students are able to better envision themselves in future STEM careers.

Pillar 3: Strategies for Equity in STEM Education

By uniquely embedding equity and inclusion strategies with training in STEM technical concepts, educators are better able to see the relationship between these two, often siloed topics. The Action Research for Equity Project provides a tool that can be used well into the future for assessing efforts to increase equity and inclusion in STEM. A key product resulting from the CISTEME365 initiative is the Head, Heart, & Hands rubric for Designing Inclusive STEM Learning Environments.

Discipline(s)

Engineering

Target Gradespan(s)

Middle school (6-8)

High school (9-12)

Target Participant(s)

Educators

Parents / caregivers / families

Girls (or women)

American Indian/Alaska Native participants

Black/African American participants

Hispanic/Latino participants

Project Setting(s)

Informal Education

Category

Strategies

Empathy-Driven Engineering Internships for Teens: Designing for Accessibility

Stacey Forsyth — Thu, 25 Apr 2024 01:09:28 +0000

Empathy-Driven Engineering Internships for Teens: Designing for Accessibility

Stacey Forsyth Wed, 04/24/2024 - 21:09

Empathy-Driven Engineering Internships for Teens: Designing for Accessibility

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Build a Better Book Teen Interns use a variety of maker tools and technologies–including 3D printers, laser cutters, electronics, sound boards, and computer programming–to create accessible products that meet an authentic community need. Interns are challenged to creatively use these technologies to expand access to information, specifically for those with visual impairments. The internship provides training and mentorship to develop teens’ technical skills, and emphasizes an iterative engineering design process.

Pillar 2: Partnerships for Career and Workforce Preparation.

Across sites, the BBB Teen Internship program aims to expose teens to career opportunities in engineering while developing their 21st century workplace skills. Internships provide pay or school credit; youth apply, have set hours and job expectations, collaborate in teams, and are held accountable for deliverables. Throughout the internship, teens participate in relevant tours, campus visits, and virtual and/or in-person meetings with STEM professionals, to expand their awareness of engineering career pathways.

Pillar 3: Strategies for Equity in STEM Education

With its focus on broadening participation in engineering and expanding accessibility for people with disabilities, particularly those who are blind or have low vision, equity is at the core of the Build a Better Book Teen Internship program. The program supports youth from groups underrepresented in engineering, including girls and students of color, by providing paid internship positions and connecting them with STEM mentors. Community clients provide feedback and help guide interns throughout the design process.

Discipline(s)

Engineering

Target Gradespan(s)

High school (9-12)

Target Participant(s)

Youth / students

Girls (or women)

Black/African American participants

Hispanic/Latino participants

Students eligible for free lunch or reduced-price lunch

Participants with disabilities

Project Setting(s)

Formal Education

Informal Education

Category

Developing and Testing Innovations (DTI)

Research Study

Youth-Based

Engineering

Digital Youth Divas: ExploringNarrative-Driven Curriculum to SparkMiddle School Girls’ Interest inComputational Activities

Digital Youth Divas: ExploringNarrative-Driven Curriculum to SparkMiddle School Girls’ Interest inComputational Activities

Digital Youth Divas: ExploringNarrative-Driven Curriculum to SparkMiddle School Girls’ Interest inComputational Activities

Description

PUBLICATION DETAILS

Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

Description

PUBLICATION DETAILS

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

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

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

Description

PUBLICATION DETAILS

Hybrid Immersive Learning Environments for the Diné

Hybrid Immersive Learning Environments for the Diné

Hybrid Immersive Learning Environments for the Diné

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Culturally situated immersive virtual learning and engineering design to build STEM capacity in Dine communities

Culturally situated immersive virtual learning and engineering design to build STEM capacity in Dine communities

UNLV ITEST Project: Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

UNLV ITEST Project: Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

UNLV ITEST Project: Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

Engaging Secondary Female Students in Ubiquitous Intelligence and Computing

Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Collaborative Research: Exploring Theory and Design Principles (ETD): Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Collaborative Research: Exploring Theory and Design Principles (ETD): Investigating the relationships among making, wearables, curiosity, computational thinking and STEM careers

Smart Motors - a low-cost platform for introducing supervised machine learning to children

Smart Motors - a low-cost platform for introducing supervised machine learning to children

Smart Motors - a low-cost platform for introducing supervised machine learning to children

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Integrating Artificial Intelligence with Smart Engineering and English Language Arts in Upper Elementary Education

Integrating Artificial Intelligence with Smart Engineering and English Language Arts in Upper Elementary Education

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Informing the Future with Reflections on Prior ITEST-like Experiences by Current STEM Professionals

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Peering a generation into the future: NSF's Young Scholars Program and the nation’s STEM workforce

Peering a generation into the future: NSF's Young Scholars Program and the nation’s STEM workforce

Equity Strategies of the Head, Heart, and Hands: A Networked Improvement Community Approach to Designing for More Inclusive Informal STEM Learning Environments

Equity Strategies of the Head, Heart, and Hands: A Networked Improvement Community Approach to Designing for More Inclusive Informal STEM Learning Environments

Equity Strategies of the Head, Heart, and Hands: A Networked Improvement Community Approach to Designing for More Inclusive Informal STEM Learning Environments

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Catalyzing Inclusive STEM Experiences All Year Round (CISTEME365)

Catalyzing Inclusive STEM Experiences All Year Round (CISTEME365)

Empathy-Driven Engineering Internships for Teens: Designing for Accessibility

Empathy-Driven Engineering Internships for Teens: Designing for Accessibility

Empathy-Driven Engineering Internships for Teens: Designing for Accessibility

Pillar 1: Innovative Use of Technologies in Learning and Teaching

Pillar 2: Partnerships for Career and Workforce Preparation.

Pillar 3: Strategies for Equity in STEM Education

Empathy-Driven Engineering Internships for Teens: Connecting Technical Work to Social Needs

Empathy-Driven Engineering Internships for Teens: Connecting Technical Work to Social Needs