On April 27, NSF program directors held the first of a series of webinars to present and answer questions about this DCL. This initial webinar featured the following presentations: The NSF Approach to QISE, Dr. Tomasz Durakiewicz Three DUE Programs, Drs. Abiodun Ilumoka and Corby Hovis Scholarships
On Thursday, April 15, 3:00 pm STELAR hosted the third webinar in our Proposal Development Course series: Research & Evaluation. The webinar presented information about options for research and evaluation designs, and how evaluation provides ongoing feedback on your work as well as on the overall
On Thursday, March 18, 3:00 pm STELAR hosted the second webinar in our Proposal Development Course series: Writing a Compelling Project Description. The project description provides you with your one and only opportunity to convince the review panel and program officers that your proposal deserves
On Thursday, February 18, 3:00PM STELAR hosted an orientation webinar on the newly launched ITEST Proposal Development course, a self- paced online course for novice proposal writers. This recording serves as an introduction, overview of the materials, and descriptions of the activities that will
The Student’s Spatial Learning Attitudes (SLA) instrument is valid and reliable instrument designed for secondary students to share their ideas about spatial learning that involves using maps and technologies (e.g., mobile devices and computers that use map-based imagery) for learning . The instrument underwent a validation process with experts in the STEM education and the geospatial technology teaching and learning field. Further, to ensure that the items were comprehensible for English language learners, the items were reviewed by an educator with expertise with teaching English learners
The Student Interest in Science, Technology and Geospatial Technology (STEM-GEO) instrument is valid and reliable instrument designed to measure secondary students’ STEM-related learning interest, interest in using technology to learn science, STEM-related career interests, and attitudes about geospatial technology. The instrument underwent a validation process with experts in the STEM education and the geospatial technology teaching and learning field. Further, to ensure that the items were comprehensible for English language learners, the items were reviewed by an educator with expertise
High school capstone courses—culminating educational experiences for seniors as they conclude their formal high school education—have become increasingly popular across the nation, particularly in New England. The STEMStarter Capstone was designed to help Connecticut high schools meet new accreditation standards from the New England Association of Schools and Colleges (NEASC) and graduation requirements that include a mastery-based learning project. Standard 2 of the NEASC 2020 Standards (2018) for school accreditation states: “Students are active learners and have the opportunity to lead
The COMPUGIRLS: Culturally relevant technology program for adolescent girls was developed to promote underrepresented girls' future possible selves and career pathways in computer-related technology fields. We hypothesized that the COMPUGIRLS would promote academic possible selves and self-regulation to achieve these possible selves. We compared the growth trajectories of academic possible selves and self-regulation between the program participants and a comparison group using latent growth modeling for two semesters. There was no significant group difference in the growth trajectories of
Part of the Math Assessment Project has involved research into how the materials are used in classrooms, their effect on teaching practices, and how Professional Development can be used to support the goals of the Mathematics Assessment Project materials. A major strand of this has been a joint effort with the Algebra Teaching Study at UC Berkeley and Michigan State to develop the Teaching for Robust Understanding of Mathematics (TRU Math) suite of tools for Professional Development and research. During development of TRU Math, it became clear that the concepts could be generalized into a
These short films, created by middle school and high school students, are all finalists from the past Green Ninja Film Festivals.