2013 was the 12th year the Marine Advanced Technology Education (MATE) Center at Monterey Peninsula College has held this competition. Their goal in doing so was to increase awareness of marine technical fields and careers. Their efforts connect students and educators with employers and working professionals. The ROV competition is a big event, but it is not all they do. Their workshops provide educators with resources and training to bring the world of marine technology, research, exploration and industry to their classrooms.

Through these role model videos, professionals' real world views and application of math show high school students just how relevant math is to their futures. Filmed on location, professionals tell students about how they use math in their careers and what math meant to them in high school. The role model videos are an important aspect of the"Scaling Up STEM Learning with the VCL" model. Teacher participants in this ITEST project were required to screen videos from this resource and engage their students in discussion about real world use of math and potential interest in STEM occupations. The

This paper aims to share EDC’s learnings from developing and implementing this method including addressing issues of trust between youth and adult team members, appropriately acknowledging youth contributions, balancing the roles of mentors and adult design partners, and making dynamic curriculum adjustments based on participants learning styles and skill levels.

Insights from the COMPUGIRLS project have provided significant evidence that lack of motivation is a misrepresentation of our girls’ lived experience.

An ongoing and at times seemingly intractable issue in science education and STEM fields is the underperformance and underrepresentation of marginalized youth. This is often attributed to disconnect between school in general, school science specifically and the cultures that youth enact and experience in their daily lives. Although research demonstrates that youth become engaged in STEM when it is relevant to their well-being and that of their community, the question of what motivates underrepresented youth to pursue STEM interests is still not fully understood. This white paper argues for

The study reported here investigated the use of educational robotics, paired with GPS and GIS geospatial technologies, as a context for learning selected concepts in science, technology, engineering, and mathematics within a 4-H camp setting. The study involved 38 students between the ages of 11 to 15. A pretest-posttest quasi-experimental design was used in the study, with a 29-question multiple-choice instrument targeting various academic topics. The results of the study suggest that the 4-H robotics and geospatial summer camp program is a promising approach for supporting STEM-related

Understanding science and technology is key to our next generation’s success. Conveying the excitement of science and effectively melding it with technology in both field and classroom settings can be a challenge for many K–12 educators. Middle school is a critical juncture in a child’s educational experience, when interest in science and technology is budding. If this interest is captured, it can lead to a lifetime of learning and, for some, a rewarding profession.

Interviews with high achieving middle school girls enrolled in a math and technology summer program showed that one fourth of the girls were interested in careers in IT. The girls were interviewed four years later when they were in high school. We found that all of them were still interested in math and most of them were taking, or had taken, advanced math courses. However, only several were taking or had taken a computer science course and only one girl expressed interest in pursuing a career in IT. They showed a general lack of information about computer science, computer scientists and