The NSF 2026 Idea Machine is a competition to help set the U.S. agenda for fundamental research in science and engineering. Participants can earn prizes and receive public recognition by suggesting the pressing research questions that need to be answered in the coming decade, the next set of “Big Ideas” for future investment by the National Science Foundation (NSF).
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.
The Green Ninja is a climate-action superhero who fights global warming by inspiring informed personal action. Join the Green Ninja and a vibrant cast of characters as they make the world a greener, more sustainable place to live.
These women are the innovators, problem-solvers and dreamers who live right next door. They’re passionate about their work, hobbies, families and helping to make the world a better place. They share their strategies for overcoming challenges and finding success and joy in jobs where women are underrepresented, and inspire girls to pursue all kinds of interests and career paths. Watch the videos! SciGirls Profiles: Women in STEM After watching, complete this short survey to unlock video extras: tcptv.polldaddy.com/s/scigirls-profiles-women-in-stem
Drawing from our two‐year ethnography, we juxtapose the experiences of two cohorts in one culturally responsive computing program, examining how the program fostered girls’ emerging identities as technosocial change agents. In presenting this in‐depth and up‐close exploration, we simultaneously identify conditions that both facilitated and limited the program's potential. Ultimately, we illustrate how these findings can enhance anthropological research and practice in youth identity, culturally responsive pedagogies, and computing education.
Theme for Ninth Issue (to be published in winter 2019): Encouraging Youth to Pursue STEM Careers
Contributions are due August 15, 2018
The CPS/ CWIC Employability Assessment (EA) is conducted twice a year in year in the first and third quarters. EA is an observed assessment of 16 core 21st century college and career skills. Employability Assessments measure behavioral skills required for college and career success. This CPS custom tool was created by the Chicago Workforce Investment Council after extensively researching industry, education and academic reports on career readiness. Assessment tool includes Online Assessment Scoring and Rubric.
Our study seeks to improve understanding of how STEM interest develops during adolescence, and how a variety of community resources and out-of-school activities support that development. Our 4-year, Synergies project is a longitudinal study that documents STEM interest and participation trajectories of a cohort of middle school-aged youth as they progress from 5th through 8th grade. The premise of the project is that if one more fully understood how and why people, in particular early adolescent youth, develop STEM-related interests through the utilization of STEM resources, it should be
This paper, describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school. Authors examine how the work of this particular research-practice partnership is attempting to accommodate the six principles outlined in this issue: (1) to more accurately reflect learning as a lifelong process occurring across settings, situations and time frames; (2) to consider what STEM content is