Going Green! Middle Schoolers Out to Save the World (MSOSW) focuses on students using energy monitoring equipment to assess the amount of standby power consumed by their home entertainment devices and appliances when not performing any useful functions. This program focuses on improving the STEM pipeline by preparing both teachers and students in engaging activities aimed at creating and increasing interest in STEM careers for students. Teachers who participated in this hands-on, real world curriculum project, that included professional development, project tools and resources, gained in their

A central way in which FUSE provides powerful learning affordances is by breaking down the silos of A key way in which FUSE provides powerful learning affordances is by breaking down the silos of traditional STEM disciplines, and engaging learners in more authentic, interdisciplinary, and personally meaningful experimentation ICLS 2016 Proceedings 1029 © ISLS and making (e.g., Dewey, 1897; Resnick et al., 2009). Consequently, FUSE activities have the potential to not only motivate students to engage in future STEM learning, but also to provide them with a toolkit of knowledge and practices to

This paper explores how FUSE Studios are organized, describing key design elements, the ways these differ from a traditional classroom model, and the types of diverse learning arrangements that emerge. Data in this paper was primarily collected from five classrooms in the 2013-14 school year and the analysis was refined through discussions within the research team about ongoing data collection during the 2014-15 (one classroom) and 2015- 16 (seven classrooms) school years.[See pages 1025-1032]

This article presents the curricular framework for a social justice driven STEM curriculum (i.e., STEMJ) within an out-of-school time program for Boston Public high school students (i.e., College Bound) at Boston College. Starting with a discussion of the authors’ ideological positionality within critical social justice discourses, the authors share how Bronfenbrenner’s (1994) General Ecological Model provides a conceptual framework for operationalizing social justice inquiry with and through STEM. Positioning this curriculum within the College Bound program’s overall design gives readers a

Data gathered from 325 middle school students in four U.S. states indicate that both male (p < .0005, RSQ = .33) and female (p < .0005, RSQ = .36) career aspirations for being a scientist are predictable based on knowledge of dispositions toward mathematics, science and engineering, plus self-reported creative tendencies. For males, strong predictors are creative tendencies (beta = .348) and dispositions toward science (beta = .326), while dispositions toward mathematics is a weaker (beta = .137) but still a significant (p < .05) predictor. For females, significant (p < .05) predictors ordered