EDC, in partnership with the National Girls Collaborative Project and MPR Associates, Inc., proposes to convene a 3-day meeting comprised of NSF-funded ITEST grantees, researchers in STEM workforce development and informal learning, STEM industry leaders, and philanthropic organizations.

Two hundred and seventy female, Hispanic, and African American students in Philadelphia, PA are learning how to use Geographic Information System (GIS) technology in Spanish and English, to develop spatial analysis and cartographic and design skills to learn about and map their community, thus creating a community-based GIS.

CREST currently networks the Island Institute, University of Maine-Machias, Bowdoin College, and 11 island and coastal schools in a learning community that directly impacts 55 students and 44 teachers, and indirectly impacts 1,700 additional students.

Community Science Investigators engages 36 teachers and 360 middle school students from the St. Louis and Boston regions in investigations of authentic community issues through gaming simulations, applications of geospatial technologies, and service learning projects.

Seventy five middle-school teachers access and analyze Earth Science data sets, use data analysis tools (IT) and adapt their curriculum to these resources engaging 150 middle-school students in summer workshops, and up to 9,000 students in Eastern Massachusetts during the school year.

The Miami Science Museum (MSM) is collaborating with the University of Miami's Rosenstiel School of Marine and Atmospheric Science (RSMAS) and Miami Dade College (MDC), to implement Digital WAVE, an ITEST Strategies project that will design, implement and investigate use of the emerging 3D Web to stimulate interest in information and communication technologies.

Twenty-five seventh and eighth grade teachers and 150 of their students in Maine engage in computer modeling, simple programming and analysis of GIS data coupled with hands-on field experiences in ecology.

In Phoenix, Arizona, 48 Science and Math teachers are learning to use geospatial IT, computer mapping programs, aerial and satellite images, and image analysis software with their students in community-based research projects. 120 students participate in the program.

One thousand high school students from around the world – with a focus on females and minorities - work in teams to create an innovative solution to address global climate change and a presentation that shows each team member's understanding of the science, technology, engineering and mathematics of their solution, as well as its global business potential.

Fifty middle and high school teachers and their students in central and eastern Kentucky learn how to use remote sensing technology to collect data on community-based natural resource problems and create 3-D computer models to simulate the issues.

In GET City, seventy students, twenty parents, and several community leaders in Lansing Michigan are investigating the need for and the design of green energy technologies that matter in the city in an IT-rich science and engineering environment that draws upon GIS technology, scientific modeling, and field experiences, and the communication of community-relevant outcomes through digital media.

It’s About Discovery implements the new Ford Partnerships for Advanced Studies curriculum module called Working Toward Sustainability with a primary focus of engaging over 400 ninth grade students and 20 teachers from underserved schools in OH and NC in inquiry based science activities that encourage students to pursue science, engineering, and technology in high school and beyond, and secondly the project provides teachers with professional development activities to ensure quality teaching and understanding of the content.

Four hundred fifty middle school students from six schools in Louisiana, Maine, Texas, and Vermont will monitor home energy consumption under the supervision of their teachers and use data gathered to develop optimal scenarios for conserving energy and reducing the production of greenhouse gases.

The project uses the complexity of environmental science to engage and excite students about the diverse STEM careers that are necessary to study and address environmental issues. Using existing scientific data in an authentic, hydrologic modeling toolset, students learn to predict how environmental changes to the ecosystem affect the hydrologic cycle in their local watersheds.

Forty five students (with a focus on African Americans, Latinos, and girls) in Chicago are learning environmental science and using IT to share what they’ve learned with peers and visitors to the Nature Museum.

Ninety teachers and 120 of their students in Savannah, Georgia, will be taught how to use information technologies along two tracks of streaming sensor data and building a multimedia field guide for Ossabaw Island.

Seventy five students, 60 teachers, as well as tribal mentors in Pueblo communities in the Santa Fe area of New Mexico use GPS/ GIS, mathematics modeling, information assurance and computer graphics to investigate environmental science principles in order to solve local development problems, such as flooding.

One hundred and eighty first-generation college-bound middle and high school Native American students in Oregon, Washington State, and California are performing archaeological surveys and utilizing computer modeling to map the hunting paths of their ancestors.

Six hundred middle school students and 60 teachers in Madison Parish and Baton Rouge, Louisiana gather and transmit data images via GIS Remote Sensing and set up situations or displays via visualization simulations to study earth science concepts related to issues of the Louisiana Coastal Zone.

Sixty high school teachers, 50 guidance counselors and 3,000 of their students in New York’s Hudson and St. Lawrence river valleys are challenged to design, build, test, deploy and interpret their own water quality sensors.

This project increases (STEM) skills through problem-based learning modules in which 9-12 grade students solve problems through data collection and analysis utilizing geospatial technologies. Professional development is provided for 40 secondary teachers in Career and Technical Education (CTE), mathematics, and science. Participants and researchers then examine the effectiveness of the modules on the learning and science and technology efficacy of 800 secondary students.

Forty five science, mathematics, and technology teachers and 225 of their students in Michigan conduct research projects that use IT to study the Lake Erie ecosystem.

Eighty teachers and 758 students in the Fargo, North Dakota, area assume leadership roles as citizen volunteers and conduct surface water quality monitoring activities, analyze data and disseminate results to enhance local decision-making capacity. Training includes collection, analysis, interpretation and dissemination of scientific data.