Results for ITEST Projects
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A pathway to STEM careers and college for inner-city high school students is built around the use of cutting-edge geospatial and computer modeling to investigate pressing urban ecological problems in their neighborhood.
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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.
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The investigators seek are examining the relationship between specific technology-based motivational activities and grade 5 to 9 student interest in STEM careers through a variety of classroom-based experiences.
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CAPSULE, a capstone project-based learning model, brings the STEM/IT workforce experience to high school students and teachers through industry-driven projects and multimedia production.
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One hundred and seventy five grade 7-12 students in Boston and Lowell, Massachusetts will use an online learning system to participate in IT-intensive engineering design programs at schools and community centers.
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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.
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Forty four teachers and 500 grade 6-12 students from the coastal region, including isolated islands, of Maine develop IT and GIS skills while working with partners in Maine’s fisheries.
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The Conference on Cyberlearning Tools for STEM (CyTSE) brings together scientists, cyberlearning developers, educational researchers, STEM educators (formal and informal), curriculum developers and other stakeholders that contribute to the agenda on K-12 STEM cyberlearning and workforce preparation. Collaborators include Northwestern University, University of Colorado at Boulder, and the WGBH Educational Foundation.
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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.
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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.
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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.
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Sixty participating teachers at the University of Maine, as well as 180 students will integrate computational modeling with the existing science curriculum at the middle school level by collectively utilizing existing laptop computer computational power and networking capability to run computer models, both locally and at the University supercomputer, and to create high resolution interactive visualization displays (from the same laptops) to view the output.
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ITSI-SU is designed to improve standards-based science instruction through a focus on guided student inquiry using probeware, computational models, and other interactive materials.
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Three hundred and fifty two middle and high school students in Hartford, CT gain IT skills in computer engineering and web applications by producing a DVD on IT careers, a project website, and by refurbishing computers for donation.
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Sixty grade 5-8 students - with a focus on girls - enrolled out-of-school-time (OST) programs in Cambridge and Fall River, MA program and control robotic telescopes, image galactic and extra-galactic objects, and create animations and simulations of common topographic and space-related features. Parents and 10 teachers participate in and facilitate the learning experiences.
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WGBH Educational Foundation produces, disseminates, and evaluates an integrated set of media-based resources to support the national ITEST program, its Learning Resource Center, and local ITEST project participants across the country
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In Santa Fe, New Mexico, 75 science, math, and technology teachers of grades 6–12 and their students, analyze, explore, design and build models of complex adaptive systems using a computer programming environment (StarLogo), and accompanying curriculum (Adventures in Modeling) specifically built for and tested in middle and secondary schools.
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90 middle and high school teachers from Boston, MA; Olathe, KS; and Desert Sands, CA provide a diverse group of students with enhanced science teaching and knowledge of electronics and computer programming; students learn to use, modify, and create computational models.
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CBIA is partnering with the Connecticut Science Center, Connecticut College of Technology, EASTCONN (a Regional Education Service Center), and CBIA member companies on an ITEST strategies project to encourage and prepare 9th and 10th grade minority and low-income, first-generation college students for enrollment in Advanced Placement courses in math, science and English.
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This ITEST Studies project looks at the ITEST portfolio of past and current teacher professional development projects and seeks to understand what kinds of professional development activities promote and/or influence changes in teaching practices and the integration of innovative technologies in the classroom.
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One hundred teachers, through materials used in their classes, will work with 10,000 students in the use of computer modeling to enhance science education and provide choices for additional career paths.
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Ninety 7th and 8th grade STEM teachers and 1,800 students in Boston and other Massachusetts communities - with an emphasis on girls and minorities - are building assistive technology devices and learning, hands-on, the engineering design process.
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Two hundred and thirty five middle school students (with a focus on girls) in Boston, Massachusetts use Geographic Information Systems (GIS), Geographic Positioning Systems (GPS) and HTML programming to conduct environmental research.
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More than 100 middle and high school students from Lowell, Massachusetts engage in hands-on nanotechnology related experiments facilitated by project staff, UMass Lowell students and faculty, and industry professionals.
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In Boston, 100 middle and high school teachers and 100-400 of their students are developing, evaluating and disseminating IT materials for integration into field-based urban ecology modules.
Education, Employment, & Community Programs (EEC)
Education Development Center, Inc.
55 Chapel Street, Newton, MA 02458
This material is based upon work supported by the National Science Foundation under Grant No. 0737638.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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