EDC and the Boston-based Artists for Humanity (AFH) have received a $1.2 million grant from the National Science Foundation to help connect local youth to science, technology, engineering, and math, or STEM-related careers.
The Massachusetts legislature has approved funding to teach computer science in schools, an initiative championed by EDC as part of the Massachusetts Computing Attainment Network (MassCAN). EDC and its partners Google and Microsoft are working to introduce computer science instruction into more Massachusetts public schools.
The Ford PAS Next Generation Learning initiative (a collaboration of EDC and the Ford Motor Company Fund) is using innovative activities to help prepare students for careers in science, technology, engineering, and mathematics (STEM). The project is opening four new STEM academies in Detroit.
EDC has received a four-year, $6.5 million grant from the National Science Foundation (NSF) to lead a partnership that will adapt the University of California, Berkeley’s Beauty and Joy of Computing college course for high school students and bring it to New York City (NYC) public schools.
Students today need to have the ability to work with big data, but many schools are not yet teaching the essential skills required. Ruth Krumhansl discusses the efforts of EDC’s Oceans of Data Institute to change this.
EDC’s Oceans of Data Institute has created an first-of-its-kind occupational profile for careers in big data. The profile was compiled by a panel of experts and validated by more than 100 big data professionals.
“Big data is becoming really fundamental to how business operates, to how scientific research is done,” says EDC’s Ruth Krumhansl, director of the Oceans of Data Institute. But, she points out, many students don’t have the training they need to keep up. This profile highlights the work of Oceans of Data Institute researchers to find ways to help prepare students by making science education more data intensive.
The Next Generation Science Standards require a staged implementation, according to EDC’s Kim Kastens and Abigail Jurist Levy. They share their thoughts about building students’ understanding of science in this commentary.
To help inform career and technical education (CTE) discussions and policy-making, EDC has published a new white paper, Opportunities and Challenges in Secondary Career and Technical Education, which will be presented during the 2014 Association for Career & Technical Education (ACTE) Policy Seminar today in Washington, D.C.
The recent “Hour of Code,” held during Computer Science Education Week, gave students firsthand experience with computer programming. Why is this type of familiarity so important? Because computer science gives students the tools they need to engage in creating technology, explains EDC’s Jim Stanton, executive director of the MassCAN initiative to expand computer science education in Massachusetts.
EDC has received a $50,000 grant to support a statewide coalition effort to expand computer science education in Massachusetts and inspire students to take coding and other computer courses. The grant was awarded by the Boston Foundation, which seeks to address pressing needs in the Greater Boston community.
EDC’s Joyce Malyn-Smith discusses the role community colleges can have in improving the United States’ competitive edge in the global marketplace by training workers in science, technology, engineering, and math (STEM) skills.
Engaging the interest and passion of young people in science, technology, engineering, and math (STEM) is the goal of educators, researchers, and policymakers attending the eighth annual ITEST Summit, March 3–4, 2011 at the Westin Arlington Gateway in Arlington, Virginia.