EDC serves as the external evaluator for the University of Connecticut’s School Structure and Science Success project. The evaluation will focus on both the process and progress towards evaluation goals, such as (1) whether the project implementation is proceeding as planned; (2) to what extent the goals are being met; and (3) what the impact and value are of different aspects of the project.
The ITEST (Innovative Technology Experiences for Students and Teachers ) Learning Resource Center at EDC held a convening to develop a theoretical research framework to guide future research on youth motivation in STEM (science, technology, engineering, and mathematics), with a particular emphasis on populations most underrepresented in the STEM workforce.
Participants focused on two guiding questions:
What is currently known about motivation in STEM for underrepresented youth?
What can be done to cultivate new research around STEM motivation for underrepresented youth?
The National Science Digital Library (NSDL) is an online portal for education and research on learning in
Science, Technology, Engineering, and Mathematics (STEM). The NSDL Youth Resources project (NYR) is designed to increase utilization of the NSDL by middle school students and their teachers by adding relevant, high-quality and engaging content. The project focuses on the quality, accessibility, and interactivity of content to determine what student’s identify and conceptualize as high-quality online STEM content.
Teachers’ Domain: Engaging Alaska Natives with the Geosciences collection aims to increase Alaska Natives’ exposure to and involvement with geoscience-related issues that are directly relevant to their lives. CCT will conduct the evaluation of the collection to examine the ways in which teachers are accessing and using the media materials and the impact on both native and non-native Alaskan high school students.
EDC is conducting a two-year pilot study to address critical methodological challenges inherent in doing longitudinal research linking informal science, technology, engineering, and mathematics (STEM) experiences and school achievement: first, addressing selection bias through careful selection of a comparison group that is comparable to the intervention group, and second, developing a qualitative design that both complements and extends the quantitative data collected.
Middle and high school students performed better on science subject tests when their teachers had taken professional development in that same subject, according to a study conducted by EDC researchers published this month by the journal Kappan.
EDC co-sponsored a special report on science, technology, engineering, and mathematics (STEM) education in USA Today that appeared over New Year’s weekend. The report, prepared by Media Planet, was distributed in New York, Los Angeles, Chicago, Boston, and Cleveland, reaching more than three million readers.
EDC is cosponsoring the 2011 Massachusetts STEM Summit, a forum for policymakers, educators, and funders to set the course for future state education initiatives in science, technology, engineering, and mathematics (STEM).
EDC has won one grant award—and is a partner in two other awards—in the latest round of the Next Generation Learning Challenges (NGLC), which announced $7 million in funding for 19 innovative programs to help students master seventh- to ninth-grade level math and reading content.
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.
EDC has received more than $5.6 million from the National Science Foundation (NSF) to conduct research and develop programs to boost the learning and teaching of science, technology, engineering, and math (STEM).
The Boston Science Partnership, funded with $12.5 million from the National Science Foundation, has provided advanced science courses to teachers that enhance leadership opportunities, disseminate best teaching practices, and help to create a vibrant learning community.
Exploring Bioethics is a curriculum supplement developed by EDC and the National Institutes of Health that is helping high school students explore such thorny issues as genetic testing and organ transplantation.
This year’s ITEST Summit, STEM Career Development: Nurturing Interest, Persistence &STEM Self-Efficacy, will allow participants to share knowledge, best practices, and findings from the first six years of the National Science Foundation program Information Technology Experiences for Students and Teachers, or ITEST.
Urban Ecology is a project developed by the Urban Ecology Institute and Boston College to provide 7-12th grade teachers and students with scientific, instructional, and technological training in urban ecology field studies. This Innovative Technology Experiences for Students and Teachers (ITEST) project is funded by the National Science Foundation and supported by the Learning Resource Center at EDC.