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.
Bioinformatics: the Rutgers Initiative in Teacher Enhancement (BRITE) is a project engaging thousands of New Jersey high school students and their teachers in cutting edge molecular biology investigations. 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.
Catfish Environmental Monitoring (CEMO), a collaboration between Mississippi Valley State University and Scotland Fisheries, is a program designed to integrate experientially-based STEM (Science, Technology, Engineering, and Mathematics) learning into the high school curriculum of 13 rural Mississippi Delta schools. 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.
Green Energy Technologies in the City (GET City), a collaboration between Michigan State University and Lansing Boys and Girls Club, is a program designed to empower inner-city youth to become community science experts in energy sustainability and environmental health topics. 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.
Community for Rural Education Stewardship and Technology (CREST) a project for students and teachers, uses Web design, ethnography, and Geographic Information Systems (GIS) to address community challenges in rural areas of Maine. 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.
The Innovative Technology Experiences for Students and Teachers (ITEST) program includes more than 181 projects across 41 states that help young people and teachers build the skills and knowledge needed to succeed in a technologically rich society. The ITEST Learning Resource Center at EDC supports these projects and is showcasing a selection of their contributions to STEM (Science, Technology, Engineering, and Mathematics) education and workforce development.
To improve science education in Massachusetts schools, state government leaders should consider designating a lead agency to evaluate current programs and create a master plan to coordinate efforts at the local level. That is just one of several recommendations detailed in a recent study commissioned by the Newton-based Education Development Center, Inc. (EDC)
By the time they reach middle school, some girls have become discouraged about pursuing their interests in science and engineering, falling prey to stereotypes that these fields are not for them. EDC has turned to a special group of experts in a new effort to encourage middle school girls to pursue their interests in science, technology, engineering, and mathematics (commonly referred to as STEM). The experts? Other middle school girls.
Education Development Center, Inc. (EDC) has been awarded a $4 million grant from the National Science Foundation to continue and expand its work as a national resource center for over 100 programs designed to produce more science, technology, engineering, and mathematics (STEM) savvy kids to fill the looming shortage of qualified U.S. workers.
Business and education leaders from the United States
and the United Kingdom have teamed up to draw on each other’s strengths and to share ideas for improving engineering instruction. The result: Partnerships for Tomorrow, a collaboration to explore approaches to science, technology, engineering, and math—commonly referred to as “STEM.”
Have you ever wondered why a cake rises? How the bubbles get in the soda bottle? What makes a bathtub boat float or sink? If you answered “yes” to any of these, you’re in good company. Educators from around the country recently gathered at the Children’s Museum in Boston to investigate questions like these, part of a national initiative to bring high-quality, hands-on science to thousands of children in afterschool programs around the country.
Siobhan Bredin, of EDC’s Education, Employment, and Community Programs, returned recently from the United Nations, where she addressed an international conference on girls and technology. She directs the ITEST Learning Resource Center at EDC, and is a member of the International Taskforce on Women and ICTs. Siobhan shared her thoughts about the worldwide challenge of encouraging young women and girls to pursue careers in science and technology.
The Ford PAS program, an interdisciplinary high school program
developed by Ford Motor Company Fund in collaboration with EDC, is the anchor of two new initiatives designed to help prepare students for careers in fields such as business, engineering, math, science, and technology.
EDC’s FunWorks project has teamed up with technology giant Cisco Systems, Inc., and the National Center for Women & Information Technology to increase awareness of education and career opportunities for girls and women in math, computing, and technology.
Educators from 25 states who are reshaping the ways that young people develop interest in science, technology, engineering and mathematics (STEM) will report their findings after three years in a federal program launched to address the looming shortage of STEM professionals in the U.S. The directors of 50 projects in the ITEST program, representing a $53 million investment by the National Science Foundation (NSF), will share what they’ve learned at a symposium next week conducted by Education Development Center (EDC).
At a time when many schools are being pushed to narrow their focus and concentrate on core academic subjects like reading and mathematics, afterschool programs are being pulled in a dozen different directions. Program directors wrestle with a range of questions as they try to meet the diverse needs of funders, parents, and the young people they serve. Should afterschool time be an extension of school, focused on tutoring and homework help? Or a break from school, focused on sports, fitness, arts, and hobbies?
Bernie Zubrowski has spent much of his professional life devising
ways to educate young people when they are out in the world, away from
the classroom. In more than 23 years with Boston’s Children’s Museum
and other museums in the United States, Great Britain, India, Sweden,
and Bahrain—and in several EDC projects—Zubrowski’s quest has led him
to design activities that illuminate scientific principles with very
As fewer young people opt for careers in science, technology, engineering,
and mathematics (STEM), the National Science Foundation has funded
EDC to develop a resource designed to engage young people in career
exploration and development.
A seventh grade student in a rural middle school is looking for ways to combine his love of art with his curiosity about computers. A young girl from East Texas searches for more information about the clothes that astronauts wear for an industrial design project. A boy in an urban neighborhood wants to follow up on a recent science lesson by learning more about amoebas.
High in the Peruvian Andes a grassroots movement supporting gender equity has taken hold. Led by a group of primary school students and their teachers, the community of Cerro de Pasco is taking a closer look at the implications of equal treatment and rights for men and women in the public and private spheres.