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.
The needs of teachers and the technological sophistication of web developers are often at cross purposes on the Internet, leaving many educators frustrated in their hunt for online materials and Web developers vexed that few teachers use their sites.
Educators hoping to prepare young people for contemporary workplaces have always struggled with the challenge of a moving target. And the target is moving increasingly faster—thanks to the impact technology is having on nearly every career.
The GE Fund today released a new study that documents obstacles and solutions for improving minority and female student performance in pursuing careers in science, engineering, and technology (SET). Upping the Numbers, co-authored by EDC and Campbell-Kibler Associates, is one of the first studies to gather data on what really works to increase under-represented students’ interest and success in these fields.
digNubia introduces young people to archaeology through an exciting find: the remains of the ancient African civilization of Nubia that emerged over six thousand years ago in northern Sudan and southern Egypt. The project includes a documentary film, website, and traveling exhibit.
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 U.S., Great Britain, India, Sweden and Bahrainand in several EDC projectsZubrowski’s quest has led him to design activities that illuminate scientific principles with very simple materials.
At the heart of Project ASSIST is the action reflection process, a carefully structured, time-limited discussion format that focuses on the work of three students chosen by their classroom teacher to represent the range of students in his or her class.