Our Legacy of Impactful Projects
At 51²è¹Ý, we take pride in our ongoing commitment to shaping the STEM education landscape through innovative projects and groundbreaking research. Delve into our archives to discover the stories, methodologies, and outcomes of these impactful projects. Even though they may no longer be actively running, the knowledge and insights gained from these initiatives continue to shape the future of STEM education.
The STEM for All Collaboratory advanced educational research and development through the creation and facilitation of two related, interactive platforms – the STEM for All Video Showcase and the STEM for All Multiplex.
Connected Communities and Disseminated Cutting Edge Work Through Video and Discourse
This project is developing a prototype Signing Bioscience Dictionary that will include approximately 1,500 terms routinely used in undergraduate biology courses.
Storybook STEM catalyzed new research studies and partnerships to advance efforts in ISE contexts, including the role of books in learning experiences, how books are selected or designed, and how the reading is facilitated by teachers and families.
Science curricula for grades 3-5 and professional development aligned with the NRC Science Framework.
The STEM Teacher Leadership Network (STEMTLnet) was an interactive learning community and collegial network where STEM teacher leaders and aspiring teacher leaders shared their paths, challenges, strategies, lessons learned, and resources with each other.
This project developed frameworks for understanding how students learn to represent, model, and organize data as part of their understanding of statistics and data analysis.
For UniVRsal Access, EdGE is co-designing a Virtual Reality (VR) STEM mystery game with learners with autism, embedding supports for sensory, attention, and social issues, and researching how VR can be used to increase access and broaden participation in STEM learning.
Empowering Teachers Through VideoReView was a NSF funded research and development project to enhance elementary science teachers’ attention to students’ science thinking.
Bridging IV addressed the mathematical practices through PD and ongoing coaching and investigated whether and how these affected classroom discourse and student learning.