WGG, WISE Guys and Gals—Boys & Girls as WISEngineering STEM Learners, is a $2.5 million informal STEM project will introduce middle school age youth who attend Boys & Girls Clubs to innovative and engaging blended STEM based engineering challenges that include both online and hands-on activities. The underlying theoretical framework used to create these design challenges that will facilitate youth development of engineering thinking, STEM habits of mind, and better problem solving strategies. The open source, on-line interface WISEngineering, provides numerous virtual tools (e.g. social networking, Design Journal, embedded assessments) that promote learning and collaboration through challenging, thoughtful, and creative work.
Through workshops, online courses, and on-demand resources, the Necessary Skills Now Network will assist over 300 community and technical colleges in:
(1) creating an active “community of practice” to exchange ideas, promising practices, research, and employment trends
(2) providing faculty development workshops and courses to support the adoption of effective teaching methods, instructional materials, and learning environments
(3) creating an online portal of open educational resources to improve the development of employability skills among students in technical associate degree programs.
The overall goal is to develop an environment in which many employers and educators collaborate across roles, technology sectors, and geography to build solutions that will give students the full range of skills needed for working productively after they are hired.
In partnership with leading producers and medical professionals in this field, the Department of Mechanical Engineering and Industrial Design Technology at New York City College of Technology has designed an associate degree program that will help students gain real world experience with the field through association by working on real-world projects with the prestigious Hospital for Special Surgery in Manhattan, SUNY-Downstate Medical Center in Brooklyn, and other not-for-profit organizations, to design and fabricate prosthetic and medical devices. Students will be expanding their knowledge and multidisciplinary expertise in dental prostheses, business management, mechatronics, ethical issues in medical devices, and product lifecycle management through interaction with top experts in these fields.
Bridges to Academic Success is a curriculum development, teacher training project targeted at school improvement for multilingual learners. The project is an extensive collaboration among CUNY researchers and content developers, language and literacy teachers, and school administrators in secondary schools throughout New York State. All Bridges materials are designed to meet the language, literacy, academic, social-emotional needs of newcomer students with special literacy needs. The program serves a subset of multilingual learners who are known as Students with Interrupted or Inconsistent Formal Education (SIFE), or students with literacy or math skills two years below grade level. The students who need the most support are those new to print or have a reading level below the third grade in their home language, SIFE with Developing Literacy (SDL).
Read more about their work here.
This project proposes strategies and collaborative regional activities with industry that will enable the NSF-ATE community to prepare technicians for the changing workplace by transforming technician education at the secondary and post-secondary educational levels. This project will convene academic partners, industry leaders, and economic development professionals. These individuals will serve as collaborative thought partners in framing, testing, refining, and supporting strategies that transform technician education to assure regional competitiveness in the evolving workplace. This project will identify key cross-disciplinary and new disciplinary knowledge and skills needed by technicians in industries that are responding to the changing workplace.
To address the demand of business and industry for information technology professionals, North Arkansas College (Northark) has designed this project to increase the number of skilled technicians who are trained in network technology with a cybersecurity focus. The project team will enhance the information technology program by infusing the existing Information Technology/Network Systems Administration curricula with cyber security components, with influence from the Business/Industry Leadership Team (BILT) at the college as they have an increased need for more highly trained skilled technicians in IT/Cyber. The project will assist in diversifying the workforce and growing the economy in rural areas by providing access to high-tech jobs for low income students.
This Alliance brings together three universities with the goal of developing, implementing, studying, institutionalizing, evaluating and disseminating a model focusing on career development for historically underrepresented minority (URM) doctoral degree students in STEM, who successfully transition into early career STEM faculty positions at predominately undergraduate institutions (PUIs), or who enter postdoctoral STEM scholar positions and then transition into early career STEM faculty positions at PUIs. The AGEP PUI Alliance works with URM doctoral degree students, postdoctoral scholars and early career faculty to provide them with mentoring, professional development training, and the teaching pedagogy skills necessary to succeed in academic faculty positions.
“NASA’s Minority University Research and Education Activity (MUREP) investments enhance the research, academic, and technology capabilities of minority serving investments through multi-year awards. Awards assist faculty and students in research and provide authentic STEM engagement related to NASA missions. These competitive awards provide NASA specific knowledge and skills to learners who have been historically underrepresented and underserved in STEM. MUREP investments also assist NASA in meeting the goal of a diverse workforce through student participation in internships, scholarships, and fellowships at NASA Centers and JPL. As an integral part of this mission, the MUREP Other Opportunities (MOO) strengthens curriculum and curricular pathways in STEM, and attracts, retains, and supports the success of underrepresented students in STEM degree programs.” (MUREP Website)
The New York State Education Department awarded $6 million to 42 school districts to develop this program. In this program, the NYSED aims to increase the academic achievement of young males of color, by focusing on college and career readiness. The NYSED also hopes that these young men can sustain and work on healthy relationships with their families to continue being successful. CASE is the evaluator for the Freeport district in New York, which was rewarded $150,000.
Pathways to Achievement and Success (PAS) provides the city’s youth (starting in tenth grade) with an integrated arts and college readiness curriculum. PAS exposes students to various artistic mediums in Express Newark, the new 50,000 square foot university-community arts collaboratory that Rutgers-Newark and its community partners created in the heart of downtown Newark. Students work directly with local artists and university faculty in workshops that include portraiture, digital 3-D modeling, and theater arts and public speaking. Moreover, students learn about goal mapping, receive free SAT Prep, and guidance in determining the best fit for college – two-vs. four-year, small liberal arts, or large public institutions. PAS will grow from an initial cohort of 150 to 600 by the year 2020.
Led by Dr. Logue, the Associate’s to Bachelor’s Degrees research (A2B) is a collection of three CUNY projects that share the common objective of removing or meliorating the factors that impede the progress of students as they transfer among CUNY’s system of 19 associate’s-degree and bachelor’s-degree colleges. Two of these three projects (TOP and GROWTH) focus on understanding the points within the community college to bachelor’s-degree transfer ‘pipeline’ at which many students falter, and the third (ACT) is an implementation project focused on improving the credit evaluation and student advisory processes that are involved when students transfer.