Project or Program

Broadening Advanced Technological Education Connections (BATEC)

Contact
Deborah Boisvert

About

Broadening Advanced Technological Education Connections (BATEC) is the National Science Foundation’s Advanced Technological Education National Center for Computing and Information Technologies. BATEC’s efforts in curriculum, outreach, and research reflect the demands of the 21st century workplace. BATEC is working in the urban areas of Boston, Chicago, San Francisco, and Las Vegas to:

Loudoun County Public Schools Academy of Science

Contact
George Wolfe

Background
In 2002, Loudoun County identified a need to provide a program for county residents that would specialize in science and math. In January 2005, upon hiring a director, the planning for the Academy of Science (AOS) began. In delineating a mission statement, the core of planning revolved around creating an environment where students would be challenged to leave high school with the skills needed in an increasingly “global” society where STEM skills will be important, regardless of career choices.

The FabLab Classroom: Learning Middle School Science Through Engineering Design and Manufacturing

Contact
Glen Bull, Eric Bredder, Peter Malcolm, and Nigel Standish

Background
The undergraduate engineering curriculum is being transformed by advanced manufacturing technologies. Within the past year, desktop manufacturing systems have become affordable at the K-12 level. The Commonwealth Engineering Design (CED) Academies are being established with two goals:

Seeds of Science/Roots of Reading: An Integrated Approach to Science and Literacy Instruction

Contact
Traci Wierman
Meeting Materials

About

Closing the achievement gap in our nation between native English speakers and English language learners will require educators to address the needs of the English language learners. Along with being the fastest growing segment of the school population, English language learners are also among the most academically vulnerable students in schools today (Wong-Fillmore & Snow, 2000). In science achievement, in particular, English language learners score significantly below their native English-speaking peers.