As part of a partnership between the University of Wyoming Art Museum, Science Posse, and the Wyoming NASA Space Grant Consortium, 23 science teachers and 16 art teachers from across the state participated in a workshop combining the university’s usual science and art workshops. Participants joined group discussions, took tours, practiced ways to encourage inquiry with their students, and learned how writing can reinforce the art and science connection.
From New York Times:
This article discusses the efforts of the National Math and Science Initiative (NMSI), a nonprofit group that seeks to improve teaching of science, math, technology, and engineering. In addition to offering training and resources to teachers in high schools that are not high-achieving, NMSI also pays $100 to students and $100 to teachers for each passing score on Advanced Placement (A.P.) exams. The initiative has been successful thus far: for participating schools, the number of passing scores on science and math A.P. tests increases, on average, 85 percent the first year, and nearly triples by the end of the three-year program.
From Business Insider
From New Jersey.com
From Philanthropy News Digest:
The American Museum of Natural History in New York City has been given a $7.5 million grant to help encourage young women and low-income youth to explore computer science and coding. The gift will support the implementation of BridgeUp: STEM, a program designed to address the downward trend in the number of young women and low-income youth studying computer science by providing them with educational and mentorship opportunities.
The second annual Executive STEM Summit was held in New York City on August 5. The conference gathered together leaders in academia, educational technology, and policy to focus on the “Science of Learning.” The goal of the gathering was to have a critical discussion of how to tackle the common challenges of science education. This blog presents various lessons learned from the summit, including properly assessing how and what students are learning and implementing changes.
From The Hechinger Report:
This article reviews various studies on the effects of passing failing students onto the next grade level or holding them back. Over the past two decades, a growing chorus of critics, including President Obama, has urged schools to end “social promotion,” the practice of passing failing students onto the next grade level. Despite this opposition to social promotion, some studies have shown that retention can have negative effects on students. Others have argued that these studies showing the negative effects of holding students back are not as rigorous as more recent research that suggests that retention does not have an effect on students.
On August 14, the second annual Chicago Ed Tech Startup Collaborative brought together local educators with leaders and entrepreneurs in the educational technology sector for a day long event. Over 650 educators from Chicago and surrounding areas and entrepreneurs from 37 startups gathered to engage in panels, workshops, and pitch sessions. Started by Eileen Murphy, a Chicago public school teacher and founder of the digital literacy organization ThinkCERCA, the Collaborative’s purpose is to foster educator awareness and excitement around technology in Chicago.
From Chicago Tribune:
LittleBits, created by Ayah Bdeir, an electronic artist and electronic engineer, is a series of domino-size electrical modules that snap together magnetically. Bdier’s goal is to make electronics accessible to everyone to be used as a creative tool. The company sells electronic kits and individual components including power sources, connectors, and tools. Teachers are using LittleBits to aid instruction of circuits, design, and creativity in more than 2,000 schools.