Engineering

This session focuses on methods and results from four current NSF-funded studies (three of which are funded under DR K–12). Two studies are attempting to capture the essential features of inclusive STEM-focused high schools and are developing data-based conceptual frameworks. One of these is conducting rich case studies of eight high-functioning, inclusive STEM high schools (ISHSs), drawn from seven different states, to build a common model for designing such schools.

This session explores the role of funding programs in shaping research agendas through deliberate and targeted funding for priority areas. With the English language learner (ELL) population in U.S. schools on the rise and a growing demand for expansion and development of STEM education, intersecting research in these two fields represents an important effort to address pressing issues in U.S. schools and the STEM workforce.

DR K–12 projects have been funded to conduct (1) activities and develop materials that are beneficial to the STEM education community (teachers and students) and (2) education research to ensure continuous improvement of these activities and materials.

The collective work represented in this session responds to reports that the United States’ competitive advantage lies in its role as a technological innovation leader and to proposals that individual interest in innovation should be fostered early to avoid stereotypes and other impediments to entering the innovation pipeline.