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Brian Drayton
Brian Drayton

Co-Director Center for School Reform

Jay Labov, Ph.D.
Jay Labov, Ph.D.

STEM Education Consultant

National Academies to Release New Report Calling for Action on Supporting Family Caregivers in Academic STEMM
National Academies to Release New Report Calling for Action on Supporting Family Caregivers in Academic STEMM

To learn more about the report, join the Committee on Women in Science, Engineering, and Medicine at the April 11 report release webinar.

Teacher Leaders are Working Together Online to Improve Schools, Effect Policy, and Re-envision the Future of STEM Teaching and Learning
Teacher Leaders are Working Together Online to Improve Schools, Effect Policy, and Re-envision the Future of STEM Teaching and Learning

TERC announces the launch of the STEM Teacher Leadership Network, funded by the National Science Foundation. They invite teacher leaders, researchers and administrators to join this quickly growing online community to effect change in STEM teaching and learning.

ExIST
ExIST

The ExIST Project is a teacher professional development model that supports middle school biology teachers to adapt curriculum by integrating game design to enhance biological systems learning and skills in systems thinking from constructionist and participatory perspectives.

STEM Education Not-For-Profit TERC announces retirement of its president, Laurie Brennan
STEM Education Not-For-Profit TERC announces retirement of its president, Laurie Brennan

TERC announces the retirement of President Laurie Brennan, effective June 2025, after a distinguished tenure marked by record proposal success, increased diversity, and growth in STEM education initiatives.

“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?
“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?

In the Building systems from Scratch program, designing a game about climate change requires students to carry out multiple learning tasks in parallel, that is, (1) applying systems thinking to climate change concepts; (2) understanding and applying game design principles, and (3) systematically mapping knowledge of a science topic into a game by programming and engaging in CT practices.