Years Active: 2016 - 2022
Collaborators: Computational Thinking Research Lab, College of Education, University of Florida
Learning Trajectories for Everyday Computing (LTEC) is a collaborative NSF STEM+C project seeking to understand how to integrate computational thinking (CT) into elementary mathematics. This work involves the development and evaluation of integrated elementary mathematics activities focused on fractions in 3rd and 4th grades with CT and computer science (CS) concepts that align to learning trajectories for elementary CT. The research investigates how students' understanding of fractions is influenced by experiences with integrated lessons that combine mathematics and CT.
Years Active: 2004 - 2022
Collaborators: Dr. Howard Elementary School; Department of Computer Science, College of Engineering
EtoysIllinois was a MSTE-supported project to bring Etoys - a visual, object-oriented programming environment - to K-12 school districts in Illinois. The goal of EtoysIllinois was to help children learn to use Etoys and to ignite an enthusiasm for expressing ideas using the language of the computer.
CUVolunteer was a partnership between the United Way of Champaign County, the University of Illinois, and a few members of the general public interested in making volunteering easier in our local community. The purpose of the site was to connect interested citizens with volunteering opportunities in the Champaign-Urbana area.
Years Active: 2008 - 2019
Collaborators: Office of Public Engagement
The Urbana Public Engagement Portal (PEPortal), started in 2008 and ended in 2019, was the most comprehensive source for information about public engagement programs, events, & resources offered by the University of Illinois at Urbana-Champaign. This project expanded in 2015 to also include UIC, UIS, and the System Offices to form the UA3 Public Engagement Portal. The Urbana PEPortal was maintained by the Office for Mathematics, Science, and Technology Education (MSTE) with support from the University of Illinois at Urbana-Champaign and the University of Illinois System.
Years Active: 2012 - 2018
Collaborators: Champaign Unit 4 School District; various community members; various UIUC faculty, staff, & grad students
CTRL-Shift was a professional and social group comprised of K-12 school practitioners, community members, entrepreneurs, & faculty and staff at the University of Illinois at Urbana Champaign. They gathered to discuss and celebrate computer science in the K-12 schools as well as support and research school-based implementation of computational thinking.
Years Active: 2006 - 2016
Collaborators: Information Trust Institute (ITI)
MSTE partnered with the Information Trust Institute (ITI) at the University of Illinois at Urbana-Champaign on the TCIPG project to create Educational applets and lesson materials illustrating power use and the power grid.These interactive lessons explained the basics of the power grid in a fun and informative way. Users could learn about electricity generation, transmission, and distribution. They also demonstrated how various factors affect the reliability and pricing of electricity.
Years Active: 2013 - 2013
Collaborators: Disability Resources & Educational Services (DRES)
The Accessible Community was a Fall 2013 workshop series put on by Hadi Rangin (Disability Resources & Educational Services (DRES)) and Michael McKelvey (Office for Mathematics, Science, and Technology Education (MSTE)) to educate local Champaign-Urbana website developers and their managers about accessibility.
Years Active: 2003 - 2013
Collaborators: Champaign Unit 4 School District; Urbana School District #116; Bloom High School District
Bloom High School District's After School Homework Help and Tutoring was a part of the 21st Century Community Learning Centers (21st CCLC) program. 21st CCLC was funded through the Illinois State Board of Education (ISBE) as a component of the No Child Left Behind Act. After School Homework Help and Tutoring provided students with academic enrichment, homework help, tutoring and other activities focused on improving school achievement
Years Active: 2005 - 2008
Collaborators: Bradley-Bourbonnais Community High School
AIMS was a teacher professional development project for mathematics and science teachers. The goals of the project were to increase content expertise, to enhance teaching skills, to promote understanding and application of educational research pertinent to math and science teaching and learning, and to positively impact student achievement in math and science. Support for the AIMS project was from a Math/Science Partnership (MSP) grant through the Illinois State Board of Education (ISBE).
Years Active: 2004 - 2006
TEAMS was a collaborative project for teacher professional development in math and science supported by the Illinois Board of Higher Education (IBHE)
Years Active: 2004 - 2005
Collaborators: Office of Educational Technology (OET), College of Education; Department of Mathematics, College of Liberal Arts and Sciences; Department of Physics, The Grainger College of Engineering
Technology-Intensive Mathematics and Science (TIMeS) was a collaborative project to improve instruction and student achievement in local high need school districts. The TIMeS project targeted schools that have ISAT scores that demonstrated a need for improved student achievement in mathematics and/or science and had teachers with provisional certificates or who are teaching out of their area in math or science.
Years Active: 1997 - 2000
The goal of this grant funded project was to develop statistical indicators of the quality of undergraduate mathematics education. The project was conducted with three sub-investigation sites, all mathematics departments at three distinct institution types: California State University (San Marcos, California), Parkland Community College (Champaign, Illinois), and University of Illinois at Urbana-Champaign ( Champaign, IL). Each site had a project coordinator, a project team, and an advisory panel of nationally recognized mathematicians and mathematics educators. Additionally, the overall project was assisted by a project steering committee, various consultants, and the staff at the Office of Mathematics, Science, and Technology Education. Project #9629932: Developing Statistical Indicators to Monitor the Condition of Undergraduate Mathematics Education: A Feasibility Study funded by the National Science Foundation.