Author: aoepe

Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) Accepting Nominations

Presential Awards for Excellence
Do you know a K-6 teacher who provides excellent mathematics or science instruction to his or her students? Then please consider nominating him or her for the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) program. Anyone—researchers, parents, or members of the general public—may nominate a K-6 teacher by completing the nomination form available on the PAEMST website ( To submit a nomination, you only need the teacher’s contact information.

PAEMST is the highest honor the United States government bestows for K-12 mathematics and science teaching. Since 1983, more than 4,100 teachers have been recognized for their contributions to mathematics and science education. Awardees serve as models for their colleagues, inspiration to their communities, and leaders in the improvement of mathematics and science education. Up to 108 teachers may be recognized each year.

Presidential Awardees receive a certificate signed by the President of the United States, a trip for two to Washington, D.C., to attend a series of recognition events, professional development opportunities, and policy-maker meetings, and a $10,000 award from the National Science Foundation.

The Nomination Deadline is April 1, 2018. The Application Deadline is May 1, 2018 for elementary school teachers (Grades K-6). Secondary school teachers (Grades 7-12) are eligible to apply in 2019. If you know more than one teacher deserving of this award, you may submit more than one nomination. Teachers may also initiate the application process themselves at

Please consider nominating outstanding mathematics or science teachers today!

We Know More than We Can Tell

Jodi Asbell-Clarke at TEDx

To unleash the potential of all learners, we need to start looking at what people can do, not just what they can say. “Many of The cognitive differences of neurodiverse students (learners with Autism, ADD, Dyslexia and other cognitive functions that make school difficult) may also empower them with creativity, resilience, and innovative approaches to problem-solving.

Our education system struggles to measure and support these different ways of thinking, denying diverse learners their optimal learning opportunities and robbing Our future workforce of The talent and ingenuity that diverse learners offer.

Digital environments—including games, augmented, virtual and mixed reality—offer new ways to measure learners’ implicit knowledge, not relying on a test. games have The “stickiness” that motivate diverse learners to drill deeper, pursue new challenges, and persist to solve problems.

Digital environments generate data logs and educational data mining models—algorithms that identify common patterns of behavior to see where each learner struggles and succeeds in a digital experience— can inform teachers and designers How to customize learning experience for each and every learner.”

Dr. Jodi Asbell-Clarke is the co-founder and co-director of the Educational Gaming Environments Group (EdGE) at TERC. TERC is a non-profit research and development organization focusing on innovative, technology-based STEM education. Jodi and the EdGE team of game designers, educators, and researchers study implicit STEM learning in digital games to transform science education.

A believer in Seymore Papert’s term ‘hard fun,’ EdGE applies it to education by designing challenging free-choice STEM learning games that are within the grasp of the player motivating them to keep playing and learn advanced science content in their free time. EdGE researchers also use educational data mining to measure implicit learning in games, and work with educators to understand how it can be leveraged to measure classroom learning of related STEM content. EdGE is currently researching how AR and VR can enhance learning, especially for learners with particular skills and challenges, such as ADHD and autism.

Before joining TERC, Jodi dreamed of being an astronaut and went to Houston where she was an onboard software verification analyst for IBM during the first 25 space shuttle missions. She also taught Physics and Astrophysics to some of the brightest students in the country at the laboratory school at University of Illinois. Jodi’s academic background includes an MA in Math, an MSc in Astrophysics, and a PhD in Education. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at

Making college affordable

Low-income students are eight times less likely to earn a college degree than their higher-income peers

LANSDOWNE, Va. (November 9, 2017) — Colleges can dramatically increase the odds of success for students with financial need by changing their financial aid practices, according to a new report from the Jack Kent Cooke Foundation. The report, titled “Making College Affordable,” examines the numerous barriers preventing low-income students from enrolling and persisting in college. These barriers include concerns over high tuition and fees, lack of clarity on award amounts and duration, and a limited understanding of how financial aid works.

“Students’ success in higher education should be decided by their talent and hard work, it should not depend on their families’ incomes,” said Harold Levy, executive director of the Cooke Foundation. “When colleges are inaccessible to students with financial need, those students are cheated out of an education, and we, as a society, lose out on their talent and contributions. It’s well past time we stop viewing higher education as a privilege for those who can afford it and start viewing it as a right for all who have the potential to succeed.”

According to the report, widespread university practices such as the shift towards merit-based scholarships may actually exacerbate barriers by limiting available aid to low-income students who need it the most. Lack of understandable information in financial aid award letters also puts low-income students at a disadvantage because students may incorrectly conclude that a college education is unattainable — or enter college without a full understanding of how to manage costs, and ultimately drop out.

The report outlines 11 best practices that colleges and universities should implement to help low-income students finance their college education. The strategies are organized into three categories: clarifying financial information, easing the financial burden, and filling in financial aid gaps. By implementing the strategies, schools can provide students with better information to make more informed choices, make going to college more affordable, and help students maximize the aid they receive.

“For too long, students have been left out of the equation when it comes to college affordability,” said Dr. Zakiya Smith, strategy director at Lumina Foundation and author of the report’s foreword. “With this report, we can start to have a conversation about taking the onus off the student to figure out how to pay for college and putting it on institutions to provide students with better information to help them make more informed choices.”

“Making College Affordable” was written by Dr. Jennifer Glynn, director of research at the Cooke Foundation, and Dr. Crystal Coker, postdoctoral research associate at the foundation. The report is available for download on the foundation website here:

Unique STEM opportunity for students in West Virginia!

Two high achieving STEM high school seniors per state are selected by merit through an online application process to attend this amazing three week+ program FREE of charge (air travel is included!).

The National Youth Science Camp (NYSCamp) provides an almost month-long STEM and outdoors experience like no other. This includes presentations on cutting edge science, directly interacting with presenters in an informal setting, as well as, opportunities for outdoor adventures that include caving, mountain biking, climbing, backpacking and kayaking.

Online applications are open from November 1, 2017 – February 28, 2018 at 6:00pm EST.

Students may apply at

Teachers – nominate/recommend a student to apply – send them to 

The NYSCamp is planned for June 27 – July 21, 2018.

See attached flyer that can be printed, emailed and/or posted electronically. Also, get a sense of this experience at

NYSCamp Handout 2018_V01_20171010_ANB