How can makerspaces better support young women’s agency and engagement? The AAMASE project explored how hands-on making experiences, from resin art to woodworking and laser engraving, can foster self-efficacy, personalization, connection, planning, and iteration among high-school-aged young women.
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New book by Maria Blanton, Angela Murphy Gardiner offers insight, practical guidance to help teachers empower young learners to think algebraically, leading to later mathematical prowess
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TERC researcher Ibrahim Dahlstrom-Hakki will present findings from the NeuroVivid project at IMBES 2026, exploring how co-designed, hands-on neurotechnology experiences can support STEM interest, identity, engagement, and belonging among neurodivergent youth.
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The NeuroVivid program demonstrates how science museums can create inclusive spaces where neurodivergent youth can explore STEM, build community, and be themselves.
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TERC researchers examine how a healthcare-focused AI curriculum helps high school students build foundational machine learning knowledge and skills.
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We’re excited to be part of the proposed SXSW EDU session, “Beyond Co-design: Building Partnerships for Better Media.” The panel will explore how co-design can evolve into meaningful, lasting partnerships that lead to more inclusive and effective educational media.
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Explore an interactive experience from TERC’s Sound Travels project that invites you to think about how sound shapes your attention and concentration.
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This August, the NeuroVivid project is bringing its Brain Computer Interface (BCI) makerspace experience to the Charles River Museum of Industry and Innovation (Waltham, MA). Middle school students can participate in this hands-on camp, designed with neurodivergent learners in mind and engaging for all students. In addition, educators are invited to join our facilitator training to explore the program’s innovative design and neuroinclusive approach.
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This baseball-themed task developed by researcher Ken Rafanan and collaborators, allows teachers to empower students as sense makers and innovative designers while simultaneously linking to learning goals and standards.
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TERC researchers examine how middle school teachers designed and implemented robotics-based science units that integrated computational thinking practices, positioning teachers as curriculum designers rather than curriculum consumers.
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