How do you teach ocean energy in a way that aligns with standards, provides hands-on experiences, and is actually fun?

NEED has resources that can help you do just that!

The National Energy Education Development (NEED) Project is a nonprofit organization founded in 1980 with the mission to promote an energy-conscious and educated society by creating networks of students, educators, and business, government, and community leaders to design and deliver objective, multi-sided energy education programs. NEED has published more than 150 curriculum titles for grades K–career, focusing on six major areas:

• Energy forms and transformations
• Energy sources
• Electricity and magnetism
• Efficiency, conservation, and climate science
• Transportation
• Enrichment across content areas

This short session will feature content and one activity from Exploring Marine Hydrokinetics, part of our hydropower suite. Like all our curriculum resources, NEED’s MHK materials are available online in PDF format and are free to download for everyone, everywhere at www.need.org/shop.

Marine hydrokinetics (MHK) is an exciting frontier of energy innovation that seeks to harness the vast renewable energy available in the oceans, which cover nearly three-quarters of our planet. According to the U.S. Energy Information Administration, MHK technologies could provide up to 2,300 TWh of electricity — about half of what the U.S. used in 2019.

MHK technologies fall into four major categories:

• Tidal power is best suited to coastal areas with strong tidal currents and a gently sloping seabed.
• Current energy works similarly, though currents typically flow in one direction and are slower than tides.
• Wave energy is being explored through a variety of devices that capture the bobbing, rocking, and push-pull motion of waves.
• Ocean thermal energy conversion (OTEC) uses the temperature difference between warm surface water and cold deep water in tropical regions to generate electricity.

If that sounds like a lot — you’re right! But don’t worry. I promise to keep the passive part of this session short so you can dive into a hands-on activity: building a model wave generator. Working with a partner, you’ll construct a device from simple materials that actually generates electric current, measurable on a galvanometer. You’ll leave with a working model to take back to your classroom, where students can either replicate it or brainstorm ways to improve its output.

While our MHK curriculum is written primarily for high school, middle school teachers shouldn’t hesitate to use it to explore electricity, magnetism, and how generators work. The concepts are accessible, and the activity is adaptable.

Join me on Thursday, November 6 at 3 p.m. in Salon D for “Exploring Ocean Energy with Hands-on Engineering Lessons!” and dip your toe into marine hydrokinetic technology. You’ll leave with resources, ideas, and a model that makes ocean energy come alive in your classroom.

STEM careers today extend far beyond labs and traditional industries. To truly prepare students for the future, STEM education must include entrepreneurial thinking—a mindset that fuels creativity, adaptability, and purposeful innovation. When students learn to identify problems, iterate solutions, and communicate ideas effectively, they develop skills that matter in an AI-driven world of disruption and opportunity.

From Problems to Possibilities:
Encourage students to think like entrepreneurs by starting a “Bug Me List”—a record of everyday problems that could spark innovation. This empowers students to design solutions that matter to them, rather than solving problems handed to them.

When Purpose Drives the Prototype:
Integrate entrepreneurship into design challenges. Instead of simply building a floating boat, challenge students to design one that rescues animals after floods. This elevates empathy, purpose, and human impact.

Building Value Through Iteration:
Entrepreneurs test ideas with end-users, asking not only “Does this work?” but “Does this add value?” Students learn to embrace failure as part of the “test, learn, iterate” process—a key entrepreneurial habit.

Turning Vision Into Voice:
Entrepreneurs pitch their ideas. Encourage students to present solutions clearly, reflect on feedback, and build confidence as communicators and leaders.

Call to Action:
Empowering students with entrepreneurial mindsets transforms STEM education—and futures.

Attend our session:
“Dream, Design, Disrupt: The Entrepreneurial Edge in STEM” at the NCSS Professional Conference, Thursday, November 6th, 11:00 AM, or visit unchartedlearning.org to learn more.

Radcademy is the place to learn all about medical imaging and radiation therapy – how it works, what it’s used for and who performs the exams.

https://www.asrt.org/radcademy

Learn more: https://www.iit.edu/academics/elevate-college-prep/summer-programs

The event will be on Thursday, April 30, 2025 from 4pm – 7pm EST. Students need to submit their abstract by March 20th and the top will be chosen to present at the virtual ePoster Spring Symposium.

Abstract Submission: Due March 20th

Keynote Speakers:

• Keynote/scientific speaker: Benjamin Garcia, PhD, Head of Biochemistry and Molecular Biophysics, Washington University School of Medicine in St. Louis
• Talk title: Quantitative proteomics for understanding epigenetic mechanisms in human disease
  
• Motivational speaker: Briana Simms, PhD, Assistant Professor, Department of Chemistry, University of Cincinnati
• Talk title: TBD

When counselors and administrators work in sync, they create the foundation for a school environment where every student can thrive. Join us at NCSSS 2024 for “Building Bridges, Breaking Barriers,” where we’ll share a practical, three-step collaboration framework designed to strengthen these partnerships that support student success.

Our framework consists of three key steps:

1. Shared Values & Alignment to School Goals

Establishing a shared vision is critical. This session will detail how aligning counselor and administrator roles with schoolwide goals expands potential impact on student achievement and wellness.  Through clear communication, mutual respect, and an emphasis on integrity, we’ll outline how we ground our team in core values that serve as the guide for every collaborative effort. We will also share how our work aligns with the American School Counselor Association’s Professional Standards and Competencies,

2. Processes & Procedures to Facilitate Collaboration

Intentional, structured collaboration methods keep everyone on the same page and allow us to address challenges proactively. We’ll introduce tools like annual administrative agreements, regular team meetings using different formats, and student needs assessments that form the backbone of our process. These methods create a dynamic workflow and ensure both counselors and administrators are engaged in making data-driven decisions to support academic and emotional growth.

3. Program Development for School Improvement

Developing targeted programs together fosters innovation and responsiveness in addressing student needs. Our team will share specific programs that illustrate how coordinated development between administrators and counselors leads to meaningful school improvement. Initiatives like our College Readiness Retreat, Peer Mentor Program, Wellness Wednesdays, and our annual Wellness Summit showcase our ongoing commitment to student growth and well-being.

Our three-step approach is designed to meet the challenges schools face today. Whether you’re an administrator or a counselor attending the conference (or even better yet, both attending together), this session will provide the tools to build a more collaborative culture that prioritizes student success.

Don’t miss the chance to build bridges with us and explore new ways to support every student’s journey to their self-determined dreams!

This blog post was written by Erin McDermott, 6th Grade ELA Teacher/Instructional Facilitator, Reedy Creek Magnet Middle School Center for the Digital Sciences, Cary, NC

A little over a year ago, I walked into the Friday Institute at North Carolina State University for a data science summit that would eventually end up touching the lives of every student at my school.  The summit highlighted the importance of introducing data science across all curriculums in the K-12 range.  As a sixth-grade ELA teacher and Instructional Facilitator at Reedy Creek Magnet Middle School Center for the Digital Sciences in Cary, NC, I could see immediate opportunities for application at our school.  

Digital Sciences can be a hard magnet theme to pin down.  At our school, it is showcased in electives in computer science, mechatronics, and emerging technologies.  We also live and breathe our theme in our core classes as well, where students use computational thinking in all classes across the curriculum, and coding is a part of each and every class.  However, we’re always looking for opportunities to push the magnet further, as we’re in a constant race to keep up with the development of new technologies.  Our students also come to us with more and more digital experience and savvy each year.  Almost a decade in, it feels hard sometimes to keep the magnet fresh and current.  We’d talked about project-based learning units before as a way to encourage students to use CT to solve problems and create with technology.  However, the Data Science Summit provided the inspiration to finally engage.  

Our magnet coordinator and I decided to go big – to write a data science project-based learning unit that would be taught across all three grade levels, focused on how to use computational thinking and a data inquiry framework laid out by the InSTEP With Data program at NC State to solve a significant problem faced by our world, community, and school.  Each grade level received a different global issue to investigate and followed the steps of the data inquiry process to form questions, generate data, investigate, clean, and represent that data, and finally develop and present solutions to help lessen the problem at the school level.  It has led to real, student-innovated change in our building.  

Join me at NCSSS for an overview of the benefits of computational thinking and data science for kids at all grade levels.  I’ll give you a window into our data inquiry process and an overview of how we supported and engaged our staff.  You’ll get a glimpse of how this approach has led to changes that students can see in their building every day.  Finally, you’ll have a chance to reflect on how data science and computational thinking could fit into your building or classroom!  

This blog post was written by

Have you ever wondered why some schools thrive and enjoy strong alumni support while others struggle to tap into that resource? If you’re like most people, you might think alumni giving is primarily about sending out fundraising letters or posting on social media, and the gifts roll in. But after working closely with alumni for years, I can tell you it’s much more than that—it’s about building meaningful relationships.

I recently had the opportunity to present on how alumni engagement can transform educational institutions, specifically high schools. Drawing from my experience as the Director of Alumni Relations at the South Carolina Governor’s School for Science and Mathematics (GSSM), I highlighted how we more than tripled alumni participation in five years. Not only that, but alumni giving now makes up 24% of our foundation’s annual budget. So, how did we achieve that? Let me walk you through it.

The Real Power of Alumni Engagement

Fundraising isn’t just about asking for money—it’s about creating an environment where alumni feel valued and connected to their alma mater. In my presentation, I asked the audience two questions:

1. How many of you have donated to your college in the last five years?
2. How many have also mentored students, introduced them to a colleague, or spoken to a class or at a high school event?

Fewer hands went up for the second question, which is understandable. People tend to associate giving with writing checks, not realizing that their time and expertise can be just as valuable.

At GSSM, we saw a shift when we started offering alumni more ways to contribute besides financial donations. From speaking at events to mentoring students and teaching summer camp courses, alumni began to feel like they were part of something bigger. The key takeaway? Alumni want to give back, but they need to feel connected emotionally before they open their wallets.

Building Authentic Relationships

Our alumni engagement strategy is rooted in one simple truth: people give to people. Alumni are more likely to support their alma mater when they have a strong relationship with the school or someone at the school. We created a plan that focuses on building and maintaining those connections. Regular communication, personal invitations to events, and providing opportunities to contribute to current students’ success are all part of our approach.

One of our biggest successes has been the establishment of an Alumni Association Board. This board brings alumni together to brainstorm ways to stay involved and create more opportunities for engagement. We’ve also held regional gatherings called Reconnect events, which allow alumni to meet face-to-face and reconnect with each other, the school, and parents. These gatherings help nurture that sense of community and belonging.

It’s More Than Just Fundraising

While donations are important, alumni engagement isn’t only about financial contributions. It’s about fostering a sense of pride and loyalty that goes beyond a one-time donation. We encourage alumni to mentor students, teach a January Interim course or at summer camps, or establish scholarships in honor of beloved teachers or mentors—these acts of giving back show that alumni care about the future of their school and its students.

Class competitions and reunions are excellent opportunities to raise funds, but they’re also a chance for alumni to reminisce about their school days and reignite their connection to the institution and to each other. We’ve found that people are more willing to give when they’re emotionally invested.

How You Can Make This Work for Your School

If you’re considering starting or revamping your alumni engagement strategy, I advise focusing on authentic relationships. Keep in mind that fundraising is just one part of the puzzle. You’ll want to offer alumni a variety of ways to get involved that resonate with them personally.

Whether you’re part of a high school, a residential school, or a specialized day school, the principles remain the same. Building alumni engagement takes time, but it’s well worth the effort. The return on investment isn’t just financial; it’s about creating a long-lasting community of supporters who care deeply about each other and the future of your institution.

If you’d like to learn more about how to build an alumni engagement strategy that works, consider exploring resources like CASE (Council for Advancement and Support of Education), or check out some of the strategies GSSM has used.

Call to Action

The potential of your alumni network is vast, but it all starts with the first step: engagement. I encourage you to begin thinking about how you can authentically connect with your alumni in ways that benefit both them and your institution. Ready to take your school’s alumni engagement to the next level? Let’s get started today!

Incorporating these strategies can unlock a brighter future for your institution, one where alumni feel valued, connected, and inspired to give back in ways that go beyond just writing a check.

This blog post was written by David Eisenberg, High School Engineering & Research Practicum Teacher, Eleanor Roosevelt High School (MD), and Andrew Green, Ph.D.

As we gear up for the National Consortium of Secondary STEM Schools (NCSSS) Conference, we are excited to share that Engineering for US All (e4usa) will be offering an interactive workshop designed for high school educators who are passionate about expanding engineering education. Whether you’re a seasoned STEM teacher or someone looking to introduce engineering into your classroom for the first time, our workshop will provide valuable insights into e4usa’s unique project-based learning approach.

What is e4usa?

e4usa is a first-of-its-kind, national initiative that brings engineering principles to a new generation of students, regardless of their prior technical background or preparation. Through hands-on, student-centered learning, we empower students to become problem solvers, using engineering to address real-world challenges. Our courses are designed to be inclusive and accessible to all students, making engineering education possible in a variety of school settings.

At e4usa, we offer three dynamic courses tailored to students’ diverse interests:

• e4usa+Making: Encourages students to explore engineering by understanding its societal impacts while developing practical skills in design and problem-solving​.
• e4usa+Design: Focuses on empowering students to engage in the engineering design process, tackling global challenges through collaborative teamwork​.
• e4usa+Programming: Introduces students to programming as a tool for engineering problem-solving, integrating computational thinking with real-world applications​.

What to Expect at Our Workshop

Our 50-minute session at the NCSSS conference will give educators a glimpse into the powerful teaching methods behind e4usa. Here’s what you’ll experience:

1. Meet an Experienced e4usa Teacher: One of our dedicated e4usa teachers will share first-hand experiences and success stories from their classroom. Learn how they’ve engaged students with diverse learning backgrounds and inspired them to think like engineers.
2. Hands-On Activity: Attendees will participate in a brief hands-on activity that showcases the type of project-based learning that happens every day in e4usa classrooms. Whether it’s designing a simple prototype or working through an engineering challenge, you’ll get a taste of how e4usa encourages creativity, teamwork, and problem-solving. Best of all, you’ll be able to take this activity home to implement in your own classroom, with flexible options to scale it to meet the diverse needs of your students.
3. Learn How to Bring e4usa to Your School: We’ll share how easy it is to adopt e4usa’s courses, which come with full support, professional development, and a network of fellow educators. You’ll learn about our curriculum and the Communities of Practice we’ve developed, which include educators, industry professionals, and academic liaisons​.

Why Attend?

This workshop is more than just an introduction to e4usa; it’s an opportunity to rethink how engineering education can be delivered in your high school. We believe that every student, regardless of their background or future career goals, should have the opportunity to engage in engineering. By attending, you’ll discover how to bring this inclusive, impactful approach to your students and join a growing community of educators transforming STEM education.

I encourage you to join us at the NCSSS conference to explore how e4usa can fit into your high school’s curriculum and inspire the next generation of engineers. Learn more about e4usa by visiting our website, and be sure to check out our testimonials to hear from other educators who have already made e4usa a part of their classrooms.

This workshop promises to be an exciting, interactive, and insightful experience, so mark your calendars and make sure to visit our booth! We look forward to seeing you there.

This blog post was written by (left to right in photos) Lisa Kelley, Operations Manager/Program Manager, Joel Grimm, Manager and Chris Lai, Asst. Staff at Beaver Works/Beaver Works Summer Institute.

The RACECAR program offered by Beaver Works Summer Institute empowers educators to teach students about self-driving cars in a dynamic, hands-on way. By focusing on critical thinking, problem-solving, and real-world applications, it helps prepare students for the future. Through comprehensive curriculum and materials, RACECAR equips educators to enhance their understanding and guide students through the complexities of autonomous vehicle technology.

The program emphasizes coding, sensor integration, and teamwork, giving students technical expertise and encouraging teamwork. This project-based approach not only educates students about the technology but also encourages creativity, collaboration, and adaptability. It’s inspiring to see how programs like RACECAR are shaping the next generation of innovators and problem-solvers.

This demo will show educators how to bring this curriculum into their classrooms and offer a hands-on opportunity to program the car themselves.

What will your students learn?
The Autonomous RACECAR program is an intensive, rewarding introduction to robotics and systems engineering. The project-based approach quickly helps the students learn programming with rapid code, test sequences.  This approach helps students to grasp important concepts and think critically as they build and test.  The RACECAR Neo curriculum provides students the experience with working with hardware and software that allows a 1:14 scale RC car to drive autonomously.

The course is divided into six units, covering core topics like computer vision, control theory, localization and mapping, data filtering, and deep learning. Additionally, students have the opportunity to develop an in-depth research project as part of the course, that is their project that they can continue to work on.

Check out this video to see the RACECAR in action!