MUREP PSI students constructing a drone during Fayetteville State University’s 2022 summer residential experience. Credits: NASA
High school students from traditionally underrepresented and underserved communities will have a path to pursue careers in STEM with help from NASA. The agency announced Monday it has selected seven Historically Black Colleges and Universities (HBCUs) and one Predominantly Black Institution (PBI) to receive more than $3 million in funding to strengthen their support for students in those communities in precollege summer programs around the nation.
“As we explore the cosmos for the benefit of all humanity, NASA remains steady in its effort to lift as we soar. NASA is not only committed to inspiring the Artemis Generation – we’re working to make sure they have the tools they need to succeed,” said NASA’s Senior Advisor for Engagement and Equity Shahra Lambert. “This funding will help open doors of opportunity for high school students across the country to help prepare and empower them for the future.”
MUREP Precollege Summer Institute (PSIs) uses evidence-based strategies to enhance high school students’ precollege performance, prepare them for college entrance, and ultimately help them achieve success in their higher education pursuits and in science, technology, engineering, and math careers.
“This project gives students an opportunity to experience what it’s like to live on a college campus, attend classes, and build relationships with professors and like-minded peers,” said Torry Johnson, MUREP project manager. “What makes this program special is that it’s tied to NASA research. Students will be participating in engineering design challenges and research related to NASA missions with support from NASA subject matter experts.”
The selected institutions and their proposed projects under NASA’s MUREP (Minority University Research and Education Project) are:
Albany State University,Georgia
ASU Accelerated Research Training Experience and Mentorship in STEM (ARTEMIS) 2.0 PSI Scholars Program
Albany State University (ASU) propose a two-week residential camp for students interested in pursuing a STEM-based career. Using the theme “Mission to Mars,” students will participate in NASA activities related to power generation and transmission; remote and autonomous vehicles and rocket propulsion; the geology of Earth and other planets; and the biology and chemistry of space travel. Students will become immersed in the expectations of life as a STEM student at ASU, gain useful knowledge about the campus, and build support networks to help ensure success in their life and in academics. ASU was awarded $425,000 for its proposal.
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Clayton State University, Morrow, Georgia
Artificial Intelligence Study in Earth Exploration Summer Academy
Clayton State University proposes to host a NASA-themed summer program for minority high school students. This program will provide eight-day summer residential STEM camp exposing participants to college life, NASA research, Earth data, and Artificial Intelligence (AI). Participants will gain an understanding of NASA’s missions and learn how to apply AI technology to solve real-world problems in Earth science. Clayton State University was awarded $425,000 for its proposal.
Fayetteville State University, North Carolina
Fayetteville State University’s NASA MUREP Precollege Summer Institute: Cutting-Edge Technologies for Examining Climate Change (FSU-CTECC)
Fayetteville State University (FSU) proposes two-week long residential summer STEM camps over the five-year period of the project. Each year, 20 high school students will be recruited from high schools in Cumberland County and its surrounding counties in North Carolina. Project partners include NASA’s Jet Propulsion Laboratory, NASA’s Goddard Space Flight Center, and multiple academic organizations and industries to provide STEM workshops for the students. FSU was awarded $423,487 for its proposal.
Lincoln University,Jefferson City, Missouri
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Digital Agriculture, Data Science, and Robotics: Applied Research and Training for Enhancing Motivation in Science (DDR-ARTEMIS)
In collaboration with the University of Missouri, Lincoln University proposed two identical and intensive nine-day residential summer camps designed to offer keys for success for the participating students to advance their careers in STEM fields as undergraduate students and beyond. Each summer camp will accommodate 12 students for a total of 24 students each year. The educational program will provide hands-on experience for underrepresented minority students in digital agriculture, data science, and robotics to develop a broad understanding of STEM careers along with professional development activities and interaction with STEM professionals and entrepreneurs. Lincoln University was awarded $424,403 for its proposal.
MUREP PSI students completing a robotics engineering design activity during Meharry Medical College’s 2022 summer residential experience. Credits: NASA
Meharry Medical College, Nashville, Tennessee
Collaborative Interactive Data Science Academy
With the goal to stimulate curiosity in the cross-cutting field of data science and emerging technologies, Meharry Medical College proposed a discovery-based summer experience that implements virtual reality, augmented reality, and mixed reality control of robotic systems using NASA geospatial and extra-terrestrial big data. This summer program will expose high school students to NASA research and data science tools; build statistical and critical thinking skills; and inspire the next generation of explorers, researchers, and data scientists. Meharry Medical College was awarded $418,448 for its proposal.
Tuskegee University, Alabama
Tuskegee’s Summer Institute for Increasing Diversity Among Incoming STEM Undergraduates
The focus of Tuskegee’s Summer Institute is to prepare students for college and retain students in biology, chemistry, physics, and mathematics. The project will equip prospective college students with basic skills necessary for success in college and close the STEM education gap for students from underserved communities. Tuskegee was awarded $424,939 for its proposal.
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University of Maryland Eastern Shore, Princess Anne
HAWKS MUREP Precollege Summer Institute (PSI)
The University of Maryland, Eastern Shore (UMES) proposes to establish a two-week residential program designed to increase the participation and retention of historically underserved and underrepresented high school students in STEM. Learning activities are aligned to NASA’s themes of space exploration, aeronautics, and Earth science. Students will have the opportunity to visit NASA’s Goddard Space Flight Center. UMES partnered with NASA’s Wallops Flight Facility for mentoring, job shadowing, and involvement in real-life STEM projects, research, and activities. UMES was awarded $425,000 for its proposal.
University of The Virgin Islands,Charlotte Amalie
The NASA-UVI Pre-College Engineering Summer Institute
The focus of this proposal is to enroll a minimum of 20 students from the public high schools on St. Thomas and St. Croix in a one-week summer residential experience on-campus at the University of the Virgin Islands (UVI). Students will be exposed to the fundamentals of scientific and engineering methods, engage in discussions about career paths, develop relationships with STEM professionals in the U.S. Virgin Islands and NASA, and engage in professional development activities designed to help them prepare for a successful transition to college. UVI was awarded $424,998 for its proposal.
Administered by NASA’s Office of STEM Engagement, MUREP supports and invests in the research, academic, and technology capabilities of minority-serving institutions. Learn more:
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(Family Features) Financial literacy is a critical skill that helps set the foundation for a stable and prosperous future. By understanding the basics of money management, teens can make informed decisions and avoid common financial pitfalls.
According to the annual Teens and Personal Finance survey, a study of teens ages 13-18 conducted by Wakefield Research on behalf of Junior Achievement and MissionSquare Retirement’s Foundation, 45% of high schoolers took a personal finance or financial literacy class at school. This is up from 31% in 2024, indicating the nation’s youth are interested in building a strong financial foundation. What’s more, of the students who took their school’s curriculum, 64% found it extremely or very helpful, yet despite this increase, data reveals knowledge gaps remain. In fact, 42% of teens surveyed are terrified they won’t have enough money to cover their future needs and goals.
“There is so much for teens to absorb when learning about finances and planning for their future, they often struggle to envision what lies ahead,” said Andre Robinson, president and CEO of MissionSquare Retirement. “Offering engaging programs that can boost financial knowledge and decision-making skills can only help to inspire young individuals to build a strong foundation of lifelong financial resilience.”
Consider discussing these economic topics with your teen to help make a positive impact on students’ financial readiness and get them ready for financial decisions they’ll face in adulthood.
Mastering Saving and Budgeting
A good starting point for teens is to create a simple budget that tracks income and expenses. Because only 36% of teens surveyed save a part for their futures when they receive money, this can help them understand where money is going and identify areas they may be able to save for the future. This is particularly important considering 68% of teens agree that saving for retirement is something they can think about later in life.
Understanding Credit
Credit is a powerful tool but can also be a source of financial trouble if not managed properly. It’s essential to understand how financial behaviors, like paying bills on time and keeping credit card balances low, impact their credit scores. A higher FICO score, which 80% of teens surveyed had never heard of or did not fully understand, can lead to better interest rates and more favorable loan terms.
Managing Common Debt Pitfalls
According to the survey, 43% of teens believe an interest rate of 18% on debt is manageable and can be paid off over time. However, it’s important to understand the true cost of debt and how interest rates can accumulate over time and lead to significant financial strain. Establishing good debt management habits early, such as avoiding high-interest debt and paying off balances quickly, can lead to a healthier financial future.
Investing and Planning Ahead
According to the survey, teenagers’ most appealing investing strategies are savings accounts, side hustles and keeping cash at home, and only 13% invest a portion of their money. Encouraging teens to learn about different types of investments, such as stocks, bonds and mutual funds, can help them make informed decisions and begin to build long-term wealth.
For more information on how to help teens improve their financial knowledge, visit ja.org.
Photo courtesy of Shutterstock
SOURCE:Junior Achievement
Students ask questions during a social studies class on American politics.
AP Photo/John MinchilloLightning Jay, Binghamton University, State University of New York
Can you tell fact from fiction online? In a digital world, few questions are more important or more challenging.
For years, some commentators have called for K-12 teachers to take on fake news, media literacy, or online misinformation by doubling downon critical thinking. This push for schools to do a better job preparing young people to differentiate between low- and high-quality information often focuses on social studies classes.
As an education researcher and former high school history teacher, I know that there’s both good and bad news about combating misinformation in the classroom. History class can cultivate critical thinking – but only if teachers and schools understand what critical thinking really means.
Not just a ‘skill’
First, the bad news.
When people demand that schools teach critical thinking, it’s not always clear what they mean. Some might consider critical thinking a trait or capacity that teachers can encourage, like creativity or grit. They could believe that critical thinking is a mindset: a habit of being curious, skeptical and reflective. Or they might be referring to specific skills – for instance, that students should learn a set of steps to take to assess information online.
Unfortunately, cognitive science research has shown that critical thinking is not an abstract quality or practice that can be developed on its own. Cognitive scientists see critical thinking as a specific kind of reasoning that involves problem-solving and making sound judgments. It can be learned, but it relies on specific content knowledge and does not necessarily transfer between fields.
Early studies on chess playersand physicists in the 1970s and ’80s helped show how the kind of flexible and reflective cognition often called critical thinking is really a product of expertise. Chess masters, for instance, do not start out with innate talent. In most cases, they gain expertise by hours of thoughtfully playing the game. This deliberate practice helps them recognize patterns and think in novel ways about chess. Chess masters’ critical thinking is a product of learning, not a precursor.
Nurman Alua of Kazakhstan, left, and Lee Alice of the U.S. during the 45th Chess Olympiad in Budapest, Hungary, on Sept. 22, 2024.AP Photo/Denes Erdos
Because critical thinking develops in specific contexts, it does not necessarily transfer to other types of problem-solving. For example, chess advocates might hope the game improves players’ intelligence, and studies do suggest learning chess may help elementary students with the kind of pattern recognition they need for early math lessons. However, research has found that being a great chess player does not make people better at other kinds of complex critical thinking.
Historical thinking
Since context is key to critical thinking, learning to analyze information about current events likely requires knowledge about politics and history, as well as practice at scrutinizing sources. Fortunately, that is what social studies classes are for.
Social studies researchers often describe this kind of critical thinking as “historical thinking”: a way to evaluate evidence about the past and assess its reliability. My own research has shown that high school students can make relatively quick progress on some of the surface features of historical thinking, such as learning to check a text’s date and author. But the deep questioning involved in true historical thinking is much harder to learn.
Social studies classrooms can also build what researchers call “civic online reasoning.” Fact-checking is complex work. It is not enough to tell young people that they should be wary online, or to trust sites that end in “.org” instead of “.com.” Rather than learning general principles about online media, civic online reasoning teaches students specific skills for evaluating information about politics and social issues.
Still, learning to think like a historian does not necessarily prepare someone to be a skeptical news consumer. Indeed, a recent study found that professional historians performed worse than professional fact-checkers at identifying online misinformation. The misinformation tasks the historians struggled with focused on issues such as bullying or the minimum wage – areas where they possessed little expertise.
Powerful knowledge
That’s where background knowledge comes in – and the good news is that social studies can build it. All literacy relies on what readers already know. For people wading through political information and news, knowledge about history and civics is like a key in the ignition for their analytical skills.
Readers without much historical knowledge may miss clues that something isn’t right – signs that they need to scrutinize the source more closely. Political misinformation often weaponizes historical falsehoods, such as the debunked and recalled Christian nationalist book claiming that Thomas Jefferson did not believe in a separation of church and state, or claims that the nadir of African American life came during Reconstruction, not slavery. Those claims are extreme, but politicians and policymakers repeat them.
For someone who knows basic facts about American history, those claims won’t sit right. Background knowledge will trigger their skepticism and kick critical thinking into gear.
A teacher in North Carolina conducts a lesson about the D-Day invasion of Normandy in an Advanced Placement class.AP Photo/Gerry Broome
Past, present, future
For this reason, the best approach to media literacy will come through teaching that fosters concrete skills alongside historical knowledge. In short, the new knowledge crisis points to the importance of the traditional social studies classroom.
But it’s a tenuous moment for history education. The Bush- and Obama-era emphasis on math and English testing resulted in decreased instructional time in history classes, particularly in elementary and middle schools. In one 2005 study, 27% of schools reported reducing social studies time in favor of subjects on state exams.
Now, history teachers are feeling heat from politically motivated culture wars over education that target teaching about racism and LGBTQ+ issues and that ban books from libraries and classrooms. Two-thirds of instructors say that they’ve limited classroom discussions about social and political topics.
Attempts to limit students’ knowledge about the past imperil their chances of being able to think critically about new information. These attacks are not just assaults on the history of the country; they are attempts to control its future.
Lightning Jay, Assistant Professor of Teaching, Learning and Educational Leadership, Binghamton University, State University of New York
This article is republished from The Conversation under a Creative Commons license. Read the original article.
Not all children learn to read in the same way, but schools tend to adopt a single approach to literacy.
luckyvector/iStock via Getty Images PlusK. Dara Hill, University of Michigan-Dearborn
Five years after the pandemic forced children into remote instruction, two-thirds of U.S. fourth graders still cannot read at grade level. Reading scores lag 2 percentage points below 2022 levels and 4 percentage points below 2019 levels.
This data from the 2024 report of National Assessment of Educational Progress, a state-based ranking sometimes called “America’s report card,” has concerned educators scrambling to boost reading skills.
Many school districts have adopted an evidence-based literacy curriculum called the “science of reading” that features phonics as a critical component.
Phonics strategies begin by teaching children to recognize letters and make their corresponding sounds. Then they advance to manipulating and blending first-letter sounds to read and write simple, consonant-vowel-consonant words – such as combining “b” or “c” with “-at” to make “bat” and “cat.” Eventually, students learn to merge more complex word families and to read them in short stories to improve fluency and comprehension.
Proponents of the curriculum celebrate its grounding in brain science, and the science of reading has been credited with helping Louisiana students outperform their pre-pandemic reading scores last year.
In practice, Louisiana used a variety of science of reading approaches beyond phonics. That’s because different students have different learning needs, for a variety of reasons.
Yet as a scholar of reading and language who has studied literacy in diverse student populations, I see many schools across the U.S. placing a heavy emphasis on the phonics components of the science of reading.
If schools want across-the-board gains in reading achievement, using one reading curriculum to teach every child isn’t the best way. Teachers need the flexibility and autonomy to use various, developmentally appropriate literacy strategies as needed.
Phonics fails some students
Phonics programs often require memorizing word families in word lists. This works well for some children: Research shows that “decoding” strategies such as phonics can support low-achieving readers and learners with dyslexia.
However, some students may struggle with explicit phonics instruction, particularly the growing population of neurodivergent learners with autism spectrum disorder or attention deficit hyperactivity disorder. These students learn and interact differently than their mainstream peers in school and in society. And they tend to have different strengths and challenges when it comes to word recognition, reading fluency and comprehension.
This was the case with my own child. He had been a proficient reader from an early age, but struggles emerged when his school adopted a phonics program to balance out its regular curriculum, a flexible literature-based curriculum called Daily 5 that prioritizes reading fluency and comprehension.
I worked with his first grade teacher to mitigate these challenges. But I realized that his real reading proficiency would likely not have been detected if the school had taught almost exclusively phonics-based reading lessons.
Another weakness of phonics, in my experience, is that it teaches reading in a way that is disconnected from authentic reading experiences. Phonics often directs children to identify short vowel sounds in word lists, rather than encounter them in colorful stories. Evidence shows that exposing children to fun, interesting literature promotes deep comprehension.
Balanced literacy
To support different learning styles, educators can teach reading in multiple ways. This is called balanced literacy, and for decades it was a mainstay in teacher preparation and in classrooms.
Balanced literacy prompts children to learn words encountered in authentic literature during guided, teacher-led read-alouds – versus learning how to decode words in word lists. Teachers use multiple strategies to promote reading acquisition, such as blending the letter sounds in words to support “decoding” while reading.
Another balanced literacy strategy that teachers can apply in phonics-based strategies while reading aloud is called “rhyming word recognition.” The rhyming word strategy is especially effective with stories whose rhymes contribute to the deeper meaning of the story, such as Marc Brown’s “Arthur in a Pickle.”
The rhyming structure of ‘Arthur in a Pickle’ helps children learn to read entire words, versus word parts.
After reading, teachers may have learners arrange letter cards to form words, then tap the letter cards while saying and blending each sound to form the word. Similar phonics strategies include tracing and writing letters to form words that were encountered during reading.
There is no one right way to teach literacy in a developmentally appropriate, balanced literacy framework. There are as many ways as there are students.
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(Family Features) Financial literacy is a critical skill that helps set the foundation for a stable and prosperous future. By understanding the basics of money management, teens can make informed decisions and avoid common financial pitfalls.
According to the 
