Curricular Content Contributors - In addition to the curricula provided by the founding partners, new curricular partners include:
AirWaterGas NSF Sustainability Research Network — College of Engineering, University of Colorado Boulder – For a high school air quality inquiry student research unit developed through an NSF CBET grant.
Central Michigan University — For high school curricula created by teachers, college students and faculty through the School of Engineering and Technology's NSF-sponsored Multidisciplinary Engineering Research for Rural Michigan's Future RET Program.
Clarkson University — Susan Powers and Jan DeWaters for their middle school curricular unit on energy, created through an NSF GK-12 grant.
Clemson University — For lessons and activities developed by science and math teachers through the NSF-funded Engineering Fibers and Films Experience (EFF-X) Research Experience for Teachers (RET) Program.
Colorado School of Mines — For introductory signal processing curricula created through an NSF CAREER Award and the Department of Electrical Engineering and Computer Science.
Colorado State University — For lessons and activities developed by graduate students in the Colorado Higher-Education Interdisciplinary Program (CHIP) through the Department of Electrical and Computer Engineering’s NSF-funded GK-12 project.
Colorado State University — For curricula created through the NSF-sponsored Engineering Research Center (ERC) for Extreme Ultraviolet (EUV) Science and Technology Research Experience for Teachers (RET) through the Department of Electrical and Computer Engineering.
Duke University — For high school curricula created through an NSF CAREER Award and the Department of Mechanical Engineering and Materials Science's NSF-sponsored Research Experience for Teachers (RET) grant.
Engineering World Health — For hands-on activities that engage youngsters in the global organization’s aim to creatively improve healthcare delivery in the developing world; supported by the Biogen Foundation and The Engineering Place at NC State University.
Georgia Institute of Technology — For activities that integrate art, science and engineering, created through the NSF-funded Partnerships for Research, Innovation and Multi-Scale Engineering (PRIME) Research Experience for Teachers (RET) Program.
The Johns Hopkins University — For curricula created by the Complex Systems Science Laboratory, Whitaker Biomedical Engineering Institute, with support from the NSF Directorate for Computer and Information Science and Engineering, Division of Computing and Communication Foundations.
Kansas State University — For activities developed by STEM graduate students through Infusing System Design and Sensor Technology in Education (INSIGHT), a NSF-funded GK-12 program.
Laboratory for Atmospheric and Space Physics — University of Colorado Boulder - Erin Wood for activities exploring light spectroscopy, developed through NASA's Project SPECTRA!
Michigan State University — For curricula developed and tested by middle and high school STEM teachers through the NSF-sponsored Research Experiences for Teachers (RET) Site on Bio-Inspired Technology and Systems (BITS) Program at the College of Engineering.
New Jersey Institute of Technology — For a middle school activity created through the NSF-sponsored Gateway Engineering Education Coalition.
Oregon State University — Dept. of Crop and Soil Sciences - Sujaya Rao for life sciences-oriented activities developed through a Rural Science Education Program NSF grant.
Polytechnic Institute of New York University — For activities developed by engineering graduate student fellows through Applying Mechatronics to Promote Science (AMPS), a NSF-funded GK-12 project.
Polytechnic Institute of New York University — For high school curriculum created through the NSF-sponsored Science and Mechatronics Aided Research for Teachers with an Entrepreneurial ExpeRience (SMARTER): A Research Experience for Teachers (RET) Program in the School of Engineering.
Purdue University — For lessons and activities developed through the College of Agriculture and Biological Engineering's Center for Compact and Efficient Fluid Power, a NSF Engineering Research Project (ERC).
Miguel R. Ramirez — For amazing high school advanced placement math activities created by a high school math teacher in Texas.
Rice University — For high school activities created by teachers and faculty, supported by the NSF-funded Nanotechnology Research Experience for Teachers (RET) Program through the Rice Office of STEM Engagement.
SparkFun Education — For activities created and honed through SparkFun Electronics’ outreach classes, events and teacher workshops.
University of California Davis — For lessons and activities created by graduate student and classroom teacher pairs through the Renewable Energy Systems Opportunity for Unified Research Collaboration and Education (RESOURCE), a GK-12 program in the College of Engineering.
University of California Los Angeles — For high school curricula created in the UCLA Science and Engineering of the Environment of Los Angeles (SEE-LA) NSF GK-12 Program.
University of California Santa Barbara — For robotics curriculum created by mechanical engineering graduate students through the School for Scientific Thought and funded in part by the National Science Foundation and Army Research Office.
University of Colorado Boulder — Dept. of Mechanical Engineering - Jean Hertzberg for activities on forces and fluids.
University of Connecticut — For hands-on activities created through the School of Engineering’s NSF-supported research experience for teachers (RET) program: The Joule Fellows Program – Teachers in Sustainable Technologies Research Laboratories.
University of Houston — For lessons and activities developed by STEM fellows through the Innovations in Nanotechnology and Nanosciences' NSF GK-12 Program and STEM teachers in the Research Experience for Teachers (RET) Program, both in the Cullen College of Engineering.
University of Minnesota — For activities created through the Center for Compact and Efficient Fluid Power, an NSF ERC and RET Program.
University of Missouri — For curricula created through the College of Engineering Center for Computational Neurobiology's NSF GK-12 grant.
University of Nebraska-Omaha — For curricula developed and tested by teachers and faculty through the NSF-sponsored RET in Engineering and Computer Science Site on Infusing Mobile Platform Applied Research into Teaching (IMPART) Program.
University of South Carolina — Dept. of Mechanical Engineering - Jed Lyons for activities developed through an NSF GK-12 grant.
University of South Florida — For lessons and activities developed by STEM fellows through Students, Teachers and Resources in Sciences (STARS), a NSF-funded GK-12 program at the College of Engineering.
University of South Florida — For curricula created by the Membrane Biotechnology Laboratory at the College of Engineering, primarily funded by the NSF CBET-sponsored ICARUS program for wastewater biorecycling.
University of Southern Mississippi — For high school activities created by teachers working with university faculty and students through the School of Polymers and High Performance Materials’ NSF RET program, Engineering and Computer Science Site for Sustainable Polymer Engineering Research.
University of Texas-Arlington — For lessons and activities created by middle and high school teachers through the Research Experience for Teachers in Hazard Mitigation, a NSF-funded RET Program in the College of Engineering.
The University of Texas-Pan American — For lessons and activities created by teachers and engineering faculty through the NSF-sponsored Research Experiences for Teachers in Emerging and Novel Engineering Technologies (RET-ENET) Program in the Electrical Engineering Department.
University of Virginia — Shayne Peirce for K-12 activities created by students in her biomedical engineering senior design course.
Utah State University — For curriculum created through the Community-Based Engineering Design Challenges for Adolescent English Learners, an NSF DRK-12 project in the College of Engineering’s Mechanical and Aerospace Engineering Department.
Vanderbilt University — Stacy Klein-Gardner for myriad curricular materials developed by teachers using the Legacy Cycle through the NSF-funded VU Bioengineering RET Program in the School of Engineering.
Washington State University — For activities developed by STEM fellows through the College of Engineering and Architecture's Culturally Relevant Engineering Application in Mathematics Program, a NSF GK-12 project.
Washington University in St. Louis — For activities developed by STEM fellows through the School of Engineering and Applied Science's NSF GK-12 grant.
Worcester Polytechnic Institute — For activities created and tested by teachers and faculty through the Department of Biomedical Engineering’s NSF-sponsored Inquiry-Based Bioengineering Research and Design Experiences for Middle-School Teachers RET Program.
NOTE: Specific contributions by individual authors are recognized at the end of every lesson and activity document under the "Contributors" heading.