2024 WORKFORCE DEVELOPMENT PROGRAM REPORT Power Up Your Potential Summer 2024 "Power Up Your Potential" is an 8-week work-based learning program for youth aged 15-18, designed to build essential STEM skills through hands-on training and industry mentorship. The program offers opportunities for participants to earn 2-5 industry-recognized credentials, contributing to their Ohio Means Job Readiness Seal and earning points toward their Industry Recognized Credential Seal. Read More 2023 SMART SKILLS WORKFORCE DEVELOPMENT P ROGRAM REPORT The Future of Work The PAST Foundation's SMART Skills Workforce Development Internship program provided a transformative 7-week journey for 40 Central Ohio high-school student interns. These young individuals have gained invaluable hands-on experience and industry-recognized credentials in various STEM career fields, including Information Technology, Drone Flight, CAD and additive Manufacturing, Leadership, Cybersecurity, Financial Literacy, Fashion, Music, Media Production, and more. Read More 2024 SUMMER EXPERIENCES Be Bold, Curious, Fearless! PAST Summer Experiences provided students the opportunity to engage in a diverse variety of hands-on learning experiences, each designed to spark curiosity, foster creativity, and nurture critical thinking skills. fearlessly. Together, we fostered an environment where students were encouraged to take bold steps, ask curious questions, and approach challenges fearlessly. Read more 2023 SUMMER EXPERIENCES Experience, Explore, Inspire! During our 2023 Summer Experiences, students, families, partners, and the community came together to Experience, Explore, and Inspire" in our most successful summer to date! Alongside 58 passionate educators and 44 dedicated partners, we achieved something truly remarkable - impacting 13,491 students through 82 diverse programs across 14 locations. Read More 2022 WORKFORCE DEVELOPMENT CLOSING REPORT The Future of Work In partnership with the Workforce Development Board of Central Ohio, the PAST Foundation implemented a 6-week Workforce Development program with (16) young adults (15-18 years of age). The participants had an opportunity to prepare for life outside of school through career exploration and real-world problem-solving. This Years’ Program Learn More 2021 STUDENT EXPERIENCES Our Most Successful Summer Ever! 2021 was our banner year! We exceeded our own expectations by reaching 2,182 students in 40 PASTled programs and 12 PAST-designed programs at 21 locations, impacting 32 school districts and connecting with 25 business and industry partners. Learn More View Photo Scrapbook 2020 BRIDGE PROGRAM S The Pivot to Online During 2020 COVID19 lockdown PAST and the Student Experience team pivoted to all online programming using zoom and curated videos detailing our unique TPBL design challenges which we called STEM Streaming. Learn More 2019 BRIDGE PROGRAMS More Sites! Much More STEM! In 2019 PAST continued its trajectory of offering the most diverse camps and experiences in Central Ohio and abroad as well as for the first time, a Workforce Development track to empower young adults with STEM skills and opportunities to find their way in the world! Learn more about the 40 camps offered throughout 2019, our Workforce Pilot, and our after school efforts as well! PAST innovation Lab: 22 Programs KIPP: Columbus: 6 Programs I Know I Can: 8 Programs Additive Manufacturing Summer Institute Culinary Arts Summer Institute US Virgin Island Ecological Camp Learn More View Photo Scrapbook 2018 BRIDGE PROGRAMS Expanding Our Camps! PAST Bridge Programs decided in 2018 to expand our experience to students and teachers in 2018. Working at multiple sites throughout central Ohio and at PAST Innovation Lab using our trusted transdisciplinary, problem-based learning methods. PAST produced 28 camps with seven partners for our 2018 Camp & Bridge Programs. We encourage you to read or download these reports – you will be amazed by what these students have achieved! PAST Innovation Lab: 15 Programs I Know I Can: 12 Programs KIPP: Columbus: 4 Programs Additive Manufacturing Summer Institute Culinary Arts Summer Institute US Virgin Islands Ecological Diversity Camp Learn More View Photo Scrapbook 2017 BRIDGE PROGRAMS Amplifying Our Impact! PAST Bridge Programs bring a different experience to students and teachers. Through PAST Bridge Programs learning, we “bridge” students from traditional, lecture-based learning methods to transdisciplinary, problem-based learning methods. PAST produces and annual publication showcasing that year’s Camp & Bridge Programs. We encourage you to read or download these reports – you will be amazed by what these students have achieved! Learn More 2016 BRIDGE PROGRAMS “The PAST team continually re-examines its programs to improve their scalability, sustainability, and transferability." The Hocking College Ecolab program is an excellent example of an ever-evolving program. This year the program offered students the opportunity to conduct fieldwork on endangered species, and then create a website to display their evidence of learning. Generally, Bridge Programs operate on the small-footprint big-impact theory.However, this program needed to be reinvented in order to involve a large community of students.” Learn More 2015 BRIDGE PROGRAMS “The PAST team continually re-examines its programs to improve their scalability, sustainability, and transferability." This year PAST Foundation’s Bridge Programs is 15 years old! That’s 15 years of high quality, hands-on, engaging programming for students and adults. This year Bridge Programs expanded its successful collaboration with Shadowbox Live with STEM Rocks the Box and introduced fun and innovative new programming such as Robotics, Minecraft mathematics and STEM of Tai Chi. Learn More Students Build Bridges for Future Learning PAST Student Programs bring a different experience to students and teachers. Through PAST Student Experiences learning, we “bridge” students from traditional, lecture-based learning methods to transdisciplinary, problem-based learning methods. PAST produces and annual publication showcasing that year’s Student STEM Programming. We encourage you to read or download these reports – you will be amazed by what these students have achieved! PAST Student Experiences Program Reports

Director of Student Experiences Ashley Price Director of Student Experiences (Khaleesi of Curiosity) Ashley first joined PAST as part of the program staff at the Kelleys Island Field School in 2014. She is now part of the Student Experience team as the Director of Student Experiences, and is also the lead of the Innovators Club, an after-school program at PAST. Ashley worked as substitute teacher in Columbus for two years before beginning her work at PAST. Ashley’s passion for teaching grew as she learned more about the hands-on experience students could have outside of the classroom, along with problem-based experiences. Her passion for working with students grows with every new classroom, after school programs, summer program or other student program. Along with her passion for teaching Ashley also has a passion for volleyball and has coached for 12 years. She is currently the varsity assistant girls’ volleyball coach at Worthington Kilbourne High School. She spends her free time reading, taking photos, playing volleyball and spending time with her family, husband and dogs Neeson & Maizie. Ashley earned a B.S. in Middle Childhood Education from the University of Rio Grande, and is certified in Science, Mathematics & Reading for grades 4th-9th. She also earned a Graduate Certificate in Information Technology from the University of Cincinnati where she is an adjunct professor. Email: aprice@pastfoundation.org | LinkedIN: @Ashley Price | Website: https://price2a7.wixsite.com/aprice2a7

The Tribe Brianna Agomessou Portable Innovation Labs Coordinator (Investigator of Intellect) Pam Andrews Copyeditor (Executive Wrangler) Andrew Bruening, Ph.D. Chief Innovation Officer (The Fabricator) Paige Shalter Bruening, Ph.D Senior Consultant (Doyenne of Inspiration) Maria Green Cohen, M.A., J.D. Impact Officer (The Reporter) Annalies Corbin, Ph.D. CEO (Chief Goddess) Javier Cruz-Ginez Multimedia Coordinator (Digital Auteur) Cassie Davis Research Assistant (Fact Forager) Lane Fargher Navarro, Ph.D. Director of Research (Quæsitor Magnus) Kayla Galloway Research Field Manager (Culture Detective) Jessa Goldner Assistant Director of Student Experiences (Explorer Extraordinaire) Kelleigh Huey STEM Experience Instructor (Academic Alchemist) Steve Martindale, CPA CFO Sam Kula STEM Coordinator (Sire of STEM) Rubi Martinez Administrative & Program Services Assistant (Minister of Maximization) Ashley Price Director of Student Experiences (Khaleesi of Curiosity) Marcy Raymond Strategy Officer (Bridge Builder) Alyssa Reder Director of Project Management (Baroness of Balance) Daijah Robinson Student Experiences Coordinator (Botanical Maverick) Nikki Stancampiano Director of Workforce Development & Columbus EcosySTEM (Workforce Warrior) Lisa Swartzwelder President & Chief Operating Officer (Pilot of Progress) Lori Trent Communications & Development Guru (Renegade of Convention) Annalise Williams Administrative Assistant and HR Representative (Workflow Wizard) Kathy D. Wright, EMBA, M.Ed. Director of Educator Experiences (STEMinista) Meet Our Staff

Welcome to our special series where we’ll explore four learning sites that are part of the Education Reimagined Ecosystem Lab. Usually, we take the month of July off, but this year we’re going to re-examine past episodes and big conversations. The most important thing adults can provide young people in their learning journey is a caring relationship. That is the fundamental belief that drives Jim Bailey in his work as co-founder and executive director at Rock Tree Sky, a self-directed learning community. In this episode, Jim and Annalies discuss adults’ roles in making space for young people to tap their innate curiosity and problem-solving skills. At Rock Tree Sky, adults roll up their sleeves and get inspired along with students. They act as guides, not knowledge holders– after all, most young people hold the world’s knowledge on a phone in their pocket. Rock Tree Sky is a learning space free from constant evaluation and purposefully designed for building relationships. Jim also gets into some of the nuts-and-bolts of running this kind of organization. For example, Rock Tree Sky partnered with its local California school district to create an independent study model: Young people can get public funding to attend Rock Tree Sky twice a week. In return, the school district gets more enrollees and more per-pupil funding. Tune in to learn more about this model and what Jim is working on for the future. To learn more, visit: pastfoundation.org We unbox: The role of adults in young people’s learning journey. Rock Tree Sky’s learning facilities and philosophy. Partnership with school systems and inspiring conventional teachers. Thinking about assessment, especially in order to get public funding. Making these spaces financially accessible for all families. Resources: Rock Tree Sky: A Self-Directed Learning Community Follow Rock Tree Sky on Instagram: @rocktreesky Transcript Produced by NOVA #LearningUnboxed,  #ShowNotes, #STEM, #STEMforteachers, #Students, #Teachers, #TeachingStrategies, #Unschooled, #Mentorship, #Enrichment

Welcome to our special series where we’ll explore four learning sites that are part of the Education Reimagined Ecosystem Lab. Usually, we take the month of July off, but this year we’re going to re-examine past episodes and big conversations. Steve Heath calls himself a “professional confuser.” In a world where kids are defined by grades, test scores, attendance, and behavior, Steve’s organization asks them what they want to do and then helps them do it. Steve is executive director and co-founder of FabNewport. FabNewport provides underserved youth with the opportunity to learn how to code, sew, design, prototype, run CNC machines, and imagine new possibilities. In the 10 years, he’s served more than 20,000 middle and high school students, maintained long-term relationships with 3 school districts, and trained hundreds of educators to be better engaged. Join us as we discuss how to develop ecosystems of personalized learning by connecting home bases, learning hubs, and field sites. To learn more, visit: pastfoundation.org We unbox: How to scale up an organization while still providing an individualized approach for each learner. The concept of ecosystems of learning and the role of community in education. The importance of building a lasting mentorship team around each kid. Resources: Learn more about FabNewport Follow FabNewport on Instagram: @fabnewport Watch Education Reimagined’s Big Idea video Transcript Produced by NOVA #LearningUnboxed,  #ShowNotes, #STEM, #STEMforteachers, #Students, #Teachers, #TeachingStrategies, #LearningEcosystem, #HomeBase, #LearningHub, #FieldSite, #AfterSchool, #Empathy, #StrengthsBased, #Maker, #Mentorship, #Community

Have you ever wished your students were more engaged in the classroom? The Design Thinking mindset , combined with the PAST Foundation’s Portable Innovation Labs (PILs)  and Design Cycle , offers a transformative way to empower students to take charge of their learning! "PBL gives students a voice in their learning. Instead of merely memorizing and regurgitating information, students gain a deeper understanding and a broader set of skills, including collaboration, teamwork, and research." — Hacking School: Five Strategies to Link Learning to Life , p. 117 What Is Design Thinking? At its core, Design Thinking is a human-centered, creative, and iterative approach to problem-solving.  PAST Foundation Design Cycle Design Thinking emphasizes: Empathy : Understanding the needs and perspectives of others. Experimentation : Embracing trial and error as a path to innovation. Collaboration : Leveraging diverse ideas and teamwork. Iteration : Continuously refining solutions based on feedback. Why Adopt a Design Thinking Mindset? Adopting a Design Thinking mindset transforms the way students learn and teachers teach. Here’s why it works: For Students :  Design Thinking fosters ownership of their learning by encouraging them to research, experiment, collaborate, and learn from failure. Research shows that hands-on, inquiry-driven learning increases retention by up to 30% compared to passive instruction. As Catlin Tucker notes, students thrive when they are given opportunities to make decisions and take ownership of their learning. Offering students choice and voice fosters engagement and motivation while preparing them for future challenges. "They want to be the answer. They want to. But they need to know, one, that they can, and, two, that when they are, they'll be listened to."  — Jim Bruner, Learning Unboxed Podcast, Episode 147 Jim Bruner captures a truth every teacher should embrace: students want to take ownership of their learning—they just need the opportunity and support to do so. When students feel empowered and know their ideas will be taken seriously, they become more engaged and motivated. For Teachers :  Design Thinking shifts your role from lecturer to facilitator, empowering you to guide students as they explore solutions rather than providing all the answers.  "Incorporating the Design Thinking mindset into your teaching means creating opportunities where students can take charge of solving problems and exploring solutions. For example, instead of giving step-by-step instructions, ask open-ended questions like, 'What do you think we should try first?' or 'How would you approach this challenge?' This not only builds confidence but also helps students develop critical thinking skills." "PBL shifts the classroom’s responsibility from the teacher to the student. Traditional teaching often centers on lesson plans and the teacher’s knowledge, but PBL requires students to take charge of their learning. By reflecting on their actions and outcomes, students learn to modify their thinking, which is the essence of learning."  — Hacking School: Five Strategies to Link Learning to Life , p. 117   Like Carol Dweck’s concept of a growth mindset, Bruner’s perspective reminds us that learning happens when students are allowed—and encouraged—to take risks and learn from their mistakes. Example : Imagine asking students to design a sustainable water filtration system. Instead of following a recipe, they brainstorm ideas, prototype solutions, test their designs, and refine them—all while developing deeper understanding through action.  Why the Design Cycle Works For Students: Cognitive science shows that students learn faster and retain knowledge longer when they take ownership of their learning. The Design Cycle empowers students to experiment with ideas, collaborate with peers, and learn from failure—all crucial elements for deep understanding. As Jim Bruner explained in Learning Unboxed , "Stop believing that you have to know everything. Failure is hypercritical in farming. You don't want to do that again. But you need to know."  This perspective applies directly to the classroom: failure is not a setback but a stepping stone toward improvement. Hands-on design challenges encourage trial and error as a vital part of learning (Dweck, 2006), foster grit and resilience (Duckworth, 2016), and provide opportunities to practice giving and receiving constructive feedback. By iterating on their work, students develop the skills needed to produce innovative solutions and grow into adaptable individuals who will thrive in the ever-changing workplace of tomorrow (Pink, 2009). Furthermore, fostering student agency is key to making this process successful. As Annalies Corbin notes in Hacking School: Five Strategies to Link Learning to Life , "PBL not only shifts the classroom’s responsibility from the teacher to the student, but we also know that reflection is a cornerstone of learning. By reflecting on their actions and outcomes, students learn to modify their thinking—a process essential for mastering the Design Cycle."  Creating an environment where students feel heard and valued helps cultivate confidence, motivation, and agency in learners. For Teachers:  The Design Cycle transforms the teacher’s role from lecturer to facilitator. Instead of delivering information directly, teachers guide students through real-world challenges by encouraging exploration and collaboration. This shift can feel challenging but is essential for fostering deeper learning. As Annalies Corbin explains in Hacking School: Five Strategies to Link Learning to Life , "PBL shifts the classroom’s responsibility from the teacher to the student...By reflecting on their actions and outcomes, students learn to modify their thinking, which is the essence of learning."  Teachers can model this mindset by celebrating failed attempts as opportunities for growth and asking reflective questions like, "What did we learn from this?" or "How can we improve next time?" Facilitating problem-based learning scenarios involves crafting open-ended challenges that resonate with students’ interests and experiences. Corbin emphasizes that these scenarios should be culturally relevant and rooted in real-world problems: "Effective problem-based scenarios are rooted in real-world problems that matter to students."  By presenting meaningful challenges tied to students' lives, educators can ignite curiosity and engagement while preparing them for future challenges. This iterative process mirrors real-world problem-solving while helping students build resilience, adaptability, and critical thinking skills—qualities essential for success both in school and beyond. How to Bring Design Thinking into Your Classroom Bring Design Thinking to life in your classroom with the Design Cycle. This powerful framework translates Design Thinking into structured, actionable phases, empowering students to tackle real-world problems. The PAST Foundation, a proven innovator in education, has developed this clear and effective Design Cycle.  "Facilitating problem-based learning scenarios involves creating an environment where students are encouraged to explore and find solutions independently." — Hacking School: Five Strategies to Link Learning to Life , p. 121 How to Bring Design Thinking into Your Classroom Bring Design Thinking to life in your classroom with the Design Cycle. This powerful framework translates Design Thinking into structured, actionable phases, empowering students to tackle real-world problems. The PAST Foundation, a proven innovator in education, has developed this clear and effective Design Cycle.  "Facilitating problem-based learning scenarios involves creating an environment where students are encouraged to explore and find solutions independently." — Hacking School: Five Strategies to Link Learning to Life , p. 121 1. Identify & Brainstorm What do these mean? Identify – Recognize and clearly define the problem or challenge to be addressed. (Empathy) Brainstorm  –Access prior knowledge and explore possible solutions. Research (at all times, but only AFTER the Brainstorm) How can you facilitate this? Present a Challenge : Pose an open-ended question or real-world problem relevant to your subject area. For example: "How can we reduce food waste in our school cafeteria?" Encourage Empathy : Ask students to consider who is impacted by the problem and why it matters. Facilitate Brainstorming : Use sticky notes or whiteboards to capture ideas. Set clear guidelines for participation to keep sessions focused. (Mindset Tip: Encourage wild ideas! Let students know there are no “wrong” answers at this stage.) 2. Design & Build What do these mean? Design – Develop detailed plans and strategies for addressing the problem. Build  – Create prototypes and test ideas. (Follow the Design) How can you facilitate this? Prototype Solutions : Let students sketch their ideas and build prototypes using materials from your PIL. Avoid giving step-by-step instructions—this is their time to explore! Embrace Experimentation : Remind students that failure is part of learning. A “failed” prototype is an opportunity for growth. (Mindset Tip: Celebrate failure as progress by asking, “What did we learn from this?”) 3. Evaluate & Iterate What do these mean? Evaluate – Reflect on results and gather feedback. Iterate  – Refine solutions based on evaluation and feedback.' How can you facilitate this? Analyze Results : Guide students in testing their prototypes and reflecting on what worked, what didn’t, and how they can improve. Model Constructive Feedback : Show students how to critique ideas respectfully by focusing on solutions rather than problems. (Mindset Tip: Reinforce that iteration is key—there’s always room for improvement.) 4. Share & Improve What does this mean? Share – Communicate findings and discuss potential improvements (Present) How can you facilitate this? Present Findings : Have students share their results with peers, or better yet, a broader audience (e.g., parents or community members). Revisit Challenges : Encourage students to reflect on unresolved issues and iterate further based on feedback. Reflect - Students should reflect on their work and their thinking at every opportunity throughout the whole design cycle  (What worked, what didn’t, and what they would do differently next time, what did I learn, how did I learn, etc.) What is the Benefit of Using the Design Cycle? Utilizing Design Thinking and the Design Cycle shifts the focus from rote memorization to hands-on, student-driven learning—helping students develop critical thinking, creativity, and resilience.  "By addressing real-world challenges, such as improving prosthetics for individuals with disabilities, students gained a deeper understanding of the impact of their work and developed empathy and social awareness." — Hacking School: Five Strategies to Link Learning to Life , p. 118 (Classroom Management Tip: Use structured presentation formats like Design Challenges , rubrics, or timed sessions to help keep students organized.) Addressing Common Misconceptions It's often thought that activity-based learning follows instruction, but it's the reverse. The activity itself fosters understanding. Students learn by doing. This active engagement helps students create direct knowledge.  Explore   research-based articles on the effectiveness of activity-based learning  for further detail. Additionally, see   examples of activity-based learning in practice  to witness its impact firsthand or check out this article  on experiential learning principles. How Does This Align with Standards? The Design Cycle naturally aligns with educational standards like NGSS (Next Generation Science Standards) and Common Core by emphasizing critical thinking, collaboration, communication, and creativity—key 21st-century skills. For example: NGSS encourages defining problems and designing solutions as part of engineering practices. Common Core promotes reasoning and problem-solving across disciplines. By using the Design Cycle, you’re not just meeting standards—you’re exceeding them by preparing students for real-world challenges. Your Next Step Ready to transform your classroom? Start small by integrating one phase of the Design Cycle into your next project, lesson, or unit, or explore our   Portable Innovation Labs  for ready-made resources. You can also join one of our online courses to see how this approach works in action. Let go of control—trust your students’ ability to lead their own learning journey.  Want to bring inquiry-based learning or Design Thinking to life in your classroom but not sure where to start? Let’s connect!  Share your questions or challenges with me at jschneider@PASTfoundation.org .  Explore resources, workshops, and all 43 Portable Innovation Labs  at PASTfoundation.org   for ready-made resources designed to help you overcome roadblocks  and make real-world learning a reality . Curious about connecting with fellow educators? Join our STEMthusiasts  meetups , where educators share strategies, tackle challenges, and turn big ideas into actionable solutions —all in a relaxed, supportive space. Together, we can reimagine learning!

The PAST Foundation presents a dynamic professional development series designed to support educators in implementing student agency and engagement within their practice. You can expect 6 hours (3 two hour sessions) of live virtual workshop time and two additional 1 hour virtual check-ins with our staff for this course. There is an option to add an onsite visit from our staff at an additional cost. Please contact Alyssa Reder for more information | Email: areder@pastfoundation.org 6 hours of advisory system exploration: - Strategies for Fostering Student Agency - Empowering Student Voice and Choice - Guidance with Student Autonomy - Facilitating Real-World Learning Experiences - Leveraging Industry and Community Partnerships

Students will bring their ideas to life as they learn design and rapid prototyping skills. Students will visualize abstract concepts and structures, enhance problem-solving and critical thinking skills while gaining practical experience in digital design, prototyping, and manufacturing.