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Explore Virtual Resources that inspire curiosity and creativity. Our Virtual Resources bring STEM to life for teachers, students, and parents. Virtual Resources STEM Learning Anytime, For Anyone Our virtual resources are here to inspire curiosity, creativity, and hands-on learning. Whether you’re a teacher, student, parent, professional, or simply someone who loves to explore, you’ll find tools, ideas, and experiences that bring STEM to life. Explore Our Offerings Learning Unboxed Hosted by PAST Founder and CEO Annalies Corbin, this podcast dives into the future of learning with voices from education, business, and industry. Episodes explore the innovations shaping how we teach, learn, and lead. Listen to the Podcast Online Courses From systems thinking to STEM integration, our self-paced online courses are a great entry point for educators seeking to transform their practice. Each course is designed with real-world application and immediate classroom impact in mind. Browse Online Courses STEM Activities at Home Looking for engaging, budget-friendly STEM challenges? Our collection of downloadable activities is designed for students of all ages to explore science, engineering, and design thinking from home or the classroom. Browse STEM Activities STEM Streaming STEMStreaming brings you hands-on activities to try at home, virtual learning experiences for the classroom, and webinars for educators looking to grow their practice. Browse activities, watch past sessions, or explore our archive of STEM strategies. Explore STEMStreaming Stay in the Loop Sign up for our newsletter to get new STEM activities, course updates, and podcast episodes sent straight to your inbox. Join Our Email List

Dive into scalable models and real-world success stories from our student STEM programs. Problem-Based Learning Publications GROWING AMERICA: TRANSDISCIPLINARY PROJECT-BASED LEARNING ACTIVITIES Work on Problems » Projects » Products: Designing Transdisciplinary Problem-Based Learning began over ten years ago, and has undergone a process of trial, experimentation, and on-going field-testing. It is a process-driven workbook, intended to provide hands-on templates for designing and implementing 21st century education. The step-by step process outlined is designed to help instructors and community partners build robust and sustainable environments that engage and excite the learning team of students and teachers. Read More FORENSICS IN THE CLASSROOM JOURNAL Field school journal to accompany Forensics in the Classroom Program. Read More PROBLEMS > PROJECTS > PRODUCTS: DESIGNING TRANSDISCIPLINARY PROBLEM-BASED LEARNING Work on Problems » Projects » Products: Designing Transdisciplinary Problem-Based Learning began over ten years ago, and has undergone a process of trial, experimentation, and on-going field-testing. It is a process-driven workbook, intended to provide hands-on templates for designing and implementing 21st century education. The step-by step process outlined is designed to help instructors and community partners build robust and sustainable environments that engage and excite the learning team of students and teachers. Read More FORENSICS IN THE CLASSROOM PROGRAM Originally a field study program created through many partnerships with experts in each field, this educational program walks students and teachers through the steps of forensic science including: investigating a crime scene, fingerprints, crime scene excavation, and blood spatter. Powerpoint slides are included with each subject, including a DNA slideshow. Read More CAVING: THE WEB OF LIFE The goal of Caving: The Web of Life is to utilize hands-on education and emphasize research outside of the classroom. Over the course of the two-year build-out of the program, students from across Ohio participated in perfecting the activities and outcomes by providing feedback. The activities can be modified to take place in any environment. Read More GARBOLOGY Garbology is a hands-on minds-on educational program that explores global issues of waste management involving students in understanding what we really waste today and what are some alternatives for managing waste, today and tomorrow. This program includes three presentations and a Garbage Sort Activity that are aligned with the Ohio Content Standards and Benchmarks. The presentations and interviews with Dr. William Rathje, founder of the Garbage Project, are a great way to get students engaged and involved. Read More

Javier Cruz-Ginez Multimedia Coordinator Javier is a filmmaker based in Columbus, Ohio, and the Multimedia Coordinator at The PAST Foundation. Also known as the Digital Auteur at The PAST Foundation, Javier uses his skills in digital media to share PAST mission and vision with the world. Javier enjoys watching films, music, and photography in his free time. Outside of PAST, Javier, with his friend's help, created “Demise Creative ” to foster creative collaboration and promote local artists of different forms, emphasizing social justice. Demise Creative is a creative collective that uses film to document and highlight artists creating a difference in the Columbus, Ohio community. Email: jcruz@pastfoundation.org | Website: https://jcgfilms.com/

Explore studies, white papers, and reports from our work across the country. PAST Research Publications THE EARLY IT MICROSCHOOL POWERED BY PAST: EMPIRICAL RESULTS The Early IT Microschool Powered by PAST Foundation provides an innovative educational model that bridges gaps between secondary and postsecondary education, formal and informal learning, and school and industry, giving high school students the opportunity to earn college credits, industry-recognized credentials, and direct admission to university IT programs in a uniquely student-centered environment. Read More 2025 Power Up Your Potential: AI Fluency. Real Work. Future Ready. Power Up Your Potential: AI Fluency. Real Work. Future Ready. is one of Central Ohio’s first informal learning programs to fuse generative AI integration, career readiness, and project-based design in a scalable, equitable ecosystem rooted in the Common Instructional Framework (CIF). Read More 2022 CHILDHOOD EDUCATION INNOVATIONS: OUR BIG BET Something unprecedented is happening in Ohio. The state’s economy and workforce needs are surging in what can be described as a growing COVID-endemic economy. Read More 2021 PAST REMOTEEDX LISTENING TOUR FINAL REPORT The PAST Foundation Listening Tour was sponsored by Ohio Department of Education and RemotEDx. The information shared will help in developing additional resources and strategies for supporting student learning. View the Results of this data here. Read More 2018 New York Academy of Sciences, Science Alliance Leadership Training Cohort 2 Evaluation Final Report This report provides a compilation of evaluation data and analysis of the New York Academy of Sciences (NYAS) Science Alliance Leadership Training (SALT) Program beginning in the summer of 2017 and concluding in May 2018. The 2017-18 program involved (30) graduate student participants from fourteen colleges and universities who are pursuing careers in science, technology, engineering and math (STEM) fields. The 2017-18 SALT participants formed the second year cohort (cohort 2) of the program designed to build skills in leadership, communication, conflict resolution, and team dynamics. During the 2017-18 training program, the PAST Foundation conducted evaluation based on observation of the 5-day workshop, analysis of an online, anonymous pre- and post-training questionnaire, and observation of (9) monthly SALT Program webinars that were held beginning in October 2017 through May 2018. Read More 2018 RURAL LITERACY DESIGN COLLABORATIVE STRAIGHT A GRANT, YEAR 2 FINAL EVALUATION REPORT The Rural Collaborative to Improve Instruction and Expand Student STEM Opportunities and 21st Century Skills through Literacy Design Collaborative (Rural LDC Project) is a project funded by the Ohio Department of Education, Straight A Fund. The project is designed for implementation in five rural districts that comprise the Rural Collaborative consortia schools, including Northwestern Local Schools, Mapleton Local Schools, Hillsdale Local School District, Loudonville-Perrysville Exempted Village Schools, and Black River Local Schools. Read More 2017 State University of New York (SUNY) – Innovative High Schools Models of New York Final Report The SUNY Innovative High School Programs study is an evaluative research project that contributes to the understanding of how innovative high school models promote, accelerate and amplify New York’s aspirations for 21st century education. The project relies on a mixed-methods qualitative and quantitative approach to capturing important data that informs comparative analysis and establishes a consistent process for assessing future models as they arise in order for policy makers and administrators to forge informed decisions in the best interest of New York communities. Read More 2017 New York Academy of Sciences, Science Alliance Leadership Training (SALT) Atlanta Bullet Point Report The following Bullet Point Reports (11) provide an overview of the New York Academy of Sciences’ Science Alliance Leadership Training (SALT) in Atlanta, Georgia. The New York Academy of Sciences previously held two SALT workshops in New York City in 2016 and the summer of 2017, making SALT Atlanta the third cohort to complete this intensive professional development. The training spanned four days from Thursday, September 14 through Sunday, September 17. Graduate students (28) from diverse backgrounds and working in STEM fields attended SALT Atlanta seeking to develop leadership skills to advance their careers. Participants gained leadership skills through improvisational training and by studying group and team dynamics. SALT Atlanta was sponsored by the Lockheed Martin Corporation, which gave participants the opportunity to visit the Lockheed Martin Facility in Marietta, Georgia, network with company executives, and engage with keynote speakers. Read More 2017 RURAL LITERACY DESIGN COLLABORATIVE STRAIGHT A GRANT, YEAR 1 MID-YEAR REPORT The Rural Collaborative to Improve Instruction and Expand Student STEM Opportunities and 21st Century Skills through Literacy Design Collaborative (Rural LDC Project) is a project funded by the Ohio Department of Education, Straight A Fund. The project is designed for implementation in five rural districts that comprise the Rural Collaborative consortia schools, including Northwestern Local Schools, Mapleton Local Schools, Hillsdale Local School District, Loudonville-Perrysville Exempted Village Schools, and Black River Local Schools. The project duration involves the grant year (2016-17), and five sustaining years (2017-18 through 2021-22). The project is being implemented during the grant year by the Northwestern Local Schools in partnership with Battelle Education (BEd) and High Schools that Work (HSTW). The PAST Foundation Knowledge Capture Program (KC) is evaluating project implementation and project outcomes. Read More 2017 RURAL LITERACY DESIGN COLLABORATIVE STRAIGHT A GRANT, YEAR 1 EVALUATION FINAL REPORT The Rural Collaborative to Improve Instruction and Expand Student STEM Opportunities and 21st Century Skills through Literacy Design Collaborative (Rural LDC Project) is a project funded by the Ohio Department of Education, Straight A Fund. The project is designed for implementation in five rural districts that comprise the Rural Collaborative consortia schools, including Northwestern Local Schools, Mapleton Local Schools, Hillsdale Local School District, Loudonville-Perrysville Exempted Village Schools, and Black River Local Schools. The project duration involves the grant year (2016-17), and five sustaining years (2017-18 through 2021-22). The project is being implemented during the grant year by the Northwestern Local Schools in partnership with Battelle Education (BEd) and High Schools that Work (HSTW). Read More 2017 CLEAN TECHNOLOGIES EARLY COLLEGE HIGH SCHOOL ALUMNI SURVEY FINAL REPORT The Clean Technologies & Sustainable Industries Early College High School Program (Clean Tech ECHS), in partnership with the PAST Foundation Knowledge Capture Program, conducted a survey of Clean Tech alumni to gather data regarding particular aspects of the Clean Tech student experience during enrollment at the ECHS and post graduation as college students or in their current work/job experience. The survey was designed to identify key measures of impact of the ECHS experience for graduates as they pursue post-secondary education goals, explore career options, and continue to develop as young professionals entering STEM fields. This evaluation report integrates quantitative and qualitative data to create a holistic understanding of the Clean Tech post-graduate experience. Read More 2016 RURAL LITERACY DESIGN COLLABORATIVE STRAIGHT A GRANT YEAR 1 FINAL EVALUATION PLAN The Rural Collaborative to Improve Instruction and Expand Student STEM Opportunities and 21st Century Skills through Literacy Design Collaborative (Rural LDC Project) is a project funded by the Ohio Department of Education Straight A Fund. The project is designed for implementation in five rural districts that comprise the Rural Collaborative consortia schools, including Northwestern Local Schools, Mapleton Local Schools, Hillsdale Local Schools, Loudonville-Perrysville Exempted Village School District, and Black River Local Schools. Beginning in the grant year (2016-17) and continuing through five successive years (2017-18 through 2021-22) this project is being implemented by the Northwestern Local Schools in partnership with Battelle Education (BEd) and High Schools that Work (HSTW). The PAST Foundation Knowledge Capture Program (KC) will conduct the evaluation of project implementation and project outcomes. Read More 2016 REYNOLDSBURG STEM SCHOOLS TRANSFORMATION FINAL REPORT In the 2015-16 school year, the Knowledge Capture Program conducted the second parent survey in five Reynoldsburg City Schools (RCS) to explore their perceptions of STEM education in the RCS K-12 STEM schools. The five schools include Herbert Mills STEM Elementary, Summit Road STEM Elementary, STEM Middle@Baldwin Road Junior High, eSTEM Academy, and (HS)2 Academy. Read More 2015 South Dakota Teacher Quality Partnership Report Through a grant from the Bush Foundation, University of South Dakota and a consortium of partners from across South Dakota, these organizations undertook a seven-year project of redesigning post-secondary programs and opportunities for young professionals entering the field, and mentor teachers with the ultimate goal of creating a corps of highly qualified teachers for South Dakota high needs Local Educational Agencies (LEA). The South Dakota Teacher Quality Partnership (SDTQP) is the nexus of a statewide collaboration between Higher Education and high need LEAs in rural communities. The ultimate goal of the project is to increase the preparedness of teachers to work in high needs schools, thereby increasing the academic performance of the students in those schools. Read More 2015 REYNOLDSBURG STEM SCHOOLS TRANSFORMATION FINAL REPORT The 2014-2015 school year marks the start of a transformative partnership between the Reynoldsburg City School District and the PAST Foundation in working with the 5 STEM Schools within the district as a concerted K thru 12 effort to grow and strengthen the STEM work happening in the district. Courtney Heppner, the Director of Innovation for Reynoldsburg City Schools has been an integral advocate to support, strengthen, and continually develop the STEM possibilities within Reynoldsburg. The PAST Foundation team and various other community partners are committed to helping support this initiative and the schools. Read More 2015 REYNOLDSBURG CITY SCHOOLS K-12 STEM FOUNDATIONS The PAST Foundation stands for Partnering Anthropology with Science and Technology. Our motto, Access through Innovation keeps us focused on exploring and continuously considering ways to link learning to life. The PAST Foundation has more than a decade of experience working directly with schools and communities in transition, and has identified key benchmarks essential to successful school transformation to STEM and innovative educational models. PAST offers a team of experts, led by anthropologists working collaboratively with educators towards identifying the critical needs of educational systems in transition. Using an anthropological framework, we offer powerful analytical tools to understand both the visible diversity of communities associated with a particular educational system, as well as the hidden commonalities they all possess. Large or small, urban or rural, from whole districts to the one-room schoolhouse – the PAST Foundation has effectively partnered on all levels to outline consistent benchmarks that serve as critical levers in shaping successful school transformational outcomes. Read More 2015 MATH MATTERS STRAIGHT A GRANT MID-YEAR REPORT The Math Matters Program was initiated in August 2014 by the MIND Research Institute, providing access to ST Math software for use in K-12 classrooms in over 100 buildings in Fairfield and Franklin county school districts. As of January 9, 2015, training in classroom use of ST Math is well underway. Implementation of ST Math for the 71 elementary schools selected by Fairfield Education Service Center (ESC) has been initiated in 80% of schools across Fairfield and Franklin counties (n=57). Of the 19 middle schools awarded a Math Matters grant, implementation of ST Math has been initiated in 84% of schools (n=16), and of the nine high schools across both counties, implementation has been initiated in 66% of schools selected for the ST Math program (n=6). Read More 2015 MATH MATTERS STRAIGHT A GRANT FINAL REPORT During the 2014-15 academic year, K-12 teachers in nine districts in Fairfield and Franklin counties in Ohio, and selected staff of the Fairfield County Educational Service Center participated in year-one implementation of the Math Matters Project. The Project was funded by the Ohio Department of Education Straight A Fund, providing support for transitioning to a blended learning model over a five-year period utilizing the ST Math® Program for math instruction in K-12 classrooms. The PAST Foundation Knowledge Capture Program (KC) conducted formative evaluation of the implementation process across the nine districts during the period beginning August 2014 through June 2015. Read More 2015 MATH MATTERS STRAIGHT A GRANT 4TH QUARTER REPORT The Math Matters Program was initiated in August 2014 by the MIND Research Institute, providing access to ST Math software for use in K-12 classrooms in 100 buildings in ten districts and organizations across Fairfield and Franklin counties. As of the third quarter grant report (April 30, 2015), the ST Math implementation process continued to provide onsite Introduction to ST Math Part 1 and Part 2 training in three districts including Columbus City Schools, Hilliard, and Pickerington. Part 1 and Part 2 training was also conducted during summer sessions on June 9th and 17th at the June Academy. Additional support was provided within each district at specific school sites and is presented below in Table A: Math Matters Implementation Overview, April to June 2015. This continuing interaction with individual schools offers the districts a tailored approach responding to specific emerging needs identified by the ST Math team through ongoing communication with the districts, and with individual school leaders within each of the nine districts. Read More 2015 MATH MATTERS STRAIGHT A GRANT 3RD QUARTER REPORT The Math Matters Program was initiated in August 2014 by the MIND Research Institute, providing access to ST Math software for use in K-12 classrooms in 100 buildings in ten districts and organizations across Fairfield and Franklin counties. As of the Mid-Year Grant report (January 30, 2015), the ST Math implementation process continued to provide on-site Part 1 and Part 2 training in four districts including Columbus City Schools, Hilliard, Worthington, Pickerington, and also for Fairfield County ESC staff. Additional support was provided within each district at specific school sites and is presented below in Table A: Math Matters Implementation Overview January to June 2015. This continuing interaction with individual schools offers the districts a tailored approach responding to specific emerging needs identified by the ST Math team through ongoing communication with the districts, and with individual school leaders within each of the nine districts. Read More 2015 GROWING SOIL STRAIGHT A GRANT MID-YEAR REPORT The Knowledge Capture (KC) Program completed evaluation of the second quarter of implementation for the Growing SOIL Project in completing the following work. This report includes work conducted between October 26,, 2014 and January 10, 2015. The first section of the evaluation will provide an overview of work completed to support evaluation of the Growing SOIL Cohort 1 (9 School Districts) and the second section will address work completed for Cohort 2 (6 Districts). Read More 2015 GROWING SOIL STRAIGHT A GRANT FINAL REPORT Between January 2014 and September 2015 through the generous support of Ohio Straight A funds in rounds 1 and 2, SOIL (STEM Outdoor Learning Labs) was able to reach out across the state and dynamically utilize space that is traditionally under-utilized at schools to increase the planning and implementation of problem-based learning in grades 5 through 12. The program collectively partnered with 16 school districts, stretching from Lake Erie to the Kentucky border, the Fairfield ESC, COSI, Hocking College, and the PAST Foundation, along with numerous community businesses and organizations. Growing SOIL funded in Straight A Round 2 brought on the growth of the initial program by challenging the first cohort of 9 SOILabs to partner or “buddy” with other local programs in order to more fully utilize the modules and labs created in Round 1. Thus, another 9 buddy programs were established on top of the 15 anchor SOILabs by the culmination of the second grant growing the reach of the program to 24 schools. Read More 2015 FAST FORWARD STRAIGHT A GRANT MID-YEAR REPORT This report includes formative evaluation conducted by the Knowledge Capture team during the second quarter of implementation of the FAST Forward Project. Formative evaluation includes program implementation activities conducted between October 26, 2014 and January 9, 2015. A complete chronology of all FAST project activities coordinated or lead by the Knowledge Capture Program appears in the Appendix and includes dates of evaluation meetings, briefings, as well as participants who engaged in evaluation planning and review. Read More 2015 FAST FORWARD STRAIGHT A GRANT FINAL REPORT During the 2014-15 academic year, The PAST Foundation Knowledge Capture Program (KC) conducted formative evaluation of the implementation process for eight school districts in Fairfield County participating in the FAST Forward Project during the period beginning August 2014 through June 2015, funded by an Ohio Department of Education Straight A Grant. Read More 2015 FAST FORWARD STRAIGHT A GRANT 3RD QUARTER REPORT Fairfield County Advancing Students and Teachers (FAST) Forward is a consortium effort led by the Fairfield County ESC and funded by the Straight A Grant Fund. This is a network centric approach to transform the educational systems in Fairfield County. Multiple service providers will partner with the county and develop plans for transformation across a variety of levels within the existing structures of schools today. The ultimate goal will be to TRANSFORM TEACHING and LEARNING across the 8 districts to increase student engagement, personalize learning, and support college and career ready skills for ALL STUDENTS. Read More 2015 CLEAN TECHNOLOGIES EARLY COLLEGE HIGH SCHOOL, EXPANDING STEM AT CLEAN TECH The PAST Innovation Lab’s Professional Development and Knowledge Capture teams worked with the faculty and administration at Clean Technologies Early College High School (Clean Tech) to help design and document the launch of the 9th grade cohort (2014-15) and initiate preliminary planning for the rising 10th grade cohort (2015-16) enrolled in the P-Tech program. Read More 2014 South Dakota's Innovation Lab Pilot Report – The Transformation of Rural Education Rural education conjures images of small agrarian communities spread across large geographic expanses with limited funding and few professional opportunities. All too often rural America brings to mind the perception of inferior education driven by a lack of opportunity, resources, and highly qualified teachers. Read More 2014 MATH MATTERS STRAIGHT A GRANT 2ND QUARTER REPORT The Knowledge Capture (KC) Program has engaged with the first quarter of implementation for the Math Matters Program in five of the nine school districts. Formative evaluation activities conducted through October 17th are presented in this report. The Knowledge Capture Formative Evaluation Plan is presented in the Knowledge Capture Appendix and is based on the current projected schedule provided by the MIND Research Institute team for implementation through December 2014. Read More 2014 GROWING SOIL STRAIGHT A GRANT 2ND QUARTER REPORT The Knowledge Capture (KC) Program has engaged with the first quarter of implementation for the Growing SOIL Project in completing the following work. Formative evaluation activities conducted through October 17th are presented in this report. The first section of the evaluation will provide an overview of work conducted to support evaluation of the Growing SOIL Cohort 1 (9 School Districts) and the second section will address work completed for Cohort 2 (6 Districts). Additionally, a Knowledge Capture Formative Evaluation Plan is presented in the Knowledge Capture Appendix based on the current schedule for implementation through June 30, 2015. Read More 2014 FAST FORWARD STRAIGHT A GRANT 2ND QUARTER REPORT The Knowledge Capture (KC) Program has engaged with the first quarter of implementation for the FAST Forward Project in completing the following work. Formative evaluation activities conducted through October 17th are presented in this report. A Knowledge Capture Formative Evaluation Plan is presented in the Appendix based on the current schedule for implementation through June 30, 2015. A table of KC fieldwork chronology for all work conducted is also presented in the Knowledge Capture Appendix. Read More 2014 Cultivating Leadership in the STEM Schoolhouse – Roadmap for STEM Transformation Improving the quality of preK-12 educational systems presents complex challenges that go far beyond simply raising student scores on standardized tests. Today, educational leaders are exploring ways to enhance the substance of education, advancing an approach to student learning through curriculum integration utilizing the content vehicles of science, technology, engineering, and math (STEM) in the context of transdisciplinary problem based learning (TPBL). Inherent in this approach is fundamental change, infusing new roles and relations within the schoolhouse and in each classroom, effectively opening up new leadership roles among principals, teachers and students. Read More 2014 CLEAN TECHNOLOGIES EARLY COLLEGE HIGH SCHOOL PROGRAM DESIGN FOR NINTH GRADE ENROLLMENT REPORT The projected 9th grade enrollment is 60 students, and extends access to more than 20 school districts in the region, building total Clean Tech ECHS student enrollment to approximately 170 freshmen, juniors and seniors. This marks the fourth year of the program’s continued growth, advancing planned future expansion to enroll 250 students in grades 9-12. The program was developed in partnership with the Hudson Valley Community College (HVCC) and the New York State Energy Research and Development Authority (NYSERDA) and is located at the HVCC TEC- SMART campus. Read More 2014 CLEAN TECHNOLOGIES EARLY COLLEGE HIGH SCHOOL NINTH-GRADE PROGRAM LAUNCH REPORT During the spring quarter of 2014, the PAST Foundation provided support for the Clean Technologies Early College High School (Clean Tech) preparation for the first cohort enrollment of ninth-grade students entering high school in fall 2014. The first report issued in June 2014 tracked the early stages of planning, including outreach and recruitment strategies for opening enrollment to eighth-grade students from across the region seeking STEM education as a component of their high school course work. The report, “Program Design for Ninth-Grade Enrollment, Fall 2014,” outlined regional recruitment efforts conducted by Clean Tech in collaboration with middle schools, and identified key issues and challenges for increasing enrollment of under-represented students, including females as well as at-risk and disadvantaged youth. Read More 2013 Transforming the Schoolhouse – Roadmap to Community Engagement Read More 2013 CLEAN ENERGY SUSTAINABLE INDUSTRIES EARLY COLLEGE HIGH SCHOOL SUMMARY OVERVIEW YEAR 2 REPORT This report on the Clean Energy Sustainable Industries Early College High School (ECHS) Program presents a summary of the second program year (2012-13). The pilot year evaluation of the program (2011-12) produced a multi-faceted set of issues identified by both faculty and students. Those issues were presented in the PAST Foundation report, Ethnographic Study of the Ballston Spa Clean Technologies and Sustainable Industries Early College High School Program, 2012). Year two (Y2) of the program plan incorporated many of the recommended actions as part of the overall planned program expansion adding the senior level coursework to the junior level program established in year one (Y1). This report provides a preliminary view of Y2 program changes as well as new elements developed by program staff to meet Y2 goals to facilitate a more robust transition for junior and senior students entering the intensive pace of the ECHS program. Read More 2013 AFRICENTRIC, LINDEN, AND WEST FEEDER SYSTEMS TRANSFORMATION REPORT This report reflects the work of the PAST Foundation with Columbus City Schools (CCS) STEM Transformation Project for the academic year 2012-2013. A significant portion of the material in this report was first compiled in June 2013 as part of our Ohio Race To The Top (RTTT) Year 2 final report deliverable as a service partner with the Ohio STEM Learning Network (OSLN), which is supported and managed by Battelle Memorial Institute. PAST began working with CCS on its STEM Transformation Project in 2009. Since that time, this project’s goals, intended outcomes, scope and scale has changed dramatically. Read More 2012 Ramping Up – Action Lab 1 STEM Guaranteed Transfer Student Program Partnership Interim Report This report provides ethnographic analysis of a one-day workshop entitled “Ramping Up: Action Lab 1,” conducted by the Association of American Colleges and Universities (AAC&U) on October 11, 2011. Read More 2012 CLEAN TECHNOLOGIES AND SUSTAINABLE INDUSTRIES EARLY COLLEGE HIGH SCHOOL PROGRAM ETHNOGRAPHIC STUDY In fall 2011, the Ballston Spa Central School District opened the Clean Technologies and Sustainable Industries Early College High School (ECHS) at the Hudson Valley Community College TEC-SMART Campus, enrolling the first (25) students. The initial year of the program offered only 11th grade coursework to students in their third year of high school. The ECHS Program was launched by an innovative partnership between the Ballston Spa Central School District with the Hudson Valley Community College (HVCC) and the New York State Energy Research and Development Authority (NYSERDA). The success of the program is also building on support of a collaborative endeavor bringing business and industry, nonprofits, government, and others in the region together to establish the “Early College High School” model for STEM education. Read More 2011 THE LINDEN FEEDER SYSTEM TRANSFORMATION REPORT In June 2010 the PAST Foundation partnered with the Pre-K through 12 Linden Feeder System schools of Columbus City Schools District to transform their educational delivery to problem-based learning using capstone themes and projects connected to the Linden community. This report outlines the vision and results of that year’s work following the steps of the design process. Read More 2010 New York State – Engaging Communities in a 21st Century Approach to Learning Final Report During June to December 2009, the PAST Foundation participated in a Progressive Dialogue led by the Rensselaer Polytechnic Institute to support a process designed to identify ways to advance PK-20 science, technology, engineering and mathematics (STEM) education in New York State. The Progressive Dialogue included an Inaugural Dialogue, held in June 2009, followed by eight Regional Dialogues conducted during October to December throughout the state. Read More 2010 DAYTON REGIONAL STEM SCHOOL REPORT The first cohort of ninth grade students at the Dayton Regional STEM School (DRSS) participated in projects based on a Global Climate Change (GCC) unit throughout April and May 2010. Eighteen [18] projects based on GCC were designated, and students ranked their first three choices. The 73 students were then assigned to one of the 18 groups coached by the five DRSS teachers, the DRSS principal, other staff members, and volunteers. The unit involved two weeks of cross-curricular instruction in content area classes at DRSS, followed by one week where the school day incorporated morning instruction and afternoon group work time. Read More 2010 California STEM Innovation Network Summit Executive Summary Report Read More 2009 MORRISS MATH AND ENGINEERING ELEMENTARY SCHOOL - A CASE STUDY OF K-5 STEM EDUCATION PROGRAM DEVELOPMENT The Martha and Josh Morriss Math and Engineering Elementary (MMEE) School was designed and im- plemented as a Science, Technology, Engineering and Math (STEM) school program through the efforts of the Texarkana Independent School District (TISD) in Texarkana, Texas. The TISD STEM program devel- opers describe their process for creating their first STEM school as one supported by a small, close-knit network established in partnership between the TISD and Texas A&M University at Texarkana (TAMUT). Their focus on K-5 grade levels presents a unique approach to initiating STEM education within a K-12 system, and offers an important perspective to our growing understanding of approaches to STEM design based upon the small number of programs that have been successfully launched across the country. Read More 2008 METRO HIGH SCHOOL - AN EMERGING STEM COMMUNITY VOLUME 2 In the spring of 2006, the PAST Foundation began working closely with the Metro High School in Columbus, Ohio in the areas of curricula design, project-based learning and teacher professional development. Metro was the first STEM (Science, Technology, Engineering, and Math) High School, in Ohio. We worked with design teams as the educational philosophy for the new STEM school was evolving. Once the doors at Metro opened and the first students were admitted, PAST watched the faculty, students, families and local community embrace the experiment that Metro represented in educational reform. Read More 2008 METRO HIGH SCHOOL - AN EMERGING STEM COMMUNITY VOLUME 1 In the spring of 2006, the PAST Foundation began working closely with the Metro High School in Columbus, Ohio in the areas of curricula design, project-based learning and teacher professional development. Metro was the first STEM (Science, Technology, Engineering, and Math) High School, in Ohio. We worked with design teams as the educational philosophy for the new STEM school was evolving. Once the doors at Metro opened and the first students were admitted, PAST watched the faculty, students, families and local community embrace the experiment that Metro represented in educational reform. Read More 2017 New York Academy of Sciences, Science Alliance Leadership Training (SALT) Cohort 2 Pre-Post Final Report This report provides a comparative analysis of the pre- and post-questionnaire conducted as part of the Science Alliance Leadership Training (SALT) Program conducted by The New York Academy of Sciences (NYAS) during the summer of 2017. The five-day training program involved (30) graduate students from fourteen colleges and universities who are pursuing careers in science, technology, engineering and math (STEM) fields. The SALT program is designed to build skills in leadership, communication, conflict resolution, and team dynamics. During the five- day training program, the PAST Foundation conducted an online, anonymous pre- and post- training questionnaire, providing SALT fellows the opportunity to voluntarily give input on expectations of the program (pre-training questionnaire), as well as share their experience and impact of the training program at its conclusion (post-training questionnaire). Read More

Nikki Stancampiano Director of Workforce Development & Columbus EcosySTEM Nikki joined PAST in 2021, excited to collaborate with an innovative community of educators dedicated to designing meaningful, real-world learning opportunities for youth. She began her educator journey through Teach For America South Carolina, where she taught high school Mathematics and Engineering and discovered her passion for helping students—especially those underrepresented in STEM—unlock their full potential. She later earned her Master’s in Education, further deepening her commitment to educational equity. Nikki also spent a year teaching Engineering and Math at Metro Early College High School in Columbus, Ohio. Throughout her time in the classroom and working with schools, she has coached FIRST Robotics teams and launched the “STEMinists Program,” introducing hundreds of middle school girls in the community to STEM pathways. Driven by a commitment to equity and global understanding, Nikki served in the Peace Corps in Namibia, where she taught Mathematics and English, trained volunteers and educators, helped establish a school library, and actively participated in the Gender Awareness in Namibia committee to support equity-focused initiatives. Now serving as the Director of Workforce Development and Columbus EcosySTEM at PAST, Nikki draws on her diverse experiences to tackle educational and workplace inequities. She is committed to equipping students with the skills, confidence, and opportunities they need to pursue fulfilling and impactful careers.

Alignment to the Ohio Manufacturing Competency Model The competencies and skills found in the Fabrication and Design Fundamentals course closely align with the Ohio Manufacturing Competency Model, both in technical expertise and essential workplace capabilities expected by Ohio manufacturers. Below is a direct comparison between the course objectives/skills and major strands from Ohio's official model. **Additional costs associated with this course are the responsibility of the student or school district. Costs are related to materials needed to complete weekly and the capstone projects. Weekly projects cost ~$50/weekly project and ~$200 for capstone project. Comparison Table Major Points of Alignment Technical Skills: Emphasis on deep skills in CAD (2D/3D), digital fabrication (3D printing and scanning), design for manufacturability, and documentation, mirroring industry needs. education .ohio Project Management : Strong focus on planning, organization, documentation, and collaboration, ensures students are industry-ready with effective communication and workflow practices. education .ohio Digital Skills: Digital documentation and version control are highlighted in Ohio's standards; learning basic web development and site/portfolio creation aligns with the need for information literacy and technical communication. education .ohio Ohio Model Key Themes Strand 1 (Business Operations/21st Century Skills): Communication, leadership, digital documentation, teamwork, employability. Strand 5 (Design and Development): CAD modeling, prototyping, design thinking, documentation. Strand 7 (Computer Integrated Manufacturing): Additive manufacturing, digital workflows, automation, scanning. Strand 6 (Precision & Advanced Machining) and Strand 4 (Materials Joining): Molding, casting, manufacturing processes. Every major competency and skill in this course directly maps to a core strand and outcomes in Ohio's Manufacturing Career Field Technical Content Standards—ensuring that learners acquire not only technical expertise, but also essential project management, planning, and digital literacy for success in Ohio's advanced manufacturing sector. education .ohio Additionally, this course aligns closely with Ohio Means Jobs by developing technical and professional skills that are highly sought after by Ohio employers, as identified in the state’s workforce resources and job postings. The Ohio Means Jobs platform connects job seekers to in-demand careers in manufacturing and technology, and the competencies taught in this course prepare students for those occupations. Fabrication and Design Fundamentals covers practical skills listed in real job descriptions found on Ohio Means Jobs, such as CNC operation, machine setup, 3D modeling, and documentation. Students completing project-based assignments and maintaining a digital portfolio enables students to demonstrate capabilities directly valued in job interviews and applications. By aligning with competencies promoted by Ohio Means Jobs, students are better prepared for certification opportunities and can stand out in the competitive job market for in-demand manufacturing and engineering positions. In summary, this course builds the skills, documentation habits, and project management expertise that match the requirements of Ohio Means Jobs, supporting direct entry into high-demand manufacturing and technology careers throughout the state.

Alignment to the Ohio Manufacturing Competency Model The skills and competencies found in the Advanced Fabrication and Systems Integration course are highly aligned with the Ohio Manufacturing Competency Model, which emphasizes mechanical machine design, digital fabrication, networking and communication protocols, integration of hardware/software, project management, documentation, and continuous improvement as critical success areas for manufacturing careers in Ohio. Comparison Table Performance Indicators Alignment Fabricated Components and Systems: Design, program, and network components and systems aligns with Ohio's Design & Development strand, requiring proficiency in integrating fabricated, programmable, and networked elements. Develop Functional Mechanical Machines: Building mechanical systems echoes Mechanical Systems and Advanced Machining standards, including iterative design and testing. Integrated and Smart Systems: Creating intelligent, integrated systems through digital fabrication reflects the highest levels of Ohio’s integrated manufacturing competencies. Comprehensive Digital Project Documentation: Maintains a core focus in Knowledge Management, supporting continuous improvement and reproducibility across the Ohio model. System Integration & End-User Functionality: Final capstone projects emphasize demonstration of real-world integration, troubleshooting, and documentation—key outputs in Ohio’s standards. Skills Learned Alignment Hardware/Software Interfacing & Networking Protocols: Focuses on electronic connections, communication standards, data exchange, and troubleshooting, as required in Digital Electronics and Integrated Manufacturing strands. Mechanical Machine Design: Includes analysis, planning, prototyping, actuation, and process optimization—matching Ohio’s expectations for mechanical and automation engineers. Continuous Improvement & Technical Leadership: Emphasizes process improvement, technical problem-solving, and leadership—Ohio standards prioritize these for advanced manufacturing careers. Project Management & Data Analysis: Encompasses group assignment management, progress tracking, and technical report writing, critical for business operations and process management. Integrated Product Design & Digital Fabrication: Applies multidimensional design and fabrication processes (2D, 3D, CNC, laser, and 3D printing), directly mirroring both Design & Development and Computer Integrated Manufacturing strands. Documentation, Innovation & Iteration: Comprehensive documentation, innovation, and iterative improvement are required competencies for demonstrating mastery in Ohio’s career field standards. Ohio Model Key Themes for Advanced Manufacturing Strand 1 (Business Operations): Project planning, team leadership, documentation, portfolio development. Strand 5 (Design & Development): CAD modeling, mechanical design, prototyping, process selection. Strand 7 (Computer Integrated Manufacturing): Integration of digital, mechanical, and electrical systems. Strand 2 (Electrical/Electronics): Communication protocols, troubleshooting networks and devices. Continuous Improvement: Innovation, data-driven problem solving, documentation, and reflection. All listed competencies, performance indicators, and skills are directly mapped to multiple strands of the Ohio Manufacturing Competency Model, ensuring graduates meet and exceed industry-defined standards for mechanical, electrical, digital, and integrated project work, with an emphasis on leadership, documentation, and process improvement.

Annalise Williams Administrative Assistant & HR Representative Annalise serves as the Administrative Assistant and HR Representative with the PAST Foundation. Her love for education and passion for people led her to join PAST in 2024. Annalise uses her skills in organization, efficiency, and communication to keep things running behind the scenes. She earned her degree in Theatre and Public Speaking Education in 2021 and has been working in different educational capacities ever since. She is very excited to be a part of the PAST team. When she’s not in the office, Annalise enjoys drinking coffee with friends, baking delicious treats, and curling up with a good book.

Discover the Ohio Scholastic Esports Collaborative, a statewide initiative fostering esports growth in Ohio. Join the Ohio Scholastic Esports Collaborative today! Ohio Scholastic Esports Collaborative Linking passion to purpose through competitive, career-connected play The Ohio Scholastic Esports Collaborative (OhioSEC) is a statewide initiative powered by a partnership between the PAST Foundation, Esports Ohio, the North America Scholastic Esports Federation (NASEF), and the Samueli Foundation. Together, we’re helping schools across Ohio integrate scholastic Esports into classrooms, after-school programs, and career pathways. This work connects students’ passion for gaming to opportunities in technology, media, and entrepreneurship—building essential skills like communication, collaboration, and creative problem-solving along the way. Why Esports? Esports is more than play. It’s a platform. Esports clubs are inclusive by nature. Players, content creators, shoutcasters, graphic designers, coders, and marketers all play a vital role in shaping a team’s success. Together, they learn what it means to think strategically, act responsibly, and work as a team. Building community and a sense of belonging Developing leadership and career skills in real-world roles Encouraging collaboration across student interests and abilities Connecting games to future goals, including media, IT, marketing, and event production About Our Partners Esports Ohio Esports Ohio is a teacher-founded, free-to-join nonprofit that provides a competitive league and resources to help schools launch and manage Esports teams. Their mission is to empower students by providing educators with the support needed to build thriving Esports communities in schools. Learn more at www.esportsohio.org. North America Scholastic Esports Federation (NASEF) NASEF is a nonprofit organization using Esports to help students develop skills for success in school and life. Their mission is to ensure all students—regardless of background—can access high-quality Esports programs grounded in learning, opportunity, diversity, and respect. Learn more at www.esportsfed.org. Start an Esports Club at Your School Access 9th Grade Curriculums Access 10th Grade Curriculums Access 11th Grade Curriculums Access 12th Grade Curriculums View the Esports Standards Note: Curriculum materials linked above are created and maintained by NASEF. PAST Foundation does not control this content. All rights reserved by NASEF. Esports in Action Lower Cost, Higher Value Students graduate high school with credentials and up to 14 college credits—reducing the total cost of a college degree. College-Ready and Career-Certified Students are certified for entry-level positions in medical laboratories, providing income and experience that enhance future opportunities. Equity-Focused Designed to be inclusive and accessible, the program supports students from all backgrounds in pursuing careers in healthcare. Innovation in Action The Microschool acts as a research and development model for new ways to teach, mentor, and prepare students for medical careers. Want to Learn More? The PAST Foundation is proud to support schools and partners interested in launching or expanding Esports programs. If your school is ready to take the next step, we’re here to help. Explore Student Experiences Contact Us

Explore PAST Foundation's Workforce Development programs offering partnership opportunities for students, educators, and community partners. Workforce Development Building the Workforce of Tomorrow PAST Foundation partners with industry, foundations, and community organizations to prepare students and educators for the future of work. Together, we are addressing workforce gaps, expanding opportunity, and building a more equitable pipeline into high-demand STEM careers. This work is not hypothetical. It is hands-on, credentialed, and already making a difference for thousands of learners across Ohio and beyond. Partnership Opportunities A Proven Approach with Tangible Impact Our Workforce Development programs are designed to align education with real-world outcomes. 500+ students earned 850+ industry-recognized credentials 375+ educators trained across 32 counties 125,000+ students impacted by PAST-trained teachers 500+ business and industry partners engaged These results are powered by strategic partnerships that open doors for learners while strengthening communities and industries. View Student Impact Stories Why Partnerships Matter The jobs of tomorrow require more than just technical skills—they demand new ways of thinking and new kinds of collaboration. Together with businesses, foundations, and community leaders, we co-create workforce programs that: Prepare students for in-demand careers Promote equity and access in STEM education Build local talent pipelines Equip educators to deliver real-world instruction Provide mentorship, coaching, and credential access Engage underserved communities in meaningful ways Our partners are not simply funding programs. They are co-designing solutions, mentoring students, and helping shape a stronger, more resilient workforce where every student has the chance to thrive. Explore Corporate Social Responsibility Partnership Opportunities 01 Host Internships, job shadowing, and site visits that give students a real-world view of your industry. 02 Mentor Support students through project-based learning, feedback, and coaching. 03 Invest Fund credential access, transportation, educator training, and equipment to scale impact. 04 Collaborate Work with us to develop a custom initiative aligned with your talent pipeline needs. Talk to Our Workforce Team “It was impressive to see that the interns learned real-world problem-solving skills using the DMAIC method and earned certifications as white and yellow belts. The skills they’re gaining — from 3D printing and CAD to AI support — align directly with what we use every day in our design work. Advancing these skills gives students a significant advantage.” — Industry Partner (2024) Join a growing network of organizations making a measurable difference in education, workforce readiness, and community impact. Become a Workforce Partner

Annalies Corbin, Ph.D. Founder & CEO Dr. Annalies Corbin is the Chief Goddess and CEO the PAST Foundation. In 2000, Dr. Corbin founded the PAST Foundation, an organization she envisioned could lead the way to connecting scientific research with classrooms, schools and communities. From 2000-2006, Annalies concurrently led the PAST Foundation and taught at East Carolina University’s Program in Maritime Studies. In 2005, when PAST opened its headquarters in Columbus, Annalies turned all efforts to building the PAST Foundation, assembling a team that could grow the reach and mission of linking learning to life . From a single school partnership in 2006, Annalies has grown PAST’s supporters across the nation, building a reputation for both transforming teaching and learning by understanding tomorrow’s education needs. In 2015, Annalies’ commitment to transforming schools led to the development of PAST Innovation Lab. Connecting directly with teachers through online professional development courses, MAEd program and on-site workshops, PAST Innovation Lab impacts more classrooms and expands learning opportunities for teachers and students everywhere. In 23 years, PAST has impacted more than 2,300,000 students, over 20,000 teachers across 42 states, hosting nearly 20,000 visitors and building hundreds of partnerships. In 2019, Annalies and PAST launched Learning Unboxed. This podcast series highlights industry experts and students talking about the changing needs in the world of teaching, learning and the future of work. Rather than trying to fix a system that is working exactly as it was designed, this series challenges listeners to join the conversation of how we “unbox” education and create innovative solutions to better meet workforce needs. Follow Annalies on social media to join the conversation. Learn more about Annalies Corbin. Annalies Corbin PAST Foundation President & CEO - Chief Goddess 1003 Kinnear Road, Columbus, OH 43212 Email: annalies@pastfoundation.org Twitter: @Annalies.Corbin LinkedIn: Annalies.Corbin #thisispast #learningunboxed

Refund Policy PAST Foundation Refund Policy After making payment for your PAST Summer Experience, if you decide to cancel for any reason, we will refund your payment in accordance with the following schedule and conditions. By providing payment to us, you acknowledge and agree to these terms. For cancellation requests received prior to March 31, 2026, we will refund 90% of your payment. For cancellation requests received between April 1, 2026 and May 15, 2026, we will refund 50% of your payment. After May 15, 2026, no refunds will be given. How to Request a Cancellation within the Timeline Above: You may email us your refund request at programs@pastfoundation.org and our response within 48 hours will be confirmation of receipt of your email. (If you do not hear from us, then we have not received your request). All requests must be in writing via email (not by phone or by informing a PAST staff member). Refunds will not be given: If a child is asked to leave the program due to behavioral issues, including a child not following rules or instructions from PAST staff. If a child missed a day or more of camp, or dropped out of camp early. If a family decides they no longer wish to participate in the program for any reason. Extraordinary Circumstance: Exception to the above policy: Refunds may be considered in cases where a registrant is unable to attend the event or program due to a family emergency or other extraordinary circumstance. In such situations, please contact PAST by email to share the details of your situation. PAST management will review and respond via email. If you have any questions contact us via email at purchasing@pastfoundation.org .