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Explore our STEM-focused Summer Programs and tackle real-world challenges! Join our Summer Programs for hands-on, immersive experiences today! Summer Programs 2026 Summer Registration IS NOW OPEN Need Help? Email us at programs@pastfoundation.org or call our office between 10:00 AM – 5:00 PM at 614-340-120 Summer Scholarships Summer 2026 Catalog STEM Learning That Feels Like Summer Fun At PAST, summer isn’t a break from learning, it’s a chance to make learning come alive! Our STEM-focused summer programs give students the opportunity to explore real-world challenges through immersive, hands-on experiences. Whether indoors at our Innovation Lab or outdoors in the community, every program is designed to spark curiosity, build confidence, and develop future-ready skills. What Makes Our Programs Different? Real-World Relevance Programs are designed and led by experts who integrate science, tech, engineering, and design into meaningful challenges students care about. Future-Ready Skills Collaboration, problem-solving, creativity, and communication are embedded into every experience. Led by Experts Every program is guided by passionate educators, scientists, designers, and engineers. Supportive Environment Our staff is committed to inclusion, safety, and student growth — we create a culture where learners thrive. Flexible Locations Indoor and outdoor options available at the PAST Innovation Lab, Mezzacello, and The Lawn at CAS. Amazing camp that we are so fortunate to be [a part] of. It is great for my kids to meet kids from other schools, interact with counselors, engage in fun and new technologies that school often doesn't have, and keep that summer slide in check by having a topic to focus on.” — 2024 Summer Parent What People Are Saying I would sign my child up for another PAST summer program, because of the valuable skills he developed and experienced through this program.” — 2020 Summer Parent What People Are Saying I’m grateful for your inclusivity. It's obvious that all are valued for who they are and the unique gifts they possess. This culture is highly conducive to learning...and realizing dreams.” — 2020 Summer Parent What People Are Saying Powered by Our Partners Our Summer Programs are made possible by our incredible community of supporters. Have Questions? Not sure which program is the right fit? Want to know more about the registration process or student support? Contact Us Visit the FAQs

Discover free, virtual STEM learning with STEM Streaming from the PAST Foundation. Perfect for classrooms or at-home learning. Explore STEM Streaming now! STEM Streaming Your hub for free, virtual STEM learning experiences Whether you're teaching from a classroom, a living room, or anywhere in between, these resources are designed to support creativity, problem-solving, and real-world learning at every level. Learning Unboxed Podcast Hosted by PAST Founder and CEO Annalies Corbin, this podcast explores the future of teaching, learning, and workforce development. Tune in for conversations that challenge assumptions and spark new ideas. Listen to the Podcast STEM Activities at Home Explore our growing library of downloadable STEM design challenges, perfect for at-home learning, classrooms, libraries, and more. Activities are designed to be accessible, engaging, and adaptable across grade levels. Browse Activities Webinars for Educators Check out a list of our upcoming webinars, previously recorded webinars, and register to attend our Teacher Chat Thursday! Webinars for Educators Curated External Resources We’ve gathered additional free STEM resources to extend your learning, including: Women in Computer Science Columbia Engineering’s Coding Resources for Women Online Class Tips and Tools Simple STEM Activities to do at Home Explore More STEM Resources Want more STEM ideas, tools, and inspiration? Check out our other virtual resources or get in touch with our team. Browse All Virtual Resources Connect with the PAST Team

Discover how Microschools Powered by PAST revolutionize STEM education with personalized, community-focused learning. Explore our Microschools today! Microschools Powered by PAST Personalized, community-rooted learning for the next generation of STEM leaders PAST Microschools integrate personalized, community-focused learning environments, tailored to address STEM education challenges. Partnering with community, academic, and industry stakeholders, we customize programs to meet student needs. The PAST Foundation Innovation Lab is integral to each Microschool’s framework, operating for over a decade and impacting hundreds of students from underrepresented backgrounds. Through this lab, students have immersive, hands-on learning experiences, personalized mentorship, and invaluable exposure to real-world applications in STEM. Explore Our Microschools 01 Early IT Microschool A partnership with the University of Cincinnati empowering high school students to earn early college credit and pursue careers in information technology. Explore 02 Medicine & Biotechnology Microschool A collaboration with Columbus State introducing students to college-level healthcare and biotech coursework, career pathways, and professional certifications. Explore Why Microschools? Microschools create tight-knit communities where students receive the attention, structure, and challenge they need to thrive. Our model is particularly effective for students from underserved populations who benefit from culturally responsive, hands-on education. Our approach integrates anthropology and STEM to deliver culturally relevant educational experiences. Interested in Launching a Microschool? We partner with school districts to co-design custom microschool experiences that match local workforce needs and student interests. Our team supports districts with recruitment, summer boot camps, curriculum design, data collection, and ongoing mentorship. Bring a PAST Microschool to your district or organization. Contact Us

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

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

Lisa Swartzwelder President & Chief Operating Officer Lisa Swartzwelder is the President and Chief Operating Officer of PAST - Pilot of Progress. With a strong foundation in aviation and business, Lisa holds a Bachelor of Arts in Aviation Human Factors from The Ohio State University, where she also earned her Private Pilot certification, as well as a Master of Business Administration from Franklin University. With over thirty years of operations experience in the business aviation industry, Lisa has developed and implemented innovative programs while leading high-performing teams. Her expertise lies in mitigating organizational risk through strategic training, policy development, and fostering a compassionate work culture. Notably, she pioneered the first human service response (Care Team) and mental health first aid programs for FAA Part 91 operations. Her leadership and contributions have earned her recognition through awards from the National Business Aviation Association and the Family Assistance Education and Research Foundation. Lisa is an active advocate for transforming education, intern and mentorships. As an industry partner to PAST, she co-led the creation of Girls Soar , a program designed to introduce Columbus Public middle school girls to aviation through hands-on design challenges. She has also volunteered with PAST's after-school program and served on the PAST Board of Trustees before joining this amazing tribe.

Discover Maker Mania, the ultimate event for creativity and community. Join Maker Mania to unleash your inner engineer or tinkerer today! Maker Mania Hands-On STEM Fun for the Whole Family Join us at Maker Mania for an evening of creativity, curiosity, and community! Whether you’re a budding engineer, young explorer, or lifelong tinkerer, Maker Mania offers something for everyone. Experience interactive STEM stations, collaborative challenges, and hands-on activities that spark imagination and inspire innovation. This event is free and open to the public. Families, students, and curious minds of all ages are welcome. Upcoming Events Our next Maker Mania events are in the works! Event dates, locations, and registration details will be announced soon. Sign up for Email Updates Maker Mania on The Lawn at CAS Maker Mania on The Lawn at CAS Maker Mania on The Lawn at CAS Maker Mania on The Lawn at CAS Maker Mania on The Lawn at CAS Maker Mania on The Lawn at CAS Thank You to Our Partners Maker Mania is made possible through generous support from our partners and collaborators. Want more opportunities to explore, create, and connect through real-world learning? Check Out our Upcoming Events

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.

Connect with us to link learning to life. Discover our programs and collaboration opportunities. Reach out to connect and get involved today! Connect Let’s Link Learning to Life—Together Have a question? Want to collaborate? Curious about our programs or how to get involved? We’d love to hear from you! You can reach us using the contact form below, or connect directly by phone, email, or mail. Not sure who to contact? You might find the answer in our Frequently Asked Questions Contact Information PAST Innovation Lab 1003 Kinnear Road Columbus, Ohio 43212 614-340-1208 info@pastfoundation.org

Discover how our Student Experience Reports transform learning into real-world success. Dive into the impact of Student Experience Reports today! Student Experience Reports Students Build Bridges for Future Learning Every year, our Student Experiences immerse learners in hands-on, real-world challenges that spark curiosity, build confidence, and connect learning to life. Our annual reports showcase the measurable outcomes, inspiring stories, and powerful partnerships behind these programs. Whether you’re an educator, funder, parent, or partner, these reports offer a window into the transformational impact of authentic STEM learning—told through student voices, educator reflections, and data-driven results. View Reports Inside the Reports Traditional education doesn’t always meet the needs of today’s learners. That’s why PAST programs are different. We use design thinking, problem-based learning, and culturally responsive instruction to meet students where they are, and help them grow into who they’re becoming. Our Student Experience Reports document this journey: What students built, solved, and discovered How programs engaged learners of different ages and backgrounds Measurable skills gained in collaboration, communication, critical thinking, and STEM Feedback from educators and families The ripple effects for schools, partners, and communities Explore the Reports Great Smoky Mountains Institute at Tremont Field Trip A group of eight high-school students participating in The PAST Foundation’s Summer 2025 Environmental Workforce Cohort, embarked on a 6-night field trip to the Great Smoky Mountains Institute at Tremont. As part of this immersive and hands-on experience, the students backpacked for three nights in the Tennessee and North Carolina backcountry led by The Tremont Institute’s professional guide. Read More Montpelier Social Justice Field Trip The Social Justice Cohort of PAST Foundation’s 2025 Power Up Your Potential (PUYP) Workforce Development Program engaged in a deeply meaningful and immersive learning experience centered around history, archaeology, and community storytelling. A core component of the program was the cohort’s summer visit to James Madison’s Montpelier, home of the fourth U.S. president. Read More 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 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 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 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 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. Read More Our Most Successful Summer Ever! 2021 was our banner year! We exceeded our own expectations by reaching 2,182 students in 40 PAST led programs and 12 PAST-designed programs at 21 locations, impacting 32 school districts and connecting with 25 business and industry partners. Read More 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. Read More 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. Read More 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! Read More 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! Read More “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.” Read More “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. Read More “The PAST team continually re-examines its programs to improve their scalability, sustainability, and transferability. Forensics in the Classroom, in its fifth year, is an excellent example of an ever-evolving program. This year the program required retooling in terms of scale, program topic,and transferability. 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.” Read More “Experiences are the foundation of the PAST Summer Bridge Programs; holistic learning environments that immerse students in real-world problems with authentic partners and audiences. Every program requires energy, collaboration, and commitment from students, staff and teachers. In return, the programs provide incredibly rewarding experiences that possess impactful learning.” Read More “At every level, The PAST Design Team instills each program with four vital components: Real Issues, Real Partnerships, a Transdisciplinary Approach, and Presentations of Learning. PAST measures its success in its ability to meet these ideals, an students enthusiastically recommend PAST programs because of their moving experiences and lasting memories.” Read More “PAST Summer Bridge Programs vary in intensity and content depth, depending on the age and experience of the students. Level I targets students transitioning to problem-based environment, LevelII is for students who excel at applied learning, Level III provides advanced stdent leadership opportunities, and Collegiate Level programs serve motivated adult students with intense, content-rich experiences.” Read More “The PAST team continually re-examines its programs to improve their scalability, sustainability, and transferability. Forensics in the Classroom, in its fifth year, is an excellent example of an ever-evolving program. This year the program required retooling in terms of scale, program topic, and transferability. 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.” Read More EACH REPORT INCLUDES: Photo highlights Quotes and stories Learning outcomes Student demographics Program overviews Partnership acknowledgments Ready to Be Part of the Impact? 01 Student Programs Discover the hands-on, real-world learning experiences that are preparing students for the future. View Programs 02 Make a Gift Your donation helps us expand access to transformational learning opportunities across Ohio and beyond Donate Now 03 Become a Partner Let’s work together to co-create meaningful experiences that connect learning to life. Partner with Us

IRB Protocol Number: #2017-04-0015ETH and #2017-11-0016ETH IRB Approval Date: February 5, 2024 Request to Withdraw from Research You have been selected to participate in a research study examining the impact of STEM programming. Your participation is voluntary, confidential, and involves no risk. Research activities may include taking surveys and/or participating in interviews or group discussions. All results are anonymous and will not include identifying information. This research will provide an understanding of the benefits of the PAST Foundation’s programs on STEM learning and identity. These research methods are designed to measure how you perceive STEM education, as well as STEM students and practitioners. The insights we gather from the research activities will help us improve our programming and provide a better experience. The insights may also be shared in magazine articles and at teacher conferences to help improve STEM learning experiences. You may contact PAST Staff members Kayla Galloway, Research Field Manager, Dr. Lane Fargher Navarro, Director of Research, or Maria Green Cohen, Impact Officer at telephone number 614-340-1208 any time you have questions about the research or the IRB approved project. Your participation in this research is voluntary, and no one will be penalized or lose benefits if you refuse permission to participate or decide to stop.

Explore PAST in Action, a living gallery showcasing our impactful work with students, educators, and communities. Discover PAST in Action now! PAST in Action Bringing Real-World Learning to Life. PAST in Action is a living gallery of the work we do in partnership with students, educators, and communities across the country. From school districts reimagining instruction to students launching into STEM careers, this is where our mission becomes reality. Our Impact These numbers represent more than metrics—they reflect lives changed, systems improved, and futures reimagined. 3.2 million+ students served 24,000+ educators engaged 600+ programs launched 500+ business and industry partners 120+ program locations nationwide Explore the Work Case Studies Deep dives into how schools and districts are using PAST’s methods to shift culture, boost engagement, and link learning to life. View Case Studies Research in Action Learn how our research-backed models are tested and refined in real environments. Visit the Research Page Success Stories Quick wins and powerful journeys of how students, teachers, and partners are making meaningful change with PAST. Explore Stories Student Experience Reports Annual overviews of our student programs, highlighting participation, outcomes, and insights that shape future offerings. These reports capture both data and student voice. Explore Reports PAST in Action Using A Real Problem to Teach Math...of All Things! In Ms. Baker’s Algebra 3 class at eSTEM last month, students learned about quadratic equations. However, instead of simply drilling through a plethora of problem sets, students addressed the problem, “How can we boost the Wi-Fi hotspot on Ms. Baker’s phone?” Ms. Baker has shared her own passion for gaming with her students, including her accounts of playing the recently popular game Pokémon Go with her own children. If her kids were sharing the Wi-Fi on her phone between their own hand-held devices, how could they enhance their experience of playing the game together? Read More The Hybrid Teacher Model In 2015, South Dakota Innovation Lab (SDIL) was awarded a Bush South Dakota Community Foundation grant for the purpose of piloting a Hybrid teaching system that incorporates technology and prototypes a model for integrating content and problem-based instructional strategies alongside hybrid delivery for pre-service teachers. The proposal comes from a five year quest to address several critical issues facing education in rural America. Read More Part 1: Planning of the Peace Project at Herbert Mills Elementary in Reynoldsburg, OH PAST works with schools to help build and support a culture that engages students in authentic problem-solving within their schools and community. As thinking partners for the Herbert Mills STEM Elementary team, we brainstormed how students might answer the question, “How can we promote peace among ourselves, our school, and our community?” Students and teachers articulate the problem-solving process by using The Herbert Mills Engineering Design Process (pictured on right). Our teaching teams also engage in design thinking and the design process in their own curriculum planning. Read More Students Explore Space with NASA and TPBL At STEM Middle at Baldwin Road Junior High in Reynoldsburg, OH, teachers used a NASA-funded grant to plan and implement space exploration-themed activities with students. PAST Foundation was there to support the work, and capture the fun! Read More Community Partners, Engaging Problems, Student Solutions...Oh My! Angela Forino is a 3rd Grade educator at Herbert Mills Elementary School in Reynoldsburg, OH and has a goal this year: get her students designing solutions for their community. And, she is accomplishing this goal everyday by reaching out to partners in the community to connect her students with. Read More An Anthropological Perspective: Foundational Strategies of Education Today’s communities must examine the particulars of instruction and delivery so that they are aligned with how industries and networks function in the 21st century. As teachers shift to being guides in instruction and learning environments become portals of knowledge exploration that combine experience and authentic problem-solving, the particulars of instructional and delivery strategies will align with the cultural strategies defining literacy. Read More Video Games in the Classroom, Really? A sixth grade student sits staring intensely in front of his laptop, fervently clicking his mouse to place sandstone blocks in the popular video game Minecraft. As the teacher moves behind him to view his screen, he tells her that after scaling his pyramid to half size, the structure was still way too big, but scaling to quarter size was too small and wouldn’t “look cool.” Should he scale the model to one-third size? He would have to round to a nearest whole number, but that was okay, right? The teacher asks him to explain how he would divide and round the various dimensions of the pyramid, and the student responds by quickly typing on his calculator and scribbling a few numbers on a sheet of paper, before reporting his idea. Read More Problem-Based Learning with Birds! Kindergarten students typically hear or see a bird and yet often remain oblivious to the sounds of nature surrounding them. Kelly Preheim’s kindergarten class in Armour, SD not only pays attention, but can name birds by sound and sight—over 300 of them! Read More Inquisitive Brains Bring the 2nd Annual Health Fair to (HS)2 Reynoldsburg, OH Walking through the school’s halls towards the southeast end of the building, a dull hum grows into a vibrant buzz, percolating with shouts of excitement and calls to friends. Through the corridors and into the school’s Field House, the buzz becomes a warble of enthusiasm and alacrity as students, siblings, teachers, and parents bustle to and from various tables, examining brochures, models, and interactive devices. Student projects tower on some tables, while other tables host local health-related businesses and organizations. Read More Conversational Mathematics In 2009 Paul Lockhart declared that mathematics is a form of art. He argues that mathematics as rote procedures and contrived applications destroys the natural curiosity of children. Mathematics as a memorization game, diminishes the inherent beauty in mathematics, and completely overlooks the fact that mathematics is a form of art. We agree with Lockhart and push the argument one step further: beyond being a game, beyond being an art form, mathematics is one of only five non verbal languages. Mathematics like Music, American Sign Language, Morse Code, and Signaling use symbols arranged in varying sequences to convey information. All are taught in formal education courses. But unlike the other non-verbal languages, many mathematics classes are taught with the removal of application, which returns us to Lockhart’s lament, that with the abstraction of mathematics there is a loss in appreciation of both the beauty and application. Read More Transforming Spaces and Practice From the outside, Baldwin STEM Middle School resembles a typical school. However, as you walk into the school, you immediately recognize this is not a traditional school. The numerous decisions the team and students have made to showcase the students’ STEM experience at the middle level is evident throughout the building. This transformation began with reimagining the traditional library to become a space the staff and students now call The Foundry. This redefined space was catalyzed by an idea to provide middle school students an opportunity to learn within a maker space. A lead teacher for Baldwin, Sandy Guinto, envisioned an opportunity to build a math course that would utilize the maker space tools and build a pipeline for students to transition into the high school level Fab Lab. Her course “The Art of Math,” students have an opportunity to learn and reinforce math content standards through the lens of design and art. Read More Constraints and Pitfalls Encountered in Crossing the Threshold to Transdisciplinary Problem-Based Learning This report focuses on the constraints and pitfalls teachers face when transitioning from traditional learning strategies to transdisciplinary problem-based learning (TPBL). In educational theory these thresholds are associated with culture shifts and new demands on educational strategies that meet changing societal needs. Both the approach to change and the time following are charged with liminal constraints that must be navigated and pitfalls that test confidence. Partnering with administrators, teachers, students and community to navigate constraints and build confidence is the focus of the PAST Foundation. PAST uses an array of methodologies to better understand perceptions and inform actionable pathways so that the transitions are successful. Read More Part 2: Sharing of the Peace Project at Herbert Mills STEM Elementary in Reynoldsburg, OH On a warm day in Spring before lunch, students gathered in the school’s community garden for The Peace Project Reveal to show off the smooth stones they painted with symbols and artwork that resembled what peace means to them. The Reveal marked the final step— share in the Herbert Mills Elementary Engineering Design Process. The project launched three weeks prior at Morning Roar, the school-wide meeting that begins each school day. Read More The Hybrid Teaching Model Submitted To: South Dakota Community Foundation In Fulfillment Of: Bush Community Grant In 2015, South Dakota Innovation Lab (SDIL) was awarded a Bush South Dakota Community Foundation grant for the purpose of piloting a Hybrid teaching system that incorporates technology and prototypes a model for integrating content and problem-based instructional strategies alongside hybrid delivery for pre-service teachers. The proposal comes from a five year quest to address several critical issues facing education in rural America. Read More Summer Hybrid Teaching Three teachers in one classroom, teaching multiple subjects at the same time? How can standards be addressed if everything is combined together? How do students even know what they are learning? This summer, PAST piloted a hybrid teaching program called Sprouts, and began collecting answers to these questions. Read More Want to See PAST in Action in Your Community? We’re always looking for new partners who believe in bold, hands-on learning. Start the Conversation View Upcoming Events