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CENI Announces Two Awards for Collaborations between Virginia Tech and Local Schools

CENI Announces Two Awards for Collaborations between Virginia Tech and Local Schools
Dr. Kim Lester, Associate Director of Pre-College Programs, CEED

Creating an Infrastructure for Creative Design-Build Experiences

Dr. Kim Lester
Associate Director, Center for Enhancement of Engineering Diversity (CEED)

Team
  • Dr. Julee Farley, Montgomery County Public Schools
  • Dr. Patricia Gaudreau, Montgomery County Public Schools
  • Dr. Bevlee Watford, Virginia Tech

This grant will support a pilot program that will create a makerspace in Falling Branch Elementary School open to all FBES teachers and students. The unique aspect of this makerspace is that it will have a micro-credentialing focus that will serve as a curriculum/guiding aspect for students and teachers who use the space. Makerspaces are developing across the Montgomery County Public School division, and this project will collaboratively build a unified vision supporting these spaces with curriculum and guidelines to support teachers and students.


CENI Announces Two Awards for Collaborations between Virginia Tech and Local Schools

Culturally-Relevant Media Literacy Programming with Radford High School’s Bobcat Studio Club

Craig Arthur
Assistant Professor and Head of Foundational Instruction and Community Engagement for Virginia Tech Libraries

Team: 

 

  • Dr. Freddy Paige, Dept. of Civil and Environmental Engineering
  • La’Portia Perkins, MS Student I the Dept. of Forestry
  • Dr. Jamie Little, VT SEAD Liaison, RCPS Education Specialist

 

The newly formed Bobcat Studio Club is producing music at Radford High School and aims to delve deeply into media and digital literacy, community engagement and outreach, and transdisciplinary co-creation.  Through CENI’s Jones SEAD Grant funding, members of the #VTDITC Hip Hop Studies will partner with RHS staff and students to co-create a powerful learning environment that includes technical skills and creative process as well as the culturally relevant pedagogy to realize the space’s potential.

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