The ED Games Expo “Goes Virtual” to Support Distance Learning

This was crossposted from the Institute of Education Sciences blog, Inside IES Research
Each year, the U.S. Department of Education hosts the ED Games Expo, an in-person event to showcase educational learning games and technologies developed through programs at the US Department of Education and across the government. See here the recap of the 2020 Expo, which occurred the week of January 6, 2020, and was headlined by more than 150 in-person education technology demonstrations by 115 teams at the John F. Kennedy Center for the Performing Arts in Washington DC. 

 

With the global outbreak of COVID19 and the closure of tens of thousands of schools across the United States and world, a group of government supported developers and researchers are now offering their learning games and technologies at no cost through the end of the school year for use in distance learning settings with internet access. The resources are appropriate for young children to postsecondary students as well as for teachers in education and special education across a wide range of educational topics, such as for early learning, in STEM, reading and language learning, and social studies. Most of the resources were developed iteratively with feedback from teachers and students, and most were evaluated through pilot studies to measure their promise to support improvements in relevant educational outcomes.

Below is the list of 82 learning games and technologies developed with funding across programs at the Department of Education and government that are now available online at no cost to until the end of the school year.

Notes:

  • Each of the entries provides a URL link to a website that provides information on how to access the resources. Some can be accessed directly on the website, some require a free app download from Google Play or the AppStore, and some require a registration so that the developer can provide additional login instructions. tablets, or phones. Many of the websites are optimized for the CHROME browser (not Windows Explorer).
  • Each of the entries differs in terms of the device and operating system that is needed to play or use the learning game or technology, including computers, Chromebooks. A few of the entries make apps freely available yet still require additional hardware, such as a virtual reality headset or a 3D printer.
  • DISCLAIMER: The US Department of Education does not endorse the developers, the learning games, or the technologies listed within.
  • Please email Edward.Metz@ed.gov with questions.

Government programs that supported the learning games and technologies include:

  • Department of Agriculture Small Business Innovation Research (USDA SBIR)
  • Department of Commerce, National Oceanic and Atmospheric Administration (NOAA)
  • Department of Education (ED)
    • Institute of Education Research Small Business Innovation Research (ED/IES SBIR)
    • IES National Center for Education Research (NCER)
    • IES National Center for Special Education Research (NCSER)
    • Office of Career, Technical, and Adult Education (OCTAE)
    • Office of Special Education Programs (OSEP)
    • Ready to Learn (RTL)
  • Department of Health and Human Services, Office of Adolescent Health (OAH)
  • Institute of Museum and Library Services (IMLS)
  • Library of Congress (LOC)
  • National Endowment for the Arts (NEA)
  • National Endowment for the Humanities (NEH)
  • National Institutes for Health Small Business Innovation Research (NIH SBIR)
  • National Science Foundation (NSF)
  • National Science Foundation Small Business Innovation Research (NSF SBIR)
  • The Smithsonian Institution
  • The Wilson Center

Early Childhood

  1. The Cat in the Hat Builds That app is based on the PBS KIDS series, The Cat in the Hat Knows a Lot About That, and introduces children three to five and parents to science inquiry and engineering (STEM) concepts through hands-on games and activities tailored to their learning progress. Developed by PBS KIDS, CPB, and Random House with a 2015  ED/Ready to Learn award.
  2. The Play & Learn Science app is designed for children ages three to five and parents to see the science in their world by modeling real-world locations and experiences. The related hands-on activities and parent notes prompt families to “try it” at home and provide tips for engaging in conversations. Developed by PBS KIDS, CPB, and Primal Screen with a 2015  ED/Ready to Learn award.
  3. The Cat in the Hat Invents app introduces children ages three to five and parents to science, technology, engineering, and math (STEM) concepts, such as simple machines and the engineering design process, as they outfit robots with tools to overcome obstacles in fantastic Seussian worlds. Developed by PBS KIDS, CPB, and Random House with a 2015 ED/Ready to Learn award.
  4. The Photo Stuff with Ruff app is based on PBS KIDS’ short-form animated digital series, “The Ruff Ruffman Show,” and inspires children ages four to eight to discover what the “stuff” in their world is made of. In this camera-based experience, children learn about science by exploring surroundings and taking pictures of different materials to complete silly scenes. Play it together and record and share your observations in fun, creative ways! Developed by PBS KIDS, CPB, and WGBH with a 2015 ED/Ready to Learn award.
  5. In the Molly of Denali (Video Demo) app, children aged five to eight use everyday informational texts (i.e., field guides, recipes, diagrams, etc.) to solve problems and fulfill their curiosity in an immersive version of Molly’s Alaska Native village. Developed by PBS KIDS, CPB, and WGBH, through a 2015 ED/Ready to Learn award.
  6. In Space Scouts children ages five to eight learn badges and mindset rewards as they play five space-themed engineering design and science inquiry games. Developed by PBS KIDS, CPB, and Wind Dancer Films through a 2015 ED/Ready to Learn grant.
  7. The Jet’s Bot Builder app is based on the PBS KIDS series, Ready Jet Go!, and allows children ages five to eight to create new parts, explore, learn and have fun building a robot with Jet and friends. Jet’s Bot Builder adapts to your young learner’s progress. Developed by PBS KIDS, CPB, and Wind Dancer Films with a 2015 ED/Ready to Learn award.

Note: The PBS Kids website includes more apps and videos, all available at no cost.

  1. MathBRIX (Video Demo) is a game for pre-K to grade two children to think mathematically and problem-solve by moving virtual replicas of toy-building bricks into place to arrive at solutions. PlayPACT, the home companion, encourages parents to help children build early cognitive skills using a “connected play” approach. Developed with 2016 and 2019 NSF SBIR awards.
  2. Chef Koochooloo (Video Demo) is a game platform that teaches kindergarten through fifth grade students cultural sensitivity, STEAM (science, technology, engineering, arts, and math) concepts (assessed as per national standards), and sustainability through healthy cooking in schools. Developed in part with a 2019 NSF SBIR award.
  3. My Home Literacy Coach  is a resource for parents and caregivers to maintain the reading growth of children in Kindergarten to grade 3. Using evidence-based approaches, 15-minute language art lessons are calibrated daily to match individual children’s progress. Developed by Learning Ovations and researchers at the University of California Irvine with a 2015 ED/IES SBIR award and several IES Research Grants.
  4. Cognitive ToyBox for Schools (Video Demo) is a hybrid observation and game-based assessment platform for teachers, practitioners, and children from birth to five years old. Children play developmentally appropriate touchscreen games for five minutes per week, and teachers have access to timely information on each individual child’s learning trajectory. Developed with awards in 2016 from NSF SBIR and 2019 from ED/IES SBIR.

Special Education

  1. In Go Phonics and Early Reading Skills Builder, (available here)  (Video Demo), students in special education learn to read through phonics instruction aligned to third grade. Developed by the  Attainment Company through a 2011 ED/IES SBIR award.
  2. In Access Language Arts (available here)  (Video Demo), special education students access adapted literature and language arts instruction, grade-aligned to middle school. Developed by the  Attainment Company through a 2014 ED/IES SBIR award.
  3.  SOAR  (Strategies for Online Academic Reading) (Video Demo) is a web-based curriculum for middle school students with learning disabilities to promote competency when reading and researching online. The tool supports student efforts to search for, find, evaluate, read, and use appropriate and relevant online information. Developed at the University of Oregon with a 2012 ED/OSEP award.
  4. Project ESCOLAR (Etext Supports for Collaborative and Academic Reading) (Video Demo) supports middle-school students, including those with learning disabilities, in learning science in an engaging environment. Developed at the University of Oregon with a 2013 ED/OSEP award.
  5. The Communication Matrix is tool for teachers, speech-language pathologists, and parents to support students with complex communication needs. The online forum provides a space for information sharing, learning from the field, and offering and receiving support. Developed at the Oregon Health and Sciences University with an ED/OSEP award.
  6. The WRITE Progress Monitoring tool automatically grades writing assessments for middle school students specific to narrative, persuasive, and expository genres of writing.  Developed at the University of Kansas with an ED/OSEP award.
  7. The Project Core implementation model is designed for special education practitioners, parents, and caregivers to provide students with significant cognitive disabilities and complex communication needs access a personal augmentative and alternative communication system and instruction to learn to use it. Developed at the University of North Carolina with support from ED/OSEP.
  8. The Tar Heel Shared Reader implementation model supports teachers, therapists, and parents to provide shared reading instruction to students with significant cognitive disabilities. Developed at the University of North Carolina with an award from ED/OSEP.
  9. AvePM.com is a website for teachers of students who are deaf or hard of hearing, that tracks sign language and oral communication development for students ranging from pre or early reading through sixth grade. Developed at the University of Pennsylvania with an award from ED/OSEP.

Science

  1. In Killer Snails’ Scuba Adventures (Video Demo), grade school students race against the clock as scientists, tagging creatures before their oxygen tanks runs out of air. Earn extra points for tagging venomous creatures whose deadly toxins may unlock the secrets to saving human lives. Developed with a 2017 NSF SBIR award.
  2. In Killer Snails’  Rainforest Rumble is a printable card game for children age 5 and up where only the best equipped survive! In this game of survival defend your animals with smart arguments and scientific facts. Developed with a 2017 NSF SBIR award.
  3. The Animator App with lessons at (the pink “Flash Points” posts) is an open-ended tool for students of any age to create animations quickly to explore grade school-level concepts of colors and patterns to gas laws and reactions in high school chemistry. Developed by Alchemie with a 2017 NSF SBIR award.
  4. Inq-ITS (Video Demo) personalized online labs score themselves and support students in grades five to 10 to learn and apply science practices across physical, life, and earth science. Developed by Apprendis, Rutgers Graduate School of Education, and Worcester Polytechnic Institute with 2007, 2010, 2013, and 2016 NSF research grants, 2009 and 2012 ED/IES research grants, and 2015, 2016, and 2018 ED/IES SBIR awards.
  5. The Mechanisms app (Video demo) brings game-based interactivity to the learning of college-level organic chemistry. All 275 Mechanisms puzzles have hints, goals and a corresponding video to guide student learning. Developed by Alchemie through a 2017 NSF SBIR award.
  6. The ModelAR app (Video demo) is a digital molecular model set used by students in middle school to college to build and explore chemistry concepts, from isomers and functional groups to large molecules such as Buckyball and proteins. The molecules can also be built on an Augmented Reality tag to manipulate the compound in real space. Developed by Alchemie through a 2017 NSF SBIR award.
  7. The iNeuron (Video Demo) game introduces neuroscience basics to middle and high school students and challenges learners to complete neural circuits, and can be played individually or in groups. Developed by Andamio Games through a 2011 NIH SBIR award.
  8. CellEnergy Photosynthesis Labs (Video Demo) uses interactive challenges and virtual labs with an experimental playground to engage high school students and deepen understanding of photosynthesis and cell respiration. Developed by Andamio Games through a 2017 NSF SBIR award.
  9. In Martha Madison (Video Demo) middle school students join meerkat scientist Martha Madison on quests to help her community, while learning physical science and 21st century skills. Jump, fly, slide, and bang through game levels built on a side-scrolling platform that plays like a video game. Developed by Second Avenue Learning with a 2012 NSF SBIR award.
  10. The Tyto Online (Video Demo) game engages middle school students in storylines to explore science phenomena and solve authentic problems. For example, students work with a botanist to solve a food shortage while learning about genetics. Developed by Immersed Games with a 2017 NSF SBIR award and a 2018 IES SBIR award.
  11. In MissionKT players age eight to 13 learn about the story of Stardust: “we are made of Stardust that was once in the body of Albert Einstein and the Last T-Rex.”  The story is about atoms: their creation, size, number, and how they are shared. Up to 4 internet-connected players visit a world of dinosaurs and have fun as they discover how they inherited Stardust from the Last T-Rex. Developed by TheBeamer through a 2017 NSF SBIR award.
  12. In Building the Universe middle students and up go back in time to the Big Bang to create the first atoms and in the process learn about quarks, protons, neutrons, electrons. This physics game eventually finishes 13.8 billion years later with the Solar System and a habitable planet Earth.  Developed by TheBeamer through a 2017 NSF SBIR award.
  13. Immune Defense (Video Demo) is a real-time strategy game for biology students in grades five to 12 where players use proteins and phagocyte cells to eat bacteria, while learning cellular behavior and the role of protein receptors in an engaging, problem-based format. Developed by Molecular Jig Games with a 2009 grant from NIH SBIR.
  14. Immune Attack (Video Demo) is a third-person shooter game for biology students in grades five to 12. Students fly a Microbot and a nanobot inside a 3D body to activate proteins and phagocyte cells to eat bacteria in an engaging, exciting mission-based format. Developed by Molecular Jig Games with a 2004 research grant from NSF SBIR.
  15. In LightUp Studio (Video Demo) middle and high school students explore the world’s scientific wonders in true-to-life 3-D, and create augmented reality videos to share what they learn with each other. Topics include physics, biology, chemistry, earth science, space science, and AP-specific content. Developed with a 2015 NSF SBIR award.
  16. In Journey through an Exploded Star middle and high school students adventure through the full spectrum of radiant energy of a dying star as it blossoms out in 360° in this never-before-seen 3-D view of a supernova remnant. Built with real scientific data, this interactive allows the user to visualize the electromagnetic spectrum. Developed by the Smithsonian Institution.
  17. In Sama’s Learning Platform (Video Demo), chemistry students engage in advanced visualization of abstract concepts and immersive interaction in Virtual Reality (VR) and also through engaging videos. Developed with a 2019 NSF SBIR award.
  18. In HoloLab Champions (Video Demo), middle students and above perform experiments to learn chemistry in an immersive Virtual Reality (VR) game environment. NOTE: While the app is free to teachers to provide to students in a class, it must be used with a VR headset or system. Developed by Schell Games through a 2016 ED/IES SBIR award.

Math

  1. Teachley’s suite of math game apps include Addimals (Video demo), Subtractimals (Video Demo), and Mt. Multiplis (Video Demo) to support fact fluency and promote math strategy development for students in kindergarten to grade five. Developed with a 2013 ED/IES SBIR award.
  2. NumberShire (Video Demo) is a math game focusing on whole number concepts and skills that uses a narrative arc to motivate and provide individualized support to students in kindergarten through grade two, especially those at risk for mathematical difficulties. Developed with 2011, 2012, and 2013 ED/IES SBIR awards; 2012 and 2016 IES awards; and a 2016 OSEP award to the University of Oregon. NOTE: Teachers must contact (ns1its@uoregon.edu) to request a free account for their students.
  3. Fractions Boost (Video Demo) and Boost 2 (Video Demo) are 3-D games for students in grades three to five to develop a conceptual understanding of fractions, while emphasizing social relationships with a track builder that allows students to build levels for their classmates. Developed by Teachley with a 2015 NSF SBIR award.
  4. ProblemScape (Video Link) is an online course for middle school students in introductory algebra packaged in a 3D role-playing adventure game. Developed by RoundEd Learning with a 2018 NSF SBIR Award.
  5. Math Snacks (Video Demo) is a suite of games for middle school students including Agrinautica on expression building, Curse Reverse on variables, Game Over Gopher on coordinate points, Ratio Rumble on ratios, Gate on place value, Monster School Bus on ten-frames and fractions, and Pearl Diver on number sense. Developed by New Mexico State University with 2009 and a 2015 NSF awards.
  6. Woot Math (Video Demo) provides students in grades three to 12 with engaging activities and teaches with actionable data, a formative assessment platform, and interactive content to address gaps in student understanding. Developed by Simbulus with 2015 NSF SBIR and a 2018 ED/IES SBIR awards.
  7. Collaborative FluidMath (access here in CHROME) is designed for distance teaching and learning for middle school, high school and higher education teachers and students to share the same virtual Mathematics workspace. Note: Enter code EDCOVID19. Developed in part with a 2018 award from ED/IES SBIR, and awards from NSF SBIR, and NIH SBIR.
  8. webFluidMath (access here in CHROME) is designed for distance learning and remote teaching of K-12 and Higher Education Mathematics and enables teachers to easily make interactive presentations and create and distribute Mathematics activities, assignments, and self-grading assessments via the web. Enter code EDCOVID19. Developed in part with a 2018 award from ED/IES SBIR, and awards from NSF SBIR, and NIH SBIR.
  9. FluidMath Practice (access here in CHROME) is a fun application for kindergarten to grade five students to practice automaticity, fluency, and numeracy in a gaming environment while also providing teachers with data about student performance. Enter code EDCOVID19. Developed in part with a 2018 award from ED/IES SBIR, and awards from NSF SBIR, and NIH SBIR.
  10. ASSISTments (video demo) is a free tool for middle school math teachers to assign homework or classwork. Students receive immediate feedback as they complete their assignments, and teachers receive a report with student- and class-level insights to inform instruction. The tool is compatible with Google Classroom and has a vast library of content. Developed by researchers at Worcester Polytechnic Institute with the support of IES and NIH.
  11. Muzology (Video Demo) is a gamified learning platform that uses music videos (created by hit songwriters!) to get middle and high school students algebra-ready. The platform includes student and teacher dashboards and assignment features for distance learning. Developed by Muzology with a 2018 NSF SBIR award.
  12. Graspable Math (Video Demo) is an algebra notation tool for middle and high school students that turns math symbols into tactile virtual objects that can be explored and manipulated. Developed by researchers at Indiana University and Worcester Polytechnic Institute through a 2011 IES award and a 2019 ED/IES SBIR award.
  13. MidSchoolMath’s EMPIRES (Video Demo) is a multiplayer game aligned for seventh grade math standards, set in Ancient Mesopotamia and built around an epic story-based narrative that allows math to be coherently used within context. Developed with 2013 ED/IES SBIR award.

Engineering & Making

  1. Future Engineers uses an online platform to offer free STEM/STEAM challenges for students in kindergarten to grade 12, such as NASA’s “Name the Mars Rover” competition. Teachers can assign challenges to students, and students can upload their creations to a kid-safe gallery. New challenges in response to the COVID-19 crisis are available now. Developed with a 2018 ED/IES SBIR award.
  2. Fab@School Maker Studio (Video Demo) is a web-based design and fabrication tool for students in pre-Kindergarten to grade eight to design, invent, and build their own geometric constructions, pop-ups, and working machines using low-cost materials like paper and cardstock and a wide range of tools from scissors to inexpensive 2-D cutters, 3-D printers, and laser cutters. Developed by FableVision Studios, Reynolds Center for Teaching, Learning and Creativity, with initial funding in 2010 by ED/IES SBIR.
  3. In CodeSpark Academy’s Story Mode (Video Demo) Kindergarten to grade five students learn the ABCs of computer science with a highly accessible word- free approach. Students program lovable characters called The Foos to create their own interactive stories, learning core computer science concepts in the process. Developed through a 2019 ED/IES SBIR award.
  4. Vidcode (Video Demo) is an online coding platform that teaches students from grade three and up computer science, computational thinking, and JavaScript through multimedia art projects. Developed in part with a 2019 ED/IES SBIR award.
  5. In DESCARTES (Video Demo) students in grades three to five use engineering design, apply math and science concepts, simulate in a sandbox game, and 3-D print their own prototypes (submersibles, boats, gliders, and other machines) using a standards-aligned design platform and curricula. Developed by Parametric Studio with a 2017 IES/SBIR award.
  6. In EDISON (Video Demo) students in grades six to nine solve real engineering problems with gamified engineering design software; make and test designs involving structures, electronics, and RC cars; and simulate and visualize designs in virtual reality and augmented reality. Developed by Parametric Studio with a 2018 NSF/SBIR award.

Reading, Writing, Speaking, Languages

  1. Speak Agent (Video Demo) is a digital teaching and learning platform for students in kindergarten to grade eight for math, reading, and science that delivers tailored activities that integrate content with the language needed to understand it. Developed with 2015 ED/IES SBIR and NSF SBIR awards.
  2. Readorium’s (Video Demo ) reading in science program for students in grades three to eight provides strategies to understand standards-aligned non-fiction science text. Interactive science books are written different levels with video mentor guides and supports to individualize learning. Educators can view progress reports in real-time and download resources. Developed with awards from ED/IES SBIR.
  3. STORYWORLD (Video Demo) teaches students of any age (and English Learners) language and literacy through stories in English, Spanish and Mandarin. The program works on any device—computer, tablet, or smartphone. Stories include quiz-games that reinforce vocabulary, reading and listening skills, as well as capture written and oral responses for teacher review and assessment online. Developed with a  2018  ED/IES SBIR award.
  4. Moby.Read (Video Demo) is an engaging oral reading fluency assessment for students in Kindergarten through grade five. Students use their own voice to read passages aloud, retell key details, and answer short-answer questions for real-time practice and assessment. Developed by AMI through a 2017 ED/IES SBIR award, with initial support from IES.
  5. Walden, a Game (Video Demo) is a first person exploratory about the life of American philosopher Henry David Thoreau during his experiment in self-reliant living at Walden Pond in 1845. The game allows players of all ages to walk in Thoreau’s virtual footsteps, discover his ideas and writings, engage with historical characters such as Ralph Waldo Emerson, and experience the changing seasons of Walden Woods. Developed by Tracy Fullerton and the Game Innovation Lab with awards from NEH and NEA.
  6. AlphaBear2 on GooglePlay and itunes (Video Demo) is an award winning English word-spelling game app for players of all ages, similar to Scrabble or Boggle, in which spellers of any age can learn new words and collect cute bears. Developed by Spry Fox with a 2017 ED/IES SBIR award.

Social Studies

  1. Mission US is a multimedia game that immerse students in grades four and up in U.S. history, in topics such as the Revolutionary War (Video Demo) , the Great Depression (video Demo), and immigration ( Video Demo). Developed by Electric Funstuff with awards in 2013 from ED/IES SBIR award and from NEH.
  2. AzTech Games (Video Demo) is a 3D game series for middle school students to learn basic statistics and measurement, as well as Central American and U.S. Latino history. Developed by 7 Generation Games with a 2016 USDA SBIR award.
  3. In the Making Camp (Video Demo) game series, students in grades three to five review multiplication and division along with language arts while learning elements of Native American history. The game includes bilingual versions in English/Spanish and English/Lakota. Developed by 7 Generation Games with a 2016 USDA SBIR award.
  4. Spirit Lake (Video Demo) is a 3D virtual world game for students in grades three to five that teaches multiplication and division and the history of the Dakota. Developed by 7 Generation Games with a 2013 USDA SBIR award.
  5. Fish Lake (Video Demo) is a 3D game for students in grades four to six that teaches fractions and the history of the Ojibwe. Developed by 7 Generation Games with a 2013 USDA SBIR award.
  6. Forgotten Trail (Video Demo) is a game for students in grades five to seven that teaches fractions, decimals, measurement, and multi-step problem solving along with Native American history. Developed by 7 Generation Games with a 2013 USDA SBIR award.
  7. The The Fiscal Ship game helps students age 10 and above with no prior experience with the federal budget learn what will and won’t work. Designed to be whimsical and nonpartisan but grounded in the fiscal facts, the game highlights that small changes to spending and taxes won’t suffice. To win the game, you need to find a combination of policies that match your values and priorities and set the budget on a sustainable course. Developed by The Wilson Center.
  8. Engaging Congress is a digital civics interactive tool for students in middle school and up that uses primary sources to develop content knowledge, build critical thinking skills and expand analysis techniques all in the civics education arena. Modules are played in 30 to 40 minutes for Civics, Government and U.S. History and cover topics from the Founding Era to Present. Developed by Half Full Nelson with support from the Library of Congress.
  9. Race to Ratify (Video Demo) teaches students in middle school and up history and civics through a game about the Federalists and Anti-Federalists between 1787 and 1789. It is designed to help students understand the key debates surrounding the ratification of the Constitution (including an extended republic, the House of Representatives, the Senate, executive power, the judiciary, and a bill of rights). It uses an engaging narrative to allow students to interact with the ideas, perspectives, and arguments that defined the ratification debate, which spanned geographic regions, populations, and socio-economic class. Developed by iCivics with a grant from NEH.
  10. DBQuest (Video Demo) teaches students in middle school and up history and civics through the use of primary source documents and evidence-based learning. It offers a platform, accessible with mobile devices, that reinforces evidence-based reasoning and Document Based Questioning by teaching students to identify and evaluate evidence, contextualize information, and write sound supporting arguments. Developed by iCivics with a grant  from the Library of Congress.

Note: Also check out the iCivics “School Closure SchookKit”

  1. In Digital Cards Against Calamity (Video Demo) players gain insight into difficult trade-offs when community stakeholders make decisions during a community issue, such as decisions coastal communities make during a hurricane. Developed by 1St Playable with an award from NOAA.
  2. Inspired by historical documents and events, the Traders & Raiders game allows players age eight to 12 to learn more about history, geography, and the life of a pirate. The game teaches players about the transatlantic trade, piracy, and how Philipsburg Manor, a National Historic Landmark site in Sleepy Hollow, NY, played a role in this vast and complex system. Developed by Historic Hudson Valley through a 2014 IMLS grant.
  3. People Not Property: Stories of Slavery in the Colonial North is an interactive documentary intended to introduce high school teachers and students to the history of Northern enslavement. The project focuses on what is known or may be interpreted about the lives of individual enslaved people, whose stories are rarely highlighted. Far from comprehensive, People Not Property nonetheless offers an interactive cross-section of human stories emblematic of the lived experience of slavery in colonial America. Developed with funding from NEH.

Social, Emotional, and Healthy Development

  1. Brainology is a multi-media intervention that teaches a growth mindset skills to students in grades PreK to 12 through a wide range of interactive activities illustrating how the brain gets smarter with effort and learning. Developed by Mindset Works in part with support of a 2010 ED/IES SBIR award and a 2015 IES research award.
  2. Healthy U is a sexual health learning platform for high school students aligned to the CDC’s National Health Education Standards and is appropriate for both general education and students with or at risk of disabilities. Topics covered include Puberty, STDs, HIV, Pregnancy and Healthy Relationships. Students practice and build skills through games, animated information videos, dramatic vignettes and connect to their future. Funded by a 2015 HHS/Office of Adolescent Health grant.
  3. PlayForward: Elm City Stories is a role-playing videogame for middle school students focused on sexual health and risk reduction and a range of behaviors including substance use, academic dishonesty, and unsafe driving among others. Developed by the play2PREVENT Lab and Schell Games with the support of NICHD.
Thinking

  1. Smart Suite includes three games for students in grades 4 and up to support the development of executive functions: CrushStations, All You Can ET, and Gwakkamole. Developed by New York University’s CREATE Lab with partial support from a 2016 IES research award.

Careers

  1. Hats & Ladders (Video Demo) is a game-based apps to empower students ages 14  and up to explore in-demand careers that fit their strengths and interests and to engage in real-world skill building to help prepare for success in the world of work. Developed by Hats & Ladders with a 2015 and 2019 ED/IES SBIR awards and a 2017 OCTAE award.

For Parents and Teachers

  1. Gamesandlearning.co is an index platform where parents and teachers can access dozens of learnings resources (e.g., educational games, digital learning, virtual field trips, video lessons, and hands-on activities) for home or school use by children in pre-kindergarten to grade six. The platform provides a filter for users to find specific resources quickly and permits for individualized playlists to be created. Developed in part with an award from NSF SBIR.

Edward Metz is a research scientist and the program manager for the Small Business Innovation Research Program at the US Department of Education’s Institute of Education Sciences. Please contact Edward.Metz@ed.gov with questions or for more information.

Activities for Students and Families Stuck at Home due to COVID-19 (Coronavirus)

This was crossposted from the Institute of Education Sciences blog.

As I write this blog post, my 4-year-old is spraying me with a water sprayer while I am desperately protecting my computer from a direct hit. Earlier, while I was listening in on a meeting, she yelled out “hi!” anytime I took myself off mute. Balancing work and raising kids in this bizarre situation we find ourselves in is an overwhelming experience. When schools started closing, some parents resorted to posting suggested schedules for kids to keep up a routine and deliver academic content during the day. These were wonderful suggestions. As someone whose dissertation focused on how people learn, I should be applauding such posts, but instead, they filled me with a sense of anxiety and guilt. How am I supposed to balance getting my work done while also designing a rigorous curriculum of reading, writing, and math instruction for a kid whose attention span lasts about 10-20 minutes and who needs guidance and adult interaction to learn effectively? Let’s take a step back and recognize that this situation is not normal. We adults are filled with anxiety for the future. We are trying to manage an ever-growing list of things—do we have enough food? Do we need to restock medications? What deadlines do we need to hit at work?

So here is my message to you, parents, who are managing so much and trying desperately to keep your kids happy, healthy, and engaged: recognize that learning experiences exist in even the simplest of interactions between you and your kids. For example—

  • When doing laundry, have your child help! Have them sort the laundry into categories, find the matching socks, name colors. Create patterns with colors or clothing types (for example, red sock, then blue, then red, which comes next?).
  • Find patterns in your environment, in language (for example, nursery rhymes), and when playing with blocks or Legos. Researchers have shown that patterning is strongly related to early math skills.
  • Talk about numbers when baking. I did this with my daughter yesterday morning. We made muffins and had a blast talking about measuring cups, the number of eggs in the recipe, and even turning the dial on the oven to the correct numbers. Older kids might be interested in learning the science behind baking.
  • Take a walk down your street (practicing good social distancing of course!) and look for different things in your environment to count or talk about.
  • Bring out the scissors and paper and learn to make origami along with your kids, both for its benefits for spatial thinking and as a fun, relaxing activity! In this project, researchers developed and pilot tested Think 3d!, an origami and pop-up paper engineering curriculum designed to teach spatial skills to students. The program showed promise in improving spatial thinking skills.
  • If you choose to use screen time, choose apps that promote active, engaged, meaningful, socially interactive learning.
  • If you choose to use television programs, there is evidence showing that high quality educational programs can improve students’ vocabulary knowledge.

Hopefully these examples show that you can turn even the most mundane tasks into fun learning experiences and interactions with your kids. They may not become experts in calculus at the end of all of this, but maybe they will look back fondly on this period of their life as a time when they were able to spend more time with their parents. At the end of the day, having positive experiences with our kids is going to be valuable for us and for them. If you have time to infuse some formal learning into this time, great, but if that feels like an overwhelmingly hard thing to do, be kind to yourself and recognize the value of even the most simple, positive interaction with your kids.

Written by Erin Higgins, PhD, who oversees the National Center for Education Research (NCER)’s Cognition and Student Learning portfolio.

Keeping the Promise: New Tools for a Better-Than-Ever Aid Experience

This was cross-posted from the U.S. Department of Education blog, Homeroom

Personalized Repayment Simulation

Just a couple months ago, I promised to keep you updated about all the ways Federal Student Aid (FSA) is making your experience with us better. I’m excited to share that today we launched a few incredibly beneficial tools that make it easier than ever to understand the aid you’ve received and navigate your repayment options.

You’ll see our first enhancement the moment you log in to our website; now, you’ll see a whole lot more detail on your student aid dashboard. We’re collectively calling this information Aid Summary. It gives you much more information about the grants and loans you’ve received and shows your remaining grant and loan eligibility. This may seem like a lot of information at first, but take a closer look. I think you’ll find the Aid Summary to be a go-to tool to help you manage your aid while you’re enrolled and after you leave school.

If you’re a borrower already making payments on your loans, Aid Summary also shows you how much progress you’ve made toward paying off your debt. Another new feature shows borrowers who have submitted an Employment Certification Form (ECF) the progress they’ve made toward earning Public Service Loan Forgiveness (PSLF). We know that regularly submitting an ECF is the best way to stay on track for PSLF, and we want to ensure you have access to information about your eligibility and number of qualifying payments. This is just one step that we’re taking this year to arm you with better information.

Along those lines, we’ve also built a brand-new tool that I think you’ll really like. See, I came from the Air Force, where we use flight simulators to help our pilots navigate the skies. Now, FSA has Loan Simulator, which will help you chart your path through successful loan repayment! We have lots of  repayment plans to choose from, and we realize it can be hard to figure out which one best fits your financial situation and goals. That’s why we’ve built a feature that lets you specify if you want to pay down your loans as quickly as possible, get the lowest possible monthly payment, or reduce the interest that you’ll pay in the long run. You can change your preferences at any time to see how your recommended plan changes, and we’ll even give you direct links to the forms that you need to access certain plans.

One of our goals is to make it possible for you to make student loan payments on StudentAid.gov, our website. To learn the best way to make that happen, we’re launching a new pilot. Starting today, about seven million customers will be able to Make a Payment from their dashboard. If your loan servicer is Nelnet or Great Lakes, you can now make a regular monthly payment through StudentAid.gov on your computer or mobile device instead of logging in to your servicer’s website. Over the course of this year, we’ll build out additional functionality in the Make a Payment pilot, and eventually, all federally managed loan borrowers will be able to pay their balances through StudentAid.gov.

Finally, we’re launching a collection of resource articles on StudentAid.gov. These articles will give you—our students, parents, and borrowers—the information you need to successfully apply for and manage your federal student aid.

I can’t wait for you to check out all of these new features. I look forward to updating you again in the next couple of months, when I’ll introduce you to a new step you’ll take when you want to take out more loans: The Annual Student Loan Acknowledgement. Until then, I hope you take advantage of all these new features on StudentAid.gov.

Mark Brown is Federal Student Aid’s Chief Operating Officer

Keeping the Promise: Announcing a New StudentAid.gov

New StudentAid.gov

New StudentAid.gov

Hi. I’m Mark Brown, the chief operating officer at Federal Student Aid (FSA). Today marks my first post on the Homeroom blog, and do I have exciting news for you!

StudentAid.gov—your trusted source to learn about, apply for, and manage your federal student aid—is all new and better than ever! Let me explain …

Each year, FSA’s top-four websites are visited more than 120 million times. These sites offer a wide variety of information, tools, and resources:

  • StudentAid.gov provides information and videos about all of the federal student aid programs.
  • Borrowers go to StudentLoans.gov to complete loan documents and counseling, as well as recertify for income-driven repayment plans.
  • At fsaid.ed.gov, students, parents, and borrowers can create an account username and password to log in to U.S. Department of Education systems.
  • The NSLDS® website provides students, parents, and borrowers with specific information about their federal grants and loans and eligibility.

Now, the new StudentAid.gov combines functionality from StudentLoans.gov, fsaid.ed.gov, and nslds.ed.gov into a single, one-stop shop for you. Think of it like a new “digital front door,” welcoming you to learn all about and manage your federal student aid.

When you visit the new StudentAid.gov, you’ll more clearly see information about the federal student aid you’ve received. You can now complete multiple tasks, like learning about what types of aid are available to you, filling out the Free Application for Federal Student Aid (FAFSA®) form, completing loan counseling, and finding the right repayment plan for your situation.

Some students, parents, and borrowers will be introduced to a virtual assistant named “Aidan.” Get it? Aidan? We’re thrilled to pilot this digital resource that uses artificial intelligence to learn how we can better help you get answers to some of your most frequently asked questions. As Aidan learns and is able to answer more specific questions, we’ll roll it out to even more customers.

We’re also implementing some behind-the-scenes features that will improve the way we deliver personalized information and solutions to you. When you’re logged into the new StudentAid.gov, we’ll be able to directly provide you with information about your federal student loan application.

We’re not stopping there! Now, you only have to call one number—1-800-4-FED-AID—to be connected to all of FSA’s contact centers. And, we’ve made enhancements to our mobile app, myStudentAid, so you can seamlessly switch between completing tasks on the mobile app and web.

We’re making all of these improvements for you, the students, parents, and borrowers, we’re proud to serve. These and other enhancements are part of a big initiative we call “Next Gen FSA,” where we’re modernizing and simplifying how you interact with your federal student aid.

I know how important it is that we get this right for you. I come from a working-class family. My mother and I tried to figure out the best way to get money for college. Through a combination of federal student loans and grants, along with help from the United States Air Force, I was able to pursue my educational dreams.

At FSA, we’re committed to helping you pursue yours. That’s a promise we intend to keep, and today is a big step in our journey.

Throughout the next year in this “Keeping the Promise” blog series, I’ll update you about our Next Gen FSA progress. Until then, I invite you to check out the new StudentAid.gov, and let me know what you think.

Mark Brown is the Chief Operating Officer of Federal Student Aid

Apprenticeships Are Opportunities

This was crossposted from the U.S. Department of Labor blog.

An apprentice and a mentor work at a computer station.

As we celebrate National Apprenticeship Week, America’s job seekers are living in a time of historic opportunity.

More than 6 million jobs have been added to the economy since January 2017. The unemployment rate has remained at or below 4% for 20 months in a row, and there are 1.3 million more job openings than job seekers. Today, more than 7 million jobs remain unfilled due to the growing skills gap that exists in the workforce. Many of these vacancies remain unfilled because employers cannot find workers with the right skills.

To bridge the skills gap, President Donald J. Trump signed an Executive Order in 2017 outlining tasks and requirements to help modernize America’s education systems and workforce development programs by expanding apprenticeships opportunities for America’s workers.

Apprenticeships offer a way for workers to earn a living while gaining the expertise needed to advance in a career. After the completion of an apprenticeship, the average starting wage is $70,000, and 94% of apprentices will remain employed nine months afterward. The apprenticeship model provides a viable career pathway to high-paying jobs allowing young Americans to avoid the burden of student loans and immediately start earning a salary during their training.

Research shows incredible potential for growing apprenticeships in the United States. A recent study of apprenticeships in 10 states found that participants had significantly higher employment rates and earnings compared to those who did not complete an apprenticeship. Apprenticeships are a proven pathway to middle- and high-skilled jobs. Yet apprentices comprise only 0.3% of the U.S. labor force, which is substantially less than in European countries. Consider for example that in Austria, Germany, and Switzerland, 55-70% of young people begin their career with an apprenticeship.

Apprenticeships can also help job creators make sound investments in the future of their businesses. Providing flexible training options creates a more diversified and dynamic workforce that can result in better productivity.

Apprenticeships benefit both job creators and job seekers, and this Administration is working to make high-quality apprenticeships as accessible as possible.

The Department recently awarded more than $183 million in grants to grow apprenticeships in advanced manufacturing, information technology, and health care. The grants will support greater access to apprenticeships for all Americans, including veterans, military spouses, women, people of color, and individuals transitioning from the justice system. These grants represent commitments to more than 85,000 future apprentices in new or expanded programs.

In addition, the Department has received public feedback on the proposed regulation establishing the Industry-Recognized Apprenticeship Program. Under the proposal, a diverse array of entities — including trade, industry, and employer groups or associations, educational institutions, state and local government entities, nonprofit organizations, unions, or a consortium or partnership of these entities — could recognize high-quality apprenticeship programs in industries or occupations relevant to their work or areas of interest.

Apprenticeships mean more opportunities for Americans. Whether you are looking for your first job, changing career paths, or reentering the workforce, apprenticeships can create a bright future. As the American job market continues this period of unprecedented growth, the U.S. Department of Labor will keep working to ensure that all Americans have access to the job training they need to further their careers.

Learn more about apprenticeship on Apprenticeship.gov, the one-stop source for all things apprenticeship sponsored by the Department of Labor.

John Pallasch is the Assistant Secretary of Labor for Employment and Training.

A Support System to Uplift My Educational Journey

As a first-generation Mexican-American college student, pursuing higher education was something I once thought was impossible. It wasn’t until my first year in community college that I realized just how badly the K-12 public school system had failed to prepare me for a college education. Not only did I lack the fundamental reading and writing skills but also the social and cultural capital necessary to navigate the system of higher education. During my first year at Santa Monica College, I quickly realized how challenging it was for me to balance family and academic responsibilities. Living in a single-parent household, my mother relied on my financial support to make ends meet. I was pressured to work long hours and find additional time to dedicate to studying. Balancing family and educational commitments became too stressful and eventually impacted my academic performance. Understanding the repercussions of this, I knew it was essential for me to find a support system on campus who could help me navigate the system of higher education and improve my academic performance.

Despite the challenges that confronted me, I took the initiative to reach out to my former English professor, who has been instrumental in my academic and professional career, for guidance and academic support. After my first meeting with him, I began to recognize my potential and ability to enhance my reading and writing skills while becoming critical of my educational goals. This profound transformation allowed me to regain the confidence I needed to pursue and accomplish my educational goals.

Upon graduating from Santa Monica College, I transferred to the University of California, Irvine (UC Irvine) to pursue a bachelor’s degree in political science and education sciences. With newfound confidence, I have also joined several programs on campus such as the UC Irvine Pre-Law Outreach Program. Furthermore, I worked for the Early Academic Outreach Program as a Student Coordinator. In this capacity, I provide academic support to underserved high school students by assisting them with college planning, enrollment for the SAT/ACT exam, and the University of California and California State University admissions process.

Reflecting on my educational journey, from community college to UC Irvine, I can appreciate how it has shaped the resilient and persistent person that I am today. I have accomplished many incredible things that have enriched my college experience and influenced my educational and professional aspirations.

Walter Ramirez is a senior at the University of California, Irvine and a summer 2018 intern with the White House Initiative on Educational Excellence for Hispanics.

The content of these posts reflects the opinions of individuals who wrote it and is not an endorsement or statement from the U.S. Department of Education.

My Dream

I dream about the day where my mom doesn’t have to wake up at four in the morning to work under the scorching heat for hours on end. I come from a farmworking family and began working in the fields at the age of twelve in Idaho. My first memory is walking into an orchard of cherry trees. Growing up, I remember telling myself that, “I don’t want to work here my whole life. And I don’t want my parents too, either.” My family is the reason why I decided to be five and a half hours away to pursue my postsecondary education. As I look back after finishing my first year in college, I am more committed to continuing to pursue my goal of obtaining my bachelor’s degree for my family.

This in part to being part of the College Assistance Migrant Program (CAMP). That is where I found my home away from home. I soon began to call the rest of my peers, CAMP brothers and CAMP sisters. CAMP is where I go with any questions about college.

Through CAMP, I participated in Farmworker Awareness Week. The fourth week of March is Farmworker Awareness Week on college campuses. This week is used to bring awareness to issues that farmworkers face like exploitation and harassment. This is a week I hold dear because I am passionate about farmworker justice. This week reminded me of the days I worked de-tasseling corn. Fortunately, my mom, my sister and I did not faced harassment in the fields. On our campus, we had the Bandana Project where we wrote facts about women in the fields. We displayed these at Voces Del Campo (Voices from the Fields), an event where we shared our own farmworking story. I had the privilege to read an anonymous story and heard many of my CAMP siblings share their accounts. This event made me realize the importance of sharing one’s own stories to bring awareness to certain issues. I found myself being grateful for having peers that share a similar background like mine, which is coming from a low-income farmworking family.

Volunteering for several events that week made me think about my career goals. Once I get certified to be a teacher, I want to stay in Idaho and teach in a community with a high Hispanic population. I want to be able to educate students about the issues facing our communities and share resources to assist them.

The University of Idaho’s CAMP program has been the place where I have learned about myself. Thankfully, I have found my support system, made friends, and have peers that share similar backgrounds. I have an amazing family that has been supportive since day one, and they are the reason I will continue to reach for my goals. Hopefully one day, I will be able to give my parents at least twice as much for what they have given and done for me and achieve my dream of helping my family no longer work in the fields.

Julia Santiago is a sophomore at the University of Idaho and a summer 2019 intern at the White House Initiative on Educational Excellence for Hispanics.

The content of these posts reflects the opinions of individuals who wrote it and is not an endorsement or statement from the U.S. Department of Education.

Nine Ways Technology Can Boost STEM Learning

This was crossposted from the U.S. Department of Education’s blog, Homeroom

Across the nation, innovative programs are preparing students to enter the fields of science, technology, engineering and mathematics. These subjects, often called STEM, can open up new pathways to success in the 21st century workforce and also means new opportunities for students and teachers alike.

Technology can play an important role in the STEM learning process. The Office of Educational Technology, in partnership with Digital Promise, reviewed research literature on how technology can enrich STEM learning. They found nine ways that technology can help students engage with these subjects which are highlighted in this newly released report from the U.S. Department of Education— Innovation Spotlights: Nine Dimensions for Supporting Powerful STEM Learning with Technology.  This report is the result of a systematic review of the current research on the impact of integrating innovative digital technology in STEM and computer science curricula and classrooms.

We hope that teachers, curriculum specialists, and other education leaders will learn how these methods can deepen students’ learning experiences. You can see these methods in action by clicking the link to each video.

1.Dynamic RepresentationsStudents learn or master STEM concepts through interacting with digital models, simulations, and dynamic representations of mathematical, scientific, and engineering systems.

2.Collaborative Reasoning. Technology tools support students’ collaborative reasoning around STEM concepts, equalizing participation among group members and helping individuals and groups improve their ideas.

3. Immediate and Individualized FeedbackDigital tools provide students practicing or learning STEM skills or concepts with immediate and individualized feedback, beyond right or wrong.

4. Science Argumentation SkillsStudents use technology that supports science argumentation skills including presenting and evaluating evidence about scientific or mathematical claims.

5. Engineering Design Processes. Students plan, revise, implement, and test problem solutions using engineering design processes and appropriate support technologies.

6. Computational ThinkingStudents use technology to formulate and analyze problems and their solutions, reason abstractly, and automate procedures through algorithmic thinking.

7. Project-based Interdisciplinary Learning. Students use digital technology tools in the context of authentic project- or challenge-based learning activities that integrate multiple STEM fields (e.g., science and mathematics).

8. Embedded Assessments. Digital assessments are embedded in STEM instruction to prompt students’ reflection on the quality of their explanations, models, or problem solutions.

9. Evidence-based Models. Students use technology to develop models based on data and evidence.

The United States is making strides in STEM literacy, innovation, and employment.


To read Innovation Spotlights: Nine Dimensions for Supporting Powerful STEM Learning with Technology and access the 10 school spotlight videos, visit https://tech.ed.gov/stem/.

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Constructing Your Own Story

My dad has been beef cattle ranching for 13 years, and every summer, since the beginning of my freshman year of high school, I worked alongside him. Cattle farming seemed like what he was destined to do, and although the work was strenuous, my dad loved it. However, from my first summer working there, I realized it was not what I loved. I spent almost every day thinking about what else I could do, how I could utilize my intellectual knowledge that I was learning in school, and how to elevate myself and my family. Nevertheless, due to financial situations, I continued to work alongside my father for four summers. Yet, the most difficult part came when I spoke with him and told him I wanted to do something that no one in our family had done. I wanted to go to college.

Coming from a rural area, the college process was challenging. I found myself relying on myself for guidance, due to no one else being familiar with the college process. At times, my own parents doubted my ability to enter the college of my dreams. Nevertheless, I did it. I was  accepted into the college of my dreams: Dartmouth College. Upon arriving at college, a rush of guilt overtook me. I felt guilty for liking Dartmouth better than home, for wanting to stay here and explore everything about Dartmouth. I felt guilty for leaving behind my family and being excited for and enjoying the opportunities that college had to offer.

I continued to feel that guilt until I spoke with a professor. I asked my Spanish professor to chat over coffee one day. To this day, I still recall the words that lifted the guilt and pressure from me. She stated, “Juan you shouldn’t feel guilty for liking it here, and you most definitely should not feel pressure to take care of your parents.” She went on to tell me that my family was fine. They had established their life way before I came to college. Leaving for college was not disrupting our family structure. She was right. My parents were, in fact, ok. My dad, although still working hard, was doing well at his job, and my mom and siblings were ok. It wasn’t until that moment that I was able to contextualize where I was and how proud my parents were of me.

It is immensely difficult for first-generation students to realize the positive impact that we are doing for our family. The majority of us have been raised in households that discourage showing any form of individual recognition for our efforts. Therefore, it is difficult for us to disconnect ourselves from our family. Yet, during that conversation, I realized that this is my story. That my parents’ struggles, successes, and lives are not mine. I have my own, and I must focus on it. Yes, my goal is to one day aid my family financially, but I can’t do that if I continue to live under the very pressures that I put upon myself. Since I recognized this, I have felt more at ease with myself and college. Thanks to the advice of my Spanish professor, I was able to remove the feeling of being guilty for enjoying college. Furthermore, thanks to this uplift of guilt, I was able to excel and win the William S. Churchill award which recognizes one freshman male for academic achievement, leadership, community service, and who represents Dartmouth in all aspects.

I grew up working the same job as my dad. I helped my mom in household chores and in taking care of my siblings. My life was routine until I entered college. Once I entered college, I had to learn to become independent in many aspects. Additionally, I had to learn to remove feelings of guilt and pressure. It wasn’t until I did so that I started to live and excel. It’s important to recognize that although we can be grateful for our parents and for everything they have done for us, our parents’ stories are not ours. They helped mold us into the people we are today, but it’s up to us to define ourselves and tell our own story.

Juan Quinonez Zepeda is a senior at Dartmouth College and a summer 2019 intern with the White House Initiative on Educational Excellence for Hispanics.

The content of this post reflects the opinions of the individual who wrote it and is not an endorsement or statement from the U.S. Department of Education.

Finding My Destination

If the hastily written handwriting on my writing tutor job application could tell the truth, it would admit that I was applying for the position only because I needed a reason to believe that my efforts would lead to a purpose. During this time, I felt as though I was running miles toward nowhere: I was a third-year community college student who had recently switched her major from political science to English, and who was looking for a little bit more income to survive. However, I was trying to put in all my effort into my work to make up for my confusion.

I was developing new career goals, I was expanding my skillset, and overall, I was using every ounce of my hard work to be successful. Yet, I was no longer convinced that my effort was going to lead me anywhere. I was lost and frustrated, but I knew that wherever I was, I was too far to give up. Additionally, I knew that I loved literature and writing, so I was convinced that working at the writing center at the community college I attended would help me find my purpose. I eventually found that purpose among all the Latinx students I tutored.

Working as a tutor made me realize that within the Latinx community, there seems to be this group mentality that we have to prove ourselves. Whether I was tutoring a Latinx student who was in the honors program or a Latinx student who did not want to admit that he did not know what a thesis statement was, most Latinx students wanted to prove that they could be successful. They may not have realized it, but they wore their diligence on their very faces. I knew the stories of their all-nighters, of their full-time jobs and responsibilities to their families, and even their desire to go back to school for the “better life” they believed in. The one thing they lacked was a reason to believe in themselves. Seeing how determined they were, I decided that it was my responsibility to help them.

My job became more than just helping my students understand thesis statements or showing their grammatical errors. Before I knew it, I felt as though I had taken on the responsibility of helping Latinx students prove that they were capable: capable of learning, capable of reflecting their intelligence in their essays, and above all, capable of seeing positive results in their hard work.

Admittedly, I still doubted whether or not I was doing enough to help them until one random tutoring session in May 2018 that a Latinx student casually told me, “Thank you so much, I feel better about this now”, that I suddenly felt that I found more than just confirmation about my tutoring skills. That very statement made me realize where I was at that very moment. I was in a tutoring cubicle with a Latinx student who told me that I helped her believe in herself. at that moment, I felt that I could move forward with a sense of direction, that direction to me was to follow the path that would lead me to become an English professor who can use her knowledge to help Latinx students.

To this day, I continue to make the most of my teaching abilities because I want to help Latinos on the education level. I now work as a writing tutor at Orange Coast College while attending the University of California, Irvine. While I still sometimes feel my efforts are not enough or as strong as they should be, my experience helping Latinx students find their voice is enough to push me and make me believe that I can help others. I no longer run toward nowhere, but instead I have a destination.

Emily Aguilar is a senior at the University of California, Irvine and she was a summer 2019 intern with the White House Initiative on Educational Excellence for Hispanics.

The content of this post reflects the opinions of the individual who wrote it and is not an endorsement or statement from the U.S. Department of Education.