Tier II

Tier II includes more advanced student enrichment activities in coding and robotics and training teachers on the Integrated STEM Talent Development Model (INSTEM) curriculum, which brings together social and emotional learning and STEM enrichment activities for the students. Tier II enrichment activities are designed to be led by a teacher in a minimum of 12 hours, typically over the course of 6 weeks; each of the meetings will include at least one activity focusing on social and emotional needs and a STEM enrichment activity.   

The STEM enrichment curriculum for Tier II includes the following modules:

Autonomous Cars: In this course, students will explore Arduinos, the CC+ coding language, and solve a coding challenge based on the concept of autonomous cars. Students will learn how to control a car via Bluetooth, ultrasonic distance sensors, or line-tracking infrared sensors.

Game Design: This course teaches students how to develop computational thinking skills, learn the Python programming language, and engage in problem-solving. Students will apply their Python coding skills to design computer games such as Joke Jukebox, Dragon Realm, and Hangman.

Internet of Things: In this course, students will become familiar with real-life applications of the Internet of Things by using a Raspberry Pi and the Python programming language. They will learn how collect data via different sensors and use the Raspberry Pi to communicate with the user (e.g., send email). They will create a security system or a photo booth.

STEAM Labs: Students will apply the engineering design process and principles of physics to build Rube Goldberg machines, which complete simple tasks in overly complicated ways, using everyday objects. They will gain experience with systems thinking and effective collaboration and learn real-world engineering skills and start exploring pathways to careers in engineering.

Cybercrime: In this course, students receive a comprehensive introduction to cyber security. This includes looking at the technical aspects of cyber crime as well as the features of the Internet which make it susceptible to deviant behavior. Students also discuss how to engage in internet safety, which includes avoiding phishing scams, the prevalence and effects of cyberbullying, the need to protect data and the never disappearing nature of the Internet



Tier II affective curriculum provides students with social-emotional learning opportunities to consider the need for STEM professionals to be aware of how their work might affect individuals, families, and communities. They consider the potential effects of whatever they conceptualize, design, build, experiment with, and problem-solve for.  As their career direction develops, they self-reflect about how they are developing cognitively, socially, emotionally, and with finding direction. The topics within the Tier II affective curriculum are: 

  • My Own and Others’ Impressions of Me
  • Personal Strengths and Resilience
  • Influencers
  •  Imagining the Future
  • A Good-fit Career
  • Is a STEM Career in My Future?
  • How Social and Emotional Learning Can Support a STEM Career
  • Dissecting Stress
  • Coping with Stress
  • Preparing for More Education
  • Skilled Listening Now and in the Future
  • Endings