This summary brief captures highlights from the second year of the NSF-funded WaterMarks project. The technical evaluation report for this same project period can be found on the main project page. The purpose of this document is to communicate key updates (as observed by the evaluation team) in a less technical way with the many different audiences who have an interest in keeping up with WaterMarks.
This is the evaluation report for the second year of the NSF-funded WaterMarks project. It reflects a current summary of available evidence about the intended outcomes of program activities to date, as well as commentary on how the project is using (or could use) this information moving forward.
This summary brief captures highlights from the evaluation report for the first year of the NSF-funded WaterMarks project (also available on this page). The purpose of this document is to communicate key updates from evaluation in a less technical way with the many different audiences who have an interest in keeping up with WaterMarks.
This is the evaluation report for the first year of the NSF-funded WaterMarks project. It reflects an initial summary of available evidence about the intended outcomes of program activities to date, as well as commentary on how the project is using (or could use) this information moving forward. This report contains descriptions of embedded measures (i.e. anonymized drawings and reflections captured on a thematic postcard) included in community walks and analyses of secondary data (i.e., interviews conducted by other members of hte project team), as well as reflections emerging from the
The attached evaluation is of the A2A (Awareness to Action) Planning Workshop held February 21-23 in two locations simultaneously connected by internet: the University of Colorado, Boulder and Princeton University in Princeton, New Jersey. It was made possible thanks to a collaboration of the Institute of Arctic and Alpine Research (INSTAAR) and EcoArts Connections, with additional assistance from the National Center for Atmospheric Research. A2A brought together 39 natural and social scientists, artists, urban planners, “sustainablists” (e.g. sustainability professionals working in a variety
The attached Briefing Booklet was created collaboratively by A2A (Awareness to Action) Planning Workshop facilitators and organizers in advance of the February 2018 convening and was available to participants.
The workshop's primary goal was to establish an operational strategy for knowledge sharing across entities, networks, and associations designed to strengthen communities of practice nationally to better conceive, conduct, and evaluate projects for the public, working at the intersection of science, arts, and sustainability.
The booklet contains an overview of the workshop purpose
How does focusing on “community science literacy” change the role of an informal science learning center?
This poster was presented at the 2019 NSF AISL Principal Investigators meeting.
In 2015, the Swinomish Indian Tribal Community (SITC) received a two-year NSF-AISL Pathways Grant (#1516742) entitled “Developing an Informal Environmental Health Education Model in Tribal Communities,” designed to develop a process model and curriculum for community-based environmental health outreach, grounded in cultural values and practices. The project deliverables included a curriculum and guiding document, intended to inform and inspire other tribal communities wishing to create a culture-based environmental or public health curriculum.
SITC contracted the Lifelong Learning Group
Hubbard Brook Roundtables are a method of face-to-face PES developed by science communication practitioners at a long-term ecological research site in New Hampshire’s White Mountains. Hubbard Brook Roundtables use facilitated dialogue with stakeholders and ecologists to harness the power of “ecosystem thinking” to address complex socioscientific questions. Here we present key lessons from more than ten years of convening roundtables in the Northern Forest region of the northeastern US.
There is growing concern that opportunities for outdoor learning by school students in England have decreased substantially in recent years. In response to this, and recent Government calls for ‘schools to make better use of the outdoor classroom as a context for teaching and learning’, the Field Studies Council (FSC) and several partner organisations commissioned the National Foundation for Educational Research (NFER) to undertake a review of research on outdoor learning.
This document summarises the key findings of this review, which critically examined 150 pieces of research on outdoor
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TEAM MEMBERS:
Mark RickinsonJustin DillonKelly TeameyMarian MorrisMee Young ChoiDawn SandersPauline Benefield
resourceprojectProfessional Development, Conferences, and Networks
The University of Maine will address the grand challenge of increasing Native American participation in the science,technology, engineering and mathematics (STEM) enterprise in an NSF INCLUDES Design and Development Launch Pilot project addressing culturally relevant pedagogy, incorporating Community Elders, Cultural Knowledge Keepers, and mainstream secondary and higher education institutions in the development of STEM pedagogy that can be replicated to other underrepresented and underserved populations. Partners in the effort include the Wabanaki Youth in Science program (WaYS)(a non-profit organization), Salish Kootenai College (a Tribal College), Massachusetts Institute of Technology (a research university), the National Indian Education Association (a non-profit membership organization) and the current NSF INCLUDES Design and Development Launch Pilot project at the University of Maine (the Stormwater Research Management Team (SMART)). This NSF INCLUDES partnership provides students with evidence-based STEM activities involving culturally relevant internships, mentoring, STEM professional development activities and other support. Non-native students will reciprocally participate in Native American learning environments.
The foundation for the project's activities is based on the WaYS program in science education that incorporates Traditional Ecological Knowledge (TEK). The goals of the project are to: 1) create and integrate curriculum that embraces TEK and western science as equal partners; 2)develop and implement protocols to incorporate a continued mentorship program for WaYS and STREAM engineering students; 3)develop a framework to bridge the gap between high school and college; and 4) foster collaboration among Community Elders, Cultural Knowledge Keepers and University of Maine faculty in a model that could be transferred to other communities. Internal and external evaluation activities will add to the scholarly literature on educating Native Americans and non-native students in STEM disciplines. Dissemination of project results will include published peer-reviewed journal articles on newly developed pedagogy and conference presentations at the American Indian Science and Engineering (AISES) national conference, the National Diversity in STEM Conference, National Science Teachers Association, AAAS, ASEE and the National NSF INCLUDES Network.
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TEAM MEMBERS:
Darren RancoJohn DaigleMindy CrandallShaleen Jain
resourceprojectProfessional Development, Conferences, and Networks
This NSF INCUDES Design and Development Launch Pilot will increase the recruitment, retention, and matriculation of racial and ethnic minorities in STEM Ph.D. programs contributing to hazards and disaster research. Increasing STEM focused minorities on hazards mitigation, and disaster research areas will benefit society and contribute to the achievements of specific, desired societal outcomes following disasters. The Minority SURGE Capacity in Disasters (SURGE) launch pilot will provide the empirical research to identify substantial ways to increase the underrepresentation of minorities in STEM disciplines interested in hazards mitigation and disaster research. Increasing the involvement of qualified minorities will help solve the broader vulnerability concerns in these communities and help advance the body of knowledge through the diversity of thought and creative problem solving in scholarship and practice. Utilizing workshops and a multifaceted mentorship program SURGE creates a new model that addresses the diversity concerns in both STEM and disaster fields, and make American communities more resilient following natural disasters. This project will be of interest to policymakers, educators and the general public.
The Minority SURGE Capacity in Disasters (SURGE) NSF INCLUDES Design and Development Launch Pilot will enhance the social capital of racial and ethnic minority communities by increasing their networks, connections, and access to disaster management decision-making among members of their community from STEM fields. The four-fold goals of SURGE are to: (1) increase the number of minority graduate researchers in STEM fields with a disaster focus; (2) develop and guide well-trained, qualified disaster scholars from STEM fields; (3) provide academic and professional mentorship for next generation minority STEM scholars in hazards mitigation and disaster research; and (4) develop professional and research opportunities that involve outreach and problem solving for vulnerable communities in the U.S. The SURGE project is organized as a lead-organization network through the University of Nebraska at Omaha and includes community partners. As a pilot project, SURGE participation is limited to graduate students from research-intensive universities across the country. Each student will attend workshops and training programs developed by the project leads. SURGE investigators will conduct project evaluation and assessment of their workshops, training, and mentorship projects. Results from evaluations and assessments will be presented at STEM and disaster-related conferences and published in peer-reviewed academic journals.
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TEAM MEMBERS:
DeeDee BennettLori PeekTerri NortonHans Louis-Charles