RISES (Re-energize and Invigorate Student Engagement through Science) is a coordinated suite of resources including 42 interactive English and Spanish STEM videos produced by Children's Museum Houston in coordination with the science curriculum department at Houston ISD. The videos are aligned to the Texas Essential Knowledge and Skills standards, and each come with a bilingual Activity Guide and Parent Prompt sheet, which includes guiding questions and other extension activities.
The Making Spaces project aims to contribute to a longer-term vision of a future where all UK makerspaces can be vehicles for social justice, offering spaces and resources for a wide range of communities to enhance and improve their lives, wellbeing and agency through STEM-rich making in ways that feel authentic, respectful and value the wisdom, cultures, needs, values and identities of communities. This vision includes a future where the STEM workforce is diverse and representative, where STEM is used to address key societal challenges and where people can use STEM knowledge, skills and
DATE:
TEAM MEMBERS:
Louise ArcherJen DeWittEsme FreedmanKylo Thomas
The Indiana State Museum and Historic Sites will create a hands-on, immersive experience about legendary African American cyclist Marshall “Major” Taylor. The exhibit will feature a 1900-era locker room, a bicycle shop that demonstrates how bike design impacts performance, and three trophies Taylor won overseas. Visitors will be able to assemble bicycles and participate in an animated race. The museum will collaborate with The Indianapolis Public Library’s Center for Black Literature and Culture, US Bicycling Hall of Fame, Bike Indianapolis, and Central Indiana Bicycling Association. The exhibit will increase awareness of Major Taylor, his achievements, and his connections to Indianapolis and Indiana, and will provide a shared experience focused on race and our ongoing struggle for social justice. Visitors can contemplate and take action around bike equity, access to affordable transportation, and urban design, explore cycling and ride bicycles together.
A practical guide containing descriptions of 11 Tinkering activities for adult learners. It can be used by community development and informal learning practitioners working with adult groups. Some of the activities were newly developed while others were adjusted from already existing and tested activities. Special focus is given to activities suitable for adults from different backgrounds, taking into account different needs, interests and motivations. This publication is a product of Tinkering EU: Addressing the Adults, funded with support from the Erasmus+ Programme of the European Union.
Making as a term has gained attention in the educational field. It signals many different meanings to many different groups, yet is not clearly defined. This project’s researchers refer to making as a term that bears social and cultural impact but with a broader more sociocultural association than definitions that center making in STEM learning. Using the theoretical lenses of critical relationality and embodiment, our research team position curriculum as a set of locally situated activities that are culturally, linguistically, socially, and politically influenced. We argue that curriculum
DATE:
TEAM MEMBERS:
Veronica OguilveWen WenEm BowenYousra AbourehabAmanda BermudezElizabeth GaxiolaJill Castek
In this study we explore two different faciitation styles, collaboration and competition, in an 1-hour long, highly interactive, digital experience called Future Energy Chicago. The aim of the faciliations is to affect guests' energy literacy, that is their knowledge of, and their attitude and behavior toward energy conservation. In the collaboration condition, guests were encouraged to talk as a whole room about what they had learned about energy during the latest round of play with the goal for the whole room to get as high a score as possible. In the competition condition, guests met only
This poster was presented at the 2021 NSF AISL Awardee Meeting.
To engage youth in global challenges such as energy issues, students’ own community can serve as personally relevant venues for scientific inquiry. For example, after students learn about heat transfer in school, they can use this knowledge to inspect the energy efficiency of their own schools and public buildings in their neighborhood.
To bridge the gap between school science and citizen science, students need scientific instruments that can be used both in and out of school and a community to share their discoveries.
This short (approximately 2-3 hours), self-paced non-credit learning module is designed for those new to conducting research in communities impacted by energy development. You will learn about the concept of “research fatigue” and become more prepared for fieldwork by learning what to expect when you visit energy-impacted communities.
Access is free for students, researchers and those living in or serving communities impacted by energy development.
Participants who complete the online course can a digital badge called Understanding Research Fatigue. Earners of this certification will
DATE:
TEAM MEMBERS:
Suzi TaylorJulia Hobson HaggertyKristin SmithRuchie Pathak
This workbook / planning guide was designed as an outreach tool to support students and early-career researchers who are studying the social impacts of energy development and wish to better understand and mitigate “research fatigue,” a state in which citizens of a community who are already experiencing massive change may be exhausted by additional attention from researchers, the media and others outside the community.
The workbook can be used as a stand-alone resource or as a complement to the Understanding Research Fatigue online module (https://eu.courses.montana.edu/CourseStatus.awp
DATE:
TEAM MEMBERS:
Suzi TaylorJulia Hobson HaggertyJeffrey JacquetGene TheodoriKathryn Bills Walsh