This longitudinal study examined factors that contribute to the persistence of underrepresented racial minority (URM) undergraduates in STEM fields. The primary source of data came from the Cooperative Institutional Research Program’s 2004 The Freshman Survey (TFS) and 2008 College Senior Survey (CSS). The sample included 3,670 students at 217 institutions who indicated on the TFS that they intended to major in a STEM field, 1,634 of whom were underrepresented minority (URM) students. Findings indicate that Black and Latino undergraduates were significantly less likely to persist in STEM
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TEAM MEMBERS:
Mitchell ChangJessica SharknessSylvia HurtadoChristopher Newman
This longitudinal study examined whether premedical students’ educational orientation contributed to their chances of completing a STEM degree. Two different orientations were tested; a narrow one grounded by interests in obtaining status and a more expansive orientation grounded by interests in engaging with a broader set of learning goals and communities. The primary source of data came from the Cooperative Institutional Research Program’s 2004 Freshman Survey (TFS) and 2008 College Senior Survey (CSS). The main analyses included 613 students who reported interest in pursuing a medical
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TEAM MEMBERS:
Mitchell ChangMichael SohKevin EaganSylvia Hurtado
As interest in Science, Technology, Engineering, and Mathematics (STEM) education grows (Olson & Riordan, 2012), the need for professionals to clearly communicate sophisticated concepts associated with these areas also increases (Fischoff & Scheufele, 2013). This evaluation focuses on a 3 credit university course “Training in Science Education Outreach” which utilizes a novel course structure. The course’s main aim is to teach graduate and undergraduate students how to speak to the public about science, focusing specifically on language science. The structure of the course is non-traditional
The New Directions in Audience Research Initiative, initially funded by IMLS in 2009, is a special initiative of the University of Washington Museology Graduate Program. New Directions aims to train graduate students in Audience Research & Evaluation within informal learning settings through laboratory style coursework that integrates the strengths of professional and peer mentoring, fieldwork, academics and client-centered experiences. Audience Research & Evaluation is an ever increasing field and one that is integral to all aspects of museum practice. Students who participate in New Directions learn the value of effectively incorporating outcomes based planning and research-based practice into their chosen area of museum practice and become advocates for evaluation within the museum field. Primary partner sites include the Woodland Park Zoo, and the Pacific Science Center who's Evaluation staff assist student teams in designing, implementing and reporting on evaluation projects within their institutions as well as other affiliated partner sites. Past affiliated partner sites include, the Burke Museum of Natural History and Culture, EMP Museum, Frye Art Museum, Henry Art Gallery, Museum of History and Industry, Northwest African American Museum, Seattle Aquarium, and the Washington Park Arboretum.
The digital revolution has transformed how young people discover and pursue their interests; how they communicate with and learn from other people; and how they encounter and learn about the world around them. How can we identify best practices for incorporating new media technologies into learning environments in a way that resonates with youth, including their interests, goals, and the ways they use technology in their everyday lives? How do we resolve the need to document and recognize informal STEM learning and connect it to formal education contexts? What strategies can be developed for inspiring and tracking student progress towards the learning goals outlined in the Next Generation Science Standards (NGSS)? These questions are the underlying motivation for this CAREER program of research. Digital badges represent a specific kind of networked technology and have been touted as an alternative credentialing system for recognizing and rewarding learning across domains, both inside and outside of formal education contexts. While there is considerable enthusiasm and speculation around the use of digital badges, the extent to which they succeed at empowering learners and connecting their learning across contexts remains largely untested. This project seeks to fill this gap in knowledge. The approach taken for this program of study is a three phased design-based research effort that will be focused on four objectives: (1) identifying design principles and support structures needed to develop and implement a digital badge system that recognizes informal STEM learning; (2) documenting the opportunities and challenges associated with building a digital badge ecosystem that connects informal learning contexts to formal education and employment opportunities; (3) determining whether and how digital badges support learners' STEM identities; and (4) determining whether and how digital badges help learners to connect their informal STEM learning to formal education and employment opportunities. In Phase 1, an existing prototype created in prior work at Seattle's Pacific Science Center will be developed into a fully functional digital badge system. In Phase 2, the PI will also work collaboratively with higher education stakeholders to establish formal mechanisms for recognizing Pacific Science Center badges in higher education contexts. In Phase 3, the badge ecosystem will be expanded and students' use of and engagement with badges will be tracked as they apply to and enter college. The project involves high school students participating in the Discovery Corps program at the Pacific Science Center, undergraduate and graduate students at the University of Washington, and stakeholders in the K-12 and higher education community in Seattle. Educational activities integrated with this program of research will support: (1) mentoring University of Washington students throughout the project to develop their skills as practice-oriented researchers; (2) incorporating the research processes and findings from the project into university courses aimed at developing students' understanding of the opportunities and challenges associated with using new media technologies to support learning; and (3) using the research findings to develop educational outreach initiatives to support other informal STEM learning institutions in their use of digital badges.
The Boys and Girls Club Afterschool Outreach Program, designed by UC Irvine Science Educators in conjunction with Chemistry at the Space-Time Limit faculty, aimed to increase elementary students' interest, enthusiasm, and learning outcomes in STEM fields through the development of hands-on physical science science lessons. External evaluation results showed the program was successful in altering students' perceptions of scientists and supported their internalization of science as a potential career choice. Now in its third year, the program continues includes support from undergraduate student, graduate student, and faculty volunteerism.
The goal of the University of North Carolina at Greensboro's Academic and Cultural Enrichment (ACE) Scholars: New Americans for Community College Librarianship project is to increase the number of immigrants and refugees in community college librarianship. The project includes a recruitment drive, a targeted and focused curriculum that emphasizes multicultural, multilingual, and community engaged librarianship, and a proven practicum model, the Real Learning Connections. The project will result in a sustainable curriculum as well as a multilingual and multicultural cadre of 10 librarians, ready to serve diverse community college students, and ready to work in community college library environments.
LIGO's Science Education Center is in charge of Education and Public Outreach Component for the LIGO Livingston Observatory. The three prime efforts are: (1) Professional development for teachers utilizing lab facilities and cross-institute collaborations. (2) Outreach to students K-16 (targeting 5- 9th grade), with on-site field trips to the LIGO Lab and Science Education Center, as well as off-site visits & presentations. (3) Outreach to the general public and community groups with on-site tours and Science Education Center Experience, as well as off=site visits and presentations. LIGO's Science Education Center is located at the LIGO Observatory, and has an auditorium, a classroom and a 5000 square foot exhibit hall with interactive exhibits at its disposal to complete its mission. In addition LIGO-SEC staff serve to help press and documentary film makers complete their missions in telling the "LIGO story" and encouraging budding scientists.
The integration of research with education and outreach is an essential aspect of our Center's mission. In order to assure the most effective use of our expertise and resources, we have developed a multi-faceted approach with activities that focus on coherent themes that address our three primary audiences: research community, our neighborhood, and the general public. These activities include research internships, enrichment programs for students & teachers, and informal science opportunities.
NESCent’s Education & Outreach efforts are designed and developed to improve evolution education and public understanding of evolutionary science, expand opportunities for underrepresented groups, and contribute to professional development of tomorrow’s evolutionary biologists. Our programs and initiatives serve a diverse array of audiences (students, faculty, general public) at a variety of levels (K-12, undergraduate/graduate/postdoc, informal science education).
The Observatory’s “Education and Outreach” (EDU) capability is designed to facilitate the interface between the Observatory and communities of users. Ultimately, our goal is to empower people to effectively use NEON data to enable understanding of continental-scale ecological change over time. To ensure that NEON science/data products are accessible to and usable by diverse communities, including scientists, students, educators, citizen scientists, decision-makers and the interested general public, we provide a suite of online data-centric resources/tools, workshops, a variety of courses, internship/research programs for undergraduates, and citizen science projects.
In late 2012, COMPASS received NSF grant number 1255633, “A Workshop to Explore Building Systemic Communication Capacity for Next Generation Scientists.” Known in shorthand and on twitter as #GradSciComm, the work comprises three major components, culminating in this report: (1) To assess the current landscape of science communication workshops, courses, and trainings available to graduate students in the STEM disciplines; (2) To convene a workshop of science communication trainers, scholars, science society leaders, funders, administrators, and graduate students; and (3) To provide concrete
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TEAM MEMBERS:
Liz NeeleyErica GoldmanBrooke SmithNancy BaronSarah Sunu