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resource research Media and Technology
The STEM Effect project is a collaborative effort to engage cultural organizations around the U.S. in developing a Collaborative Action Agenda for better understanding the mid- and long-term impacts of informal STEM programs for girls.
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TEAM MEMBERS: Lynda Kennedy
resource research Public Programs
Parents are vital players in raising youth’s awareness of the value of STEM and in brokering their participation in activities that build STEM competencies. STEM Next Opportunity Fund is committed to ensuring that every child – especially girls, youth of color, kids in low-income communities, and youth with disabilities – has access to STEM experiences and the social capital that lead to greater opportunities in academics and careers. We believe family engagement is a game changer and offer this white paper to raise awareness of its importance and amplify promising practices.
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resource research Professional Development, Conferences, and Networks
In informal STEM education, thinking about engagement has evolved from a focus on innovative ways of attracting the initial attention of science center/museum visitors or media consumers to strategies for designing environments and activities that foster deeper experiences such as experimentation, skill development, and contemplation in a variety of settings. In the science communication field, engagement increasingly refers to “two-way” approaches to designing and facilitating interactions between STEM professionals and diverse “publics” that take into account the knowledge and prior
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resource research Professional Development, Conferences, and Networks
The landmark 2009 National Research Council consensus report Learning Science in Informal Environments, posited that learners in informal environments “experience excitement, interest, and motivation to learn about phenomena in the natural and physical world” as one of six strands of informal science learning. In 2016, the American Association for the Advancement of Science (AAAS) Center for Public Engagement with Science and Technology identified “increased interest and motivation” around STEM topics as a short-term, measurable outcome of science engagement activities. For many professionals
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resource research Professional Development, Conferences, and Networks
In everyday language, one might define “identity” as the way that people answer questions such as: “Who do I think I am, or who can I be, where do I belong, and how do I think other people see me?” The concept of identity has become an increasingly important factor in the study of informal science, technology, engineering, and math (STEM) education and science communication. And a growing number of designers name an enhanced science or STEM identity as an intended outcome for participants in their activities and programs. In 2017, the CAISE Evaluation and Measurement Task Force asked a
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resource research Media and Technology
“Reclaiming Digital Futures” is a free guide and associated website for youth organizations to use as they integrate digital learning into their programming and practices. The report is available at DigitalLearningPractices.org. The report and the associated DigitalLearningPractices.org site contain a cross-section of resources to aid organizations and educators in developing quality programming that integrate technology and youth development. Rather than focusing on efforts to help youth become fluent and skilled in uses of technology simply for the sake of meeting predetermined standards
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TEAM MEMBERS: Rafi Santo June Ahn Juan Pablo Sarmiento
resource research Public Programs
Since 1992, the WSU Math Corps, a combined mathematics and mentoring program, has worked to make a difference in the lives of Detroit’s children—providing them with the love and support that all kids need in the moment, while empowering them with the kinds of educational opportunities and sense of purpose, that hold the promise of good lives for themselves and a better world for all.
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TEAM MEMBERS: Steve Kahn Stephen Chrisomalis Todd Kubica Carol Philips-Bey Francisca Richter
resource research Public Programs
This poster shows an overview of the The Designing Our Tomorrow (DOT) project. The project aims to develop a framework for creating exhibit-based engineering design challenges and expand an existing model of facilitation for use in engineering exhibits. DOT seeks to broaden participation in engineering and build capacity within the informal science education (ISE) field while raising public awareness of the importance of sustainable engineering design practices.
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TEAM MEMBERS: Marcie Benne Verónika Núñez
resource research Public Programs
This poster was presented as part of the 2019 AISL PI Meeting. In this project, the New York Hall of Science, in collaboration with the Amazeum (Bentonville, AR), the Tech (San Jose, CA), and the Creativity Labs (Indiana University), is conducting a design-based research study to develop evidence-based guidance about how museums can use narratives to create more equitable and effective engineering experiences for girls. Through iterative activity development, the project team is exploring ways of using narrative elements (such as characters, settings, and problem frames) to communicate a story
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TEAM MEMBERS: Dorothy Bennett Susan Letourneau Katherine Culp
resource research Public Programs
This poster was presented at the 2019 AISL PI Meeting in Washington, DC. It provides an overview of a project designed to broaden participation of blind students in engineering fields through the development of spatial ability skills and the showcasing of nonvisually accessible teaching methods and techniques.
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TEAM MEMBERS: Seth Lamkin Anil Lewis Wade Goodridge Natalie Shaheen Mary Ann Wojton Ann Cunningham Peter Anderson
resource research Public Programs
This poster explores three programs that engage underrepresented youth in physics learning through dance.
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TEAM MEMBERS: Folshade Cromwell Solomon Tracey Wright Lawrence Pratt Vandana Singh Mariah Steele Robin Thompson Dionne Champion Christina Bebe
resource research Professional Development, Conferences, and Networks
Many informal learning institutions are experimenting with STEAM approaches to engage diverse learners. However, what STEAM means, including how to design and enact STEAM experiences, is undertheorized. We are offering a PD series for informal educators that centers around a set of core STEAM practices that support identity work among learners. The series involves in-person sessions, online training, and team coaching during the design phase. This poster was presented at the 2019 NSF AISL Principal Investigators Meeting.
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TEAM MEMBERS: Laura Conner Blakely Tsurusaki Carrie Tzou Mareca Guthrie Stephen Pompea Perrin Teal-Sullivan