This poster was presented at the 2018 Campus Office of Undergraduate Research Initiatives (COURI) Symposium in El Paso, TX. It describes challenges and lessons learned regarding the use of cogenerative dialogues (cogens) in the context of a project-based learning environment.
This poster was presented at the 2018 Campus Office of Undergraduate Research Initiatives (COURI) Symposium in El Paso, TX. It describes an ethnographic study to investigate how an exemplary scientist engaged high school students with humor during a project-based learning science internship.
This poster was presented at the 2018 Campus Office of Undergraduate Research Initiatives (COURI) Symposium in El Paso, TX. It discusses the difficulty faced by high school students in generating project ideas, and seeks to identify different activities and methods that instructors use to facilitate the development of project ideas in a project-based learning internship environment.
This poster was presented at the annual meeting of the National Association for Research in Science Teaching (NARST) in Atlanta, GA. It discusses how cogenerative dialogues (cogens) might serve as a tool to dissolve emotional breakdowns in a project-based learning (PBL) science internship.
This article discusses how camp professionals are taking a greater interest in the concept of allyship, a process of unlearning and re-evaluating whereby those in positions of privilege attempt to adopt a stance of solidarity with marginalized groups of people. It includes an annotated list of Indigenous Instructional Programming, which aims to build awareness of programs that can aid camp professionals seeking to build intercultural competency among staff groups and, by extension, work toward a larger goal of determining whether or not indigenous traditions still merit a place at camp.
Scientists (and engineers) wishing to conduct public engagement do so in the context of established disciplinary norms and complex institutional systems that may support or limit their success. This report seeks to convey the known complexity, unique challenges, and opportunities for universities to better support for scientists in their public engagement work. The report is intended to drive discussion towards deeper exploration and development of actionable next steps.
This is a report from Workshop III: Academic Institutions, part of the Support Systems for Scientists' Communication and
From February 28-March 1, 2018, the Kavli, Moore, Packard, and Rita Allen Foundations hosted a workshop at HHMI for leaders from scientific societies, associations
and professional organizations, researchers who study communication and learning, funders and other experts to explore how scientific societies can advance a sustainable system that supports scientists’ communication and engagement efforts. This outline summary aims to capture the ideas, notes and content discussed at the meeting.
This is a list of participants who attended the Support Systems for Scientists' Communication and Engagement Workshop II: Associations, Societies & Other Professional Organizations. This workshop was held February 28 - March 1, 2018 at the Howard Hughes Medical Institute.
This is a report from Workshop II: Overview of Organizational Support for Public Engagement among Scientific Societies, part of the Support Systems for Scientists' Communication and Engagement workshop series. Workshop II was held Feb. 28 - Mar. 1, 2018 at the Howard Hughes Medical Institute in Chevy Chase, MD. The report provides an overview of a project aiming to help reveal how societies view the concept of “public engagement” and to provide an empirical understanding of the availability and prevalence of tools that societies currently use to support engagement efforts.
DATE:
TEAM MEMBERS:
Shupei YuanAnthony DudoJohn BesleyBrooke Smith
resourceresearchProfessional Development, Conferences, and Networks
From December 4 – 6, 2017, the Kavli, Moore, Packard, and Rita Allen Foundations hosted a workshop at SUNY’s Global Campus, to explore how communication trainers support scientists’ engagement and communication, as part of the Support Systems for Scientists' Communication and Engagement project. The workshop was intended to explore the systems where communication trainers are thriving, where they are running into obstacles, and places they can advance the field as a community. This outline summary aims to capture the ideas, notes and content discussed at the meeting.
These are slides from John Besley and Anthony Dudo's presentation on "Communication Training Landscape View." Besley and Dudo discuss how the communication training community is incredibly passionate, bu also like the wild west.
This talk was given at the Support Systems for Scientists' Communication and Engagement Workshop I held December 4 – 6, 2017 at SUNY’s Global Campus, to explore how communication trainers support scientists’ engagement and communication. The workshop was intended to explore the systems where communication trainers are thriving, where they are running into obstacles
In our efforts to sustain U.S. productivity and economic strength, underrepresented minorities (URM) (for the purpose of this paper defined as persons of African American, Hispanic American, and Native American racial/ethnic descent), provide an untapped reservoir of talent that could be used to fill technical jobs. Over the past 25 years, educational diversity programs have encouraged and supported URM pursuing STEM degrees. Yet, their representation in STEM still lags far behind that of White, non-Hispanic men.
To understand the reasons why this is occurring, the American Association for
DATE:
TEAM MEMBERS:
Yolanda S. GeorgeVirginia Van HorneShirley M. Malcom