With support from rural communities and their libraries in the Four Corners Region in the Southwestern U.S., We are Water creates a place to meet and share stories about water, and explore and learn about water together. Designed for rural, Indigenous, and Latinx communities, stories, community voices and multiple ways of knowing are highlighted and woven throughout the exhibit and programs.
This poster was presented at the 2021 NSF AISL Awardee Meeting.
This paper is the culmination of several meaning-making activities between an external researcher, PES practitioners, and social scientist researchers who considered the unique contributions that can be made through RPPs on PES (that is, research-practice partnerships on public engagement with science). Based on the experiences from three RPP projects, the group noted that the PES context may be particularly suited to RPPs, and identified the importance of working as thinking-partners who support reciprocal decision-making. Recommendations are made in support of using these approaches to
This worksheet is used to help practitioners identify and rank skills in their citizen science programs in order to priortize them for evaluation or training.
This poster was presented at the 2021 NSF AISL Awardee Meeting.
Persons who are deaf or hard of hearing are underrepresented in the STEM workforce. A key factor is lack of awareness of STEM careers or of examples of STEM professionals. SWS has developed 8 video stories for viewing at home or while attending a boys and girls club. Evaluation will provide new knowledge about design, use, and potential impact of the stories on our audience’s interest in pursuing STEM and possibly a STEM career.
This poster was presented at the 2021 NSF AISL Awardee Meeting.
The archaeology after-school program, geared towards rural middle school students, explores the ability to teach STEM through archaeology. The multidisciplinary nature of archaeology makes it a useful vehicle for teaching a variety of STEM disciplines (e.g., biology, geology, ecology, zoology, physics, chemistry, mathematics, etc.). Its compatibility with hands-on activities, deep thinking skills, and scientific reasoning matches STEM learning goals.
This poster was presented at the 2021 NSF AISL Awardee Meeting.
How does a long-lasting, statewide, out-of- school science learning experience influence how key stakeholders think about the value of out-of-school learning and its intersection with in-school learning?
This poster was presented at the 2021 NSF AISL Awardee Meeting.
Many informal learning institutions use STEAM approaches to engage diverse learners. Our project aims to support educators in libraries, museums, and after school programs through a STEAM professional development (PD) series. Our PD approach is centered around a set of core STEAM practices that prioritize STEAM mindset and identity work. Participants engage in exemplar activities and design new experiences for their specific teaching and learning contexts. The series involves in- person sessions, online training, and team
This poster was presented at the 2021 NSF AISL Awardee Meeting.
This project presents a framework of outcome progressions developed through a virtual convening.
This poster was presented at the 2021 NSF AISL Awardee Meeting.
This project is a retrospective study to explore the long-term impact of STEM programming. The study follows up with participants to ask questions like "Where are they now? What mattered? What difference did it make? and What’s next?"
This poster was presented at the 2021 NSF AISL Awardee Meeting.
Makerspaces and making-related programs are often inaccessible, unaffordable, or simply not available to underserved youth. This three-year, Innovations in Development project involves partnership with four Recreation Centers (two each in Baltimore and Pittsburgh) to (1) train educators in equity-oriented approaches to making, (2) create four learning hubs, (3) develop and test equity-based curricula in each space, and (4) establish a replicable Localization Toolkit for future implementation in other communities.
This poster was presented at the 2021 NSF AISL Awardee Meeting.
Today’s young people have a personal stake in their ability to function with data. Future job prospects might hinge on their ability to participate in the new data economy. But equally, young people are themselves the subjects of data. The datafication of young people’s lives leads to profound questions about childhood, technology, and the equity of access to STEM learning around data, one of which is this: How might young people be empowered in a data-centric world?
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TEAM MEMBERS:
Leanne BowlerMark RosinIrene Lopatovska