Arizona State University will develop new features for its SciStarter website that will expand participation in citizen science and provide rich data for researching the nature of and impacts of citizen science participation. SciStarter is a popular online citizen science hotspot featuring more than 850 searchable citizen science projects, added by researchers and project owners, and serving over 35,000 citizen scientists. The project will develop new features to add to the current website that will enable participants to explore hundreds of citizen science projects and select projects of most interest to them, track their participation, and connect to people and projects they are interested in. The expanded website will also provide rich data that will help citizen science projects evaluate their programs and that will rich data for researchers to investigate the nature of citizen science participation. The website will be widely accessible to the public through partnerships with Discover Magazine, the Citizen Science Association, and other partners. The SciStarter website will develop additional features to expand citizen science participation and to research the nature and impacts of participation. The expanded features will include: (1) an integrated registration for participants to more easily engage in one or multiple citizen science projects, across platforms; (2) GIS implementation for project owners to define the geographic boundaries of projects so participants can find them more easily; and (3) an online, personal dashboard for participants to track their projects, participation, and contributions to science, share and save data, record interests in projects, create profiles, and find people and projects of interest to them. These new features will create opportunities for future research concerning: (1) understanding how citizen scientists use the site and how it responds to their needs and interests, and (2) understanding why, how, and with what impacts citizen scientists participate in research. The project will support the overall strategy of the Advancing Informal STEM Learning Program to enhance learning in informal environments through the funding of innovative resources through a variety of settings. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants.
As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative resources for use in a variety of settings. This media and research project will inform adult audiences about the discoveries of NSF funded Social, Behavioral, and Economic (SBE) scientists that are dramatically re-shaping fields as diverse as economics, marketing, medicine and government. Four primetime PBS specials hosted by science reporter, Miles O'Brien, will be produced featuring leading SBE scientists and vetted for inclusion by a panel of expert advisors including Baruch Fischhoff of Carnegie Mellon and Robert Kurzban of the University of Pennsylvania. A key innovation in the project is a participatory research strategy that will enable the public to take part directly in scientific behavioral research and discover what their participation has revealed about their own lives. Built around YouTube features, Facebook, and online games it will build on the public's interest in learning about themselves and others via social media supported by scientific research. The project collaborators include the media company, Oregon Public Broadcasting, and researchers at Carnegie Mellon, University of Pennsylvania, Yale University, and Chapman University. This project is unique in its strategy for combining broadcast television programs focusing on Social, Behavioral, and Economics research with a participatory research component that engages audiences in scientific studies that are personally relevant. It will fill an important niche in the informal learning research literature and has the potential to impact media practice that continues to evolve incorporating new online social media tools. RMC will conduct formative evaluation to help inform the project deliverables, a summative evaluation of the project, and an experimental research study in Year 3 of the project. The research study is based on the hypothesis that those participants assigned to watch the entire television series and engage in all participatory research activities will experience the greatest gains in STEM interest and engagement as compared to those who only have limited exposure. Research participants will be randomly assigned to the control group (no services) or one of the three treatment conditions: view TV only; engage in participatory website only; or both. Pre-tests and posttests and statistical tools will be used to compare changes. Sub-studies will examine dosage levels and effectiveness in engaging those who have not previously been interested in STEM.
In concert with the overall strategy of the Advancing Informal STEM Learning (AISL) program to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments, Principal Investigators from Oregon State University, University of Idaho, and University of Texas at Dallas, will study a range of data in online social networks to identify evidence of the long-term impact of informal STEM education. Tracking informal learners over time to understand the impact of informal learning experiences has been a longstanding, daunting, and elusive challenge. Now, with massive amounts of data being shared and stored online, education researchers have an unprecedented opportunity to study such data and apply data analytics and visualization technologies to identify the long-term, cascading effects of informal STEM learning. Research findings will inform the design and development of a data-analysis tool for use by education practitioners to improve STEM learning experiences online, through television and film, and at informal education institutions. An independent external critical review board of learning scientists, computer scientists, engineers, informal STEM education practitioners, participating partners, broadcast media professionals, and policymakers, will ensure a robust evaluation of the research and effectiveness and utility of the data analysis tool to improve practice. A summary report for the field will be written on the scientific and practical reliability and validity of the research and data-analysis model, and the value of the work for audiences beyond informal STEM education practitioners and policymakers. The research is contemporaneously relevant, advancing innovative use of data-mining and data-analysis processes to better understand how informal learners communicate STEM learning experiences and interact with STEM content over time, across a range of social networks. Investigators will research: 1) whether learners who engage in informal STEM education experiences further their learning through discussions and sharing of information in social media networks, 2) which types of data are present in social media that are relevant for understanding the cascading impacts of learning over time, and 3) how learning may evolve independently within shared social networks, which, if discovered, could provide a predictive computational model with implications for significant impact across both formal and informal education. Investigators will employ existing and modified data crawlers to search for key terms and phrases, assess spikes and deformations in posts, queries, and blogs, and experiment with their test data to find which types or configurations of keywords or search terms deliver the most reliable and accurate results. A variety of formats will be explored to test various strategies with participating partners and practitioners. Data will be visualized to represent the following dimensions of learning: a) Interest/Affect, b) Recommendations, c) Understanding/Knowledge-Seeking, and d) Deeper Engagement.
As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative resources for use in a variety of settings. This project will develop and research an integrated children's media and early childhood educator professional development strategy to prepare preschoolers with social-emotional skills that provide a foundation for later math learning success. The social-emotional skills include persistence, risk-taking, regulating anxieties, and collaborating to solve problems. Media components include Peg+Cat television episodes, videos, games and apps distributed through PBS broadcast and online. The integrated professional development model is designed to impact these educators' understanding of math and develop their skills for fostering in children a positive math mindset. Additional resources include a new Peg+Cat summer day camp at the Carnegie Science Center in Pittsburgh. The project partners include a media company, The Fred Rogers Company; researchers at the University of Pittsburgh and St. Vincent College; and the evaluator, Rockman et al. This project is unique in its focus on integrating social-emotional skills with early math learning and educator skill development. It will fill an important niche in the research literature and has the potential to impact media practice which is undergoing significant change as new digital tools and technologies become available for learning. Both standardized and researcher-developed measures will be used to assess learning outcomes, including early childhood educators' attitudes and quality of instruction, as well as children's interest and engagement in math. The research design includes iterative data collection to inform the development and refinement of the professional learning for teachers. The mixed methods approach will include classroom observations, interviews and focus groups with educators, and parent questionnaires. Key questions include: does exposure to Peg+Cat positively relate to children's use of social-emotional skills during math learning activities? Does educators' exposure to the professional development training improve their attitudes and abilities to infuse math instruction with social-emotional skills? Does having an educator who received Peg+Cat training impact children's engagement and interest in math?
As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative resources for use in a variety of settings. In this project, Twin Cities Public Television (TPT) will produce Latina SciGirls, a fourth season of the Emmy Award-winning television and transmedia project SciGirls. Latina SciGirls includes six half-hour television episodes of SciGirls filmed in Spanish, showing groups of Hispanic girls and their Latina STEM (Science, Technology, Engineering, Mathematics) mentors investigating culturally relevant science and engineering problems of interest to Hispanic communities across the U.S. Television mentors and girls will be filmed in Hispanic communities in the southwest and southeastern U.S. and represent various cultural backgrounds and ethnicities. TPT will also create a series of family and girl-friendly online role model video profiles in Spanish and English of Latina STEM professionals. In addition to the media components, the project will provide opportunities to connect girls and their families with in-person Latina role models and STEM programming via community outreach in diverse Hispanic communities across the country. The goal of the project is to promote positive STEM identity development in middle school-age Hispanic girls. Hispanic women are the largest group of minority females, constituting 8% of the U.S. population, however, the participation of Hispanic women in science and engineering is significantly low: in 2010, just 2% of all of the scientists and engineers in the U.S. workforce were Hispanic women. The approach to Latina SciGirls is rooted both in research-based strategies proven to engage girls in STEM, and the need to address specific barriers that prevent many Hispanic girls from participating fully in STEM activities. These barriers include lack of STEM identity (girls' perception of themselves as scientists or engineers), limited exposure to STEM role models, and low parental engagement and English proficiency. Research shows that Hispanic girls have high interest and confidence in STEM, and a strong work ethic, but lack support and exposure to STEM professionals. TPT will uniquely leverage the power of national media and outreach to enable Latina STEM professionals to interact with girls and their families both onscreen and in person. Latina SciGirls episodes will be broadcast nationally by PBS and the nation's largest Hispanic network, Univisión, and streamed online at PBSKids.org. Resources will be made available to additional Spanish-speaking communities nationwide through the NSF-funded outreach program, SciGirls CONNECT, and through partnership with the National Girls Collaborative Project. TPT will commission an external research study with the University of Colorado-Boulder, which will test the hypothesis: The SciGirls model, when augmented to address specific barriers to STEM engagement of Hispanic girls ages 8 to 13 and their parents, will promote the development of positive STEM-related identities in Hispanic girls. In this capacity, the study will investigate Hispanic girls' personal experiences engaging with the project deliverables and how those experiences contribute to their STEM-related identity development against cultural and gender-based stereotypes. An external evaluation by Knight-Williams, Inc. will include front-end, formative and summative phases. The front-end evaluation will involve stakeholders in the development of a Spanish language program that features culturally appropriate storylines and showcases Latina STEM professionals. Formative evaluation will include focus groups of girls and families offering their reactions to the appeal and perceived value of the program. Summative evaluation will capture the reach of the broadcast, online components and community events. TPT will disseminate the research and evaluation findings through presentations at national conferences, including the American Education Research Association, National Science Teachers Association, and at www.InformalScience.org. The project's evaluation and research about the complexities of the cognitive and experiential factors that influence Hispanic girls' STEM identity development will contribute to the field's understanding of this subject and the larger efforts of broadening minority women's participation in STEM.
As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative resources for use in a variety of settings. This project will study why (or why not) young career adults, aged 18-35 engage with the PBS NewsHour science content via broadcast and/or online avenues to advance their STEM knowledge and skills. This age group has shifted away from viewing traditional broadcast news media and increasingly looks to social media channels for science content. Multiple layers of STEM digital content delivered across multiple platforms (including social media) will be used to identify the attributes that engage and motivate these 18-35 year olds. Deliverables include 12 broadcast segments each year with STEM research coverage and a range of transmedia efforts (e.g. additional formats distributed via Instagram, Vine, YouTube, etc.) for testing with the target audience. A complementary component of the project will be an apprenticeship program in which each year five college age students from journalism schools join the professional reporters at the NewsHour to produce STEM content using new and innovative strategies engage to 18-35 year olds. The PBS NewsHour broadcast is currently viewed by 1.4 million adults each night and the website has 2.6 million unique visitors each month. The research will attempt to define the learning ecologies of 18-35 year olds using psychographic profiles and case studies to illustrate the range of science learners including those in underrepresented groups. The first research component uses a quantitative approach to assess the reaction of the early career adults to the 12 STEM broadcast segments in their original form and after repackaging for social media. A control group audience will watch the original broadcast of each STEM segment and respond to an online questionnaire that will establish how viewers use and/or pass on STEM content and to whom. The test audience will view the content that has been repackaged and presented on a different media platform responding to the same online questionnaire and allowing comparisons of the two groups. The second research component will focus on the college-age journalism apprentices and use participatory action research. The apprentices will collect data about their experiences and reflect on their contributions to STEM reporting. The third research component will be an ethnographic study of the post-production and editorial teams at the PBS NewsHour using focus groups to elicit feedback and evaluate their metacognitive thinking about how to produce stories for early career adults. Data will be collected and analyzed from three groups: early career adults 18-35 years of age; journalism apprentices; and the PBS NewsHour editorial teams. Overall the research will provide new knowledge about producing and distributing digital STEM media that engages and impacts early career adults.
Capitalizing on the appeal of the PBS KIDS project PLUM LANDING, PLUM RX will research and develop resources to help families and educators infuse environmental science learning into outdoor prescription programs, while ensuring they are appropriate for broad use in other informal settings. The growing outdoor prescription movement is designed to increase the amount of time children spend outside in nature. Programs are structured so that health care providers write "prescriptions" for children to engage in outdoor activity, and informal educators "fill" these prescriptions by facilitating youth and family participation in outdoor activities. There is preliminary evidence that these programs are getting kids outside, but best practices for transitioning "get outside" programs to become "get outside and learn about the environment" programs remain unidentified. PLUM RX is designed to build this knowledge and create resources that are responsive to the needs of both English and Spanish-speaking urban families. The project will work with informal educators and families through multiple cycles of implementation and revision, testing and refining PLUM LANDING resources (animations, videos, games, hands-on science activities, and support materials for informal educators and families), with the goal of designing an effective and accessible PLUM RX Toolkit for national dissemination. This project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM (Science, Technology, Engineering, Mathematics) learning in informal environments. The proposed research is designed to ensure that the PLUM RX Toolkit--the resources and support materials--will meet the needs of educators working in non-specialized urban settings. Education Development Center (EDC) and WGBH developers will collaborate on design-based research at three urban outdoor prescription programs serving low-income families: Philadelphia Nature Rx in Philadelphia, PA; Outdoors Rx in Boston, MA; and Portland Rx Play in Portland, OR. Moving through cycles of implementation, observation, analysis, and revision, the research team will work closely with educators, families, and developers to determine how the programmatic and structural features of the learning environment, the actions of the educators, and the intervention itself can most effectively support children and families' outdoor exploration in urban contexts. Toolkit materials will include resources for kids and families (including Spanish-speaking families) and informal educators (including those who work with families and directly with children in out-of-school settings). Directors from the three urban outdoor prescription programs will contribute to every phase of the research process, including recruiting families and youth who will participate in a weekly sequence of activities. The overarching focus of the analysis process will be on systematically describing the interaction between two dimensions of implementation: What happened during pilot implementations, and the factors that constrained or supported implementation as planned; and the quality of what happened, which will be defined with reference to the intended impacts. EDC will use a structured descriptive coding process to analyze the qualitative evidence gathered through interviews and observations during design and testing periods. Products of the research activities will include: a series of formative memos to the development team; a report mapping changes made to PLUM RX Toolkit materials in response to formative input and the intended impact of those changes; and findings regarding commonalities and differences across sites in the interaction of local contextual factors and the implementation success of the PLUM RX Toolkit. Concord Evaluation Group (CEG) will provide independent, summative evaluation of the project. Through this process, PLUM RX will build broader knowledge about how to design educational resources, geared for both families and informal educators, which respond to the unique challenges of exploring environmental science in urban environments.
As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative resources for use in a variety of settings. This project will develop and study a cyber-enhanced informal learning environment to improve observational practices and classification skills among citizen scientists. The project will focus on the taxonomic identification skills needed by volunteers to provide high-quality data for water quality monitoring of local streams, lakes, estuaries, wetlands, and ground water resources. To make the task of identifying freshwater insects easier and more engaging, the project will develop an innovative educational resource, the Macroinvertebrate Identification Training Environment, that will use zoomable high-resolution images, interactive media, and annotations of diagnostic features to improve perceptual skills. The goal is to increase the confidence and accuracy of volunteers engaged in identification tasks, while also increasing the reliability and quality of the data they are generating for purposes of scientific research and conservation efforts. This interdisciplinary design research and development project will use networked gigapixel image technology to create a visual environment where users can move seamlessly from full panoramic views of macroinvertebrates to extreme close-ups, with embedded text, images, graphics, audio, and video at various locations and zoom levels. This system will be developed in concert with a cognitive apprenticeship training model designed through a series of design studies. The design studies will be conducted over a two-year period and will include examination of the distinguishing features of various biomonitoring programs, reviews of existing training materials and strategies, expert performance analysis of professional entomologists, and development of user interface features. Project developers will collaborate with five regional volunteer biomonitoring organizations to engage a diverse set of volunteers in the design process, including rural populations, older adults, urban youth, and the trainers who support them. The project work will consist of four integrated strands of activity: design-based learning research, creation of an entomological teaching collection, cyberplatform development, and the external evaluation of the training system. The resulting Macroinvertebrate Identification Training Environment will be evaluated in terms of its impacts on volunteer accuracy, confidence, and engagement in taxonomic classification activities related to macroinvertebrates. The impacts of the learning system on trainers and volunteer biomonitoring organizations will also be examined.
The range of contemporary "emerging" technologies with far-reaching implications for society (economic, social, ethical, etc.) is vast, encompassing such areas as bioengineering, robotics and artificial intelligence, genetics, neuro and cognitive sciences, and synthetic biology. The pace of development of these technologies is in full gear, where the need for public understanding, engagement and active participation in decision-making is great. The primary goal of this four-year project is to create, distribute and study a set of three integrated activities that involve current and enduring science-in-society themes, building on these themes as first presented in Mary Shelley's novel, Frankenstein, which will be celebrating in 2018 the 200th anniversary of its publication in 1818. The three public deliverables are: 1) an online digital museum with active co-creation and curation of its content by the public; 2) activities kits for table-top programming; and 3) a set of Making activities. The project will also produce professional development deliverables: workshops and associated materials to increase practitioners' capacity to engage multiple and diverse publics in science-in-society issues. The initiative is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. This project by Arizona State University and their museum and library collaborators around the country will examine the hypothesis that exposing publics to opportunities for interactive, creative, and extensive engagement within an integrated transmedia environment will foster their interest in science, technology, engineering and mathematics (STEM), develop their 21st century skills with digital tools, and increase their understanding, ability, and feelings of efficacy around issues in science-in-society. These three distinct yet interlocking modes of interaction provide opportunities for qualitative and quantitative, mixed-methods research on the potential of transmedia environments to increase the ability of publics to work individually and collectively to become interested in and involved with science-in-society issues.
A recent report by the Association for Computing Machinery estimates that by decade's end, half of all STEM jobs in the United States will be in computing. Yet, the participation of women and underrepresented groups in post-secondary computer science programs remains discouragingly and persistently low. One of the most important findings from research in computer science education is the degree to which informal experiences with computers (at many ages and in many settings) shape young people's trajectories through high school and into undergraduate degree programs. Just as early language and mathematics literacy begins at home and is reinforced throughout childhood through a variety of experiences both in school and out, for reasons of diversity and competency, formal experiences with computational literacy alone are insufficient for developing the next generation of scientists, engineers, and citizens. Thus, this CAREER program of research seeks to contribute to a conceptual and design framework to rethink computational literacy in informal environments in an effort to engage a broad and diverse audience. It builds on the concept of cultural forms to understand existing computational literacy practices across a variety of learning settings and to contribute innovative technology designs. As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds new approaches to and evidence-based understanding of the design and development of STEM learning in these settings. This CAREER program of research seeks to understand the role of cultural forms in informal computational learning experiences and to develop a theoretically grounded approach for designing such experiences for youth. This work starts from the premise that new forms of computational literacy will be born from existing cultural forms of literacy and numeracy (i.e., for mathematical literacy there are forms like counting songs -- "10 little ducks went out to play"). Many of these forms play out in homes between parents and children, in schools between teachers and students, and in all sorts of other place between friends and siblings. This program of study is a three-phased design and development effort focused on key research questions that include understanding (1) how cultural forms can help shape audience experiences in informal learning environments; (2) how different cultural forms interact with youth's identity-related needs and motivations; and (3) how new types of computational literacy experiences based on these forms can be created. Each phase includes inductive research that attempts to understand computational literacy as it exists in the world and a design phase guided by concrete learning objectives that address specific aspects of computational literacy. Data collection strategies will include naturalist observation, semi-structured, and in-depth interviews, and learning assessments; outcome measures will center on voluntary engagement, motivation, and persistence around the learning experiences. The contexts for research and design will be museums, homes, and afterschool programs. This research builds on a decade of experience by the PI in designing and studying computational literacy experiences across a range of learning settings including museums, homes, out-of-school programs, and classrooms. Engaging a broad and diverse audience in the future of STEM computing fields is an urgent priority of the US education system, both in schools and beyond. This project would complement substantial existing efforts to promote in-school computational literacy and, if successful, help bring about a more representative, computationally empowered citizenry. The integrated education plan supports the training and mentoring of graduate and undergraduate students in emerging research methods at the intersection of the learning sciences, computer science, and human-computer interaction. This work will also develop publically available learning experiences potentially impacting thousands of youth. These experiences will be available in museums, on the Web, and through App stores.
The Cyberlearning and Future Learning Technologies Program funds efforts that support envisioning the future of learning technologies and advance what we know about how people learn in technology-rich environments. Development and Implementation (DIP) Projects build on proof-of-concept work that shows the possibilities of the proposed new type of learning technology, and PI teams build and refine a minimally-viable example of their proposed innovation that allows them to understand how such technology should be designed and used in the future and that allows them to answer questions about how people learn, how to foster or assess learning, and/or how to design for learning. This project is building and studying a new type of online learning community. The WeatherBlur community allows kids, teachers, scientists, fishermen/fisherwomen, and community members to learn and do science together related to the local impacts of weather and climate on their coastal communities. Members of the community propose investigations, collect and share data, and learn together. WeatherBlur is designed to be a new form of knowledge-building community, the Non-Hierarchical Online Learning Community. Unlike other citizen science efforts, there is an emphasis on having all members of the community able to propose and carry out investigations (and not just help collect data for investigations designed by expert scientists or teachers). Prior research has demonstrated important structural differences in WeatherBlur from other citizen science learning communities. The project will use social network analysis and discourse analysis to measure learning processes, and Personal Meaning Mapping and embedded assessments of science epistemology and graph interpretation skills to examine outcomes. The measures will be used to explore knowledge-building processes and the scaffolds required to support them, the negotiation of explanations and investigations across roles, and the epistemic features that drive this negotiation process. The work will be conducted using an iterative design-based research process in which the prior functioning WeatherBlur site will be enhanced with new automated prompt and notification systems that support the non-hierarchical nature of the community, as well as tools to embed assessment prompts that will gauge participants' data interpretation skills and epistemic beliefs. Exponential random graph modeling will be used to analyze the social network analysis data and test hypotheses about the relationship between social structures and outcomes.
The Next Generation Science Standards (NGSS) identify an ambitious progression for learning energy, beginning in elementary school. To help the nation's teachers address this challenge, this project will develop and investigate the opportunities and limitations of Focus on Energy, a professional development (PD) system for elementary teachers (grades 3-5). The PD will contain: resources that will help teachers to interpret, evaluate and cultivate students' ideas about energy; classroom activities to help them to identify, track and represent energy forms and flows; and supports to help them in engaging students in these activities. Teachers will receive the science and pedagogical content knowledge they need to teach about energy in a crosscutting way across all their science curricula; students will be intellectually engaged in the practice of developing, testing, and revising a model of energy they can use to describe phenomena both in school and in their everyday lives; and formative assessment will guide the moment-by-moment advancement of students' ideas about energy. This project will develop and test a scalable model of PD that will enhance the ability of in-service early elementary teachers to help students learn energy concepts by coordinating formative assessment, face-to-face and web-based PD activities. Researchers will develop and iteratively refine tools to assess both teacher and student energy reasoning strategies. The goals of the project include (1) teachers' increased facility with, and disciplined application of, representations and energy reasoning to make sense of everyday phenomena in terms of energy; (2) teachers' increased ability to interpret student representations and ideas about energy to make instructional decisions; and (3) students' improved use of representations and energy reasoning to develop and refine models that describe energy forms and flows associated with everyday phenomena. The web-based product will contain: a set of formative assessments to help teachers to interpret student ideas about energy based on the Facets model; a series of classroom tested activities to introduce the Energy Tracking Lens (method to explore energy concept using multiple representations); and videos of classroom exemplars as well as scientists thinking out loud while using the Energy Tracking Lens. The project will refine the existing PD and build a system that supports online implementation by constructing a facilitator's guide so that the online community can run with one facilitator.
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TEAM MEMBERS:
Sara LacyRoger TobinNathaniel BrownStamatis VokosRachel ScherrKara GrayLane SeeleyAmy Robertson