This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. Through a unique university-zoo partnership, Project TRUE engages New York City high school students in authentic urban ecology field research in the surrounding metropolitan area. Central to the project design is a tiered mentorship model, in which Fordham University professors mentor undergraduate and graduate ecology students, who in turn mentor high school students from communities underrepresented in STEM fields. Project TRUE also pairs the university
Science blogging is a very useful system for scientists to improve their work, to keep in touch with other colleagues, to access unfamiliar science developed in other fields, to open new collaborations, to gain visibility, to discuss with the public. To favour the building of blog communities, some media have set up networks hosting scientists' blogs, like ScienceBlogs.com or Nature Network. With some interesting features and many potential uses.
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. Teen Science cafes are a way for teens to explore the big advances in science and technology affecting their lives. Teens and local STEM experts engage in lively conversations and activities to explore a topic.
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. Grant funds for this project support research into the needs and preferences of the audiences to assemble content and test two pilot issues of a peer-reviewed journal supporting innovative
advances that work at the intersection of formal and informal science, technology, engineering, and math (STEM) education.
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. The project developed FieldScope, a GIS-based platform that enables organizations to engage students and members of the public in educational citizen science projects.
To address the lack of diversity that exists within the fields of wildlife and conservation science, the Wildlife Conservation Society (WCS) developed "Bridging the Gap," a three-year youth development initiative for New York City high school students. Over the course of three cohorts, "Bridging the Gap" served 150 students from communities underrepresented in the sciences. The project aimed to help participants see the relevance of science study to their own lives and support them in pursuing a career in wildlife conservation or another science. Participants engaged in activities including
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TEAM MEMBERS:
Karen TingleyBrian JohnsonEmily StoethCourtney Wiggins
This article describes a design-based research (DBR) study conducted as part of a larger initiative, Science on the Move, intended to bring non-facilitated and unexpected science, technology, engineering, and math (STEM) learning experiences to public transit stations. Drawing from prior research on situational interest, pedestrian navigation, and design affordances, the study was intended to (a) support the development of exhibit prototypes in transit stations and (b) build a theoretically-grounded conjecture map of multi-stage visitor attention, including factors which support or discourage
This report summarizes findings from a research-practice partnership investigating STEM-rich making in afterschool programs serving young people from communities historically under-represented in STEM. The three-year study identified key dimensions related to (1) How STEM-Rich Making advances afterschool programmatic goals related to socio-emotional and intellectual growth for youth; (2) Key characteristics of programs that effectively engage youth historically marginalized in STEM fields; and (3) Staff development needs to support equity-oriented STEM-Rich Making programs.
The dramatic decline in youth interest in science, technology, engineering and mathematics (STEM) during adolescence, both in the USA and internationally, has been a phenomenon of societal concern for several decades. The Synergies project was launched to help deal with this issue. In this paper, we report findings from the first two years of our longitudinal survey research. We sought to understand the nature of the STEM-related interests of 10-/11-year-old youth living in a single urban community and the factors that seem to influence whether these various dimensions of interest increase
The nature of STEM (science, technology, engineering, and mathematics) learning is changing as individuals have unprecedented, 24/7 access to science-related information and experiences from cradle to grave. Today’s science-education opportunities include not only traditional schooling, but also libraries, museums, zoos, aquaria, science centers, and parks and preserves; diverse broadcast media such as television, podcasts, and film; organized youth programs such as 4-H, after-school or summer camps, and special-interest clubs and hobby groups; and an ever-increasing array of digital media
These blog posts were written by researcher Andee Rubin in 2013 & 2014 as a way to provide technical assistance to investigators planning to carry out research in informal settings. The first post provides a history of human subjects protection as it emerged from medical research and thoughts about the application of these principles to informal settings. The second discusses the set of federally-mandated rules that Institutional Review Boards (IRBs) use to protect human subjects and describes how and when researchers need to seek IRB approval for their work. The third describes techniques for
The objectives of this project are to develop a mobile application to positively impact informal science learning in parks, to test the application in one of the nation’s most visited national parks, to evaluate affective and cognitive outcomes, and to provide enough documentation to be able to sustain replication across parks and STEM content areas. This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2.
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TEAM MEMBERS:
Richard FerdigCuyahoga Valley National ParkPatrick LorchCC LuA. Kratcoski