This Nanoscale Science and Engineering Center (NSEC) is a collaboration among Harvard University, the Massachusetts Institute of Technology, the University of California—Santa Barbara, and the Museum of Science—Boston with participation by Delft University of Technology (Netherlands), the University of Basel (Switzerland), the University of Tokyo (Japan), and the Brookhaven, Oak Ridge, and the Sandia National Laboratories. The NSEC combines "top down" and "bottom up" approaches to construct novel electronic and magnetic devices with nanoscale sizes and understand their behavior, including quantum phenomena. Through a close integration of research, education, and public outreach, the Center encourages and promotes the training of a diverse group of people to be leaders in this new interdisciplinary field.
The institution is The Ohio State University at Lima, the university partners are the University of North Carolina at Greensboro and Fayetteville State University. It's About Discovery is a unique partnership to engage students and teachers in critical thinking skills in STEM content areas. The Ford Partnership for Advanced Studies (PAS) new science curriculum is the foundation for the project which will include over 700 students and 20-25 teachers. While the primary focus is on students, throughout the life of the project all teachers will participate in professional development focusing on the PAS units to ensure the quality teaching and understanding of the content. Technology will be integrated throughout the program to enable students to create inquiry based projects across state lines and for teachers to continue their professional development opportunities. Community partners will serve as mentors, host field trips, and engage in on-line conversations with students. An interactive website will be created for both teachers and students. The focus is on 8th grade science as it relates to STEM careers, 9th grade physical science and 10th science and mathematics. We are implementing a new Ford PAS curriculum module, Working Towards Sustainability, which comprises of four modules: We All Run on Energy, Energy from the Sun, Is Hydrogen a Solution? and The Nuclear Revolution. Teachers across states will engage in a new professional development model. Students will create projects through on-line conversations. A website will be created for project participants and the ITEST community. These hands-on, inquiry-based learning experiences engage students and prepare and encourage them to pursue science, engineering, and technology in high school and beyond. All PAS curricula use real world experiences, open-ended problems and result in real world applications. Assessments are on-going and inquiry driven. Teamwork and on-line resources and research are built into the curriculum design. The evaluation consists of a multi-method pre-post design. Teachers complete a Pre Survey at the beginning of the program and then again at the end of the school year. Students complete a Pre Survey at the beginning of the school year and a post survey at the end of the school year. In addition, teachers share students' scores on curriculum assessments completed throughout the year, including student scores on the Comprehensive Adult Student Assessment System's (CASAS) Assessment of Critical Thinking in Science writing tasks.
The MyDome project will bring 3D virtual worlds for group interaction into planetaria and portable domes. Advances in computing have evolved the planetarium dome experience from a star field and pointer presentation to a high-resolution movie covering the entire hemispherical screen. The project will further transform the dome theater experience into an interactive immersive adventure. MyDome will develop scenarios in which the audience can explore along three lines of inquiry: (1) the past with archeological reconstructions, (2) the present in a living forest, and (3) the future in a space station or colony on Mars. These scenarios will push the limits of technology in rendering believable environments of differing complexity and will also provide research data on human-centered computing as it applies to inquiry and group interactions while exploring virtual environments. The project proposes to engage a large portion of the population, with a special emphasis on the underserved and under-engaged but very tech-savvy teenage learner. Research questions addressed are: 1. What are the most engaging and educational environments to explore in full-dome? 2. What on-screen tools and presentation techniques will facilitate interactions? 3. What are the limitations for this experience using a single computer, single projector mirror projection system as found in the portable Discovery Dome? 4. Which audiences are best served by exploration of virtual hemispherical environments? 5. How large can the audience be and still be effective for the individual learner? What techniques can be used to provide more people with a level of control of the experience and does the group interaction enhance or diminish the engagement of different individuals? 6. What kind of engagement can be developed in producing scientific and climate awareness? Does experiencing past civilizations lead to more interest in other cultures? Does supported learning in the virtual forest lead to greater connection to and understanding of the real forest? Does the virtual model space experience excite students and citizens about space exploration or increase the understanding of the Earth's biosphere? The broader impacts of the project are (1) benefits to society from increasing public awareness and understanding of human relationships with the environment in past civilizations, today?s forests and climate change, and potential future civilizations in space and on Mars; (2) increasing the appeal of informal science museums to the tech-savvy teenage audience, and (3) significant gains in awareness of young people in school courses and careers in science and engineering. The partners represent a geographically diverse audience and underserved populations that include rural (University of New Hampshire), minority students (Houston Museum of Natural Science) and economically-distressed neighborhoods (Carnegie Museum of Natural History). Robust evaluation will inform each program as it is produced and refined, and will provide the needed data on the potential for learning in the interactive dome environment and on the optimal audience size for each different type of inquiry.
DATE:
-
TEAM MEMBERS:
Annette SchlossKerry HandronCarolyn Sumners
The National Center for Earth-surface Dynamics (NCED) is a Science and Technology Center focused on understanding the processes that shape the Earth's surface, and on communicating that understanding with a broad range of stakeholders. NCED's work will support a larger, community-based effort to develop a suite of quantitative models of the Earth's surface: a Community Sediment Model (CSM). Results of the NCED-CSM collaboration will be used for both short-term prediction of surface response to natural and anthropogenic change and long-term interpretation of how past conditions are recorded in landscapes and sedimentary strata. This will in turn help solve pressing societal problems such as estimation and mitigation of landscape-related risk; responsible management of landscape resources including forests, agricultural, and recreational areas; forecasting landscape response to possible climatic and other changes; and wise development of resources like groundwater and hydrocarbons that are hosted in buried sediments. NCED education and knowledge transfer programs include exhibits and educational programs at the Science Museum of Minnesota, internships and programs for students from tribal colleges and other underrepresented populations, and research opportunities for participants from outside core NCED institutions. The Earth's surface is the dynamic interface among the lithosphere, hydrosphere, biosphere, and atmosphere. It is intimately interwoven with the life that inhabits it. Surface processes span environments ranging from high mountains to the deep ocean and time scales from fractions of a second to millions of years. Because of this range in forms, processes, and scales, the study of surface dynamics has involved many disciplines and approaches. A major goal of NCED is to foster the development of a unified, quantitative science of Earth-surface dynamics that combines efforts in geomorphology, civil engineering, biology, sedimentary geology, oceanography, and geophysics. Our research program has four major themes: (1) landscape evolution, (2) basin evolution, (3) biological sediment dynamics, and (4) integration of morphodynamic processes across environments and scales. Each theme area provides opportunities for exchange of information and ideas with a wide range of stakeholders, including teachers and learners at all levels; researchers, managers, and policy makers in both the commercial and public sectors; and the general public.
DATE:
-
TEAM MEMBERS:
Efi Foufoula-GeorgiouChristopher PaolaGary Parker
The intent of this project is to use social network methods to study networks of afterschool and informal science stakeholders. It would attempt to create knowledge that improves afterschool programs access to informal science learning materials. This is an applied research study that applies research methods to improving access to and enactment of informal science education programs across a range of settings. The investigators plan to collect data from 600 community- and afterschool programs in California, conduct case studies of 10 of these programs, and conduct surveys of supporting intermediary organizations. The analysis of the data will provide descriptions of the duration, intensity, and nature of the networks among afterschool programs and intermediary agencies, and the diffusion patterns of science learning materials in afterschool programs. The project will yield actionable knowledge that will be disseminated among afterschool programs, intermediary organizations, funding agencies, and policymakers to improve the dissemination and support of afterschool science learning opportunities. The project is focused on free-choice settings where every day the largest numbers of children attend afterschool programs at schools and in other community settings. It seeks information about what conditions are necessary for informal science programs to significantly impact the largest possible number of children in these settings.
DATE:
-
TEAM MEMBERS:
Barbara MeansAnn HouseCarlin LlorenteRaymond McGhee
Exploring the Euteleost Tree of Life represents the education and outreach of the Euteleost Tree of Life assembling the tree of life research grant (NSF DEB Grant No. 0732819; PI: Ed Wiley) it includes a curriculum activity and a interactive fish tree. Investigating a Deep Sea Mystery, a curriculum module for high school and undergraduate students follows the research of project collaborator Dave Johnson (Smithsonian Institution) to explore deep sea fish phylogeny. The module includes an investigation of What is a fish?, fish anatomy and morphology, and how different lines of evidence (morphological and molecular) can be used to study evolutionary relationships. A fisheye view of the tree of life is a web module featuring an interactive fish tree of life highlight with a series of mini-stories Web material is still in the early stages of development, and will include a splash page with a simplified clickable fish tree through which the different.
Carl Batt of Cornell University is a Discovery Corps Senior Fellow for the 2007-2008 academic year. the natural ability of bacterial surface-layer proteins to self-assemble into two-dimensional, nanoscale arrays. These biological arrays will be exploited to produce a variety of nanoscale structures, including silicon nano pillars, which have potential use in new optical and electronic devices. Batt will use the scientific discoveries arising from his research to expand outreach to the public through interactive, traveling museum exhibits and to develop improved models for understanding and describing nanoscale phenomena. The goals of the project include the development of the "Chronicles of a Science Experiment," which will provide the public with a view of the evolution of a science project over time. This Discovery Corps Senior Fellowship is supported by the Division of Chemistry and the Informal Science Education (ISE) program of the Division of Research on Learning in Formal and Informal Settings (EHR/DRL). The Discovery Corps Fellowship Program seeks new postdoctoral and professional development models that combine research expertise with professional service. Discovery Corps Fellows leverage their research expertise through projects that address areas of national need.
CENTC's (Center for Enabling New Technologies Through Catalysis) outreach is focused on partnerships with science centers. Initially we worked with the Pacific Science Center (PSC) to train our students in effective communication of science concepts to public audiences. Later we developed a short-term exhibit, Chemist - Catalysts for Change in the Portal to Current Research space. As part of the CCI/AISL partnership program, we partnered with Liberty Science Center to create an activity on a multi-touch media table, "Molecule Magic." We are currently developing another exhibit with PSC.
The Association of Science-Technology Centers, the Institute for Learning Innovation, University of Pittsburgh Center for Learning in Out-of-School Environments, the Visitor Studies Association and other collaborators stewarded development of an Informal Science Education Resource Center (ISERC) to support ongoing improvement of the national infrastructure for informal science education. Activities included a clearinghouse for ISE-funded awards to enable others to learn from and build upon prior work, identification of practices and findings, and leadership development, with emphasis on increasing diversity in the field.
Washington State University, the University of Puget Sound, the University of Washington, a consortium of three museums, and a state-wide charter school system that assists home-school teachers in the Northwest are collaborating to develop new strategies to educate and inform the public about evolution through interactive museum exhibits. Background information and baseline knowledge will be garnered through focus group discussions and surveys. Information will be sought from parents and students in home-school environments and teachers of faith-based groups. The planning work is the prelude to development of the actual exhibition and is needed to inform the PIs how most effectively to help the public best learn key concepts of evolution. The same groups that supply the baseline information and knowledge of concepts will be used to judge museum development in an iterative manner. A second objective in this endeavor is to catalyze collaboration among regional museums. Participants in the project will be staff from the Burke Museum of Natural History and Culture in Seattle, Conner Museum in Pullman, Washington, Slater Museum of Natural History in Tacoma, Washington, Nebraska State Museum, and Idaho Distance Education Academy. An advisory committee includes evolutionary scientists, philosophers of science, and members of the clergy. This project will derive baseline perspectives on evolution from the unique home-school and faith-based communities, piloted interactive exhibits describing contemporary evolution stories, comparative knowledge on whether these participating groups provide useful strategies in the exhibit development, and whether contemporary content exhibits are better at explanations of evolution than the more traditional examples.
DATE:
-
TEAM MEMBERS:
Larry HuffordMichael WebsterRichard OlmsteadAmy RykenCarol AnelliPeter Wimberger
This planning grant project addresses the problem that individuals and communities in rural areas do not have access to typical informal science education venues that help the public better understand significant issues that impact their lives. A team of Cornell University investigators will develop strategies to educate rural communities in New York State on science-based issues such climate change and energy. The project seeks to determine how to effectively meet audience needs through a set of sustainable traveling exhibits tailored to very small rural venues. If successful, the practices could be expanded into a nationwide initiative for rural communities. The specific objectives of the planning work are to determine the most effective strategies for communicating science-based topics, the baseline knowledge of the communities on the topics; how to engage communities that are under-served by traditional informal science education venues; which human behaviors after the interventions are responsive to the proposed efforts; and how they can broaden their efforts to create a robust model for the nation. Steps to achieve these objectives will include: regional and local climate change opinion surveys, the establishment of rural partnerships and networks, content materials development targeted at specific audiences and regions, development of prototypes of small traveling exhibits, experiments to foster learning in rural communities through Web 2.0, groups and individual discussions, and internet dialogs.
DATE:
-
TEAM MEMBERS:
Sarah ChiconeTrisha SmrecakSamantha SandsRobert Ross
The Cryptoclub: Cryptography and Mathematics Afterschool and Online is a five-year project designed to introduce middle school students across the country to cryptography and mathematics. Project partners include the Young Peoples Project (YPP), the Museum of Science and Industry in Chicago, and Eduweb, an award-winning educational software design and development firm. The intended impacts on youth are to improve knowledge and interest in cryptography, increase skills in mathematics, and improve attitudes towards mathematics. The secondary audience is leaders in afterschool programs who will gain an increased awareness of cryptography as a tool for teaching mathematics and adopt the program for use in their afterschool programs. Project deliverables include online activities, online cryptography adventure games, interactive offline games, a leader\'s manual, and training workshops for afterschool leaders. The project materials will be developed in collaboration with YPP staff and pilot tested in Year 3 at local afterschool programs and YPP sites in Chicago in addition to four national sites. Field testing and dissemination occurs in Year 4 at both local sites in Chicago and national locations such as afterschool programs, science centers, and community programs. Six 3-day training workshops will be provided (2 per year in Years 3-5) to train afterschool leaders. It is anticipated that this project will reach up to 11,000 youth, including underserved youth in urban settings, and 275 professional staff. Strategic impact resulting from this project includes increased awareness of cryptography as a STEM topic with connections to mathematics as well a greater understanding of effective strategies for integrating and supporting web-based and offline activities within informal learning settings. The Cryptoclub project has the potential to have a transformative impact on youth and their understanding of cryptography and may serve as a national model for partnerships between afterschool and mentoring programs.
DATE:
-
TEAM MEMBERS:
Janet BeissingerSusan GoldmanDaria TsoupikovaBonnine Saunders