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resource research K-12 Programs
We present the assets that collaboration across a land grant university brought to the table, and the Winterberry Citizen Science program design elements we have developed to engage our 1080+ volunteer berry citizen scientists ages three through elder across urban and rural, Indigenous and non-Indigenous, and formal and informal learning settings.
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TEAM MEMBERS: Katie Spellman Jasmine Shaw Christine Villano Christa Mulder Elena Sparrow Douglas Cost
resource research K-12 Programs
We used a youth focused wild berry monitoring program that spanned urban and rural Alaska to test this method across diverse age levels and learning settings.
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TEAM MEMBERS: Katie Spellman Douglas Cost Christine Villano
resource research Citizen Science Programs
Plants with persistent fleshy fruits that last throughout fall and into winter and spring are an important source of nutrition for animals and people in boreal, subarctic, and arctic regions, but little information on fruit retention or loss is available for these regions. We evaluated fruit loss for four species across Alaska using data from our Winterberry community science network.
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TEAM MEMBERS: Christa Mulder Katie Spellman Jasmine Shaw
resource research Informal/Formal Connections
In this study, we examined how two different CCS models, a contributory design and a co-created design, influenced science self-efficacy and science interest among youth CCS participants.
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TEAM MEMBERS: Sarah Clement Katie Spellman Laura Oxtoby Kelly Kealy Karin Bodony Elena Sparrow Christopher Arp
resource research Museum and Science Center Exhibits
An adapted three-dimensional model of place attachment is proposed as a theoretical framework from which place-based citizen science experiences and outcomes might be empirically examined in depth.
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TEAM MEMBERS: Julia Parrish Yurong He Benjamin Haywood
resource research Media and Technology
This article examines the literature on Native science in order to address the presumed binaries between formal and informal science learning and between Western and Native science. We situate this discussion within a larger discussion of culturally responsive schooling for Indigenous youth and the importance of Indigenous epistemologies and contextualized knowledges within Indigenous communities.
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TEAM MEMBERS: Bryan Mckinely Jones Brayboy Angelina Castagno