Community education with regard to science comes in many forms and is usually designed to address issues within that community. In this proposal, land use is the focus. This is a general topic and applicable in nearly all locations within communities and in the State. In this case, the topic is used to educate adults and high school students providing each with unique identities. Using satellite-enabled tools, the topology of an area can be mapped in detail and assessed for use thus enabling science education for both adults and high school students. The studies will involve intergenerational learning which is an area needing additional study. Also, the proposers are going to broaden the scope so that it impacts several different areas in the State of Connecticut. This is important because in doing so it will include the diversity of cultures within the State and the education results will reflect this diversity. As a part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds research and innovative resources for use in a variety of settings. This proposed effort aims to promote lifelong STEM learning through a focus on conservation, geospatial technology and community engagement. The goals are to: (1) develop particular STEM knowledge and skills, and foster STEM identity authoring/learning in two disparate groups of lifelong learners, and (2) gain a deeper understanding of the ways that this learning occurs through research and evaluation. The project will develop an educational program that focuses on conservation science and recent advances in web-enabled geospatial technologies (geographic information systems, remote sensing, and global positioning systems) that, for the first time, make these technologies accessible and attainable for the public. The focus will be on urban and rural areas with underrepresented populations of STEM learners. Two groups of lifelong learners will be targeted: adult volunteers involved with community land conservation issues, and high school-aged adolescents enabling the project to investigate the processes and impacts of intergenerational learning.
DATE:
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TEAM MEMBERS:
John VolinDavid MossDavid CampbellChester ArnoldCary Chadwick
Voyage of Discovery is a comprehensive and innovative project designed to provide K-12 youth in Baltimore City with an introduction to mathematics, engineering, technology, environmental science, and computer and information science, as it relates to the maritime and aerospace industries. The Sankofa Institute, in partnership with the Living Classrooms Foundation and a host of marine, informal science, community, and educational organizations, collaborate to make science relevant for inner-city youth by infusing science across the curriculum and by addressing aspects of history and culture. Youth are introduced to historical, current, and future innovations in shipbuilding as a means to learn the science, mathematics, and history associated with navigation, transportation, environmental science, and shipping. Activities will take place at the Frederick Douglass-Isaac Myers Maritime Park and Museum where students participate in intensive afterschool, Saturday, and summer sessions. Families are invited for pre-session orientation meetings and again at the end of each session to observe student progress. This project will provide over 3,900 K-12 youth with the opportunity to learn mathematics (algebra, geometry, and trigonometry), physics (gravity, density, mechanics), design, and estuarine biology while participating in hands-on sessions. Project deliverables include a 26-foot wooden boat, a working model of a dirigible, a submarine model, and pilot control panel models, all constructed by students and subsequently incorporated into exhibits at the USS Constellation Museum. The project also results in the production of two curricula--one each on celestial navigation and propulsion. Voyage of Discovery informs the literature on inquiry-based informal science education programs and strategies to engage minority and low-income youth in learning science and technology.