PocketMacro is a mobile app designed by the Learning Media Design Center at Carnegie Mellon University in collaboration with Stroud Water Research Center, Carnegie Museum of Natural History and Clemson University, and stakeholder input. The PocketMacro app aims to help users better identify benthic macroinvertebrates commonly found in streams and other waterways. Rockman et al Cooperative (REA), an independent educational evaluation group, designed a summative study to explore the effectiveness of the app in supporting users’ aquatic macroinvertebrate identification. The purpose of the
Techbridge Girls’ mission is to help girls discover a passion for science, engineering, and technology (SET). In August 2013, Techbridge Girls was awarded a five-year National Science Foundation grant to scale up its afterschool program from the San Francisco Bay Area to multiple new locations around the United States. Techbridge Girls began offering afterschool programming at elementary and middle schools in Greater Seattle in 2014, and in Washington, DC in 2015.
Education Development Center is conducting the formative and summative evaluation of the project. To assess the implementation
Techbridge Girls’ mission is to help girls discover a passion for science, engineering, and technology (SET). In August 2013, Techbridge Girls was awarded a five-year National Science Foundation grant to scale up its afterschool program from the San Francisco Bay Area to multiple new locations around the United States. Techbridge Girls began offering afterschool programming at elementary and middle schools in Greater Seattle in 2014, and in Washington, DC in 2015.
Education Development Center is conducting the formative and summative evaluation of the project. To assess the implementation
Techbridge Girls’ mission is to help girls discover a passion for science, engineering, and technology (SET). In August 2013, Techbridge Girls was awarded a five-year National Science Foundation grant to scale up its after-school program from the San Francisco Bay Area to multiple new locations around the United States. Techbridge Girls began offering after-school programming at elementary and middle schools in Greater Seattle in 2014, and in Washington, DC in 2015.
Education Development Center is conducting the formative and summative evaluation of the project. To assess the
Supported by the National Science Foundation, the Global Soundscapes! Big Data, Big Screens, Open Ears project employs a variety of informal learning experiences to present the physics of sound and the new science of soundscape ecology. The interdisciplinary science of soundscape ecology analyzes sounds over time in different ecosystems around the world. The major components of the Global Soundscapes project are an educator-led interactive giant-screen theater show, group activities, and websites. All components are designed with both sighted and visually impaired students in mind. Multimedia
How do afterschool programs view their local public libraries? Are they working with them, and in what ways? These are the questions that the Afterschool Alliance, along with its partners at the Space Science Institute’s National Center for Interactive Learning (NCIL) and the American Library Association, wanted to answer. Overall, our goal is to build bridges between the afterschool and library fields, so that both can share knowledge and resources to better serve our youth. While our work together has primarily focused on science, technology, engineering, and math (STEM) education through
The Museum of the City of New York (MCNY) contracted Randi Korn & Associates, Inc. (RK&A) to conduct a formative evaluation of proposed exhibits for “The Future of the City Lab,” an interactive gallery to be featured in the New York At Its Core exhibition that invites visitors to think about and help design the future of New York City.
How did we approach this study?
The goal of the study was to explore visitors’ opinions and understandings of five specific exhibits—the Introduction Text, the Big Challenges Wall, a Neighborhood Exploration, the “Density” iPad Activity, and the Selfie
In the Communities of Learning for Urban Environments and Science (CLUES) project, the four museums of the Philadelphia-Camden Informal Science Education Collaborative worked to build informal science education (ISE) capacity in historically underserved communities. The program offered comprehensive professional development (PD) to Apprentices from 8-10 community-based organizations (CBO), enabling them to develop and deliver hands-on family science workshops. Apprentices, in turn, trained Presenters from the CBOs to assist in delivering the workshops. Families attended CLUES events both at
In 2009, NSF funded development of Model My Watershed (MMW), a place-based, watershed cyber-modeling tool for middle and high school students and teachers. The online learning tool encourages students to investigate their neighborhoods and use scientific reasoning with real-world decision-making models similar to those used by STEM professionals to simulate systems and analyze processes. The project also sought to increase youth interest in possible opportunities in the STEM workforce and to aid in development of knowledge about earth science. This summary represents the first of a two-phase
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TEAM MEMBERS:
Stroud Water Research CenterJohn Fraser
The goal of the SISCOM program is to improve science achievement of economically disadvantaged middle school students in science, through the development, implementation, and dissemination of a replicable, model program for use with underserved youth, especially girls, in informal educational settings. A number of programs and interventions geared toward bolstering the STEM interest and achievement of urban youth have been implemented across the country. Key elements that have proven to be successful have been incorporated into the SISCOM program include the longevity of intervention
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TEAM MEMBERS:
Penny L. Hammrich, Ph.D.Kathy Fadigan, Ed.D.Judy Stull, Ph.D.
In MIT’s NSF-funded Terrascope Youth Radio (TYR) program, urban youth, many from groups historically underrepresented in the sciences, worked as paid interns who received training in radio production, reporting and writing stories with scientific content and audio storytelling to create environmentally oriented audio pieces that were engaging and relevant to their own and their peers’ lives. Teen interns participated between July 2008 and Autumn 2012. TYR’s goals were to improve a broad audience of teens’ engagement with, knowledge of, and attitudes about science, technology, engineering, and
In 2008, the WGBH Educational Foundation, along with the Association of Computing Machinery, was awarded a grant from the National Science Foundation, Directorate for Computer and Information Science and Engineering, under the Broadening Participation in Computing Program (NSF 0753686). The purpose of the grant was to develop a major new initiative to reshape the image of computing among college-bound high school students. Based on its market research results, WGBH developed a website and other resources that were intended for use by teachers, parents and students. Concord Evaluation Group