The pilot and feasibility study will develop instructional workshops for an adult population of quilters to introduce them to computational thinking. By leveraging pre-existing social structures, skill sets, and engagement in quilting, the researchers hope to help participants develop computer science and computational thinking knowledge and skills.
This poster was presented at the 2021 NSF AISL Awardee Meeting.
As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative research, approaches, and resources for use in a variety of settings. The pilot and feasibility study will develop instructional workshops for an adult population of quilters to introduce them to computational thinking. By leveraging pre-existing social structures, skill sets, and engagement in quilting, the researchers hope to help participants develop computer science and computational thinking knowledge and skills. The long-term goal is to broaden public awareness of computational thinking and build links between computer science and other areas of interest. By leveraging the social structure and existing skills held by practicing quilters, the workshops have the potential to reach an audience of millions of quilters around the nation and worldwide, the majority of whom are adult women. The research will be developed and tested with two groups: the Orlando Modern Quilt Guild in Orlando, FL, and an informally gathered quilting class in the Worcester, MA area. Outcomes for the project include workshop materials that can be used in a variety of quilting group contexts nationwide, a deeper understanding of the processes and mechanisms for adult computer science education through crafts, and evaluation of the pilot workshop focused on the impact on participants' engagement, self-identity, and learning for computational thinking. The research especially focuses on leveraging pre-existing knowledge, interests, and social structures to draw connections to computational thinking, and studying how this impacts participants' self-described identity, attitude, and engagement with computer science. The project also assesses a novel method for teaching computational thinking that has potential for broad applicability in a variety of social and creative hobbies. Participants will use and modify generative design software that creates quilt designs and, in doing so, learn how creative interests can be expanded through computer science. By focusing on the hobby of quilting, which is not typically associated with computer science, the knowledge built through designing and evaluating the research offers strategies for altering public perception of computer science. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
The Art of Science Learning, Phase 2 was an NSF-funded research and development project to investigate the value of incorporating arts-based learning techniques in STEM-related group innovation processes. The project team created a new, arts-infused innovation curriculum in consultation with leading national practitioners in the arts, creativity, and innovation, then deployed that curriculum in “innovation incubators” in San Diego, Chicago, and Worcester (Mass.) in partnership with informal STEM institutions in those cities. At each incubator, diverse members of the public (from high school
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TEAM MEMBERS:
Peter LinettSteve ShewfeltNicole BaltazarNnenna OkekeDreolin FleisherEric LaPlantMadeline SmithChloe Chittick PattonSarah LeeHarvey Seifter
The Balboa Park Cultural Partnership, in collaboration with several informal science education and other cultural and business organizations in San Diego, Chicago, and Worcester, MA are implementing a research and development project that investigates a range of possible approaches for stimulating the development of 21st Century creativity skills and innovative processes at the interface between informal STEM learning and methods for creative thinking. The goal of the research is to advance understanding of the potential impacts of creative thinking methods on the public's understanding of and engagement with STEM, with a focus on 21st Century workforce skills of teens and adults. The goal of the project's development activities is to experiment with a variety of "innovation incubator" models in cities around the country. Modeled on business "incubators" or "accelerators" that are designed to foster and accelerate innovation and creativity, these STEM incubators generate collaborations of different professionals and the public around STEM education and other STEM-related topics of local interest that can be explored with the help of creative learning methodologies such as innovative methods to generate creative ideas, ideas for transforming one STEM idea to others, drawing on visual and graphical ideas, improvisation, narrative writing, and the process of using innovative visual displays of information for creating visual roadmaps. Hosting the project's incubators are the Balboa Park Cultural Partnership (San Diego), the Museum of Science and Industry (Chicago) and the EcoTarium (Worcester, MA). National partners are the Association of Science-Technology Centers, the American Association for the Advancement of Science, and the Americans for the Arts. Activities will include: the formation and collaborative processes of three incubator sites, a research study, the development of a creative thinking curriculum infused into science education, professional development based on the curriculum, public engagement events and exhibits, a project website and tools for social networking, and project evaluation. A national advisory council includes professionals in education, science, creativity, and business.
President Obama announced in April 2013 that the Corporation for National and Community Service (CNCS) would launch a STEM AmeriCorps initiative to build student interest in STEM. A RFA is currently being prepared to be released in the late fall of 2013. This project will engage in quick response research to identify an evaluation and research agenda that can begin to inform the program launch. Thus, the timeframe for informing the initial stages of STEM AmeriCorps is relatively short, and the creation of an evaluation and research agenda is very timely. The products from the RAPID proposal are: (1) a review of the evaluation and research literature on the use of volunteers and/or mentors to build students' interest in STEM; (2) to convene a workshop to identify evaluation and research priorities to guide the initiative; and (3) a summary evaluation agenda that identifies promising directions along with the strength of evidence around key issues.
Negative attitudes toward math, characterized in part by dislike of, disinterest in, and low self-confidence in math, are so pervasive in the United States as to have become socially acceptable. Some science centers, as institutions dedicated to inspiring interest in STEM fields, have incorporated more opportunities for visitors to engage with math, but such exhibits and programs have been designed mainly for children and family groups. This mixed methods study examines the math-related attitudes and interests of participants in a popular form of science center-sponsored program for adults
This poster shows the development of the project Scientists for Tomorrow during the three years of its implementation: two first years under the full funding of the NSF and the third year as a no-cost extension. Also the poster describes how the project was incorporating more community centers and with it more participants through the development of the "self-sustained" mode of implementation. The poster introduces also the next step of the project - the Scientists for Tomorrow - National Alliance.
This is the summative evaluation of Statistics for Action (SfA). The mixed-methods evaluation included both process (project implementation) and impact (project effectiveness) assessments. It was posited a cascade-like impact of SfA, in which new materials would be developed by TERC staff; a host of environmental organizations would be trained to utilize them with grass roots community groups; and these groups would then incorporate SfA into their ongoing environmental campaigns. Ultimately, it was theorized, the public messaging around environmental issues would be strengthened by SfA’s
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TEAM MEMBERS:
Arbor Consulting PartnersMargaret ConnorsMindy FriedMadeleine Taylor
Project LIFTOFF works with local, regional, and national partners to engineer statewide systems for Informal Science Education that inspire: YOUTH to pursue STEM education and careers through increased opportunities for quality, hands-on STEM learning. AFTERSCHOOL STAFF to facilitate STEM learning experiences that contribute to the overall STEM education and aspirations of youth in their programs. PROGRAM ADMINISTRATORS to encourage and support staff in the integration of STEM enrichment into the daily programming. STATE LEADERS to sustain and expand afterschool learning opportunities so that all students have access to engaging STEM experiences outside of the regular school day. Project LIFTOFF is dedicated to the development of the following essential elements of statewide systems for informal science education:
Access to appropriate STEM Curriculum for youth of all ages, abilities, and socio-cultural backgrounds that meets the needs and interests of individual community programs
Systematic STEM Professional Development that matches individual skills in positive youth development with abilities to facilitate discovery and science learning
A diverse Cadres of Trainers who will deliver the professional development, technical assistance and curriculum dissemination in their local communities
Authentic Evaluation of informal science efforts that determine the impacts on youth aspirations and the capacity of youth programs to provide quality STEM experiences
Local STEM education leadership to identify the ways in which collaborative education efforts can advance the development of 21st Century Skills and the preparedness for STEM workforce and higher education
Partnerships in support of youth development and informal science education that convene local, regional, and statewide organizations and stakeholders
To advance national initiatives and states' sySTEM engineering efforts, LIFTOFF coordinates an annual convening, the Midwest Afterschool Science Academy, that brings together national informal science experts, system leaders and youth development professionals to elevate the levels of science after school. The 5th MASA will be in the spring of 2014 in Kansas City, MO
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TEAM MEMBERS:
Missouri AfterSchool NetworkJeff Buehler
August, 2009 Communities of Effective Practice, 2008-2009 Evaluation Abstract: The Communities of Effective Practice (CEP) project is a National Science Foundation (NSF)-funded project to develop a professional development model for supporting math and science instructional practices that are culturally responsive within American Indian communities. This report summarizes findings from the Year 3 evaluation (conducted during the 2008-2009 academic year) and discusses these findings within the context of the Years 1 and 2 evaluations. It presents key considerations for developing a Community
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TEAM MEMBERS:
Gina MaghariousKasey McCrackenUtah State University
The PBS NewsHour STEM Learning project is a broadcast and online science journalism and informal science education initiative to report breaking science news and cutting-edge STEM (Science, Technology, Engineering and Mathematics) research and researchers to a national audience. The multi-platform project goals are to: (1) increase and improve the knowledge of the audience with respect to science and technology; (2) stimulate the active engagement of the audience with science and technology through interactive tools; and (3)position the PBS NewsHour as a regular destination for in-depth and innovative science reporting; (4) deploy new and creative digital tools to extend the impact of NewsHour science reporting, especially for youth. The PBS NewsHour is produced by MacNeil/Lehrer Productions and distributed by PBS to PBS television and radio stations across the country, five nights per week. This project is informed by an expert advisory board and other consultants. Project evaluation will be conducted by City Square Associates. The formative evaluation in year one will employ focus groups of adults from the general audience and teens as well as a quantitative survey online to determine a benchmark of current science knowledge, attitudes and behaviors. The evaluation in year two will test digital components of the project in a usability lab setting to gather information to help improve the quality and effectiveness of these deliverables. The summative evaluation will administer a tracking study with the same population surveyed in the first year. Deliverables include: a minimum of 26 science documentary reports broadcast per year plus additional in-studio interviews and coverage of breaking science news; a revamped website, notably "Science and Tech To Go"; a weekly STEM interview or report online featuring Hari Sreenivasan or other reporters; additional weekly digital STEM reporting; and an expanded and redesigned outreach program for teens and educators including an innovative, cloud-based student editing and content-sharing initiative in collaboration with several science centers. Six new PBS NewsHour Student Reporting Labs, established in high-need urban schools, will shoot, edit, and post their videos on the web. The PBS NewsHour science reports will be broadcast and featured on the NewsHour iPhone app, as well as disseminated on the NewsHour's YouTube Channel, Disqus and UStream, Hulu.com, with new science material updated daily on the web. The NewsHour is seen by more than 7 million viewers each week, with additional audiences being reached by radio, the Online NewsHour website, podcasts, and other social media. New community-based programs expand the audience farther. The final summative report will outline the impact of the project and identify the strategies and tactic found to be most effective in making use of digital media to support project goals.
TERC is partnering with the Toxics Action Center to enhance the capacity of environmental organizations to teach mathematical literacy skills to low-income citizens, mostly women of color. Secondary collaborators include four environmental organizations around the country. The project is (1) developing math- and statistics-rich educational materials that help non-scientists interpret environmental test results, (2) developing training materials that help environmental organization personnel provide quantitative literacy training to citizens, (3) helping environmental organizations institutionalize project resources, and (4) evaluating the impact of project activities on environmental organizers, community members, and the general public. Project deliverables include bilingual, print- and web-based instructional materials (including videos) for environmental organizations to use with staff and community members; training sessions to create a cadre of environmental organization leaders who can conduct environment-focused, math training workshops; a communications toolkit for dissemination to journalists who cover environmental issues; and a resource-rich project web site.