This is the protocol for a research project to assess the wants and needs of adults in underserved STEM learning communities -- in our case, the Richmond, VA African American community -- towards the goal of using a community-university partnership to staging STS science cafes that respond to these wants and needs.
This assessment is based on the three vertices of a triangle composed of cognition, observation, and interpretation, all of which converge on the nature of science, the relevance of science to everyday life, and decision-making behaviors.
We chose one measure from Conley, Pintrich, Vekiri, & Harrison (2004). This measure encompasses four dimensions about scientific knowledge -- source, certainty, development and justification -- so we thought it might reveal interesting dimensions of stasis and change in attitudes toward science from formal school environments to informal adult learning
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
As part of the National Science Foundation (NSF) funding for the In Defense of Food project directed by Kikim Media, the independent evaluation firm Knight Williams Inc.1 conducted a summative evaluation of the project’s key deliverables, which included: a PBS television broadcast program, an outreach effort, and an educational curriculum. This report (Study 2 of 3) focuses on the outreach effort.
Adult education beyond K-12 and postsecondary levels is very important as this citizenry group is often the policy and decision makers in local communities, as well as for state and federal issues that impact the Nation. Moreover, they are responsible for advising their progeny on a myriad of choices. This project will plan, execute, and promote four annual public lecture events, working with a professional educational evaluation expert to develop an appropriate assessment tool for adult learners in the structured informal learning environment of a science café. These planned events will be used to test and refine an assessment tool for making this work widely available to the community of informal science practitioners and researchers. Further, this project is a pilot for epitomizing the use of science cafés to address the learning needs of unique citizens of Richmond, Virginia. The project is committed to including under-represented citizens including Veterans with disabilities. The evaluation and research efforts will validate the education mechanisms so science cafés can be more effective in the future. 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 project is a collaboration that includes Virginia Commonwealth University (VCU), Rockman et al (an evaluation firm), Science Pub RVA (Science Pub RVA is a long-running and award-nominated Richmond, VA science café), Carver Community Partnership, East District Family Resource Center, VCU Partnership for People with Disabilities, VCU Department of Rehabilitation Counseling, VCU Medical Center, and a variety of other VCU departments. The investigators will conduct a series of science cafés to determine motivation, interests, and best practices for educating the diverse citizens of Richmond, Virginia. The objective of the research is to rigorously analyze the characteristics of participants and cohesively determine the best practices for the effective learning for each person. Further, rigorous evaluation will determine validity of the best and most effective learning practices enabling the project to derive an adaptable model. The investigators' hypothesis is that the participant's knowledge base is derived from the traditional learning which occurred in the K-12 classroom. Thus, in this work, the investigators hope to add to the participant's knowledge base with STS (Science, Technology, and Society) content and enhance the depth and breadth of knowledge and knowledge acquisition. The research scope will embrace an assessment that is based on the three vertices of a triangle composed of cognition, observation, and interpretation, all of which converge on the nature of science, the relevance of science to everyday life, and decision-making behaviors.
The National Center for Interactive Learning (NCIL) at the Space Science Institute (SSI), in collaboration with the Colorado Clinical and Translational Studies Institute (CTSCI), and Colorado Area Health Education Centers (AHECs), requests support for Discover Health/Descubre la Salud (DH/DS). The bilingual (English/Spanish) project will include an interactive library exhibit supported by media and community education resources to engage underserved communities in learning about their cardiovascular and digestive systems, and how to keep them healthy. The project will target underserved communities, including rural and Latino communities, working through libraries and community institutions. The project will use a strategic combination of bilingual, interactive exhibits presented at libraries and community health fairs and festivals, career events, family nights, science camps, and mini-med schools, to engage students, families, and adults in these important health issues. Project PI Robert Russell, Senior Education Associate at NCIL, and NCIL Founder Co-PI Dusenbery, Founder of NCIL, will direct the project. Dr. Jack Westfall, who will direct the Community Engagement Core of CCTSI and also directs Colorado AHECS, he will direct their subaward. An outstanding advisory committee includes biomedical researchers, community health educators, librarians, and informal science educators. They will provide expertise on biomedical science content and help guide the project's implementation. Knight Williams, Inc., a highly experienced media and community evaluation firm, will conduct the full required project evaluation.