This article presents tactile drafting techniques developed in collaboration with blind educators and students that have the potential to increase BLV students’ access to drafting and engineering graphic curriculum in K-12 and higher education.
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TEAM MEMBERS:
Wade GoodridgeNatalie ShaheenScott BartholomewAnn Cunningham
Spatial ability is a well-known predictor of success in science, technology, engineering, and mathematics (STEM) fields. The purpose of this study was to investigate and understand the spatial strategies that were used by blind and low-vision (BLV) individuals as they solved problems on the tactile mental cutting test (TMCT), an instrument that was designed to measure the spatial ability of BLV audiences.
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TEAM MEMBERS:
Theresa GreenWade GoodridgeDaniel KaneNatalie Shaheen
This paper presents a continued reliability analysis of the parallel TMCT subtests A & B with the BLV population. Data was collected from BLV participants attending National Federation of the Blind (NFB) conventions, learning centers for the blind, and STEM-oriented NFB summer camps for high school students.
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TEAM MEMBERS:
Candice HamiltonEmily StratmanDaniel KaneJenny Lee BlonquistNatalie ShaheenWade Goodridge
resourceresearchMuseum and Science Center Exhibits
This paper explores data collected from BLV participants who completed a TMCT test at National Federation of the Blind (NFB) sponsored summer programs for BLV youth, blindness training centers, and state and national NFB conventions. Raw scores from each TMCT participant were analyzed and ranked into high, medium, and low performing groups to help identify main characteristics of each group.
The purpose of this research paper is to explore advantages and disadvantages of conducting an engineering experience for blind and low vision (BLV) participants in a virtual/online environment. This experience was designed to expose BLV high school students to engineering content and enhance their spatial ability. Spatial ability is an intelligence generally defined as the ability to generate, retain, retrieve, and transform well-structured visual images and is particularly important to fields of science, technology, engineering, and math (STEM). A variety of spatial ability constructs have
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TEAM MEMBERS:
Gary TimkoNatalie ShaheenWade GoodridgeTheresa GreenDaniel Kane
resourceresearchMuseum and Science Center Exhibits
The impetus behind this effort was to create a platform for initial support to TEE professionals who may have a blind and low-vision (BLV) student in their courses. Specific examples, instructions, and applications for many of the commonly-used tools and techniques are included here as part of this overall effort to teach TEE concepts through socially relevant contexts by adapting older methods to facilitate new opportunities in our school systems for BLV youth.
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TEAM MEMBERS:
Scott Bartholomew Wade GoodridgeNatalie ShaheenAnne Cunningham
This white paper examined the process of evaluating a new Growth Mindset youth program developed for youth in Grades 3-5 in the Northwest suburb communities in Dundee Township, IL.
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TEAM MEMBERS:
Luci HanstedtDrew Glassford Mike LoPrestiMallory NamoffRobert Tai
Integrating Science Into Afterschool: A Three-Dimensional Approach To Engaging Underserved Populations In Science, or STEM 3D, was a five year project led by The Franklin Institute. The project was created with three major goals: to (1) increase youth engagement in hands-on, inquiry based, science projects; (2) cultivate intergenerational/parental support for science learning; and (3) evaluate the effectiveness of this 3-D (afterschool, home, and community) approach in engaging children, families, afterschool facilitators, and community-based organizations in science learning and the promotion
Ideas from social justice can help us understand how equity issues are woven through out-of-school science learning practices. In this paper, I outline how social justice theories, in combination with the concepts of infrastructure access, literacies and community acceptance, can be used to think about equity in out-of-school science learning. I apply these ideas to out-of-school science learning via television, science clubs and maker spaces, looking at research as well as illustrative examples to see how equity challenges are being addressed in practice. I argue that out-of-school science
Young adulthood, typically defined as between the ages of 18 and 25, is a critical period of growth during which young people acquire the education and training that serve as the basis for their later occupations and income (Arnett, 2000). The successful transition from adolescence to early adulthood requires youth to have the skills and resources to graduate high school and then go to college or enter the workforce (Fuligni & Hardway, 2004; Lippman, Atienza, Rivers, & Keith, 2008). To accomplish these tasks in advanced urban societies, young adults need a wide range of social, cognitive
The University of Minnesota Extension (UME) contracted Garibay Group to conduct a summative evaluation of the Driven to Discover program (often referred to as D2D by youth participants and adult leaders) to assess how adult leaders in Informal Science Education (ISE) settings used the curriculum and citizen science projects as conduits to engage youth in scientific inquiry.
This evaluation reports on the Mission: Solar System project, a 2-year project funded by NASA. The goal of the Mission: Solar System was to create a collection of resources that integrates digital media with hands-on science and engineering activities to support kids’ exploration in formal and informal education settings. Our goal in creating the resources were: For youth: (1) Provide opportunities to use science, technology, engineering, and math to solve challenges related to exploring our solar system, (2) Build and hone critical thinking, problem-solving, and design process skills, (3)