Informal STEM learning experiences (ISLEs), such as participating in science, computing, and engineering clubs and camps, have been associated with the development of youth’s science, technology, engineering, and mathematics interests and career aspirations. However, research on ISLEs predominantly focuses on institutional settings such as museums and science centers, which are often discursively inaccessible to youth who identify with minoritized demographic groups. Using latent class analysis, we identify five general profiles (i.e., classes) of childhood participation in ISLEs from data
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TEAM MEMBERS:
Remy DouHeidi CianZahra HazariPhilip SadlerGerhard Sonnert
Mathematizing, Visualizing, and Power (MVP): Appalachian Youth Becoming Data Artists for Community Learning is a three-year Advancing Informal STEM Learning, Innovations and Development, project that focuses on community-centered data exploration catalyzed by youth. The project develops statistical artistry among young people in East Tennessee Appalachian communities and enables these youth to share their data visualizations with their communities to foster collective reflection and understanding. The creative work generated by the MVP project will be compelling in two ways, both as statistical art and as powerful statements giving voice to the experience of communities. Critical aspects of the MVP model include (1) youth learning sessions that position youth as owners of data and producers of knowledge and (2) Community Learning Events that support community learning as youth learning occurs. The MVP project has a primary focus on broadening the STEM participation of underrepresented communities of Appalachia. The project’s mission is to increase the learning and life outcomes of young people and communities of Appalachia by creating a meaningful foundation of data science and collective data exploration. The University of Tennessee partners with Pellissippi State Community College, Drexel University, and the Boys & Girls Club of the Tennessee Valley to bring together a convergent team of community members, practitioners, and professionals, with the expertise to carry out the project. The project will impact approximately 120 youth and 3800 of their East Tennessee community members. The research generated will inform how to engage community members in learning about community issues through the exploration of datasets relevant to participants.
The field of STEM education is in urgent need of knowledge about effective models to inspire community-based data exploration with young people as leaders in these efforts. The MVP project includes engaging youth with meaningful problems, building a discourse community with possibilities for action, re-positioning youth as knowledge producers within their own communities, leveraging linguistic and cultural resources of the youth participants and their communities, and implementing critical events that support substantial interaction between youth, community members, and the data visualizations. MVP builds on the idea that the design of data visualizations requires an understanding of both data science and artistic design. Research will inform the model of community engagement, examine data artists’ identities, and document community learning. The MVP model will be designed, developed, tested, and refined through three cycles of design-based research. The overarching research question guiding these cycles is: What affordances (and delimitations) related to identity and learning does the model provide for MVP Youth and community members? Data sources for the project include: fieldnotes, portfolios created by MVP Youth, youth pre/post interviews, observations of the learning sessions, a project documentary, surveys for youth and community members, interviews with community members, and audience feedback. The National Institute for STEM Evaluation and Research (NISER) will provide formative and summative evaluation about project activities. Formative feedback will be integrated into the ongoing research cycles. The research conducted will inform (1) the community learning model; (2) the integrated pedagogy and curriculum of the MVP Youth learning sessions that emphasize data science through design arts; and, (3) research on community learning and youth identity. Findings will be shared through conferences, academic and practitioner-focused journals, a video documentary, a Summit on Engaging Youth and Communities in Data, and a project website.
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TEAM MEMBERS:
Lynn HodgeElizabeth DyerJoy BertlingCarlye Clark
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.
This NSF INCLUDES Design and Development Launch Pilot will improve math achievement among elementary school students of color in public schools in Albuquerque, New Mexico. Recognizing the need to coordinate efforts related to students' math and science achievement, key stakeholders formed the NM STEM Ecosystem, a dynamic network of cross-sector partners committed to making real impact on STEM education and degree attainment in Albuquerque. The NM STEM Ecosystem identified the math achievement gap between low-income students of color and their more economically-advantaged peers as the Broadening Participation (BP) Challenge it would address first. While math achievement gaps between students of color and Caucasian students appear nationally, the situation is particularly dire in New Mexico. In order to keep doors open to future STEM careers, it is crucial that learning pathways for math are articulated early and that these pathways honor families' cultural ways of knowing. The innovative strategy of Math Families & Communities Empowering Student Success (Math FACESS) is to use a collective impact approach to close the math achievement gap by connecting formal and informal STEM educators around a coherent, multi-faceted program of early mathematics teaching and learning that empowers parents and teachers to support children's mathematical development. Implementation of Math FACESS includes four major components: 1) Teachers at two pilot schools will participate in professional development related to Math Talk and Listening; 2) Parents at the pilot schools will participate in parent workshops and community-based activities focused on supporting their children's math achievement; 3) Project partners will implement community-based family activities organized around a theme of Twelve Months of Math; and 4) Ecosystem partners will study what worked and what didn't, in order to identify best practices that can be shared with system leaders to scale effective practices and increase impact.
The near-term objectives for Math FACESS are: 1) improve students' attitudes, practices, and achievement in math; 2) improve parents' attitudes, practices, and confidence in math and increase their utilization of family math resources; 3) improve data-sharing among partners related to math participation and achievement; and 4) create pathways within the Ecosystem for family math learning. The effectiveness of the collective impact model and impacts on partner organizations also will be assessed. Through the math FACESS Launch Pilot, the NM STEM Ecosystem plans to: 1) demonstrate the power of a collective impact social innovation framework to address a systemic community condition -- in this case, the math achievement gap; 2) contribute to theory-of-change research that demonstrates student achievement can be affected by working with parents and teachers; and 3) provide a model that values different ways of knowing and uses cultural context in the design of STEM learning opportunities for students, families, and schools.
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TEAM MEMBERS:
Joe HastingsArmelle CasauObenshain KorenKersti TysonAngelo Gonzales
The Montana Girls STEM Collaborative brings together organizations and individuals throughout Montana who are committed to informing and motivating girls to pursue careers in STEM – Science, Technology, Engineering and Mathematics. The Collaborative offers professional development, networking and collaboration opportunities to adults who offer and/or support STEM programs for girls and other youth typically under-represented in STEM. The vision of Montana Girls STEM is that every young person in Montana has the opportunity to learn about STEM careers and feels welcome pursuing any dream they
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TEAM MEMBERS:
Suzi TaylorRay CallawayCathy Witlock
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 Oregon Museum of Science and Industry (OMSI), located in Portland, is a hands-on science museum. In 2013, OMSI received funding from the National Science Foundation for the project Researching the Value of Educator Actions for Learning (REVEAL) to study how museum educators can better help families learn math while interacting with museum exhibits. Through REVEAL, OMSI was able to partner with Adelante Mujeres, a non-profit community organization located in Forest Grove that educates and empowers Latina women and their families. Here we share some of the lessons learned from the
This NSF INCLUDES pilot addresses the challenge of broadening participation in Science, Technology, Engineering and Math (STEM) among minoritized youth in grades 5-8 and their access to computer science (CS), which is recognized as integral to all STEM disciplines. This project will specifically focus on developing and understanding computing experiences intentionally designed to strengthen mathematical skills utilizing culturally responsive pedagogy. Culturally responsive pedagogy integrates knowledge relevant to students' identities and communities with computational learning activities, and maximizes the potential for increasing engagement, competence, and belonging of underrepresented youth in computing. This pilot will be situated in community-based organizations, including Boys and Girls Clubs and Public Libraries, with the support of industry partners and the local Department of Education. Given the role of community-based organizations and libraries across the nation for community engagement and educational enrichment, this work represents an exciting opportunity for spreading into thousands of libraries and community centers across the nation, thereby having collective impact that materializes CS for All.
This project will engage minoritized youth in grades 5-8. The overarching vision is to establish a scalable model for providing these students with recurrent opportunities to create computational artifacts that are culturally-responsive to their community contexts. In addition, there will be an explicit and simultaneous focus on strengthening students' mathematical skills. The project has four goals: (1) facilitate culturally-responsive learning of key CS concepts and practices; (2) build youth and community knowledge around positive impacts of computing on local communities; (3) increase participants' knowledge, confidence and interest in becoming creators of computing innovations; and (4) strengthen mathematical skills through intentional computing experiences. The project will adapt and implement CS modules from the NSF-funded Exploring Computer Science curriculum, and will intentionally reinforce mathematics skills and community engagement. It will design and implement a culturally-responsive training model for establishing community instructors who can support CS project learning. Finally, it will create instruments for monitoring project goals and participant outcomes. Due to the collaboration with community-based organizations present in cities across the nation, the model has strong potential to scale up regionally and nationally.
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TEAM MEMBERS:
Lori PollockChrystalla MouzaJohn PeleskoRosalie Rolon-Dow
This chapter reviews four projects that reflect the principles of design-based implementation research (DBIR) in an effort to highlight a range of relevant theoretical and methodological perspectives and tools that can inform future work associated with DBIR.The goal of this chapter is to highlight a range of relevant theoretical and methodological perspectives and tools that can inform future work associated with design-based implementation research (DBIR). As Penuel, Fishman, Cheng, and Sabelli (2011) described, DBIR entails engaging “learning scientists, policy researchers, and
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TEAM MEMBERS:
Jennifer RussellKara JacksonAndrew KrummKenneth Frank
In this article, science center and museum professionals from around the world share ways that they are engaging visitors in hands-on innovation. Work from the following organizations are discussed: Exploratorium, Discovery Center of Idaho, Lawrence Hall of Science, Iridescent, Conner Prairie Interactive History Park, Ideum, Discovery Place, Ontario Science Centre, Bootheel Youth Museum, Science Centre Singapore, Children's Museum of Phoenix, Discovery Museums (Acton, MA), Discovery Center of Springfield, Missouri, Museum of Science, Boston, Questacon--The National Science and Technology
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.