The Arctic Harvest-Public Participation in Scientific Research (which encompasses the Winterberry Citizen Science program), a four-year citizen science project looking at the effect of climate change on berry availability to consumers has made measurable progress advancing our understanding of key performance indicators of highly effective citizen science programs.
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TEAM MEMBERS:
Angela LarsonKelly KealyMakaela Dickerson
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
We examined an approach to reaching audiences who may not ordinarily engage with science. Termed Guerilla Science, this approach blends elements of access, by removing barriers to participation by embedding science into unexpected places, with those of inclusion, by designing activities that speak to the learning identities of participants.
This document is the final summative evaluation report written by EDC, the external evaluator of the STEM Guides project. The report concludes that the project was highly ambitious, with many dynamic and evolving pieces. It was deemed successful as a model of brokering connections between students aged 10-18 and STEM resources and opportunities in rural Maine communities. The STEM Guides program contributed to the increase in STEM awareness within each community, as well as connecting youth with interesting and relevant STEM experiences.
In April 2018, FHI 360, under the leadership of Maryann Stimmer and Merle Froschl, convened a meeting of thought leaders in Washington, D.C. to capture a “snapshot” of STEM education. They subsequently conducted additional interviews with more than 50 local and national policy leaders; public and private funders; researchers; PreK-12 and post-secondary educators; parents, and leaders of afterschool programs, science centers and youth-serving organizations. The purpose of this summary report is to identify current trends and gaps to inform research, policy, and practice in order to reinforce
Traditionally, programs designed for community audiences are designed by the STEM institution or organization seeking to “serve” a given community, using top-down design processes that are framed by the perspectives of the lead organizations, and typically reinforcing dominant cultural norms in STEM and therefore marginalizing certain audiences. Co-design offers an approach that can lead to more robust and sustainable results by developing programs that are culturally responsive, respectful, and inclusive.
About this resource:
This is a practice brief produced by CAISE's Broadening
Science educators and communicators must value and appreciate science that already takes place in the community, which may look different than traditional (school-like) representations of science, which have historically excluded many communities. "Community science programs" are designed by community members to advance community priorities and recognize that communities themselves—not just the nearby universities or research labs—are rich with people, resources, and practices that make up science in everyday life.
About this resource:
This is a practice brief produced by CAISE's
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TEAM MEMBERS:
Angela Calabrese BartonEdna TanDaniel BirminghamCarmen TurnerCenter for Advancement of Informal Science Education (CAISE)
Informal science learning (ISL) organizations that are successful at providing meaningful science, technology, engineering, arts, and mathematics (STEAM) experiences for Latino children, youth, and their families share some common traits. They have leaders and staff who believe in the importance of developing culturally relevant models and frameworks that meet the needs and acknowledge the legacy of STEAM in Latino communities. Such organizations are willing to take risks to create experiences that are culturally meaningful, garner funding and implement programs by working closely with their
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TEAM MEMBERS:
Cheryl JuarezVerónika NúñezExploratorium
Community collaboration and empowerment was identified by the GENIAL organizers as an important theme to include in the Summit. Informal STEM learning (ISL) organizations strive to engage Latino audiences in their science, technology, engineering, and math (STEM) programming on a long-term basis and recognize the importance of understanding the needs, motivations, interests, and challenges of the diverse Latino community in the context of STEM participation. An effective way to collaborate with a community is to involve them as equal partners in the co-development of ISL experiences. A key
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TEAM MEMBERS:
Salvador AcevedoPaul DusenberyExploratorium
This article provides an overview of the Chief Science Officer program launched in 2015 by Arizona SciTech. Students vote for one of their peers to become a STEM advocate in their school. These Chief Science Officers select and promote STEM programming, connect with STEM organizations to bring STEM programming to their communities, or participate in local and state conversations on education and the workforce.
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TEAM MEMBERS:
Jeremy BabendureNagib BalfakihSusan FarrettaBecky Hughes
This position paper, co-authored Center for Childhood Creativity's Director Elizabeth Rood and Director of Research Helen Hadani, details the importance of exposing children ages 0-8 to science, technology, engineering, and math (STEM) experiences. The review of more than 150 empirical studies led Rood and Hadani to conclude that, despite what has been previously thought, modern research supports the understanding that children are capable of abstract thinking and STEM-learning from infancy, beginning before their first birthday.
The Roots of STEM Success, authored in support of classroom
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TEAM MEMBERS:
Helen Shwe HadaniElizabeth RoodAmy EisenmannRuthe FousheeGarrett JaegerGina JaegerJoanna KauffmannKatie KennedyLisa Regalla