The overall goal of this project is to develop and evaluate a community model of informal genomic education that is culturally and educationally appropriate for low-literacy Latino adults born in Mexico and Central America (MCA). The community engagement strategy and materials created will be designed to lead to three learning outcomes: increased interest and engagement with genomics, change in science, technology, engineering, and mathematics (STEM) attitudes and self-identity, and increased understanding about gene function and the human genome. The model created in this project will have the potential to inform other educational efforts, nationally. Semi-structured in-depth interviews will be conducted in Spanish with 60 MCA Latinos to delineate beliefs and knowledge about genetic and genomic concepts and transmission of traits. Interview transcripts will be systematically analyzed to identify explanations about trait transmission, and familiarity with genetic and genomic concepts. Variation in responses across geographic and cultural regions will be noted. Knowledge from this analysis will be used to develop a meaningful community-based learning program about genomics. Lay community educators will facilitate informal learning with MCA adults about genetics and genomics, including gene-environment interactions. This project will use information about environmental exposures (e.g., residential pesticides) as a vehicle to pique participants' interest and illustrate genetic and genomic content. It will compare outcomes for 100 participants who receive practical strategies only to reduce negative and increase positive environmental exposures, respectively, to 100 participants who also receive genetic and genomic content. The strategy and materials will be disseminated through journal articles and presentations at meetings that focus on informal STEM education. The process and content will be rigorously evaluated throughout the project. This project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants.
With support from the Institute of Museum and Library Services, The Wild Center (TWC) engaged Insight Evaluation Services (IES) to assess the impact of specific outreach activities of the Northern New York Maple Project between September 2013 and September 2015. Data for this two-year evaluation study were collected via in-depth telephone interviews conducted with a total of 25 participants, including 16 Tupper Tappers (Tupper Lake area residents who engaged in backyard tapping to provide sap for syrup production at the museum through the Community Maple Project), four local school teachers
Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science—whether using knowledge or creating it—necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy.
Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary
The Art of Science Learning Project (AoSL) is a National Science Foundation (NSF)-funded initiative, founded and directed by Harvey Seifter, that uses the arts to spark creativity in science education and the development of an innovative 21st century STEM workforce. This research was guided by three main hypotheses: (1) Arts-based innovation training, compared to traditional innovation training, improves an individuals creative thinking skills including critical thinking, divergent thinking, problem identification, convergent thinking and problem solving; (2) Arts-based innovation training
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. CHISPA is a national network of science museums and afterschool programs affiliated with ASPIRA and National Council of La Raza (NCLR), working together to build stronger communities and increase the engagement of Hispanic children and their families with science and local science resources. The project period is October 2013 through September 2017.
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. The project's goal is to demonstrate an educational model fully commensurate with the demands of the 21st Century workforce, and more specifically, with the emerging “green-tech” economy.
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. Designing Our World (DOW) empowers and promotes girls’ pursuit of engineering careers by cultivating networks of community stakeholders and engaging girls with experiences that illuminate the social, personally relevant and altruistic nature of engineering.
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. Head Start on Engineering is a pathways project focused on developing the foundations of a long-term, community-based research program to (a) understand how preschool children (4 years old) and their families develop engineering-related interests in early childhood and (b) develop community partnerships and programs that support engineering interest pathways for these families.
The University of Chicago's Yerkes Observatory, the National Radio Astronomy Observatory, the University of North Carolina, the Astronomical Society of the Pacific, and 4-H are collaborating to provide professional development to 180 4-H leaders and other informal science educators, and engage 1,400 middle school youth in using research-grade robotic telescopes and data analysis tools to explore the Universe. Youth participating in 4H-based out-of-school programs in Wisconsin, West Virginia and North Carolina are learning about the universe and preparing for STEM careers by conducting authentic astronomy research, completing astronomy-related hands-on modeling activities, interacting with astronomers and other professionals who are part of the Skynet Robotic Telescope Network, and interacting with other youth who part of the Skynet Junior Scholars virtual community. The project is innovative because it is providing a diverse community of 4-H youth (including sight- and hearing-challenged youth and those from underrepresented groups) with opportunities to use high-quality, remotely located, Internet-controlled telescopes to explore the heavens by surveying galaxies, tracking asteroids, monitoring variable stars, and learn about the nature and methods of science. Deliverables include (1) online access to optical and radio telescopes, data analysis tools, and professional astronomers, (2) an age-appropriate web-based interface for controlling remote telescopes, (3) inquiry-based standards-aligned instructional modules, (4) face-to-face and online professional development for 4-H leaders and informal science educators, (5) programming for youth in out-of-school clubs and clubs, (6) evaluation findings on the impacts of program activities on participants, and (7) research findings on how web-based interactions between youth and scientists can promote student interest in and preparedness for STEM careers. The evaluation plan is measuring the effectiveness of program activities in (1) increasing youths' knowledge, skills, interest, self-efficacy, and identity in science, including youth who are sight- and hearing-impaired, (2) increasing educators' competency in implementing inquiry-based instruction and their ability to interact with scientists, and (3) increasing the number of Skynet scientists who are involved in education and public outreach.
ISE Research: Contextualizing Science Learning and Motivation in Rural and Indigenous Adolescents through Mapping Sustainable Practices is a three-year interdisciplinary research project. Researchers from the University of New Hampshire will investigate impacts of contextualization on science learning, motivation, and positive attitudes toward science of early adolescents from rural and Indigenous populations. The project will yield research findings that can help identify contextualization as a means to engage rural and Indigenous adolescents. The project team uses a systematic approach that incorporates mixed methods of data collection and analysis to learn more about how culture and community (contextualization) impact STEM learning. They hypothesize that contextualizing science learning to culture and community will enhance rural majority and Indigenous early adolescents' science knowledge and positively strengthen motivation and attitudes toward science. Local community and Indigenous group members provide expertise that contributes to the design of the research and the related curriculum as well as the interpretation of the findings. This project will contribute to what we know about how underserved and underrepresented youth engage in STEM learning in relation to their world views. This work will help advance the informal science education field in terms of providing rigorous evidence that can inform theory on learning and motivation among disadvantaged STEM learners as well as address practical issues around the design of STEM programs for rural and Indigenous groups.
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TEAM MEMBERS:
Eleanor AbramsThomas KellyLisa TownsonRuth VarnerMichael Middleton
The University of Alaska Fairbanks will partner with the National Optical and Astronomy Observatory, the University of Alaska Museum of the North, and the University of Washington-Bothell to bring biomaterials, optics, photonics, and nanotechnology content, art infused experiences, and career awareness to art-interested girls. This full scale development project, Project STEAM, will explore the intersections between biology, physics, and art using advanced technologies at the nano to macro scale levels. Middle school girls from predominately underrepresented Alaskan Native, Native American (Tohono O'odham, Pascula Yaqui) and Hispanic groups, their families, teachers, and Girl Scout Troop Leaders in two site locations- Anchorage, Alaska and Tucson, Arizona will participate in the project. Centered on the theme "Colors of Nature," Project STEAM will engage girls in science activities designed to enhance STEM learning and visual-spatial skills. Using advanced technologies, approximately 240 girls enrolled in the Summer Academy over the project duration will work with women scientist mentors, teachers, and Girl Scout Troop Leaders to create artistic representations of natural objects observed at the nano and macro scale levels. Forty girls will participate in the Summer Academy in year one (20 girls per site- Alaska and Arizona). In consequent years, approximately180 girls will participate in the Academy (30 girls per site). Another 1,500 girls are expected to be reached through their Girl Scout Troop Leaders (n=15) who will be trained to deliver a modified version of the program using specialized curriculum kits. In addition, over 6,000 girls and their families are expected to attend Project STEAM Science Cafe events held at local informal science education institutions at each site during the academic year. In conjunction with the programmatic activities, a research investigation will be conducted to study the impact of the program on girls' science identity. Participant discourse, pre and post assessments, and observed engagement with the scientific and artistic ideas and tools presented will be examined and analyzed. A mixed methods approach will also be employed for the formative and summative evaluations, which will be conducted by The Goldstream Group. Ultimately, the project endeavors to increase STEM learning and interest through art, build capacity through professional development, advance the research base on girls' science identity and inspire and interest girls in STEM careers.
This Pathways proposal seeks to find the most effective means for communicating research, research processes and ocean sciences to the public from the ocean ship Joides Resolution (JR). The JR is an NSF-supported research vessel that assists scientists and educators in their quest for understanding the science of oceans and ocean floors worldwide. The goal of this project is to find the best mechanism for communicating science through the numerous platforms of informal science education. Through a series of discussions by stakeholders that include scientists, educators, end-users in the informal science education community and evaluators, 3-5 pilot projects will be selected for further elaboration, testing and evaluation for communication methodologies. From these studies and refinements, models for communication will be produced for further implementation. Partners in this venture include: Consortium for Ocean Leadership\'s Deep Earth Academy (DEA)and the Education Division for the Integrated Ocean Drilling Program (IODP). This project will enhance the public\'s understanding of oceans, ocean floors, and related research in these elements, and inspire younger individuals who may consider ocean science as a career. Models for how best to communicate the world of ocean science will be tested and disseminated through informal science education networks and platforms. Further, models for evaluation of this multidisciplinary science endeavor will be helpful to advancing the informal science education field.