This short (approximately 2-3 hours), self-paced non-credit learning module is designed for those new to conducting research in communities impacted by energy development. You will learn about the concept of “research fatigue” and become more prepared for fieldwork by learning what to expect when you visit energy-impacted communities.
Access is free for students, researchers and those living in or serving communities impacted by energy development.
Participants who complete the online course can a digital badge called Understanding Research Fatigue. Earners of this certification will
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TEAM MEMBERS:
Suzi TaylorJulia Hobson HaggertyKristin SmithRuchie Pathak
Reflecting on the practice of storytelling, this practice insight explores how collaborations between scholars and practitioners can improve storytelling for science communication outcomes with publics. The case studies presented demonstrate the benefits of collaborative storytelling for inspiring publics, promoting understanding of science, and engaging publics more deliberatively in science. The projects show how collaboration between scholars and practitioners [in storytelling] can happen across a continuum of scholarship from evaluation and action research to more critical thinking
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TEAM MEMBERS:
Michelle RiedlingerJenni MetcalfeAyelet Baram-TsabariMarta EntradasMarina JoubertLuisa Massarani
In this commentary we are concerned with what mainstream science communication has neglected through cultural narrowness and ambient racism: other practitioners, missing audiences, unvalued knowledge, unrecognised practices. We explore examples from First Nations Peoples in the lands now known as Australia, from Griots in West Africa and from People's Science Movements in India to help us reimagine science communication. To develop meaningfully inclusive approaches to science communication, we argue there is an urgent need for the ‘mainstream’ to recognise, value and learn from science
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TEAM MEMBERS:
Summer May FinlaySujatha RamanElizabeth RasekoalaVanessa Mignanemily dawsonLiz Neeley YongLindy Orthea
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)
This research brief highlights findings from the proof of concept pilot year of the Child Trends News Service project. It explores what we have learned regarding best practices for communicating with and engaging Latino parents through short messages on research-informed parenting practices. The findings are grounded in research that substantiates the need to amplify access to child development research, particularly among low-income Latino families; and in communication science research that demonstrates the value of the news media as an information source for child development research.
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TEAM MEMBERS:
Alicia TorresSelma CaalLuz GuerraAngela Rojas
Recently there have been many calls for enhanced communication between scientists and the public in order to increase scientific literacy and improve attitudes toward science. However, these educational outreach (E/O) efforts often encounter structural barriers and the processes that support attainment of the goals of E/O are not well documented. E/O is a form of Informal Science Education (ISE), but E/O literature is often published in both science education and science communication journals because of the various approaches and environments in which it occurs. This unique juxtaposition
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
Informal learning opportunities are increasingly being recognized as important for youth participation in authentic experiences at the intersection of science, technology, engineering, and math (STEM) (Dorsen, Carlson, and Goodyear 2006). These experiences may involve specialized equipment and dedicated time for learners to gain familiarity with the relevant scientific and engineering practices (i.e., designing experiments on their own, struggling to make sense of data, learning from their own mistakes and the results of peers), which often go beyond the classroom. However, the educators who
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TEAM MEMBERS:
Kathryn WilliamsonSue Ann HeatherlyVivian HoetteEva Erdosne TothDavid Beer