This project centers on an Indigenous Scholars program, immersing students in land-based learning to deepen a relationship with their homeland while understanding how legal and political conflicts impact environmental and community health. Students will explore ways of knowing in language, mathematics, science, arts, and society and culture, through sessions led by scholars versed in Indigenous methodologies.
This REU Site award to TERC, located in Cambridge, MA, will support the training of eight students for ten weeks during the summers of 2023-2025. Students will perform research in the field of informal STEM education. Their projects will have a theme of advancing social justice and equity.
This project will use a complex systems approach to hazard reduction across multiple scales of risk by developing a new generation of socio-technical digital twin that integrates models of physical infrastructure systems and virtual networks of communication with social games to engage community awareness and commitment to collective action.
This project will apply a mixed-methods approach to assess how sociotechnical networks can be leveraged to increase knowledge and awareness of environmental and industrial hazards and to build community adaptive capacity equitably among diverse residents of the Coastal Bend Region of Texas.
Education Development Center (EDC) conducted the external evaluation of this second phase of NASA@ My Library. Library staff from partner libraries increased their confidence and ability to facilitate library programming related to Earth, space, and engineering.
Re-Living Paleontology conducted usability and comparison studies on immersion and interactivity in augmented reality (AR) and visitors' engagement and understanding of science. Two "Tar AR" experiences were designed and studied.
This report summarizes the main findings from the Cultivating Confidence research study, which investigated the impact of a single science museum visit on young adults' science self-efficacy and views of science.
Over the course of six years (2016–2022), History Colorado, three Ute Tribes, and archaeology and ethnobotany partners undertook an ambitious, highly collaborative project, called Ute STEM, to explore new ways of looking at the field of Science, Technology, Engineering, and Math (STEM) learning. This final report goes into details about the project and lessons learned.