This report provides an overview of the rationale and design of the STEM Excellence Project, the key findings and takeaways from the research, and future directions for raising the aspirations of rural students for success in STEM fields.
This document provides information about the quantitative and qualitative data collected and analyzed for this project with hopes that it informs future research and evaluation efforts for STEM education in rural contexts.
The project team published a research synopsis article with Futurum Science Careers in Feb 2023 called “How Can Place Attachment Improve Scientific Literacy?”
An adapted three-dimensional model of place attachment is proposed as a theoretical framework from which place-based citizen science experiences and outcomes might be empirically examined in depth.
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TEAM MEMBERS:
Julia ParrishYurong HeBenjamin Haywood
This poster was presented at the 2021 NSF AISL Awardee Meeting.
The archaeology after-school program, geared towards rural middle school students, explores the ability to teach STEM through archaeology. The multidisciplinary nature of archaeology makes it a useful vehicle for teaching a variety of STEM disciplines (e.g., biology, geology, ecology, zoology, physics, chemistry, mathematics, etc.). Its compatibility with hands-on activities, deep thinking skills, and scientific reasoning matches STEM learning goals.
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
This briefing paper reports findings from the Youth Access & Equity in Informal Science Learning (ISL) project,
a UK-US researcher-practitioner partnership funded by the Science Learning+ scheme. Our project focuses on young people aged 11-14 primarily from under-served and non-dominant communities and includes researchers and practitioners from a range of ISL settings: designed spaces (e.g. museums, zoos), community-based (e.g. after school clubs) and everyday science spaces (e.g. science media).
This article is a report of the impact assessment of two outreach programs to primary schools run by the Botswana National Museum. The oldest of the programs, Zebra-on-Wheels was officially launched in 1980 and has involved all the primary schools in the country at least twice. The study aimed to establish the impact of the two programs and make recommendations for possible improvements. Thirty-eight schools throughout Botswana participated in the study. Teachers in these schools were interviewed and classroom observation sessions were carried out. Teachers’ observations about the two programs