With support from rural communities and their libraries in the Four Corners Region in the Southwestern U.S., We are Water creates a place to meet and share stories about water, and explore and learn about water together. Designed for rural, Indigenous, and Latinx communities, stories, community voices and multiple ways of knowing are highlighted and woven throughout the exhibit and programs.
This poster was presented at the 2021 NSF AISL Awardee Meeting.
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.
Described by Wohlwend, Peppler, Keune and Thompson (2017) as “a range of activities that blend design and technology, including textile crafts, robotics, electronics, digital fabrication, mechanical repair or creation, tinkering with everyday appliances, digital storytelling, arts and crafts—in short, fabricating with new technologies to create almost anything” (p. 445), making can open new possibilities for applied, interdisciplinary learning in science, technology, engineering and mathematics (Martin, 2015), in ways that decenter and democratize access to ideas, and promote the construction
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TEAM MEMBERS:
Jill CastekMichelle Schira HagermanRebecca Woodland
This book is a deliverable (requisite) of an NSF (National Science Foundation) grant to share the project outcomes and what we learned from the NSF grant project. This four-year NSF project was funded to provide professional development to museum educators about Indigenous Knowledge and Western Science in museums, with the goal of providing a culturally relevant way for Indigenous communities to connect to science. The name of this grant was “Cosmic Serpent: Bridging Native Ways of Knowing and Western Science in Museum Settings.”
This book is also a snapshot in time of this work in
In this participatory research project, a partnership between the Kitty Andersen Youth Science Center (KAYSC) and the Department of Evaluation and Research in Learning at the Science Museum of Minnesota, participants are working to rename and reclaim theory and research methods so as to foster relevance and equity. We have renamed the theory of science capital: "science capitxl" signals its roots in equity work and invites questioning. We are using what we have called "embedded research practices" for data generation and analysis. This poster was shared at the 2019 AISL PI meeting.
This poster was presented at the 2019 NSF AISL Principal Investigators meeting.
The poster describes the Rural Activation and Innovation Network, in which four Arizona regions were selected for their uniqueness in geography and demographics to provide insights about barriers and solutions to implementing ISE experiences in rural communities.
This article discusses how camp professionals are taking a greater interest in the concept of allyship, a process of unlearning and re-evaluating whereby those in positions of privilege attempt to adopt a stance of solidarity with marginalized groups of people. It includes an annotated list of Indigenous Instructional Programming, which aims to build awareness of programs that can aid camp professionals seeking to build intercultural competency among staff groups and, by extension, work toward a larger goal of determining whether or not indigenous traditions still merit a place at camp.
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TEAM MEMBERS:
Stephen FineThomas McIlwraith
resourceresearchProfessional Development, Conferences, and Networks
In our efforts to sustain U.S. productivity and economic strength, underrepresented minorities (URM) (for the purpose of this paper defined as persons of African American, Hispanic American, and Native American racial/ethnic descent), provide an untapped reservoir of talent that could be used to fill technical jobs. Over the past 25 years, educational diversity programs have encouraged and supported URM pursuing STEM degrees. Yet, their representation in STEM still lags far behind that of White, non-Hispanic men.
To understand the reasons why this is occurring, the American Association for
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TEAM MEMBERS:
Yolanda S. GeorgeVirginia Van HorneShirley M. Malcom
Slides from the January 30, 2018 Webinar present information for preparing proposals for the NSF INCLUDES Alliance Solicitation (NSF 18-529). Includes a brief description of NSF INCLUDES, an explanation of Collaborative Change strategies and the NSF INCLUDES 5 elements of collaborative change, proposal recommendations, details on the NSF cooperative agreements and the NSF Merit Review criteria, and provides useful resources.
‘Who’s Asking: Native Science, Western Science, and Science Education’ explores two key questions for science education, communication and engagement; first, what is science and second, what do different ways of understanding science mean for science and for science engagement practices? Medin and Bang have combined perspectives from the social studies of science, philosophy of science and science education to argue that science could be more inclusive if reframed as a diverse endeavour. Medin and Bang provide a useful, extensive and wide-ranging discussion of how science works, the nature of