The education research component of the Pulsar Search Collaboratory (PSC) seeks to determine how the PSC experience affects the science identity and STEM career intentions of its participants and how individual programmatic elements influence persistence. These questions are investigated by comparing pre-‐survey and post-‐survey results and by examining the participant’s interaction with the PSC online portal.
This report d pre/posistilled t survey data that examines student participants’ STEM intentions along a number of dimensions: Science/Engineering Identity, Self-‐Efficacy, Science
WCS Education is committed to creating a diverse and inclusive movement of conservation advocates. We do this by creating equitable pathways to increased scientific literacy, engagement in conservation advocacy, and lasting connection with animals and nature.
One of the programs that incorporates all of these strategies is Project TRUE (Teens Researching Urban Ecology). Project TRUE is a partnership between WCS and Fordham University that is both a social science research study and a youth development program designed to support youth in STEM career pathways. Teams of high school students
This Conference Paper was presented at the International Soceity for the Learning Sciences Confernece in June 2018. We summarize interviews with youth ages 9-15 about their failure mindsets, and if those midsets cross boundaries between learning environments.
Previous research on youth’s perceptions and reactions to failure established a view of failure as a negative, debilitating experience for youth, yet STEM and in particular making programs increasingly promote a pedagogy of failures as productive learning experiences. Looking to unpack perceptions of failure across contexts and
This is a summary description of the 2018 Summer Science Camp offered by the Morgridge Institute for Research at the Discovery Building on the UW-Madison campus. The camp has been offered annualy since 2007, and the 2018 evaluation produced some specific ideas for improving the camp. Since 2007, more than 300 students from rural Wisconsin high schools have attended the camp. This population has less access to the many educational advantages that regular internet access affords their urban counterparts. The science camp team is exploring how to carry out a study of camp alumni.
In May, 2017, the University of Michigan School of Information hosted an NSF-funded workshop on the promise and pitfalls of using digital micro-credentials, also known as digital badges, in the college admission process. Micro-credentials are digital artifacts that can be used to recognize, display, and transmit information about an individual student’s skills, abilities, and knowledge. Modeled on the physical badges used by organizations such as the Boy/Girl Scouts of America, and websites such as Stack Overflow, micro-credentials offer learners a mechanism for displaying and sharing a wider
DATE:
TEAM MEMBERS:
Barry FishmanStephanie TeasleySteven Cederquist
resourceresearchProfessional Development, Conferences, and Networks
This poster was presented at the 2018 Campus Office of Undergraduate Research Initiatives (COURI) Symposium in El Paso, TX. It describes an ethnographic study into the use of storytelling in science teaching.
This poster was presented at the 2018 Campus Office of Undergraduate Research Initiatives (COURI) Symposium in El Paso, TX. It describes challenges and lessons learned regarding the use of cogenerative dialogues (cogens) in the context of a project-based learning environment.
This poster was presented at the 2018 Campus Office of Undergraduate Research Initiatives (COURI) Symposium in El Paso, TX. It describes an ethnographic study to investigate how an exemplary scientist engaged high school students with humor during a project-based learning science internship.
This poster was presented at the 2018 Campus Office of Undergraduate Research Initiatives (COURI) Symposium in El Paso, TX. It discusses the difficulty faced by high school students in generating project ideas, and seeks to identify different activities and methods that instructors use to facilitate the development of project ideas in a project-based learning internship environment.
This poster was presented at the annual meeting of the National Association for Research in Science Teaching (NARST) in Atlanta, GA. It discusses how cogenerative dialogues (cogens) might serve as a tool to dissolve emotional breakdowns in a project-based learning (PBL) science internship.
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.
This CAISE report is designed to track and characterize sector growth, change and impact, important publications, hot topics/trends, new players, funding, and other related areas in Informal STEM Education (ISE) in 2017. The goal is to provide information and links for use by ISE professionals, science communicators, and interested stakeholders who want to discover new strategies and potential collaborators for project and proposal development. Designed as a slide presentation and divided into sectors, it can be used modularly or as a complete report. Each sector reports on research, events