RISES (Re-energize and Invigorate Student Engagement through Science) is a coordinated suite of resources including 42 interactive English and Spanish STEM videos produced by Children's Museum Houston in coordination with the science curriculum department at Houston ISD. The videos are aligned to the Texas Essential Knowledge and Skills standards, and each come with a bilingual Activity Guide and Parent Prompt sheet, which includes guiding questions and other extension activities.
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resourceprojectProfessional Development, Conferences, and Networks
The Lawrence Hall of Science at the University of California, Berkeley, will launch the Learning Technology Studio project to improve the ability of its staff to create digital technology tools and experiences that help youth, families, and adults learn about STEM topics. The museum will design and implement a professional learning program for staff from multiple departments to build their understanding of best and innovative practices for using digital technology to support STEM learning. The program will empower a subset of staff will to collaboratively design, test, and revise technology experiences using simulations, digital media, and AR that can elevate visitor engagement and enhance learning. The museum will create an institution-wide Learning Technology Framework that captures the findings and resources developed through the project to guide long-term professional learning and collaboration in digital technology design and integration.
KID Museum will develop and test a framework for working with community organizations to design learning experiences and create a facilitation guide for integrating cultural appreciation with maker-based learning. Building on its established Cultural Days programming, the museum will partner with four organizations that represent the region's largest ethnic populations. Together, they will plan, design, prototype, and refine new programs and experiences for children ages 4 to 14 and their families. The project team will adapt an IMLS-funded STEM-expert co-development model to develop and present cultural programs both at the museum and in the community. The project team will evaluate and refine the programs through visitor surveys. The museum will share the resulting framework and facilitation guide with other informal learning spaces to support the implementation of similar programs.
The Aldrich Contemporary Art Museum will amplify its partnership with Hart Magnet School, a Title 1 elementary school in urban Stamford, Connecticut, by increasing exposure and access to the arts for first-fifth graders, their families, and educators. A new program model, leveraging the museum's artist exhibitions, will focus on technology and an inquiry-based approach to science. Students, educators, and families will be encouraged to see and think in new ways through on-site STEAM tours at the museum, artist-led workshops at Hart, teacher professional development, and afterschool family activities. Outside evaluators will work with the project team to develop goals and associated metrics to measure how the model of museum-school partnership can enhance student achievement, engage families more deeply in their child's school experience and community, and contribute to teacher professional development. The evaluator will also train museum staff on best practices for program assessment.
In the Communities of Learning for Urban Environments and Science (CLUES) project, the four museums of the Philadelphia-Camden Informal Science Education Collaborative worked to build informal science education (ISE) capacity in historically underserved communities. The program offered comprehensive professional development (PD) to Apprentices from 8-10 community-based organizations (CBO), enabling them to develop and deliver hands-on family science workshops. Apprentices, in turn, trained Presenters from the CBOs to assist in delivering the workshops. Families attended CLUES events both at
The Free Library of Philadelphia Foundation will create on-the-floor makerspaces in libraries in underserved neighborhoods in North Philadelphia. These spaces will help local residents of all ages to gain access to technology and participatory education, and encourage creative applications and collaborative projects. Mentors will guide multigenerational community members as they create cross-disciplinary, interest-driven electronic art projects; build interest and knowledge in STEAM (Science, Technology, Engineering, Art, and Mathematics), and use tools and skills to create and share artifacts that reflect their identities and communities. Through the act of making, participants of all ages will have the opportunity to design meaningful digital and physical objects that capture the richness and diversity of their neighborhoods. These place-based, interest-driven, and mentor-guided makerspaces will provide a replicable, scalable model for libraries and museums nationally.
In the Communities of Learning for Urban Environments and Science (CLUES) project, the four museums of the Philadelphia-Camden Informal Science Education Collaborative worked to build informal science education (ISE) capacity in historically underserved communities. The program offered comprehensive professional development (PD) to Apprentices from 8-11 community-based organizations (CBO), enabling them to develop and deliver hands-on family science workshops. Apprentices, in turn, trained Presenters from the CBOs to assist in delivering the workshops. Families attended CLUES events both at the museums and in their own communities. The events focused on environmental topics that are especially relevant to urban communities, including broad topics such as climate change and the energy cycle to more specific topics such as animals and habitats in urban neighborhoods.
This poster was presented at the 2014 AISL PI Meeting in Washington DC. It describes the CLUES project that provides STEM education opportunities to families.
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New Jersey Academy for Aquatic SciencesBarbara Kelly