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.
Digital Observation Technology Skills (DOTS) is a framework for integrating modern, mobile technology into outdoor, experiential science education. DOTS addresses longstanding tensions between modern technology and classical outdoor education by carefully selecting appropriate digital technology for educational purposes and by situating these tools in classical experiential pedagogy.
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TEAM MEMBERS:
R. Justin HoughamMarc NutterCaitlin Graham
This project will make synthetic biology activities accessible to high school students and teachers by providing them with an authentic but safe context to learn. These activities will also broaden their understanding and perspectives about how synthetic biology and bioengineering is used in personal, health, and food production contexts as well as raise their interest in STEM. The design of bioMAKERlab will generate an educational version of an existing professional-grade lab for synthetic biology to promote safe production, accessibility, and affordability for high schools and community colleges interested in integrating such wetlab activities into their curriculum.
Most current efforts to broaden access to maker activities for K-12 students have focused on developing collaborative fabrication workspaces (fablabs) involving 3D printers, laser cutters, and other digital and traditional tools. This project will develop and implement bioMAKERlab, an innovative wetlab starter kit and activities that will enable high school students and teachers to engage in synthetic biology by building genetic circuits that let microorganisms change color, smell, and shape. In synthetic biology, participants make their own DNA--gene by gene--and then grow their designs into real applications by inserting them into microorganisms to develop different traits and characteristics provided by the genes. The project will involve students from a Philadelphia public high school and young people participating in weekend workshops at The Franklin Institute, a Philadelphia-based science museum.
This project is a part of NSF's Maker Dear Colleague Letter portfolio (NSF 15-086), a collaborative investment of Directorates for Computer & Information Science & Engineering, Education and Human Resources, and Engineering.
The National Writing Project (NWP) is collaborating with the Association of Science-Technology Centers (ASTC) on a four-year, full-scale development project that is designed to integrate science and literacy. Partnerships will be formed between NWP sites and ASTC member science centers and museums to develop, test, and refine innovative programs for educators and youth, resulting in the creation of a unique learning network. The project highlights the critical need for the integration of science and literacy and builds on recommendations in the Common Core State Standards and the National Research Council's publication, "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas." The content focus includes current topics in science and technology such as environmental science, sustainability, synthetic biology, geoengineering, and other subjects which align with science center research and exhibits. The project design is supported by a framework that incorporates a constructivist/inquiry-based approach that capitalizes on the synergy between rigorous science learning and robust literacy practices. Project deliverables include a set of 10 local partnership sites, professional development for network members, a project website, and an evaluation report highlighting lessons learned. Partnership sites will be selected based on interest, proximity, history, and expertise. Two geographically and demographically diverse cohorts, consisting of five partnerships each will be identified in Years 2 and 3. Each set of partners will be charged with creating a comprehensive two-year plan for science literacy activities and products to be implemented at local sites. It is anticipated that the pilot programs may result in the creation of new programs that merge science and writing, integrate writing into existing museum science programs, or integrate science activities into existing NWP programs. Interest-driven youth projects such as citizen science and science journalism activities are examples of programmatic approaches that may be adopted. The partners will convene periodically for planning and professional development focused on the integration of science and literacy for public and professional audiences, provided in part by national practitioners and research experts. A network Design Team that includes leadership representatives from NWP, ASTC, and the project evaluator, Inverness Research, Inc., will oversee project efforts in conjunction with a national advisory board, while a Partnership Coordinator will provide support for the local sites. Inverness Research will conduct a multi-level evaluation to address the following questions: -What is the nature and quality of the local partner arrangements, and the larger network as a whole? -What is the nature and quality of the local science literacy programs that local partners initiate, and how do they engage local participants, and develop their sense of inquiry and communication skills? First, a Designed-Based Implementation Research approach will be used for the developmental evaluation to assess the implementation process. Next, the documentation and portrayal phase will assess the benefits to youth, educators, institutions, and the field using surveys, interviews, observations of educators, and reviews of science communication efforts created by youth. Finally, the summative evaluation includes a comprehensive portfolio of evidence to document the audience impacts and an independent assessment of the project model by an Evaluation Review Board. This project will result in the creation of a robust learning community while contributing knowledge and lessons learned to the field about networks and innovative partnerships. It is anticipated that formal and informal educators will gain increased knowledge about science and literacy programs and develop skills to provide effective programs, while youth will demonstrate increased understanding of key science concepts and the ability to communicate science. Programs created by the local partnerships will serve approximately 650 educators (450 informal educators and 200 K-12 teachers) and 500 youth ages 9-18. Plans for dissemination, expansion, and sustainability will be undertaken by the sub-networks of the collaborating national organizations drawing on the 350 ASTC member institutions and nearly 200 NWP sites at colleges and universities.
The Ross Sea Project was a Broader Impact projects for an NSF sponsored research mission to the Ross Sea in Antarctica. The project, which began in the summer of 2010 and ended in May 2011, consisted of several components: (1) A multidisciplinary teacher-education team that included educators, scientists, Web 2.0 technology experts and storytellers, and a photographer/writer blogging team; (2) Twenty-five middle-school and high-school earth science teachers, mostly from New Jersey but also New York and California; (3) Weeklong summer teacher institute at Liberty Science Center (LSC) where teachers and scientists met, and teachers learned about questions to be investigated and technologies to be used during the mission, and how to do the science to be conducted in Antarctica; (4) COSEE NOW interactive community website where teachers, LSC staff and other COSEE NOW members shared lesson plans or activities and discussed issues related to implementing the mission-based science in their classrooms; (5) Technological support and consultations for teachers, plus online practice sessions on the use of Web 2.0 technologies (webinars, blogs, digital storytelling, etc.); (6)Daily shipboard blog from the Ross Sea created by Chris Linder and Hugh Powell (a professional photographer/writer team) and posted on the COSEE NOW website to keep teachers and students up-to-date in real-time on science experiments, discoveries and frustrations, as well as shipboard life; (7) Live webinar calls from the Ross Sea, facilitated by Rutgers and LSC staff, where students posed questions and interacted directly with shipboard researchers and staff; and (8) A follow-up gathering of teachers and scientists near the end of the school year to debrief on the mission and preliminary findings. What resulted from this project was not only the professional development of teachers, which extended into the classroom and to students, but also the development of a relationship that teachers and students felt they had with the scientists and the science. Via personal and virtual interactions, teachers and students connected to scientists personally, while engaged in the science process in the classroom and in the field.
This report from the National Research Council explores how learning changes the physical structure of the brain, how existing knowledge affects what people notice and how they learn, the amazing learning potential of infants, and the relationship between classroom learning and learning in everyday settings such as community and the workplace. It identifies learning needs and opportunities for teachers and provides a realistic look at the role of technology in education.
The NASA Science Research Mentoring Program (NASA SRMP) is an established mentoring program that presents the wonders of space exploration and planetary sciences to underserved high school students from New York City through cutting-edge, research-based courses and authentic research opportunities, using the rich resources of the American Museum of Natural History. NASA SRMP consists of a year of Earth and Planetary Science (EPS) and Astrophysics electives offered through the Museum’s After School Program, year-long mentorship placements with Museum research scientists, and summer programming through our education partners at City College of New York and the NASA Goddard Institute for Space Studies. The primary goals of the project are: 1) to motivate and prepare high school students, especially those underrepresented in science, technology, engineering and math (STEM) fields, to pursue STEM careers related to EPS and astrophysics; 2) to develop a model and strategies that can enrich the informal education field; and 3) to engage research scientists in education and outreach programs. The program features five in-depth elective courses, offered twice per year (for a total of 250 student slots per year). Students pursue these preparatory courses during the 10th or 11th grade, and a select number of those who successfully complete three of the courses are chosen the next year to conduct research with a Museum scientist. In addition to providing courses and mentoring placements, the program has produced curricula for the elective courses, an interactive student and instructor website for each course, and teacher and mentor training outlines.
The article presents a lesson plan for eighth-grade students on neuromuscular control and biomedical engineering based on the engineering and design of prosthetic hands.
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TEAM MEMBERS:
Justin RyanDavid FrakesTirupalavanam GaneshChristine Zwart
The National Federation of the Blind (NFB), with six science centers across the U.S., will develop, implement, and evaluate the National Center for Blind Youth in Science (NCBYS), a three-year full-scale development project to increase informal learning opportunities for blind youth in STEM. Through partnerships and companion research, the NCBYS will lead to greater capacity to engage the blind in informal STEM learning. The NCBYS confronts a critical area of need in STEM education, and a priority for the AISL program: the underrepresentation of people with disabilities in STEM. Educators are often unaware of methods to deliver STEM concepts to blind students, and students do not have the experience with which to advocate for accommodations. Many parents of blind students are ill-equipped to provide support or request accessible STEM adaptations. The NCBYS will expose blind youth to non-visual methods that facilitate their involvement in STEM; introduce science centers to additional non-visual methods that facilitate the involvement of the blind in their exhibits; educate parents as to their students' ability to be independent both inside and outside the STEM classroom; provide preservice teachers of blind students with hands-on experience with blind students in STEM; and conduct research to inform a field that is lacking in published material. The NCBYS will a) conduct six regional, two-day science programs for a total of 180 blind youth, one day taking place at a local science center; b) conduct concurrent onsite parent training sessions; c) incorporate preservice teachers of blind students in hands-on activities; and d) perform separate, week-long, advanced-study residential programs for 60 blind high school juniors and seniors focused on the design process and preparation for post-secondary STEM education. The NCBYS will advance knowledge and understanding in informal settings, particularly as they pertain to the underrepresented disability demographic; but it is also expected that benefits realized from the program will translate to formal arenas. The proposed team represents the varied fields that the project seeks to inform, and holds expertise in blindness education, STEM education, museum education, parent outreach, teacher training, disability research, and project management. The initiative is a unique opportunity for science centers and the disability population to collaborate for mutual benefit, with lasting implications in informal STEM delivery, parent engagement, and teacher training. It is also an innovative approach to inspiring problem-solving skills in blind high school students through the design process. A panel of experts in various STEM fields will inform content development. NCBYS advances the discovery and understanding of STEM learning for blind students by integrating significant research alongside interactive programs. The audience includes students and those responsible for delivering STEM content and educational services to blind students. For students, the program will demonstrate their ability to interface with science center activities. Students will also gain mentoring experience through activities paired with younger blind students. Parents and teachers of blind students, as well as science center personnel, will gain understanding in the experiences of the blind in STEM, and steps to facilitate their complete involvement. Older students will pursue design inquiries into STEM at a more advanced level, processes that would be explored in post-secondary pursuits. By engaging these groups, the NCBYS will build infrastructure in the informal and formal arenas. Society benefits from the inclusion of new scientific minds, resulting in a diverse workforce. The possibility for advanced study and eventual employment for blind students also reduces the possibility that they would be dependent upon society for daily care in the future. The results of the proposed project will be disseminated and published broadly through Web sites; e-mail lists; social media; student-developed e-portfolios of the design program; an audio-described video; and presentations at workshops for STEM educators, teachers of blind students, blind consumer groups, researchers in disability education, and museum personnel.
SciGirls CONNECT is a broad national outreach effort to encourage educators, both formal and informal, to adopt new, research-based strategies to engage girls in STEM. SciGirls (pbskids.org/scigirls) is an Emmy award-winning television program and outreach program that draws on cutting-edge research about what engages girls in science, technology, engineering and math (STEM) learning and careers. The PBS television show, kids' website, and educational outreach program have reached over 14 million girls, educators, and families, making it the most widely accessed girls' STEM program available nationally. SciGirls' videos, interactive website and hands-on activities work together to address a singular but powerful goal: to inspire, enable, and maximize STEM learning and participation for all girls, with an eye toward future STEM careers. The goal of SciGirls is to change how millions of girls think about STEM. SciGirls CONNECT (scigirlsconnect.org) includes 60 partner organizations located in schools, museums, community organizations and universities who host SciGirls clubs, camps and afterschool programs for girls. This number is intended grow to over 100 by the end of the project in 2016. SciGirls CONNECT provides mini-grants, leader training and educational resources to partner organizations. Each partner training session involves educators from a score of regional educational institutions. To date, over 700 educators have received training from over 250 affiliated organizations. The SciGirls CONNECT network is a supportive community of dedicated educators who provide the spark, the excitement and the promise of a new generation of women in STEM careers. Through our partner, the National Girls Collaborative Project, we have networked educational organizations hosting SciGirls programs with dozens of female role models from a variety of STEM fields. The SciGirls CONNECT website hosts monthly webinars, a quarterly newsletter, gender equity resources, SciGirls videos and hands-on activities. SciGirls also promotes the television, website and outreach program to thousands of elementary and middle school girls and their teachers both locally and nationally at various events.
In this paper, researchers at the Brookfield Zoo present a case study in evaluating a technology project involving partnerships between museums and formal education. THe focus is on the multiple-method design, which was required in order to work with all participants, from funders to educators, to teachers and students. A set of tools, from traditional surveys through teacher-led performance assessments, was used to measure student learning, teacher satisfaction, and effective implementation of technology and museum content into quality Web pages. The authors share their experiences to help
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TEAM MEMBERS:
H. Elizabeth Stuart PerryCarol D. Saunders
The "Salmon Research Team: A Native American Technology, Research and Science Career Exposure Program" is a three-year, youth-based ITEST project submitted by the Oregon Museum of Science and Industry. The project seeks to provide advanced information technology and natural science career exposure and training to 180 middle level and high school students. Mostly first-generation college-bound students, the target audience represents the Native American community and those with Native American affiliations in reservation, rural and urban areas. Students will investigate computer modeling of complex ecological, hydrological and geological problems associated with salmon recovery efforts. Field experiences will be provided in three states: Oregon, Washington and northern California. The participation of elders and tribal researchers will serve as a bridge between advanced scientific technology and traditional ecological knowledge to explore sustainable land management strategies. Students will work closely with Native American and other scientists and resource managers throughout the Northwest who use advanced technologies in salmon recovery efforts. Student participation in IT-dependent science enrichment and research activities involving natural science fields of investigation will occur year round. Middle school students are expected to receive at least 330 contact hours including a one-week summer research experience, a one-week spring break program, and seven weekends of residential programs during the school year. The high school component consists of 460 contact hours reflecting one additional week for the summer research experience. In addition to watershed and salmon recovery related research, students will be involved in other ancillary research projects. A vast array of partners are positioned to support the field research experience including, for example, the U.S. Department of the Interior, Redwood National State Park, College of Natural Resources and Sciences at Humboldt State University, Confederated Tribes of the Warm Springs, University of Oregon Institute of Marine Biology, University of Washington Columbia Basin Research project, the Northwest Center for Sustainable Resources at Chemeketa Community College and the Integrated Natural Resource Technology program at Mt. Hood Community College. The project is intended to serve as a model for IT-based youth science programs that address national and state education standards and are relevant to the cultural experience of Native American students. Two mentors will provide continued support to students: an academic mentor at the student's schools and a professional mentor from a local university or natural resource agency. Incentives will be provided for student participation including stipends and internships. Career exposure and work-related skills are integrated throughout the project activities and every program component. Creative strategies are used to encourage family involvement including, for example, salmon bakes and museum discounts.
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TEAM MEMBERS:
Travis Southworth-NeumeyerDaniel Calvert