The Education Development Center, Incorporated, requests $2,081,018 to create informal learning opportunities in science, mathematics, engineering and technology utilizing the study of the ancient African civilization of Nubia as context. Educational activities and resources will be developed based on the extensive ongoing archeological research on historical Nubia. The two main components of the project are a traveling exhibit with related educational materials and a website that will provide the target audience an opportunity to access extensive on-line resources and activities. The project will provide community outreach and professional development for educators in museums, community groups, schools and libraries. The project is designed for thirty-six months' duration. In year one, a network of collaborators in the Boston area will focus on research and development; in year two, project materials will be piloted and evaluated in six cities, and on-line professional development programs will be conducted; and in year three, project materials will be disseminated directly to 60 sites and more broadly via the internet.
The Quality Education for Minorities (QEM) Network requests $1,518,318 to develop and pilot, in ten low-income communities, a two-pronged initiative for providing professional development for parents to be stronger advocates for their children in science, mathematics and technology. The objectives for this project are to prepare a cadre of parents (or parent surrogates) at each of ten pilot sites to advocate for a stronger participation in quality science, mathematics, and technology education for their own and other children; to establish an information and support network from which parents can retrieve educational resources via QEM's Website, an 800-telephone number, fax, and e-mail, and regular postal service. The pilot sites are Lowndes County, AL; targeted communities in Cleveland and Florence, SC; seven public housing communities in Atlanta, GA, Baltimore, MD, Chicago, IL, New York (Brooklyn and Jamaica), Norfolk, VA, and Tallahassee, FL. The Community Service Centers (CSC's) established on neighboring college campuses serve the seven public housing communities with support from the Annie E. Casey Foundation, with technical assistance provided by the QEM Network. The participating neighboring colleges are Clark-Atlanta University, Morgan State University, Chicago State University, New York City Technical College, York College, Norfolk State University, and Florida A&M University.
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TEAM MEMBERS:
J. Arthur JonesSandra Parker
resourceprojectProfessional Development, Conferences, and Networks
The Louisville Science Center will develop "The World We Create", a 13,000 sq. ft. exhibit which will transform their second floor to an active learning environment where visitors can explore the simplest element of the creative process to the most sophisticated networks available to our society. The activities will be organized into five core exhibit areas: New Way Tunnel, Think Tank, Inventor's Garage, Chemistry Kitchen, and Tech World and will reinforce educational reform activities in math, science, problem- solving, team cooperation, and decision making. In addition to the large number of interactives, there is a substantial technology/telecommunications component known as the Tech Forum. This will serve at the home site for the Kentucky TeleLinking Network (KTLN). The educational objectives of the exhibit were developed under the guidance of prominent formal educators in the state and they address both the education reform goals of the state and national science and math standards. The exhibit has also been developed with direct participation of a number of private sector partners. It is an impressive community effort. The exhibit is scheduled to open in March, 1997.
The project conducts action research to learn more about how different groups use technology in meaningful ways, develops approaches that significantly increase access for underrepresented groups, and proposes ways in which technology might be modified or redesigned to engage, address, and represent diverse populations. The project targets children and young people from groups underrepresented with technology, informal and formal educators, community groups and organizations, researchers, policymakers and funders, industry, and the public. Products include: a report on the state of access of underrepresented groups to technology; case studies; guides to increasing community access to technology; guidelines about how to be critical viewers, users, and makers of technology; report on the issues involved in producing diverse and equitable technology design; exemplars and ideas for diversifying technology design; suggestions for software publishers and industry; commissioned papers on issues of access and design for particular underrepresented groups; an agenda for action; and interactive World Wide Web site; and a popular press book that synthesizes the knowledge gained through this project.
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TEAM MEMBERS:
ellen wahlYolanda GeorgeEric JollyLaura JeffersAndres Henriquez
The Massachusetts SSI (Project PALMS) will conduct this project in partnership with MITS (the Museum Institute for Teaching Science, Inc.) and will develop, demonstrate the effectiveness of, and disseminate a locally-driven model for parental involvement in mathematics, science, and technology education. The model builds on the SSI structure by starting with parents who are active in PALMS District Leadership Teams for Systemic Change (approximately 2900 parents). These parents will have opportunities for additional training with materials such as Project PRISM, EQUALS, AAAS, etc. These support the new State frameworks and assessments developed through he SSI, and are also in support of the high quality curriculum materials recommended for implementation in schools. Parents will then develop local plans for engaging other parents in their communities. Materials will be developed, including a manual on How to Build Coalitions to Engage Community Members in Mathematics, Science, and Technology Reform. In addition, materials will be developed and outreach activities will be conducted to include activities for parents and children (estimated to reach an additional 21,000 parents) held in nontraditional environments such as subways, laundromats, health clinics, and malls. Products will include a manual on building coalitions to engage communities in supporting mathematics and science reform, and a collection of field-tested prototype outreach activities. Findings will be disseminated through the Eisenhower Consortia, National PTA, Urban League, and National Council of La Raza.
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TEAM MEMBERS:
Thomas NoonanMary Jane SchmittPendred Noyce