The Cleveland Museum of Natural History will implement “SLAM Dunk,” a multidisciplinary initiative centered around Dunkleosteus terrelli, the largest predator and one of the fiercest creatures alive in the Devonian “Age of Fishes,” and for which the museum hold the best-preserved fossils. Each East Cleveland City Schools Kindergarten, 1st grade, and 2nd grade class will visit the museum for extended programming twice each school year. Museum educators will visit classrooms three times each school year. Museum staff will work with East Cleveland teachers on professional development offerings to increase teachers’ comfort level working with science content. Each school will receive an Educator Resource Center membership along with books and STEM materials. The museum will organize a family day at the museum each spring and provide scholarships for rising 3rd grade students to attend the museum’s week-long summer camps.
For nearly 20 years, the UAB Center for Community OutReach Development (CORD) has conducted SEPA funded research that has greatly enhanced the number of minority students entering the pipeline to college and biomedical careers, e.g., nearly all of CORD’s Summer Research Interns since 1998 (>300) have completed/are completing college and most of them are continuing on to graduate biomedical research and/or clinical training and careers. CORD’s programs that focused on high and middle school students have drawn many minority students into biomedical careers, but a low percentage of minority students benefit from these programs because far too many are already left behind academically in grades 4-6, due, at least in part, to a significant drop in science grades between grades 4 and 6, a drop from which most students never recover. A major contributor to this effect is that most grade 4-6 teachers in predominantly minority schools lack significant formal training in science and often are not fully aware of the great opportunities offered by biomedical careers.
In SEEC II, CORD will deliver intensive inquiry-based science training to grade 4-6 teachers, providing them with science content and hands-on science experiences that will afford their student both content and skills that will make them excited about, and competitive for, the advanced courses needed to move into biomedical research careers. SEEC II will also link teachers together across the elementary/middle school divide and bring the teachers together with administrators and parents, who will experience firsthand the excitement that inquiry learning brings and the significant advancement it provides in science and in reading and math. At monthly meetings and large annual celebrations, the parents, teachers and administrators will learn about the opportunities that biomedical careers can provide for the student who is well prepared. They will also consider the financial and educational steps required to ensure that students have the ability to reach these professions.
SEEC II will also expand CORD’s middle school LabWorks and Summer Science Camps to include grade 4-5 students and provide the teachers with professional learning in informal settings. During summer training, in small groups, the teachers will expand one of the inquiry-based science activities that they complete in the training, and they will use these in their classrooms and communicate with the others in their group to perfect these experiences in the school year. Finally, the teachers and grade 4-5 students will develop science and engineering fair-type research projects with which they will compete both on the school level and at the annual meeting. Thus, the students will share with their parents the excitement that science brings. The Intellectual Merit of SEEC II will be to test a model to enhance grade 4-6 teacher development and vertical alignment, providing science content, exposure to biomedical scientists and training in participatory science experiments, thus positioning teachers to succeed. The Broader Impacts will include the translation and testing of a science education model to assist minority students to avoid the middle school plunge and reach biomedical careers.
This annual report presents an overview of Saint Louis Science Center audience data gathered through a variety of evaluation studies conducted during 2015. This report includes information on the Science Center's general public audience demographics and visitation patterns, gives an overview of visitors' comments about their Science Center experience, summarizes major trends observed in the Science Center's tool for tracking educational programs, and presents highlights from a Membership study, a formative evaluation of a new Makerspace exhibition, and program evaluation of a workshop for the
As part of a grant from the National Science Foundation, the National Federation of the Blind (NFB) developed, implemented, and evaluated 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 this grant, the NCBYS extended opportunities for informal science learning for the direct benefit of blind students by conducting six NFB STEM2U regional programs included programs for blind youth, their parents/caregivers, blind teen mentors (apprentices), and museum educators.
The Science Museum of Minnesota (SMM) leverages a professional educator team (“instructors”) comprised of about two dozen individuals who facilitate both formal and informal educational programming in the museum, in K–12 classrooms, and at community-based sites. The experienced instructors of SMM’s Lifelong Learning Group bring innovative programs to both students and their teachers. Recognizing that long-term experiences can have a profound impact on students and teachers, SMM works to develop multiyear relationships based on collaboration. This article focuses primarily on SMM’s well
This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by producing empirical findings and/or research tools that contribute to knowledge about which models and interventions with K-12 students and teachers are most likely to increase capacity in the STEM and STEM cognate intensive workforce of the future.
The LinCT (Linking Educators, Youth, and Learners in Computational Thinking) project at the Science Museum of Minnesota (SMM) will engage female teachers-in-training and youth from underrepresented demographics in immersive technology experiences and STEM education. LinCT will guide teachers to develop their understanding and use of technology in the classroom, as well as prepare youth for a future where technology plays a key role in a wide range of professional opportunities. The project aims to inspire teachers and youth to see the possibilities of technological competencies, as well as why the incorporation of technology can build meaningful learning experiences and opportunities for all learners. The LinCT program model offers learning and application experiences for participating teachers and youth and provides an introduction of technological tools used in SMM educational programs and professional development on approaches for engaging all learners in STEM. Both groups will provide instruction in SMM technology-based Summer Camps, reaching 1,000 young people every year. In each following school year, project educators will develop and deliver technology-based programs to nearly 1,000 under-served and underrepresented elementary students. The project will allow teachers and youth to deliver exciting and engaging technology-based programs to nearly 4,000 diverse young learners. As a result, all participants in this project will be better equipped to incorporate technology in their future careers.
The LinCT project will investigate effective approaches for broadening the participation of underrepresented populations by providing female pre-service teachers and female youth with opportunities to lead programming at the Science Museum of Minnesota (SMM). Over three years, the LinCT project will employ 8-12 female teachers-in-training [Teacher Tech Cadres (TTC)] and 12-24 female youth [Youth Teaching Tech Crews (Y-TTC)] from demographics that are underrepresented in STEM fields. The integration of these groups will result in relationships fostered within an educational program, where all participants are learners and teachers, mentors and mentees. The results of this unique program model will be assessed through the experiences of this focused professional learning and teaching community. The LinCT research study will focus on three aspects of the project. First, it will seek to understand how the teachers-in-training and youth experience the project model's varied learning environments. Next, the study will explore how the TTC's and the Y-TTC's motivation, confidence, and self-efficacy with integrating technology across educational settings change because of the program. Finally, the study will seek to understand the lasting aspects of culture, training, and community building on SMM's internal teams and LinCT partner institutions (University of St. Catherine's National Center for STEM Elementary Education and Metropolitan State University's School of Urban Education).
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. This project develops and researches the integration of Peg + Cat (an animated, math-based PBS television series for preschoolers), accompanying digital media, and early childhood educator professional development (PD). PD is designed to enhance educators’ abilities to support preschoolers’ social-emotional learning in the context of math activities, and in turn, their interest and engagement in math. The project also includes recommendations for engaging
As part of a grant from the National Science Foundation, the National Federation of the Blind (NFB) is conducting regional STEM workshops in partnership with local science museums, entitled NFB STEM2U, for blind youth [youth], grades 3 – 6 and 9-12. During this second regional workshop in Boston, the NFB operated two different programs simultaneously: one program for youth, and a second program for their parents/caregivers. A third program, for Boston Museum of Science staff, was conducted earlier to prepare the museum staff to assist with the youth program. A separate report will discuss the
As part of a grant from the National Science Foundation, the National Federation of the Blind (NFB) is conducting regional STEM workshops in partnership with local science museums, entitled NFB STEM2U, for blind youth [youth], grades 3 – 6 and 9-12. During the third regional workshop in Columbus, Ohio, the NFB operated two different programs simultaneously: one program for youth, and a second program for their parents/caregivers. A third program, for COSI (science center) staff, was conducted earlier to prepare the museum staff to assist with the youth program. A separate report will discuss
NASA STEM Educational Project for the Goddard Greenbelt and Wallops Visitor Center and the Independent Verification and Validation (IV&V) Facility Education Resource Center is a project designed to provide high value STEM education activities. The Goddard Office of Education is fortunate to have three facilities (Greenbelt, WFF and IV&V) that coordinate to produce high impact, sustainable results using NASA’s unique capabilities for their education customers which include visitors, K-16 students, educators and science centers, museums and planetariums. The Greenbelt project elements will take our current Visitor Center in the direction of the Science Education and Exploration Center (SEEC). This project includes utilizing the GeoDome portable planetarium with underserved populations, expanding STEM engagement programs held at the Visitor Center and growing the network of museum partners that implement programs through an experiential workshop held in September 2012. This project also includes support for a summer experience for students and educators for the SEEC held July 2012. The WFF elements of the project include developing educational exhibits and information on NASA’s WFF missions and launches. A presentation on the LADEE orbital moon mission is being developed for the Science on a Sphere. Content is being developed for a kiosk with hands-on exhibits for students that inspire them in STEM fields and based on NASA’s Suborbital and Orbital missions at Wallops Flight Facility. The IV&V elements leverage past NASA and Visitor Center investments, content, and programs. Using the IR camera enables sharing science and engineering information about missions such as the James Webb Space Telescope to a broader audience. IV&V is using the Space Weather kit to train educators and students on space weather forecasting. Having IV&V as a partner allows us to target rural underserved populations with our programs.
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.
This Pathways Project connects rural, underserved youth and families in Eastern Washington and Northern Idaho to STEM concepts important in sustainable building design. The project is a collaboration of the Palouse Discovery Science Center (Pullman, WA), Washington State University and University of Idaho, working in partnership with rural community organizations and businesses. The deliverables include: 1) interactive exhibit prototype activities, 2) a team cooperative learning problem-solving challenge, and (3) take-home materials to encourage participants to use what they have learned to investigate ways to make their homes more energy-efficient and sustainable. The project introduces youth and families to the traditionally difficult physics concept of thermal energy, particularly as it relates to sustainable building design. Participants explore how building materials and their properties can be used to control all three types of heat transfer: conduction, convection, and radiation. The interactive exhibit prototypes are coupled with an Energy Efficient Engineering Challenge in which participants, working in cooperative learning teams, use information learned from the exhibit prototype activities to retrofit a model house, improving its energy efficiency. The project components are piloted at the Palouse Discovery Science Center, and then travel to three underserved rural/tribal communities in Northern Idaho and Eastern Washington. Front-end and formative evaluation studies will demonstrate whether this model advances participant understanding of and interest in STEM topics and careers. The project will yield information about ways that other ISE practitioners can effectively incorporate cooperative learning strategies in informal settings to improve the transferability of knowledge gained from exhibits to real-world problem-solving challenges, especially for rural and underserved audiences. This project will also provide the ISE field with: 1) a model for increasing the capacity of small, rural science centers to form collaborative regional networks that draw on previously unused resources in their communities and provide more effective outreach to the underrepresented populations they serve, and 2) a model for coupling cooperative learning with outreach exhibits, providing richer experiences of active engagement.