Earth science, which in this context does not include oceanic, atmospheric, and space sciences, is vital to the wellbeing of the United States and many of its issues, such as water resources, are expected to grow in importance. An earth science workforce will be needed to deal with this issues and it's important that this workforce draw on the talents of all citizens. Thus, federal education programs can be implemented to help attract and retain students on an earth science pathway; however, tight funding means agencies need to invest in programs that actually work. As a result, the U.S
The OSU Center for Research for Lifelong STEM Learning with support from the OSU Research Office and in collaboration with OSU Outreach and Engagement, convened a “Broader Impacts Invitational Workshop” on December 7, 2012. The workshop solicited opinions and perspectives from 65 participating faculty who were broadly representative of OSU’s diverse disciplines and units. The goals of the workshop were: 1) to move OSU towards a more strategic and intellectually rigorous approach to broader impacts; one that will measurably improve the competitiveness of OSU initiated proposals; and 2) identify
Professional learning communities (PLCs)-teams of educators who meet regularly to exchange ideas, monitor student progress, and identify professional learning needs-reflect a growing interest in promoting professional development that engages teachers and administrators. Increasingly, teachers are able to participate in online and hybrid PLCs in addition to PLCs that meet face-to-face. This report examines: characteristics of PLCs, as reported in the literature; advantages and challenges of online and hybrid PLCs, compared to face-to-face PLCs; and considerations for the design and setup of
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TEAM MEMBERS:
Institute of Sciences, U.S. Department of EducationCynthia L. Blitz
resourceresearchProfessional Development, Conferences, and Networks
The analysis contained in this report was prepared for the CAISE Convening on Broader Impacts & ISE. The report summarizes interviews with researchers in STEM subjects who were asked about: 1) their perceptions about broader impacts, 2) the planning and process that researchers undertake for broader impacts activities, 3) the resources and supports that currently exist and that researchers would like to exist for broader impacts activities, and 4) how the informal science education field might "market" itself as a potential place to find partners or venues for doing broader impacts activities
This report is a synthesis of ongoing research, design, and implementation of an approach to education called “connected learning.” Connected learning advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.
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TEAM MEMBERS:
Digital Media and Learning Research HubMizuko ItoKris GutierrezSonia LivingstoneBill PenuelJean RhodesKatie SalenJuliet SchorJulian Sefton-GreenS. Craig Watkins
This report is the result of a project to investigate through a sociocultural lens whether girls-only, informal STEM experiences have potential long-term influences on young women's lives, both in terms of STEM but also more generally. The authors documented young women's perceptions of their program experiences and the ways in which they influenced their future choices in education, careers, leisure pursuits, and ways of thinking about what science is and who does it. This report includes the questionnaire used in the study.
In October 2012, the National Science Foundation (NSF) released a new version of the Grant Proposal Guide (GPG) that included significant changes to the review elements and considerations underlying the Merit Review Criteria. This was the first major revision of the Criteria in 15 years. Of particular note were significant changes to the criteria used by panelists, reviewers, and program officers to evaluate a proposal’s broader impacts. To help inform Florida ocean scientists of these changes in anticipation of proposal submission deadlines in early 2013, the Center for Ocean Sciences
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TEAM MEMBERS:
Richard TankerslyPatti Bourexis
resourceresearchProfessional Development, Conferences, and Networks
Horizon Research, Inc. has recently completed the fifth in a series of national surveys funded by the National Science Foundation. The most recent survey “was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources.”
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TEAM MEMBERS:
Eric BanilowerP. Sean SmithIris WeissKristen MalzahmKiira CampbellAaron Weis
The role of informal science institutions in supporting science learning and engagement is becoming increasingly recognised. However, research in this area is published in a variety of journals and can be challenging for practitioners to access and apply. Indeed, it appears that the informal science sector lacks a process by which research can be usefully integrated into practice, and by which practice can inform research. In this paper, we argue that there is a need for research and practice to work together to produce practically relevant and academically credible research. We outline the