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.
This project will enhance understanding of how practitioners and researchers can and should form equitable partnerships in service of supporting lifelong STEM learning in informal learning environments.
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TEAM MEMBERS:
Elysa CorinDaniel AguirreDeborah SiegelAshanti Davis
Through this year-long workshop series, three primary goals will be accomplished: a) understand what it means to build and foster ethical community partnerships between museums, local communities, and researchers; b) create the foundation for relationship building between participating partners for continued networking and collaboration beyond the workshop series; and c) create a generative collaborative space for sharing, exploring, and developing ideas on what it means to design, enact, and study culturally sustaining STEM youth programs in museums.
The CEDERS program is designed to prioritize community engaged scholarship in educational research projects led by postdoctoral fellows and done in collaboration with STEM researchers and community stakeholders.
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TEAM MEMBERS:
Shalaunda ReevesCourtney FaberElizabeth DerryberryFrances HarperStephanie Drumheller-Horton
The New York Hall of Science (NYSCI), will recruit and support two postdoctoral fellows, who will spend 24 months conducting research in residence with NYSCI's diverse staff, audiences, and local community. This fellowship program is designed to support the postdoctoral researchers as they develop and pursue independent lines of research on equitable and inclusive informal STEM learning experiences.
While there is a growing commitment in ISL to broadening participation in STEM, genuine diversity cannot be attained if current efforts continue to revolve around a dominant paradigm. This research synthesis project will review, summarize, and interpret existing research and knowledge on non-Western STEM knowledge, worldviews, and ways of knowing.
This Mid-Scale Research Infrastructure Incubator is enabling researchers, communities, and educators in co-developing and pilot testing infrastructure to increase the speed and scale of equitable STEM education research.
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TEAM MEMBERS:
Julie LibarkinRashida HarrisonKathleen FitzpatrickGillian Roehrig
This project examines the historical and contemporary manifestations and possibilities of a diasporic Black community's aspirations for STEM educational justice in Evanston, Illinois, a racially diverse suburb of Chicago with a longstanding, diverse, and dynamic Black community.
This partnership project seeks to address the assessment needs of maker (sometimes called tinkering) spaces and relating programs that have opened in recent years in many science and children's museums across the country.
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TEAM MEMBERS:
Adam MalteseMindy PorterPrinda WanakuleKelli Paul
Over the past few decades, the science museum field has been working toward better understanding of and approaches to designing exhibits that reflect more diverse ways of learning and knowing, and support broader participation in STEM and informal STEM learning. This project, led by the local Hawaiian community organization Institute for Native Pacific Education and Culture (INPEACE), will develop and study a Native Hawaiian/Pacific Islander (NHPI) Indigenous-led exhibit design framework.
This project examines how curricula and practices in a culturally situated, community-based youth development program nurture and support the STEM engagement of Black and Latinx boys and girls.
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TEAM MEMBERS:
Amanda CaseSigne KastbergNielsen PereiraJessica Hauser
Texas Southern University, in partnership with the Innovation Collaborative, will convene a two-year five-phase working conference project to address these issues. This conference project is housed on an HBCU (Historically Black Colleges and Universities) campus that has a museum studies program and a university museum.