New York Hall Of Science

YOUR LIGHT AND AIR: LEVERAGING CIVIC SCIENCE TO ADVANCE HIGH NEED, GRADE 6-8 STUDENTS’ SCIENCE LEARNING THROUGH INVESTIGATIONS

THE PACK: USING GAME-BASED LEARNING TO INFUSE COMPUTATIONAL THINKING INTO SCIENCE TEACHING AND LEARNING

SCIENTISTS IN THE FAMILY: ENGAGING BLACK COMMUNITIES IN STEM THROUGH ACCESSIBLE AND INCLUSIVE SCIENCE STORIES -IT IS CRUCIAL FOR EVERYONE TO PARTICIPATE IN THE STEM ENTERPRISE TO ASSURE THE CONTINUED TECHNOLOGICAL AND SCIENTIFIC ADVANCES. THIS PROJECT IS UNIQUE BECAUSE OF ITS USE OF FILM AND OTHER VISUAL ASSETS TO EXPLORE STEM IDENTITY, PARTICIPATION, AND ASPIRATION THROUGH A MULTIGENERATIONAL APPROACH FEATURING A BLACK MOTHER, HER FAMILY, AND HER COMMUNITY. THE PROJECT CONSISTS OF FOUR COMPONENTS: A FEATURE-LENGTH DOCUMENTARY, A COMMUNITY ENGAGEMENT EXPERIENCE (SCIENTISTS IN THE FAMILY), A COMPANION DIGITAL PROJECT (30 SHORT-FORM VIDEOS), AND AN INTEGRATED RESEARCH PROJECT. FAMILY NARRATIVES AND ARTIFACTS WILL BE USED TO PROVIDE A WINDOW INTO THE ASPIRATIONS, CHALLENGES, AND OPPORTUNITIES ASSOCIATED WITH CHOOSING TO PARTICIPATE IN THE STEM ENTERPRISE AND THEIR IMPACT ON INDIVIDUALS, FAMILIES, AND COMMUNITIES. THIS PROJECT IS POTENTIALLY TRANSFORMATIVE BECAUSE IT CAUSES PEOPLE TO RE-THINK HOW SCIENCE IS REPRESENTED IN INDIVIDUALS, THEIR FAMILIES, AND THEIR COMMUNITIES. IT IS IMPORTANT FOR ALL CHILDREN AND FAMILIES TO UNDERSTAND THAT HISTORICALLY UNDERREPRESENTED PEOPLE HAVE ALWAYS BEEN AN INTEGRAL PART OF SCIENCE. CONSISTENT WITH NSF?S PILLAR OF ACCESSIBILITY AND INCLUSIVITY AND CORE VALUES OF DIVERSITY AND INCLUSION, THIS PROJECT SEEKS TO INCREASE STEM ENGAGEMENT, CURIOSITY, AND BELONGING FOR MULTIGENERATIONAL FAMILIES HISTORICALLY UNDERREPRESENTED IN STEM. THE PROJECT ADDRESSES THE FOLLOWING RESEARCH QUESTIONS: 1) TO WHAT EXTENT AND HOW DOES PARTICIPATING IN SITF INCREASE SCIENCE CENTER PARTNERS? EXPERIENCE AND CONFIDENCE IN ENGAGING BLACK FAMILY MEMBERS AND INTEGRATING CULTURALLY RELEVANT PEDAGOGY INTO THEIR STEM-BASED ACTIVITIES AND COMMUNITY PROGRAMMING? 2) TO WHAT EXTENT AND HOW DO BLACK FAMILIES PARTICIPATE IN THE SITF COMMUNITY ENGAGEMENT EXPERIENCES, AND IS THE ENVISIONED ?CALL AND RESPONSE? FROM SCREENING TO COMMUNITY EVENTS REALIZED? 3) WHAT IS THE IMPACT OF SITF ON PARTICIPATING YOUTHS? INTEREST, BELIEFS, AND BEHAVIORAL INTENT TOWARD STEM AND STEM-RELATED CAREERS? AND 4) DOES INVOLVEMENT IN SITF IMPACT PARTICIPATING ADULT CAREGIVERS? AWARENESS OF STEM OPPORTUNITIES AND CAREERS AND THEIR INTENTION TO ENCOURAGE THEIR CHILDREN TO FURTHER EXPLORE OR PURSUE THEM? AUDIENCE OUTCOMES ARE ASSESSED THROUGH RETROSPECTIVE PRE/POST SURVEYS, POST SCREENING AND OBSERVATIONAL SURVEYS, AND CREATIVE ARTIFACTS. A CULTURALLY RELEVANT THEORETICAL FRAMEWORK IS USED TO EXPLORE ISSUES OF STEM IDENTITY, BELONGING, AND ENGAGEMENT BY BUILDING KNOWLEDGE THROUGH A TWO-PART SUMMATIVE STUDY CONSISTING OF CROSS-SITE AND CASE STUDY EVALUATIONS. BY ENGAGING STUDENTS TO DISCOVER THEIR HIDDEN SCIENTIST, THE PROJECT WILL HELP UNDERREPRESENTED YOUTH SEE THEMSELVES, THEIR FAMILIES, AND COMMUNITIES AS PART OF THE STEM ENTERPRISE. THIS TYPE 5, RESEARCH IN SUPPORT OF WIDE-REACHING PUBLIC ENGAGEMENT WITH STEM, PROJECT IS FUNDED BY THE ADVANCING INFORMAL STEM LEARNING (AISL) PROGRAM, WHICH SEEKS TO ADVANCE NEW APPROACHES TO, AND EVIDENCE-BASED UNDERSTANDING OF, THE DESIGN AND DEVELOPMENT OF STEM LEARNING IN INFORMAL ENVIRONMENTS. THIS INCLUDES PROVIDING MULTIPLE PATHWAYS FOR BROADENING ACCESS TO AND ENGAGEMENT IN STEM LEARNING EXPERIENCES. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE PLANNED FOR THIS AWARD.

INVESTING IN INNOVATION - DEVELOPMENT GRANTS

PLAYGROUND PHYSICS: SCALING AND SUSTAINING A TECHNOLOGY-ENHANCED MIDDLE-SCHOOL PHYSICS PROGRAM

WILD MINDS: WHAT ANIMALS REALLY THINK

DEVELOPING GUIDELINES FOR NEURODIVERSITY-AFFIRMING ENGINEERING PROGRAMS IN MUSEUMS AND SCIENCE CENTERS THROUGH UNIVERSAL DESIGN FOR LEARNING -HISTORICALLY, MANY INFORMAL LEARNING INSTITUTIONS HAVE NOT ACCOUNTED FOR NEUROLOGICAL DIFFERENCES AS THEY PLANNED LEARNING EXPERIENCES, OR THEY HAVE OFFERED SEPARATE PROGRAMMING FOR AUTISTIC INDIVIDUALS TO ACCOMMODATE SENSORY OR BEHAVIORAL DIFFERENCES. THIS PROJECT WILL ADDRESS THE LIMITATIONS OF THESE PREVIOUS APPROACHES BY DEVELOPING AND TESTING NEURODIVERSITY-AFFIRMING GUIDELINES FOR ENGINEERING PROGRAMS IN MUSEUMS AND SCIENCE CENTERS. THESE GUIDELINES WILL BE DESIGNED TO FOSTER A SENSE OF BELONGING FOR NEURODIVERGENT INDIVIDUALS BY PRIORITIZING THEIR FULL INCLUSION IN INFORMAL LEARNING SPACES, AND BY FRAMING DIFFERENT WAYS OF THINKING AS INHERENTLY VALUABLE TO ENGINEERING AND TO SOCIETY. TO DEVELOP THESE PROGRAMS, MUSEUM PRACTITIONERS FROM GEOGRAPHICALLY DIVERSE INSTITUTIONS WILL PARTNER WITH AUTISTIC YOUTH AND THEIR FAMILIES TO ITERATIVELY CO-DEVELOP AND EVALUATE THREE INFORMAL ENGINEERING PROGRAMS THAT ARE TRANSFERRABLE AND ADAPTABLE ACROSS SITES. THESE PROGRAMS WILL BE GROUNDED IN PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING, AS INTERPRETED AND APPLIED BY THE YOUTH AND PRACTITIONERS. THESE PRINCIPLES INCLUDE OFFERING MULTIPLE TOOLS AND MATERIALS FOR ENGINEERING DESIGN; USING MULTIPLE REPRESENTATIONS AND MODALITIES TO INTRODUCE CONTENT RELEVANT TO ENGINEERING CHALLENGES; FOSTERING ENGAGEMENT THROUGH SITUATING THE ENGINEERING CHALLENGES IN REAL-WORLD CONTEXTS; PROVIDING AUTONOMY AND CHOICE; NORMALIZING THE USE OF NUMEROUS TYPES OF SUPPORTS; AND ENCOURAGING LEARNERS TO BUILD ON PERSONAL INTERESTS AND STRENGTHS. AFTER THE ENGINEERING PROGRAMS AND ACCOMPANYING GUIDELINES HAVE BEEN CO-DEVELOPED AND TESTED ACROSS SITES, THE PROJECT TEAM WILL USE THEM TO PROVIDE PROFESSIONAL LEARNING OPPORTUNITIES TO MUSEUM PRACTITIONERS ACROSS THE NATION. RESEARCH WILL EXPLORE WHETHER AND HOW THE INTEGRATION OF UNIVERSAL DESIGN FOR LEARNING FOSTERS A SENSE OF BELONGINGNESS FOR NEURODIVERSE CHILDREN AND THEIR CAREGIVERS IN INFORMAL ENGINEERING PROGRAMS. ULTIMATELY, THIS PROJECT WILL RESULT IN A COMPREHENSIVE SUITE OF MATERIALS AND RESEARCH-BASED GUIDELINES ON HOW TO FOSTER A SENSE OF BELONGINGNESS FOR NEURODIVERSE YOUTH IN PROGRAMMING OFFERED BY INFORMAL LEARNING INSTITUTIONS. IN THIS PROJECT, THREE INFORMAL ENGINEERING PROGRAMS WILL BE ITERATIVELY DEVELOPED AND REFINED AT THE NEW YORK HALL OF SCIENCE IN NEW YORK CITY; THE EXPLORA SCIENCE CENTER AND CHILDREN?S MUSEUM IN ALBUQUERQUE, NEW MEXICO; AND THE CHILDREN?S MUSEUM OF PITTSBURGH IN PENNSYLVANIA. AT EACH SITE, AUTISTIC YOUTH (AGES 8-12) AND THEIR CAREGIVERS WILL WORK WITH MUSEUM PRACTITIONERS TO CO-DEVELOP THE PROGRAMS, WHICH WILL BE GROUNDED IN PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING (UDL) AND DESIGNED TO FOSTER BELONGINGNESS AMONG NEURODIVERSE YOUTH. RESEARCHERS FROM EDUCATION DEVELOPMENT CENTER WILL GUIDE PARTICIPATORY DESIGN RESEARCH TO INVESTIGATE WHETHER AND HOW THE UDL-BASED PROGRAMS INFLUENCE NEURODIVERSE YOUTH?S ENGAGEMENT IN ENGINEERING DESIGN PROCESSES; AND WHETHER AND HOW UDL FOSTERS A SENSE OF BELONGINGNESS FOR NEURODIVERSE YOUTH AND THEIR CAREGIVERS. TO ACHIEVE THESE RESEARCH PURPOSES, THE PROJECT TEAM WILL GENERATE DATA SUCH AS INTERVIEWS WITH THE YOUTH CO-DESIGNERS AND PARTICIPANTS; INTERVIEWS WITH FAMILY MEMBERS; OBSERVATIONS OF YOUTH PARTICIPATING IN THE PROGRAM; AND SURVEYS OF CHILDREN AND THEIR CAREGIVERS. THEMATIC ANALYSES USING INDUCTIVE AND DEDUCTIVE METHODS, SUCH AS CODING SCHEMES FROM EXISTING BELONGINGNESS SURVEYS, WILL BE USED TO ANALYZE THE DATA. RESULTING MATERIALS INCLUDE A PRACTITIONER GUIDEBOOK FOR CREATING NEURODIVERSITY-AFFIRMING PROGRAMS IN MUSEUMS AND SCIENCE CENTERS; PROFESSIONAL LEARNING MATERIALS FOR MUSEUM EDUCATORS; DESCRIPTIONS OF THE THREE INFORMAL ENGINEERING PROGRAMS AS EXEMPLARS; OBSERVATION TOOLS AND OTHER INSTRUMENTS TO EVALUATE PROGRAMS; AND GUIDELINES FOR USING CO-DESIGN PROCESSES TO DEVELOP INFORMAL LEARNING PROGRAMS. THESE MATERIALS WILL BE DISSEMINATED WIDELY THROUGH A COMMUNITY OF PRACTICE HOSTED BY THE ASSOCIATION OF SCIENCE AND TECHNOLOGY CENTERS, AS WELL AS THROUGH JOURNALS, CONFERENCES, AND NETWORKS FOR STAKEHOLDERS IN MUSEUMS AND SCIENCE CENTERS. THIS INTEGRATING RESEARCH AND PRACTICE PROJECT IS FUNDED BY THE ADVANCING INFORMAL STEM LEARNING (AISL) PROGRAM, WHICH SUPPORTS PROJECTS THAT: (A) CONTRIBUTE TO RESEARCH AND PRACTICE THAT CONSIDERS INFORMAL STEM LEARNING'S ROLE IN EQUITY AND BELONGING IN STEM; (B) PROMOTE PERSONAL AND EDUCATIONAL SUCCESS IN STEM; (C) ADVANCE PUBLIC ENGAGEMENT IN SCIENTIFIC DISCOVERY; (D) FOSTER INTEREST IN STEM CAREERS; (E) CREATE AND ENHANCE THE THEORETICAL AND EMPIRICAL FOUNDATIONS FOR EFFECTIVE INFORMAL STEM LEARNING; (F) IMPROVE COMMUNITY VIBRANCY; AND/OR (G) ENHANCE SCIENCE COMMUNICATION AND THE PUBLIC'S ENGAGEMENT IN AND UNDERSTANDING OF STEM AND STEM PROCESSES. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

HUMAN +

THE PURPOSE OF THIS COOPERATIVE AGREEMENT IS TO SUPPORT MAKER AND SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) EDUCATION LEARNING BY PROVIDING PROFESSIONAL DEVELOPMENT, ACTIVITIES, TOOLS, AND TRAINING TO 21ST CENTURY COMMUNITY LEARNING CENTERS (21ST CCLCS) IN 40 SITES ACROSS EIGHT STATES OR REGIONS. THIS PROJECT WILL BUILD UPON AND ENHANCE THE NEW YORK HALL OF SCIENCE'S INITIAL WORK PARTNERING WITH SIX OTHER MUSEUMS AROUND THE COUNTRY TO PROVIDE SIMILAR SUPPORT TO 30 21ST CCLCS AND 450 YOUTH IN 2017, WILL BE EXPANDED TO INCLUDE EIGHT MUSEUMS, 40 21ST CCLC SITES, AND TWO ROUNDS OF PROGRAMMING, AND WILL SERVE 1000-1200 YOUTH PARTICIPANTS.

SUPPORTING TEACHER UNDERSTANDING OF EMERGENT COMPUTATIONAL THINKING IN EARLY ELEMENTARY STUDENTS

LIFE CHANGES

DIP: INTERACTION RESEARCH IN COMPLEX INFORMAL LEARNING ENVIRONMENTS

UNDERSTANDING HOW NARRATIVE ELEMENTS CAN SHAPE GIRLS' ENGAGEMENT IN MUSEUM-BASED ENGINEERING DESIGN TASKS

INNOVATION INSTITUTE

INVESTIGATING THE CAPACITY OF GAME-BASED DESIGN ELEMENTS TO ENHANCE AFFECTIVE DIMENSIONS OF GENETICS LEARNING

STEM EDUCATION ORGANIZATIONAL POSTDOCTORAL RESEARCH FELLOWSHIPS: COLLABORATIVE RESEARCH IN INFORMAL STEM LEARNING ENVIRONMENTS -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. RESEARCH TRAINING WILL EMPHASIZE PRACTICES FOR CONDUCTING RESEARCH WITH CULTURALLY AND LINGUISTICALLY DIVERSE AUDIENCES AND COLLABORATIVE RESEARCH METHODS THAT DIRECTLY ENGAGE STEM PRACTITIONERS AND/OR COMMUNITY MEMBERS IN THE RESEARCH PROCESS. FELLOWS WILL BE MENTORED BY BOTH RESEARCH PROFESSIONALS AND INFORMAL STEM PRACTITIONERS, INCLUDING EDUCATORS AND PROGRAM DEVELOPERS, EXHIBIT DESIGNERS, MUSEUM FACILITATORS, AND CURRICULUM DEVELOPERS. THROUGH MENTORING AND PEER-TO-PEER COLLABORATIVE RELATIONSHIPS, POSTDOCTORAL FELLOWS WILL HAVE RICH OPPORTUNITIES TO GENERATE NEW KNOWLEDGE ABOUT EFFECTIVE, INCLUSIVE PRACTICES IN STEM EDUCATION, AS WELL AS TO DEVELOP THE SKILLS NEEDED TO BUILD AND SUSTAIN PRODUCTIVE, MUTUALLY BENEFICIAL PARTNERSHIPS WITH PRACTITIONERS IN INFORMAL STEM LEARNING ENVIRONMENTS. POSTDOCTORAL FELLOWS WILL LEAVE THE FELLOWSHIP EQUIPPED WITH STRATEGIES FOR CONDUCTING CULTURALLY RESPONSIVE AND PRACTICE-RELEVANT RESEARCH THAT THEY CAN APPLY TO FUTURE CAREERS. ADVANCING KNOWLEDGE ABOUT HOW TO SUPPORT STEM LEARNING FOR DIVERSE AUDIENCES AND IN DIVERSE CONTEXTS DEPENDS UPON RESEARCHERS? METHODOLOGICAL AND THEORETICAL EXPERTISE AND ON THEIR ABILITY TO WORK COMPETENTLY AND COLLABORATIVELY WITH DIVERSE STAKEHOLDERS WITHIN INFORMAL STEM ENVIRONMENTS. MASTERING BOTH SETS OF COMPETENCIES IS CRITICAL TO ENABLING EARLY CAREER RESEARCHERS TO BECOME LEADERS IN FIELD-WIDE EFFORTS TO PRODUCE MORE PRACTICE-RELEVANT AND ACCESSIBLE FORMS OF RESEARCH. WITHIN COMPLEX, REAL-WORLD SETTINGS, THE PRACTICE-BASED KNOWLEDGE OF EDUCATORS, DESIGNERS, AND FACILITATORS, AS WELL AS THE LIVED EXPERIENCES OF COMMUNITY MEMBERS, ARE INTEGRAL TO THE SUCCESS OF EDUCATIONAL ENVIRONMENTS AND INTERVENTIONS. TRAINING IN RESEARCH APPROACHES THAT HONOR DIVERSE PERSPECTIVES AND WAYS OF KNOWING ? ACROSS CULTURES, DISCIPLINES, AND ROLES WITHIN EDUCATIONAL INSTITUTIONS ? CAN SUPPORT EARLY CAREER RESEARCHERS IN DEVELOPING LINES OF RESEARCH THAT ADDRESS ISSUES OF EQUITY IN STEM LEARNING IN RESPONSIVE AND IMPACTFUL WAYS. POSTDOCTORAL SCHOLARS WILL BE INVITED TO LOCATE THEIR EXISTING RESEARCH INTERESTS RELATIVE TO TWO BROAD AREAS: STEM LEARNING IN INFORMAL LEARNING ENVIRONMENTS, AND BROADENING PARTICIPATION IN INFORMAL STEM LEARNING. THIS PROJECT IS SUPPORTED BY NSF?S STEM EDUCATION POSTDOCTORAL RESEARCH FELLOWSHIP (STEM ED PRF) PROGRAM WITH CO-FUNDING FROM THE ADVANCING INFORMAL STEM LEARNING (AISL) PROGRAM. THE STEM ED PRF PROGRAM AIMS TO ENHANCE THE RESEARCH KNOWLEDGE, SKILLS, AND PRACTICES OF RECENT DOCTORATES IN STEM, STEM EDUCATION, EDUCATION, AND RELATED DISCIPLINES TO ADVANCE THEIR PREPARATION TO ENGAGE IN FUNDAMENTAL AND APPLIED RESEARCH THAT ADVANCES KNOWLEDGE WITHIN THE FIELD. THE AISL PROGRAM, SUPPORTS PROJECTS THAT: (A) CONTRIBUTE TO RESEARCH AND PRACTICE THAT CONSIDERS INFORMAL STEM LEARNING'S ROLE IN EQUITY AND BELONGING IN STEM; (B) PROMOTE PERSONAL AND EDUCATIONAL SUCCESS IN STEM; (C) ADVANCE PUBLIC ENGAGEMENT IN SCIENTIFIC DISCOVERY; (D) FOSTER INTEREST IN STEM CAREERS; (E) CREATE AND ENHANCE THE THEORETICAL AND EMPIRICAL FOUNDATIONS FOR EFFECTIVE INFORMAL STEM LEARNING; (F) IMPROVE COMMUNITY VIBRANCY; AND/OR (G) ENHANCE SCIENCE COMMUNICATION AND THE PUBLIC'S ENGAGEMENT IN AND UNDERSTANDING OF STEM AND STEM PROCESSES. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

INTEGRATING COMPUTATIONAL THINKING AND ENVIRONMENTAL SCIENCE: DESIGN BASED RESEARCH ON USING SIMULATED ECOSYSTEMS TO IMPROVE STUDENT UNDERSTANDING OF

MAKING A DIFFERENCE: ENGAGING YOUNG PEOPLE IN ENGINEERING AND COMPUTER SCIENCE THROUGH COMPUTATIONAL MAKING AND SOCIAL ENTREPRENEURSHIP

CAREER: SUPPORTING FAMILIES? COLLECTIVE AGENCY AS LEARNERS IN SCIENCE CENTERS AND MUSEUMS THROUGH AN INTEGRATED RESEARCH AND PRACTICE AGENDA

EVOLUTION & HEALTH TRAVELING EXHIBITION AND EDUCATION PROGRAMS

DATA MODELING WITH YOUNG LEARNERS AND THEIR FAMILIES

PREVENTABLE DIFFERENCES: EXPLORING PUBLIC HEALTH CAREERS WITH BLACK AND LATINO YOUTH - PROJECT SUMMARY / ABSTRACT THE OVERARCHING GOAL OF THIS PROJECT IS TO CREATE EXHIBITS AND PROGRAMS THAT EDUCATE BROAD AUDIENCES, ESPECIALLY BLACK AND LATINO ADOLESCENTS AND YOUNG ADULTS, ABOUT PUBLIC HEALTH CAREERS AND THEIR ROLE IN ALLEVIATING THE INEQUITABLE HEALTH OUTCOMES THAT BLACK AND LATINO COMMUNITIES SUFFER FROM. WE WILL USE THE COVID-19 PANDEMIC AS THE CONTENT FOCUS FOR THESE EXHIBITS AND PROGRAMS. KEY LEARNING OUTCOMES WILL INCLUDE: 1. COVID-19 AND OTHER HEALTH CHALLENGES HAVE HAD A DISPROPORTIONATE IMPACT ON BLACK AND LATINO PEOPLE, FOR A VARIETY OF INTERCONNECTED REASONS; 2. MINIMIZING THIS DISPROPORTIONATE IMPACT WILL REQUIRE CREATING LOCALLY-TAILORED, CULTURALLY-RESPONSIVE PUBLIC HEALTH INTERVENTIONS AND ENGAGING COMMUNITY-LEVEL PUBLIC HEALTH EXPERTS TO RECRUIT AND SUPPORT PUBLIC PARTICIPATION; 3. THERE ARE MANY HEALTH- AND MEDICINE-FOCUSED CAREER PATHWAYS THAT YOUNG PEOPLE CAN PURSUE THAT CAN HELP THEM CONTRIBUTE TO THE GOAL OF BETTER PROTECTING VULNERABLE COMMUNITIES FROM FUTURE EPIDEMICS AND PANDEMICS. THE SPECIFIC AIMS OF THIS FIVE-YEAR PROPOSED PROJECT ARE TO: 1. PROJECT YEARS 1-2: ENGAGE PUBLIC HEALTH EXPERTS AND COMMUNITY MEMBERS FROM QUEENS, NY IN A RANGE OF PUBLIC EVENTS TO BUILD TRUST, GATHER INPUT, TRACK THE LATEST EMERGING SCIENTIFIC KNOWLEDGE COVID-19 AND EFFECTIVE TRACING, DIAGNOSIS AND TREATMENT; AND GUIDE THE DESIGN AND DEVELOPMENT OF EXHIBITS AND WORKSHOPS THAT ADDRESS PROJECT GOALS. 2. PROJECT YEAR 3: FABRICATE FIVE EXHIBIT PIECES AND CREATE A CAREER EXPLORATION WORKSHOP SERIES THAT ADDRESS THESE GOALS, PILOT THEM AT THE NEW YORK HALL OF SCIENCE, EVALUATE THEIR IMPACT AND REVISE AS NEEDED. 3. PROJECT YEAR 4: PILOT THE EXHIBIT PIECES AND WORKSHOP SERIES AT A PEER SCIENCE CENTER IN OAKLAND, CA, EVALUATE THEIR IMPACT AND REVISE AS NEEDED. 4. PROJECT YEAR 5: PRODUCE FINAL VERSIONS OF THE EXHIBIT PIECES FOR THE NEW YORK HALL OF SCIENCE; DISSEMINATE EXHIBIT PLANS FOR USE AT OTHER MUSEUM SITES; DISSEMINATE WORKSHOP FORMATS FOR USE AT OTHER MUSEUM SITES; DISSEMINATE EVALUATION FINDINGS. THE PROJECT WILL USE FORMATIVE TESTING AND PROTOTYPING TO INFORM THE DESIGN AND DEVELOPMENT OF EDUCATIONAL RESOURCES. THE PROJECT EVALUATION WILL USE CULTURALLY-RESPONSIVE, RIGOROUS METHODS TO BOTH MONITOR PROJECT PROGRESS AND QUALITY AND TO TEST THE IMPACT OF PROJECT DELIVERABLES ON PARTICIPANTS AND PUBLIC AUDIENCES.

DESIGN LAB

VIRTUAL HALL OF SCIENCE (VHOS)

THE NEW YORK HALL OF SCIENCE (NYSCI) WILL EXPAND A PILOT PROGRAM PROVIDING STEM-BASED MAKING ACTIVITIES FOR 21ST CENTURY COMMUNITY LEARNING CENTERS. NYSCI WILL DEVELOP A SIX-WEEK STEM/MAKING CURRICULUM AND PROVIDE TOOLS AND MATERIALS TO SUPPORT PROGRAMMING IN 35-40 SITES ACROSS SEVEN STATES. A MUSEUM/SCIENCE CENTER WILL LEAD PROGRAMMING IN EACH OF THE SEVEN STATES, WORKING CLOSELY WITH NYSCI TO PROVIDE ONGOING TRAINING AND PROFESSIONAL DEVELOPMENT FOR THE STAFF OF PARTICIPATING 21ST CCLCS. GRANT FUNDS WILL SUPPORT A FORMAL EVALUATION TO DOCUMENT THE OPPORTUNITIES, CHALLENGES, AND INFRASTRUCTURE NEEDS, AS WELL AS OUTCOMES FOR YOUTH PARTICIPANTS AND BENEFITS TO 21ST CCLC SITES AND MUSEUMS/SCIENCE CENTERS. THE PROJECT IS SUPPORTED THROUGH AN INTERAGENCY AGREEMENT BETWEEN IMLS AND THE US DEPARTMENT OF EDUCATION.

NEW YORK HALL OF SCIENCE CHILDHOOD SPACE SCIENCE: PROGRAM AND CURRICULUM DEVELOPMENT AND FACILITY REHABILITATION

CENTER FOR DESIGN-BASED STEM EDUCATION

DEVELOPING RESOURCES TO SUPPORT COMMUNITY-RESPONSIVE FAMILY PROGRAM EVALUATION IN INFORMAL STEM LEARNING INSTITUTIONS -THE NEW YORK HALL OF SCIENCE (NYSCI) WILL UNDERTAKE A TWO-YEAR INTEGRATING RESEARCH AND PRACTICE PROJECT THAT WILL BUILD THE CAPACITY OF INFORMAL STEM EDUCATORS TO CONDUCT EVALUATIONS OF FAMILY STEM LEARNING PROGRAMS THAT ARE ALIGNED WITH AND RESPONSIVE TO THE PRIORITIES AND INTERESTS OF PROGRAM PARTICIPANTS. THE GOAL OF THIS PROJECT IS TO TEST AND DEVELOP RESOURCES THAT CAN SUPPORT INFORMAL STEM EDUCATORS AND PROGRAM DEVELOPERS IN INTEGRATING MEANINGFUL, CULTURALLY RESPONSIVE EVALUATION STRATEGIES INTO FAMILY STEM LEARNING PROGRAMS, PARTICULARLY THOSE THAT EDUCATORS ARE RESPONSIBLE FOR EVALUATING THEMSELVES (A COMMON SCENARIO FOR ONGOING PROGRAMMING IN INFORMAL INSTITUTIONS). THROUGH A COLLABORATIVE RESEARCH PROCESS, THE RESEARCH TEAM WILL DEVELOP AND TEST EVALUATION STRATEGIES THAT EMPOWER STEM EDUCATORS TO CONDUCT REFLEXIVE AND ITERATIVE EVALUATIONS THAT LEVERAGE AND INTEGRATE CAREGIVER PERSPECTIVES AND FEEDBACK. A RESULTING TOOLKIT, DEVELOPED WITHIN THE CONTEXT OF NYSCI?S EXISTING FAMILIES LEARNING TOGETHER PROGRAM, WILL EMPOWER INFORMAL STEM EDUCATORS TO GATHER, INTERPRET, AND APPLY EVIDENCE AND WILL CONTRIBUTE TO THE EXPERTISE OF THE INFORMAL STEM EDUCATION WORKFORCE, THE QUALITY OF THE EXPERIENCES THEY PROVIDE TO LEARNERS, AND THE RICHNESS OF THE EVALUATION DATA AVAILABLE TO PROJECT FUNDERS. THE PROPOSED PROJECT WILL EXTEND AND STRENGTHEN LONG-TERM PARTNERSHIPS BETWEEN NYSCI, LOCAL COMMUNITY MEMBERS, PROGRAM EVALUATORS, AND OTHER INFORMAL LEARNING ENVIRONMENTS THAT WORK WITH LARGELY LATINE, NEW IMMIGRANT SPANISH-SPEAKING POPULATIONS. THE PROJECT WILL MOVE THROUGH FOUR, OVERLAPPING PHASES OF WORK. PHASE 1 OF THE PROJECT WILL BE AN EXPLORATION OF EDUCATOR AND PARTICIPANT ALIGNMENT OF METRICS FOR SUCCESS. USING A PARTICIPATORY RESEARCH APPROACH, RESEARCHERS WILL COLLABORATE WITH A GROUP OF CAREGIVERS THAT HAVE PARTICIPATED IN THE NYSCI FAMILY PROGRAM, FAMILIES LEARNING TOGETHER, IDENTIFY THE GOALS AND VALUES OF FAMILY ENGAGEMENT PROGRAMMING, POSSIBLE SOURCES OF EVIDENCE OF ITS IMPACT, AND INCLUDE CAREGIVERS IN BOTH THE DESIGN AND EVALUATION PROCESSES AT NYSCI. PHASE 2 WILL INCLUDE SYSTEMATIC AND COLLABORATIVE DATA ANALYSIS AND SENSE-MAKING. TOGETHER WITH STEM PRACTITIONERS AND CAREGIVERS, RESEARCHERS WILL WORK TO IDENTIFY POTENTIAL TENSIONS AND OPPORTUNITIES TO ALIGN PRACTITIONER EXPECTATIONS WITH CAREGIVER VALUES, AGENCY, AND ENGAGEMENT. IN PHASE 3, THE RESEARCH AND PRACTITIONER TEAM WILL DEVELOP RESOURCES THAT BUILD THE CAPACITY OF INFORMAL STEM EDUCATORS TO CONDUCT EVALUATIONS OF THE PROGRAMS THEY ARE RESPONSIBLE FOR EVALUATING THEMSELVES, THROUGH COLLABORATIVE WORK WITH CAREGIVERS. THROUGHOUT THE COURSE OF THE PROJECT, THE RESEARCH AND PRACTITIONER TEAM WILL WORK WITH A GROUP OF FOUR EXPERT ADVISORS TO ENSURE THAT THE STRATEGIES AND RESOURCES CREATED ARE RELEVANT AND FEASIBLE FOR EDUCATORS AT A RANGE OF INSTITUTIONS. PHASE 4 WILL FOCUS ON COMMUNICATION AND DISSEMINATION OF PROJECT FINDINGS AND RESOURCES TO MULTIPLE STAKEHOLDERS. THIS PROJECT WILL DIRECTLY BENEFIT CAREGIVERS FROM 45 QUEENS FAMILIES WHO PARTICIPATE IN THE FAMILIES LEARNING TOGETHER PROGRAM AT NYSCI. THE RESOURCES DEVELOPED WILL HELP TO IMPROVE EVALUATION PRACTICES AND CAPACITY IN OTHER INFORMAL STEM PROGRAM SETTINGS, INCLUDING SCIENCE CENTERS AND CHILDREN?S MUSEUMS, AND OTHER COMMUNITY-BASED ORGANIZATIONS THAT CONDUCT EVALUATIONS TO IMPROVE THEIR PROGRAMS. THIS INTEGRATING RESEARCH AND PRACTICE PROJECT IS FUNDED BY THE ADVANCING INFORMAL STEM LEARNING (AISL) PROGRAM, WHICH SEEKS TO ADVANCE NEW APPROACHES TO, AND EVIDENCE-BASED UNDERSTANDING OF, THE DESIGN AND DEVELOPMENT OF STEM LEARNING IN INFORMAL ENVIRONMENTS. THIS INCLUDES PROVIDING MULTIPLE PATHWAYS FOR BROADENING ACCESS TO AND ENGAGEMENT IN STEM LEARNING EXPERIENCES. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

FIE EARMARK GRANT AWARDS

FIE EARMARK GRANT AWARDS

IDENTIFYING ELEMENTS OF ENGINEERING DESIGN ACTIVITIES THAT FOSTER UNDERREPRESENTED CHILDREN'S ENGAGEMENT IN ENGINEERING IN INFORMAL LEARNING INSTITUTIONS

TRANSMISSION: ASTONISHING TALES OF HUMAN-ANIMAL DISEASES

SCIGAMES: A TECHNOLOGY-ENHANCED MODEL FOR BRIDGING INFORMAL AND FORMAL SCIENCE LEARNING

CLUSTER: INVESTIGATING A NEW MODEL PARTNERSHIP FOR TEACHER PREPARATION

FIE EARMARK GRANT AWARDS

TRANSMISSION: ASTONISHING TALES OF HUMAN-ANIMAL DISEASES

NATIONAL LEADERSHIP GRANTS - MUSEUMS

DATA-DRIVEN, HUMAN-IN-THE-LOOP SUPPORT FOR FACILITATING PARTICIPATORY LEARNING ACTIVITIES

RESEARCH: EXAMINING THE INFLUENCE OF YOUTH-LED, MUSEUM-BASED ENGINEERING EXPERIENCES ON PARTICIPATING YOUTH AND THE VISITING PUBLIC

COLLABORATIVE RESEARCH: REE: MAKESCAPE - A CONSTRUCTIONIST MUSEUM INSTALLATION TO ADVANCE ENGINEERING LITERACY

NSF INCLUDES: A NETWORKED IMPROVEMENT COMMUNITY FOR BROADENING THE PARTICIPATION OF BLACK AND LATINO YOUTH IN COMPUTATIONAL CAREERS

EXPLORATORY RESEARCH AND CO-DESIGN TO IDENTIFY OPPORTUNITIES TO SUPPORT CAREGIVER ENGAGEMENT IN EARLY STEM LEARNING -THIS PROJECT ADDRESSES THE URGENT NEED FOR THE DEVELOPMENT OF EQUITABLE APPROACHES TO EARLY CHILDHOOD STEM EDUCATION THAT HONOR THE DIVERSE CULTURAL PRACTICES THROUGH WHICH CAREGIVERS (SUCH AS PARENTS, GRANDPARENTS, AND OTHER ADULTS IN CHILDREN?S LIVES) SUPPORT YOUNG CHILDREN?S LEARNING. RECENT STUDIES SUGGEST THAT BOTH FORMAL AND INFORMAL EDUCATIONAL INSTITUTIONS OFTEN PRIVILEGE WESTERN OR EUROCENTRIC PARENTING PRACTICES, NEGLECTING MANY FAMILIES? CULTURAL PRACTICES AND WAYS OF LEARNING. THIS STUDY WILL BRING TOGETHER A GROUP OF CAREGIVERS, PRE-K EDUCATORS, RESEARCHERS, AND MUSEUM STAFF TO INVESTIGATE HOW FAMILIES WITH YOUNG CHILDREN NEGOTIATE AMONG THEIR OWN CULTURAL PRACTICES AND THE TYPES OF STEM LEARNING THEY ENCOUNTER IN MUSEUMS, SCHOOLS, AND OTHER COMMUNITY SETTINGS. THE PROJECT TEAM WILL WORK TOGETHER TO IDENTIFY OPPORTUNITIES FOR INFORMAL STEM LEARNING INSTITUTIONS TO STRENGTHEN THEIR ROLES AS PLACES THAT CAN BRIDGE HOME AND SCHOOL ENVIRONMENTS AND OPEN UP NEW POSSIBILITIES FOR BUILDING ON CAREGIVERS? KNOWLEDGE AND CULTURAL PRACTICES WITHIN THIS LARGER COMMUNITY CONTEXT. THE PROJECT WILL DIRECTLY BENEFIT THE 330 FAMILIES WHOSE CHILDREN ATTEND THE PARTNERING PUBLIC SCHOOL EACH YEAR, AS WELL AS HUNDREDS OF FAMILIES WHO ATTEND FAMILY EVENTS AT THE NEW YORK HALL OF SCIENCE ANNUALLY. FINALLY, BY CONSIDERING NUANCES IN CAREGIVERS? PERSPECTIVES AND EXPERIENCES BASED ON MULTIPLE FACETS OF THEIR IDENTITIES, THE RESEARCH WILL REVEAL HOW STRUCTURES IN EDUCATIONAL SETTINGS MIGHT BE CHANGED TO BECOME MORE INCLUSIVE AND CULTURALLY RESPONSIVE FOR THE BROADEST POSSIBLE AUDIENCE OF FAMILIES. THIS PILOTS AND FEASIBILITY PROJECT SEEKS TO 1) CONDUCT EXPLORATORY RESEARCH TO UNDERSTAND CAREGIVER ENGAGEMENT, DEFINED AS CAREGIVERS? EXPECTATIONS, VALUES, AND PRACTICES RELATED TO THEIR ROLES IN CHILDREN?S LEARNING, FROM THE PERSPECTIVES OF CAREGIVERS, AND 2) ENGAGE IN CO-DESIGN EFFORTS WITH CAREGIVERS AND PRE-K EDUCATORS TO EXPLORE HOW THE MUSEUM CAN BE LEVERAGED AS A MATERIAL AND CREATIVE RESOURCE TO SUPPORT CAREGIVER ENGAGEMENT IN STEM LEARNING. THIS WORK WILL BE CARRIED OUT IN THE CONTEXT OF A LONG-TERM PARTNERSHIP BETWEEN THE NEW YORK HALL OF SCIENCE AND THE NEW YORK CITY DEPARTMENT OF EDUCATION. METHODS WILL INCLUDE IN-DEPTH INTERVIEWS WITH CAREGIVERS, USING NARRATIVE AND INTERSECTIONAL RESEARCH METHODS TO EXTEND EXISTING STUDIES ON CAREGIVER ENGAGEMENT IN INFORMAL STEM LEARNING, WHILE TAKING INTO ACCOUNT MULTIPLE ASPECTS OF FAMILIES? SOCIAL AND CULTURAL IDENTITIES. THIS WORK WILL BE CARRIED OUT IN CORONA ? A NEIGHBORHOOD IN QUEENS, NY, LARGELY MADE UP OF LOW-INCOME AND FIRST-GENERATION IMMIGRANT FAMILIES. THE PROJECT TEAM WILL COLLABORATIVELY INTERPRET FINDINGS AND ENGAGE IN THE INITIAL PHASES OF CO-DESIGN WORK, WHICH WILL INCLUDE: REFLECTING ON THE SYSTEMS CURRENTLY IN PLACE TO SUPPORT CAREGIVERS? INVOLVEMENT IN CHILDREN?S LEARNING ACROSS SETTINGS; COLLABORATIVELY GENERATING NEW, CULTURALLY RESPONSIVE STRATEGIES FOR LEVERAGING THE MUSEUM AS A MATERIAL AND CREATIVE RESOURCE FOR FAMILIES WITH YOUNG CHILDREN; AND CHOOSING PROMISING DIRECTIONS FOR FURTHER DEVELOPMENT AND TESTING. PRODUCTS FROM THIS WORK WILL INCLUDE DIRECTIONS FOR NEW CAREGIVER ENGAGEMENT INITIATIVES THAT CAN BE DEVELOPED AND REFINED AS THE PARTNERSHIP CONTINUES, AND STRATEGIES FOR SUPPORTING EQUITABLE PARTICIPATION BY CAREGIVERS, PRE-K EDUCATORS, AND OTHER COMMUNITY STAKEHOLDERS IN FUTURE RESEARCH-PRACTICE PARTNERSHIPS. THIS 2-YEAR PILOT AND FEASIBILITY STUDY IS FUNDED BY THE ADVANCING INFORMAL STEM LEARNING (AISL) PROGRAM, WHICH SEEKS TO (A) ADVANCE NEW APPROACHES TO AND EVIDENCE-BASED UNDERSTANDING OF THE DESIGN AND DEVELOPMENT OF STEM LEARNING IN INFORMAL ENVIRONMENTS; (B) PROVIDE MULTIPLE PATHWAYS FOR BROADENING ACCESS TO AND ENGAGEMENT IN STEM LEARNING EXPERIENCES; (C) ADVANCE INNOVATIVE RESEARCH ON AND ASSESSMENT OF STEM LEARNING IN INFORMAL ENVIRONMENTS; AND (D) ENGAGE THE PUBLIC OF ALL AGES IN LEARNING STEM IN INFORMAL ENVIRONMENTS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

EAGER: MAKER: ENGAGING PARENTS AS MAKERS TO BUILD CAPACITY FOR COMMUNITY-BASED MAKING

BADGE-BASED STEM ASSESSMENT: CURRENT TERRAIN AND THE ROAD AHEAD

COLLABORATIVE RESEARCH: NETWORK SCIENCE FOR THE NEXT GENERATION

EVOLUTION & HEALTH TRAVELING EXHIBITION AND EDUCATION PROGRAMS

RECONCEIVING EXHIBIT DESIGN FOR PUBLIC ENGAGEMENT WITH SCIENCE

SUSTAINING THE ENGAGEMENT OF HIGHLY DIVERSE COMMUNITIES OF HIGH SCHOOL STUDENTS IN AN OUT-OF-SCHOOL ENGINEERING RESIDENCY PROGRAM: AN EXPLORATORY, CA

COLLABORATIVE RESEARCH: COSEE: OCEAN COMMUNITIES IN EDUCATION AND SOCIAL NETWORKS (COSEE-OCEAN)

MUSEUMS FOR AMERICA

MUSEUMS FOR AMERICA

DATA SCIENCE FOR ALL: DESIGNING THE SUCCESSFUL INCLUSION OF DATA SCIENCE IN HIGH SCHOOL COMPUTER SCIENCE

CAP: INNOVATING DATA-DRIVEN METHODOLOGIES FOR DOCUMENTING AND STUDYING INFORMAL LEARNING

BD SPOKES: PLANNING: NORTHEAST: BIG DATA LITERACY: BUILDING CAPACITY FOR REGIONAL COLLABORATION IN CLOSING THE BIG DATA DIVIDE

NATIONAL LEADERSHIP GRANTS

WORKSHOP ON ENGAGING FIRST-GENERATION IMMIGRANT STUDENTS AND THEIR FAMILIES IN LEARNING ABOUT STEM AND STEM CAREERS

CONFERENCE ON HUMAN-CENTERED APPROACHES TO ARTIFICIAL INTELLIGENCE LITERACY IN INFORMAL LEARNING -THE NEW YORK HALL OF SCIENCE (NYSCI) WILL CONVENE A TWO-DAY PARTICIPATORY DESIGN CONFERENCE OF TO IDENTIFY RESEARCH AND EDUCATION OPPORTUNITIES IN INFORMAL SETTINGS FOR SUPPORTING LITERACY CONCERNING ARTIFICIAL INTELLIGENCE (AI), ESPECIALLY FOR DIVERSE AND UNDERSERVED YOUTH WHOSE COMMUNITIES ARE IMPACTED BY THE BIAS IN SOME AI PROCESSES. AI USES COMPUTER SYSTEMS THAT SIMULATE HUMAN INTELLIGENCE. AI SYSTEMS IMPACT NEARLY EVERY ASPECT OF DAILY LIVING, PERFORMING TASKS UNDERLYING NAVIGATION APPS, FACIAL RECOGNITION, E-PAYMENTS, AND SOCIAL MEDIA. AI CAN PERPETUATE INEQUITIES AND BIASED OUTCOMES IN THE CULTURE AT LARGE. THE CONFERENCE WILL EXPLORE HOW TO PROMOTE ENGAGEMENT AND CONCEPTUAL LEARNING AMONG YOUTH ABOUT HOW AI WORKS AND WHAT SKILLS ARE NEEDED TO CRITICALLY USE AND APPLY AI. THE CONFERENCE WILL ALSO EXPLORE WAYS TO SUPPORT THE INTERESTS OF DIVERSE AND UNDERSERVED CHILDREN AND YOUTH IN SHAPING AI AND JOINING THE GROWING STEM WORKFORCE THAT WILL USE AI IN THEIR PROFESSIONS. THE CONFERENCE WILL IDENTIFY KEY FEATURES AND NEEDS WITH RESPECT TO AI LITERACY AND EXPLORE THE SPECIFIC ROLES THAT INFORMAL LEARNING CAN PLAY IN ADVANCING AI LITERACY FOR YOUTH IN DIVERSE AND UNDERSERVED COMMUNITIES. PARTICIPANTS IN THE CONFERENCE WILL INCLUDE DESIGNERS, LEARNING SCIENTISTS, RESEARCHERS, INFORMAL AND FORMAL EDUCATORS, AND SCIENCE CENTER PROFESSIONALS. ATTENDEES WILL WORK IN SEPARATE TEAMS AND AS A GROUP TO EXPLORE AND CRITIQUE EXISTING AI TOOLS AND LEARNING FRAMEWORKS, DISCUSS LESSONS LEARNED FROM PROMISING AI LITERACY PROGRAMS, AND IDENTIFY DESIGN PRINCIPLES AND FUTURE DIRECTIONS FOR RESEARCH. SPECIFIC ATTENTION WILL BE PAID TO INFORMAL MECHANISMS OF ENGAGEMENT, PROMISING NETWORKS, AND RESEARCH-PRACTICE PARTNERSHIPS THAT TAKE ADVANTAGE OF THE UNIQUE AFFORDANCES OF INFORMAL LEARNING AND COMMUNITY SERVICES TO ACCELERATE AI LITERACY FOR HISTORICALLY EXCLUDED YOUTH. THE INSIGHTS GAINED FROM THIS WORK WILL RESULT IN A SET OF RESEARCH AND PROGRAMMATIC PRIORITIES FOR INFORMAL INSTITUTIONS TO PROMOTE AI LITERACY IN CULTURALLY RESPONSIVE WAYS. THE RESULTING PUBLISHED GUIDE AND COMMUNITY EVENTS WILL BROADLY DISSEMINATE PRIORITIES AND DESIGN PRINCIPLES GENERATED BY THIS CONVENING TO HELP INFORMAL LEARNING INSTITUTIONS AND COMMUNITY LEARNING ORGANIZATIONS IDENTIFY BOTH ASSETS AND PRIORITIES FOR ADDRESSING DIVERSITY, EQUITY, ACCESS, AND INCLUSION ISSUES RELATED TO AI LITERACY. THIS RESEARCH PROJECT IS FUNDED BY THE ADVANCING INFORMAL STEM LEARNING (AISL) PROGRAM, WHICH SEEKS TO (A) ADVANCE NEW APPROACHES TO AND EVIDENCE-BASED UNDERSTANDING OF THE DESIGN AND DEVELOPMENT OF STEM LEARNING IN INFORMAL ENVIRONMENTS; (B) PROVIDE MULTIPLE PATHWAYS FOR BROADENING ACCESS TO AND ENGAGEMENT IN STEM LEARNING EXPERIENCES; (C) ADVANCE INNOVATIVE RESEARCH ON AND ASSESSMENT OF STEM LEARNING IN INFORMAL ENVIRONMENTS; AND (D) ENGAGE THE PUBLIC OF ALL AGES IN LEARNING STEM IN INFORMAL ENVIRONMENTS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

EXP: COLLABORATIVE RESEARCH: EXTRACTING SALIENT SCENARIOS FROM INTERACTION LOGS (ESSIL)

WORKSHOP GAMING THE MAKE: A NEW FORM OF ASSESSMENT FOR A NEW SCIENCE CLASSROOM

DESIGN, MAKE, PLAY: WORLD MAKER FAIRE WORKSHOP, PHASE TWO

WORLD MAKER FAIRE WORKSHOP

BE A SCIENTIST!

EO14042 CONNECTING COMMUNITIES TO REAL TIME ASTRONOMY PHENOMENA: SOLAR ECLIPSE 2024

1001 INVENTIONS: DEVELOPMENT OF YOUTH PROGRAM

TO SUPPORT A SUMMER CAMP PROGRAM AT THE NEW YORK HALL OF SCIENCE'S MAKER SPACE.

TO SUPPORT A YEAR-ROUND AFTERSCHOOL PROGRAM AT THE NEW YORK HALL OF SCIENCES MAKERSPACE.

TO SUPPORT AFTER-SCHOOL WORKSHOPS FOR YOUTH AT THE NEW YORK HALL OF SCIENCES MAKERSPACE.

NATIONAL AWARD FOR MUSEUM SERVICE