Maine Mathematics And Science Alliance

BROAD IMPLEMENTATION: EXPANDING A SUCCESSFUL MODEL OF FULLY VIRTUAL PROFESSIONAL LEARNING FOR AFTERSCHOOL EDUCATORS

LOCALLY ADAPTABLE INSTRUCTIONAL MATERIALS AND PROFESSIONAL LEARNING DESIGN FOR PLACE-BASED ELEMENTARY SCIENCE

FULL-SCALE DEVELOPMENT: STEM GUIDES: BUILDING COHERENT INFRASTRUCTURE IN RURAL COMMUNITIES

TRANSFORMING RURAL COMMUNITIES: VIRTUAL INSTRUCTIONAL COACHING IN AFTERSCHOOL AND LIBRARY PROGRAMS

SCC STEMPORTS: COMMUNITY WORKFORCE DEVELOPMENT THROUGH AUGMENTED REALITY STEM LEARNING EXPERIENCES

SOCIOCULTURAL APPROACH TO INTEGRATING COMPUTATIONAL THINKING AND DATA ANALYSIS INTO AN ONLINE CITIZEN SCIENCE PROGRAM LINKING RURAL EDUCATORS IN MAINE, MISSISSIPPI, AND ALABAMA

DIP: NEXT GENERATION WEATHERBLUR: EXPANDING NON-HIERARCHICAL ONLINE LEARNING COMMUNITY MODELS FOR CITIZEN SCIENCE

COLLABORATIVE RESEARCH: BRIDGING PRESCHOOL AND KINDERGARTEN SCIENCE: EXPLORING PLAY-BASED ENGAGEMENT WITH SCIENTIFIC AND ENGINEERING PRACTICES IN EARLY LEARNING ENVIRONMENTS -THIS PROJECT WILL INVESTIGATE HOW AND TO WHAT EXTENT PRESCHOOLERS AND KINDERGARTENERS CAN ENGAGE IN SCIENCE AND ENGINEERING PRACTICES IN PLAY-BASED LEARNING ENVIRONMENTS. YOUNG CHILDREN ARE NATURAL SCIENTISTS, CURIOUS ABOUT THE WORLD AROUND THEM, EAGER TO POSE QUESTIONS, AND READY TO INVESTIGATE THEIR SURROUNDINGS. THEY MAKE SENSE OF THE WORLD PRIMARILY THROUGH PLAY, AS HAS BEEN RECOGNIZED INTERNATIONALLY AS A FUNDAMENTAL COMPONENT OF CHILD DEVELOPMENT. SCIENCE LEARNING EXPERIENCES FOR YOUNG CHILDREN CAN REFLECT THESE FACTS ABOUT CHILDREN. RATHER THAN RELYING ON ADULTS TO DIRECT STRUCTURED ACTIVITY AROUND A PARTICULAR TABLE OR ?STATION? IN A CLASSROOM, CHILDREN CAN INTERACT FREELY WITH THEIR ENVIRONMENT BOTH INDOORS AND OUTDOORS TO HAVE RICH EXPERIENCES THAT BUILD ON CHILDREN?S CREATIVE AND INTUITIVE WAYS OF ENGAGING WITH SCIENCE THROUGH PLAY. THE PROJECT WILL ALSO EXPLORE HOW SPACES, MATERIALS, AND PEDAGOGIES CAN SUPPORT AND EXTEND CHILDREN?S ENGAGEMENT WITH SCIENCE AND ENGINEERING PRACTICES. EARLY CHILDHOOD EDUCATORS WILL ENGAGE IN PROFESSIONAL LEARNING USING A REFINED VERSION OF THE SCIENCE AND ENGINEERING PRACTICES OBSERVATION PROTOCOL (SCIEPOP), AN OBSERVATION TOOL THAT ALLOWS RESEARCHERS TO IDENTIFY AND DESCRIBE HIGH-QUALITY PLAY-BASED ENGAGEMENT WITH SCIENCE AND ENGINEERING PRACTICES. THROUGH VIDEO-RICH PROFESSIONAL LEARNING ALONG WITH PEER-BASED COACHING, EARLY CHILDHOOD EDUCATORS WILL GROW IN THEIR ABILITY TO PREPARE PLAY ENVIRONMENTS, IDENTIFY NASCENT SCIENCE AND ENGINEERING PRACTICES, ENHANCE AND EXTEND INVESTIGATIONS THROUGH PLAY, AND RECORD AND REFLECT UPON THIS LEARNING. THIS PROJECT AIMS TO DEEPEN UNDERSTANDING OF HOW TO SUPPORT AND DEVELOP EARLY CHILDHOOD SCIENCE LEARNING BY ARTICULATING SCIENCE AND ENGINEERING PRACTICES OBSERVED IN CHILDREN?S PLAY. IT ALSO AIMS TO DEVELOP EARLY CHILDHOOD EDUCATORS? ABILITIES TO IDENTIFY AND SUPPORT NASCENT SCIENCE AND ENGINEERING PRACTICES WITH YOUNG CHILDREN. RESEARCHERS WILL USE A MULTI-METHOD, DESIGN-BASED RESEARCH APPROACH TO INVESTIGATE THE FOLLOWING RESEARCH QUESTIONS: (1) WHAT ARE THE KEY DESIGN ELEMENTS OF THE SCIEPOP TOOL AND THE SURROUNDING PROFESSIONAL LEARNING EXPERIENCES NEEDED TO SUPPORT STUDENT ENGAGEMENT WITH SCIENCE AND ENGINEERING PRACTICES? (2) HOW DOES THE USE OF THE SCIEPOP TOOL DURING PROFESSIONAL LEARNING PROGRESSIVELY ENHANCE TEACHERS? ABILITIES TO SUPPORT CHILDREN?S ENGAGEMENT WITH SEP IN PLAY? (3) HOW DOES THE PROPOSED TEACHER PROFESSIONAL LEARNING INTERVENTION IMPACT CLASSROOM-LEVEL PATTERNS OF CHILDREN?S ENGAGEMENT WITH SCIENCE AND ENGINEERING PRACTICES DURING PLAY? (4) HOW DOES THE PROPOSED TEACHER PROFESSIONAL LEARNING INTERVENTION IMPACT SITE AND CLASSROOM-LEVEL KNOWLEDGE AND ATTITUDES ABOUT SEP DURING PLAY? THESE INVESTIGATIONS WILL TAKE PLACE ACROSS MORE THAN 12 COLLABORATING PRESCHOOL AND KINDERGARTEN CLASSROOMS FROM THREE DEMOGRAPHICALLY DISTINCT AREAS. KEY DELIVERABLES INCLUDE A SERIES OF PROFESSIONAL LEARNING MODULES DESIGNED TO SUPPORT TEACHERS IN NOTICING, ENHANCING, AND EXTENDING ENGAGEMENT WITH THE SCIENCE AND ENGINEERING PRACTICES THROUGH PLAY, A REFINED VERSION OF THE SCIEPOP TOOL FOR USE BY EDUCATORS IN GROWING THEIR OWN PRACTICE, AND A SERIES OF PAPERS AND PUBLICATIONS WRITTEN FOR BOTH PRACTITIONER AND RESEARCHER COMMUNITIES. THE DISCOVERY RESEARCH PREK-12 PROGRAM (DRK-12) SEEKS TO SIGNIFICANTLY ENHANCE THE LEARNING AND TEACHING OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) BY PREK-12 STUDENTS AND TEACHERS, THROUGH RESEARCH AND DEVELOPMENT OF INNOVATIVE RESOURCES, MODELS AND TOOLS. PROJECTS IN THE DRK-12 PROGRAM BUILD ON FUNDAMENTAL RESEARCH IN STEM EDUCATION AND PRIOR RESEARCH AND DEVELOPMENT EFFORTS THAT PROVIDE THEORETICAL AND EMPIRICAL JUSTIFICATION FOR PROPOSED PROJECTS. THIS PROJECT IS ALSO CO-FUNDED BY THE INNOVATIVE TECHNOLOGY EXPERIENCES FOR STUDENTS AND TEACHERS (ITEST) PROGRAM, WHICH SUPPORTS PROJECTS THAT BUILD UNDERSTANDINGS OF PRACTICES, PROGRAM ELEMENTS, CONTEXTS AND PROCESSES CONTRIBUTING TO INCREASING STUDENTS' KNOWLEDGE AND INTEREST IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) AND INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) CAREERS. 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.

RURAL ENERGY FUTURES: FACILITATING COMMUNITY UNDERSTANDING OF ENERGY TRANSITION OPPORTUNITIES THROUGH MIDDLE-SCHOOL MATH SKILLS DEVELOPMENT -AS CLIMATE CHANGE PRESSURES INCREASINGLY WEIGH ON COMMUNITIES ACROSS THE UNITED STATES, NATIONAL POLICY AND INVESTMENT HAVE SIGNALED A PRIORITY IN DEVELOPING A CAPABLE ENERGY TRANSITION WORKFORCE. THESE INITIATIVES ARE OFTEN FOCUSED IN RURAL AREAS WHERE AVAILABLE NATURAL RESOURCES SUPPORT ENERGY TRANSITION TECHNOLOGIES. HOWEVER, SUCH EFFORTS RARELY ACCOUNT FOR THE COMMUNITY AND CULTURAL THREATS THAT ENERGY TRANSITIONS POSE TO EXISTING ECONOMIES AND SOCIAL FABRICS. THIS PROJECT DIRECTLY ACKNOWLEDGES THESE TENSIONS AND OPPORTUNITIES IN RURAL MAINE BY CO-DESIGNING AND IMPLEMENTING?ALONGSIDE EDUCATORS, STUDENTS, POLICY LEADERS, AND COMMUNITY WORKERS INVOLVED IN AND AFFECTED BY ENERGY TRANSITIONS?A MIDDLE SCHOOL PLACE-BASED LEARNING EXPERIENCE ALIGNED WITH STATE ENERGY TRANSITION GOALS. THE PROJECT DEVELOPS AND TESTS A CULTURALLY SUSTAINING AND STANDARDS-ALIGNED APPROACH TO INCLUDING ENERGY TRANSITION TOPICS IN A MIDDLE SCHOOL MATHEMATICS CLASSROOM. IT ALSO INCLUDES THE PARTICIPATION OF COMMUNITY MEMBERS THROUGHOUT?CULMINATING IN STUDENT-LED COMMUNITY ROUNDTABLE DISCUSSIONS. THIS PROJECT IS FUNDED BY THE INNOVATIVE TECHNOLOGY EXPERIENCES FOR STUDENTS AND TEACHERS (ITEST) PROGRAM, WHICH SUPPORTS PROJECTS THAT BUILD UNDERSTANDINGS OF PRACTICES, PROGRAM ELEMENTS, CONTEXTS AND PROCESSES CONTRIBUTING TO INCREASING STUDENTS' KNOWLEDGE AND INTEREST IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) AND INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) CAREERS. THIS DEVELOPING AND TESTING INNOVATIONS (DTI) PROJECT INVOLVES 48 MIDDLE-SCHOOL TEACHERS IN 12 RURAL SCHOOLS ACROSS MAINE, WITH THE POTENTIAL TO IMPACT 720 STUDENTS. TOGETHER, THEY ARE CO-DEVELOPING A PLACE-BASED TECHNOLOGY-MEDIATED MATHEMATICAL MODELING LEARNING EXPERIENCE. THIS INITIATIVE INCLUDES THE ACTIVE PARTICIPATION OF LOCAL ENERGY WORKFORCE MENTORS, POLICYMAKERS, AND COMMUNITY EXPERTS, ALL WORKING TOGETHER TO ENHANCE THE EDUCATIONAL EXPERIENCE AND OPPORTUNITIES FOR THESE STUDENTS. STUDENTS USE MATHEMATICAL MODELING AND STATISTICAL REASONING THROUGH CO-DESIGNED DECISION SUPPORT SYSTEM TECHNOLOGY TO ILLUSTRATE THE BREADTH AND COMPLEXITY OF LOCAL ENERGY TRANSITION ISSUES. STUDENT MODELS INCLUDE DATA FROM POLICY AND WORKFORCE SOURCES AS WELL AS LOCAL KNOWLEDGE FROM COMMUNITY AND FAMILY MEMBERS. RESEARCH ASSOCIATED WITH THIS WORK USES SURVEYS, INTERVIEWS, AND OBSERVATIONS TO IDENTIFY INSTRUCTIONAL AND CURRICULAR SUPPORTS THAT CONTRIBUTE TO (A) GAINS IN STUDENTS? MATHEMATICAL MODELING AND DATA SCIENCE COMPETENCIES; (B) AWARENESS AND APPRECIATION OF LOCAL KNOWLEDGE AND EXPERTISE IN ENERGY TRANSITIONS; AND (C) AWARENESS AND APPRECIATION OF LOCAL CAREER OPPORTUNITIES IN ENERGY TRANSITIONS. THE PROJECT ALSO ASSESSES COMMUNITY ENGAGEMENT IN SCHOOL EFFORTS THROUGH CAREGIVER SURVEYS AND OBSERVATION OF COMMUNITY EVENTS. INSIGHTS GAINED FROM THIS PROJECT ADVANCE ENERGY TRANSITION EDUCATION BY PROMOTING PLACE-BASED LEARNING MODELS THAT DIRECTLY ENGAGE STUDENTS WITH LOCAL EXPERTISE, FOSTERING A DEEPER UNDERSTANDING OF COMPLEX SOCIO-SCIENTIFIC ISSUES RELATED TO ENERGY TRANSITIONS. 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.

COLLABORATIVE RESEARCH: E-CORE RII: STRENGTHENING MAINE'S RESEARCH ECOSYSTEM AND PATHWAYS THROUGH STRATEGIC CAPACITY BUILDING -THIS PROJECT'S VISION AND GOALS REFLECT A STATEWIDE NEEDS ASSESSMENT THAT INCLUDED MAINE?S JURISDICTIONAL STEERING COMMITTEE. STATEWIDE PROJECT PARTNERS INCLUDE THE MAINE MATHEMATICS AND SCIENCE ALLIANCE, GULF OF MAINE RESEARCH INSTITUTE, UNIVERSITY OF MAINE, UNIVERSITY OF SOUTHERN MAINE, UNIVERSITY OF MAINE AT FORT KENT, AND SOUTHERN MAINE COMMUNITY COLLEGE. THESE PARTNERS WILL LEVERAGE CURRENT AND EVOLVING INFRASTRUCTURE INVESTMENTS TO ENHANCE THE GROWTH OF THE RESEARCH & DEVELOPMENT (R&D) ECOSYSTEM IN MAINE. THE PROJECT INCLUDES FOUR SYNERGISTIC CORES THAT AIM TO SUPPORT BUILDING ADDITIONAL RESEARCH CAPACITY IN MAINE. THE ADMINISTRATIVE CORE WILL ADVANCE DIVERSITY, COORDINATION, EVALUATION, REPORTING, GROWTH, AND SUSTAINABILITY IN THE STATE. THE K-16/WORKFORCE READINESS CORE WILL ADDRESS STEM WORKER SHORTAGES AND DEVELOP PATHWAYS TO BROADEN THE PARTICIPATION OF INSTITUTIONS AND INDIVIDUALS IN THE STATE?S RESEARCH ECOSYSTEM. THESE EFFORTS WILL FOCUS ON PRIMARILY UNDERGRADUATE INSTITUTIONS, EMERGING RESEARCH INSTITUTIONS, AND YOUTH FROM BACKGROUNDS TRADITIONALLY UNDERREPRESENTED IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM). THE ACADEMIC FACILITIES AND RESEARCH INFRASTRUCTURE CORE WILL INVEST IN EARLY CAREER FACULTY, INCENTIVIZE COLLABORATION ACROSS ORGANIZATIONS AND DISCIPLINES, AND STRENGTHEN R&D THROUGH SEED GRANTS THAT ALIGN WITH MAINE?S SCIENCE AND TECHNOLOGY PLAN. THE ECONOMIC DEVELOPMENT AND USE-INSPIRED CORE WILL GENERATE NEW KNOWLEDGE ABOUT RESEARCH TRANSLATION AND HOW TO MEASURE AND COMMUNICATE THE IMPACT OF SPECIFIC R&D INVESTMENTS TO INFORM DECISION-MAKERS. TEAM SCIENCE IS BUILT INTO THE PROJECT TO SUPPORT ITS LEADERS AND PROGRAM PARTICIPANTS, INCLUDING GRADUATE STUDENTS AND POSTDOCS. THE OVERARCHING SOCIETAL BENEFIT OF THE PROJECT IS THE DEVELOPMENT OF AN ENHANCED AND PRODUCTIVE RESEARCH ECOSYSTEM THAT FULLY ENGAGES DIFFERENT INSTITUTION TYPES AND SECTORS. THIS E-CORE RII PROJECT WILL ADVANCE UNDERSTANDING OF HOW TO INCREASE R&D COMPETITIVENESS IN RURAL AREAS. BUILDING STRONG NETWORKS ACROSS ORGANIZATIONS WILL CREATE AND SUSTAIN AN INCLUSIVE STATEWIDE NETWORK CONNECTING MAJOR RESEARCH EFFORTS AND INDIVIDUALS. THE PROJECT HAS POTENTIAL TO GENERATE NEW, ACTIONABLE KNOWLEDGE ABOUT HOW SYNERGISTIC INTERVENTIONS, INTEGRATED ACROSS FOUR CORES THAT UNDERGIRD RESEARCH CAPACITY, CAN STRENGTHEN THE RESEARCH ECOSYSTEM WITHIN MAINE SPECIFICALLY, AND, MORE GENERALLY, WITHIN RURAL STATES WITH LIMITED AND HIGHLY DISTRIBUTED RESEARCH AND STEM ASSETS. THE PROJECT INCLUDES A FRAMEWORK FOR AN EVIDENCE-BASED INITIATIVE DESIGNED TO PREPARE STEM FACULTY IN INDIGENOUS KNOWLEDGE AND FOSTER SYSTEMIC CHANGES IN MAINE?S INSTITUTIONS OF HIGHER LEARNING AND SUBSEQUENTLY ITS STEM WORKFORCE. ADDITIONALLY, PROJECT CORES WILL DEPLOY CONVERGENT RESEARCH APPROACHES GROUNDED IN SOCIOCULTURAL LEARNING THEORY AND RESEARCH-TO-PRACTICE PARTNERSHIPS TO GENERATE NEW KNOWLEDGE REGARDING (I) COLLABORATION AMONG STEM EDUCATORS, (II) PATHWAYS TO STEM EDUCATION, (III) ACQUISITION OF STEM CONTENT, AND (IV) INDIGENOUS SCIENCES INTEGRATION INTO THE UNDERGRADUATE CURRICULUM THROUGH DIALOGUES LED BY CULTURAL KNOWLEDGE KEEPERS. SHORT-TERM OUTCOMES OF THE PROJECT WILL INCLUDE: A NEW INDIGENOUS SCIENCE PROGRAM; NEW PROFESSIONAL DEVELOPMENT PROGRAMS FOR EDUCATORS, PARTICULARLY THOSE WHO SERVE UNDERREPRESENTED YOUTH WITH AUTHENTIC STEM RESEARCH EXPERIENCES; AND RESEARCH AND WORK-READINESS EXPERIENCES FOR UNDERGRADUATES, GRADUATE STUDENTS, AND POSTDOCTORAL RESEARCHERS. LONGER-TERM OUTCOMES INCLUDE: IMPROVED FACULTY RETENTION AND RELATED INCREASES IN FACULTY PRODUCTIVITY; FULLER PARTICIPATION IN RESEARCH BY INSTITUTIONS ACROSS THE STATE; IMPROVED STAKEHOLDER UNDERSTANDING OF THE POSITIVE IMPACTS OF R&D INVESTMENT; GREATER ENGAGEMENT AND RETENTION OF STUDENTS, FACULTY, AND STAFF HISTORICALLY UNDERREPRESENTED IN STEM; A MORE ROBUST INTEGRATION OF RESEARCH-PRACTICE PARTNERSHIPS THAT STRENGTHEN AND SUSTAIN EDUCATION, TRAINING, AND PROFESSIONAL DEVELOPMENT FOR MAINE?S STEM WORKFORCE; AND MORE START-UP BUSINESSES, ENTREPRENEURIAL CAPACITY, AND COMMERCIALIZATION OUTCOMES. 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.

COLLABORATIVE RESEARCH: SCIENTIFIC SENSEMAKING ABOUT PLACE-BASED PHENOMENA: MOBILIZING RURAL ELEMENTARY TEACHER LEARNING TO PROPEL SCHOOL-WIDE TRANSFORMATION -SCIENCE EDUCATION RESEARCH SHOWS THAT INCORPORATING ATTENTION-GRABBING CONCEPTS AND EXPERIENCES?PHENOMENA?IN SCIENCE CLASSES HAS THE POWER TO ENGAGE AND INSPIRE YOUNG LEARNERS. HOWEVER, MANY ELEMENTARY TEACHERS, INCLUDING THOSE IN SMALL RURAL SCHOOLS, MAY NOT HAVE ACCESS TO OR THE SUPPORT TO ENACT HIGH-QUALITY PHENOMENON-CENTERED CURRICULUM MATERIALS AND RESOURCES IN THEIR SCIENCE TEACHING PRACTICE. THIS PROJECT AIMS TO ADDRESS THIS PROBLEM OF PRACTICE BY DESIGNING, IMPLEMENTING, AND INVESTIGATING A PROFESSIONAL LEARNING APPROACH THAT SUPPORTS RURAL ELEMENTARY TEACHERS AND ADMINISTRATORS IN INCORPORATING LOCAL PHENOMENA-DRIVEN SCIENCE LEARNING EXPERIENCES IN THEIR CLASSROOMS. PARTICIPANTS INCLUDE TEACHER-ADMINISTRATOR TRIADS FROM ELEMENTARY SCHOOLS IN RURAL COMMUNITIES LOCATED IN MAINE, MONTANA, AND HAWAI?I. THROUGH PROFESSIONAL LEARNING INITIATIVES, THE PROJECT WILL SUPPORT THIRD TO FIFTH-GRADE TEACHERS IN INCORPORATING LOCALLY AND CULTURALLY SIGNIFICANT, PLACE-BASED PHENOMENA INTO THEIR SCIENCE TEACHING. BY TAPPING INTO THE TRANSFORMATIVE POTENTIAL OF DEDICATED TEACHERS UTILIZING A PLACE-BASED PHENOMENA-DRIVEN APPROACH IN SCIENCE TEACHING, THE PROJECT CAN PROVIDE INSIGHT INTO HOW RURAL EDUCATORS USE PROFESSIONAL LEARNING EXPERIENCES TO PROMOTE SHIFTS IN THEIR SCIENCE TEACHING PRACTICE IN WAYS THAT PRIORITIZE STUDENTS' COMMUNITIES AND CULTURES AND BRINGS RELEVANCY AND AUTHENTICITY TO STUDENTS? SCIENCE LEARNING. THIS PROJECT IS DRIVEN BY THE OVERARCHING GOAL OF SUPPORTING TEACHERS AND THEIR ADMINISTRATORS IN RURAL SCHOOLS TO PRIORITIZE STUDENTS' CULTURES AND COMMUNITIES IN SCIENTIFIC SENSE-MAKING THROUGH ADAPTATION OF PHENOMENA. INVESTIGATORS SEEK TO BETTER UNDERSTAND THE PROCESSES AND MECHANISMS BY WHICH ADOPTING AND INTERNALIZING THIS PRIORITY HAPPENS BY A) EXPLORING INDIVIDUAL TEACHER CHANGE IN PEDAGOGICAL DESIGN CAPACITY, AND B) UNCOVERING AND DESCRIBING EACH UNIQUE NEXUS OF TEACHER, STUDENT, ADMINISTRATOR, AND RESEARCHER INTERACTIONS THAT MAY FACILITATE CHANGE IN RURAL SCHOOLS. BY EXPLORING THESE GOALS IN MULTIPLE RURAL COMMUNITIES ACROSS THREE GEOGRAPHICALLY AND CULTURALLY DIVERSE STATES, THE PROJECT TEAM AIMS TO UNDERSTAND THE UNDERLYING COMMON MECHANISMS OF THE ADOPTION AND ADAPTATION OF NEW PEDAGOGICAL INITIATIVES IN RURAL SPACES AS WELL AS THE UNIQUE LOCAL AND CULTURAL CONTEXTS THAT CONTRIBUTE TO DIVERSIFIED, PLACE-SPECIFIC IMPLEMENTATION TRAJECTORIES. THE PROJECT TEAM WILL USE A COMPARATIVE CASE STUDY DESIGN TO INVESTIGATE HOW RURAL EDUCATORS AND THEIR ADMINISTRATORS USE A SUITE OF PROFESSIONAL LEARNING EXPERIENCES TO PROMOTE SHIFTS TOWARDS PHENOMENA-DRIVEN SCIENCE TEACHING AND LEARNING IN THEIR SCHOOLS. PROFESSIONAL LEARNING EXPERIENCES WILL BUILD THE PEDAGOGICAL DESIGN CAPACITY OF RURAL THIRD THROUGH FIFTH GRADE TEACHERS TO INCORPORATE LOCALLY AND CULTURALLY IMPORTANT, PLACE-BASED PHENOMENA INTO THEIR SCIENCE TEACHING THROUGH PHENOMENON ADAPTATION TO BETTER PRIORITIZE STUDENTS? COMMUNITIES AND CULTURES IN THE SCIENTIFIC SENSE-MAKING PROCESSES. TRIADS CONSISTING OF TWO TEACHERS AND ONE ADMINISTRATOR PER SCHOOL FROM 3-5 SCHOOLS IN EACH OF THREE LARGELY RURAL AND CULTURALLY DIVERSE STATES?MAINE, MONTANA, AND HAWAI?I?WILL PARTICIPATE IN A THREE-YEAR PROFESSIONAL LEARNING SYSTEM OF SUPPORT TO PROMOTE GROWTH IN PEDAGOGICAL DESIGN CAPACITY FOR SCIENTIFIC SENSE-MAKING AND PLACE-BASED PHENOMENA ADAPTATION. BY EXAMINING THE PROFESSIONAL LEARNING SYSTEM AS IT UNFOLDS, RESEARCHERS WILL IDENTIFY PATTERNS IN COMMONALITIES AND DIFFERENCES ACROSS THE THREE GEOGRAPHICALLY AND CULTURALLY DIVERSE RURAL STATES TO ELICIT FINDINGS AND IMPLICATIONS THAT MAY BE APPLICABLE IN A BROAD RANGE OF RURAL CONTEXTS. THE DISCOVERY RESEARCH PREK-12 PROGRAM (DRK-12) SEEKS TO SIGNIFICANTLY ENHANCE THE LEARNING AND TEACHING OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) BY PREK-12 STUDENTS AND TEACHERS, THROUGH RESEARCH AND DEVELOPMENT OF INNOVATIVE RESOURCES, MODELS AND TOOLS. PROJECTS IN THE DRK-12 PROGRAM BUILD ON FUNDAMENTAL RESEARCH IN STEM EDUCATION AND PRIOR RESEARCH AND DEVELOPMENT EFFORTS THAT PROVIDE THEORETICAL AND EMPIRICAL JUSTIFICATION FOR PROPOSED PROJECTS. 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.

BUILDING TEACHER CAPACITY FOR TEACHING ACROSS SCIENCE DISCIPLINES USING SMART GREENHOUSES -TRANSDISCIPLINARY SCIENCE (SOMETIMES CALLED CONVERGENT SCIENCE) INTEGRATES KNOWLEDGE ACROSS STEM DISCIPLINES TO RESEARCH COMPLEX CHALLENGES SUCH AS CLIMATE SCIENCE, GENETIC ENGINEERING, OR ECOLOGY. A SMALL BUT GROWING RESEARCH BASE SUGGESTS THAT TRANSDISCIPLINARY LEARNING EXPERIENCES HAVE THE POTENTIAL TO ENGAGE YOUTH WHO HAVE BEEN MARGINALIZED IN STEM. IN THIS PROJECT, TEACHERS AND STUDENTS WILL DESIGN SMART GREENHOUSES BY CONNECTING ELECTRONIC SENSORS THAT CAN DETECT LIGHT OR OTHER ENVIRONMENTAL DATA TO MICROCONTROLLERS THAT CAN ACTIVATE DEVICES THAT WATER PLANTS AND REGULATE OTHER ENVIRONMENTAL FACTORS SUCH AS TEMPERATURE OR LIGHT. THIS ACTIVITY BRINGS TOGETHER ENGINEERING, COMPUTER SCIENCE, AND HORTICULTURE. THERE IS A VERY LIMITED RESEARCH BASED AND FEW EXAMPLES OF CURRICULUM AROUND HOW PROFESSIONAL DEVELOPMENT CAN SUPPORT TEACHERS IN USING A TRANSDISCIPLINARY APPROACH. WORKING ACROSS URBAN AND RURAL CONTEXTS, THE PROJECT WILL ENGAGE TEACHERS IN PROFESSIONAL DEVELOPMENT AS THEY ADOPT AND ADAPT INSTRUCTIONAL MATERIALS TO SUPPORT THEIR STUDENTS IN LEARNING ACROSS DISCIPLINES AS THEY BUILD SMART GREENHOUSES. THE TEACHERS WILL PARTICIPATE IN BOTH SUMMER INSTITUTES AND YEAR-LONG PD ACTIVITIES WHERE THEY WILL BE FIRST IMMERSED IN THE SAME TYPES OF TRANSDISCIPLINARY LEARNING EXPERIENCES THEIR STUDENTS WILL BE ENGAGED IN. TEACHERS WILL THEN CO-DESIGN THE CURRICULUM WITH THE PROJECT TEAM FOR USE IN THE TEACHERS? LOCAL CONTEXTS. THE PROJECT WILL WIDELY DISSEMINATE FINDINGS, A TEACHER PROFESSIONAL DEVELOPMENT MODEL, AND ?HOW TO? VIDEOS ON BUILDING SMART GREENHOUSES? TO STEM EDUCATION RESEARCHERS, SCHOOL ADMINISTRATORS, TEACHERS, TEACHER PD DEVELOPERS, AND THE LOCAL COMMUNITY OF THE SCHOOL SYSTEMS. THE RESEARCH WILL INVESTIGATE HOW TEACHERS LEARN ABOUT TRANSDISCIPLINARY TEACHING THROUGH PROFESSIONAL DEVELOPMENT, HOW THEY USE TRANSDISCIPLINARY TEACHING IN THEIR CLASSROOMS, AND HOW A TRANSDISCIPLINARY APPROACH AFFECTS STUDENTS? STEM INTEREST, IDENTITY, COMPETENCE, AND CONNECTION ACROSS DISCIPLINES. A MIXED METHODS RESEARCH METHODOLOGY WILL BE USED. QUANTITATIVE DATA (STUDENT AND TEACHER SURVEYS) THAT WILL PROVIDE A HIGH-LEVEL VIEW OF THE IMPACT OF THE PD ON TEACHERS. QUALITATIVE DATA (E.G., INTERVIEWS, VIDEO RECORDINGS) WILL UNCOVER TEACHERS? EXPERIENCES IN THE PROFESSIONAL DEVELOPMENT PROGRAM, THEIR CONCEPTIONS OF TRANSDISCIPLINARY TEACHING, AND HOW THEY EMPLOY TRANSDISCIPLINARY TEACHING PRACTICES IN THEIR LOCAL CONTEXTS. DURING THE THREE-YEAR PROJECT, A TOTAL OF 60 TEACHERS AND 580 STUDENTS WILL BE RECRUITED FROM THREE STATES TO REPRESENT RURAL AND URBAN DISTRICTS POPULATIONS. THE RESEARCH WILL FOLLOW A TOTAL OF 60 TEACHERS, EACH PARTICIPATING IN ONE OF THREE 2-YEAR COHORTS USING A DESIGN-BASED RESEARCH APPROACH TO BETTER UNDERSTAND HOW TO DESIGN TRANSDISCIPLINARY STEM PROJECTS AND UNDERSTAND HOW TEACHERS MAKE THE TRANSITION TO A TRANSDISCIPINARY APPROACH. THE PROJECT WILL ENGAGE NEARLY 580 YOUTH FROM HISTORICALLY EXCLUDED, LOW-INCOME, AND UNDERREPRESENTED POPULATIONS IN STEM THROUGH ANNUAL CYCLES OF RESEARCH. THE PROJECT IS SUPPORTED BY THE DISCOVERY RESEARCH PREK-12 PROGRAM (DRK-12), WHICH SEEKS TO SIGNIFICANTLY ENHANCE THE LEARNING AND TEACHING OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) BY PREK-12 STUDENTS AND TEACHERS, THROUGH RESEARCH AND DEVELOPMENT OF INNOVATIVE RESOURCES, MODELS, AND TOOLS. PROJECTS IN THE DRK-12 PROGRAM BUILD ON FUNDAMENTAL RESEARCH IN STEM EDUCATION AND PRIOR RESEARCH AND DEVELOPMENT EFFORTS THAT PROVIDE THEORETICAL AND EMPIRICAL JUSTIFICATION FOR PROPOSED PROJECTS. 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.

EARTH AS A SYSTEM IS ESSENTIAL- SEASONS AND THE SEAS (EASIE- SS)

BUILDING CAPACITY FOR COMPUTER SCIENCE TEACHING IN A RURAL STATE

MAINE'S ENERGY FUTURE, MAINE'S EDUCATIONAL FUTURE (MEF)2

INTEGRATE TO INNOVATE: A RESEARCH-PRACTICE PARTNERSHIP TO INTEGRATE COMPUTER SCIENCE INTO MAINE SCHOOLS

DEVELOPING RURAL GIRLS' STEM COMPETENCY AND MOTIVATION THROUGH COMMUNICATING SCIENTIFIC TOPICS WITH ADVANCED TECHNOLOGY

COLLABORATIVE RESEARCH: E-RISE RII: ENHANCING MAINE FOREST ECONOMY, SUSTAINABILITY, AND TECHNOLOGY ECOSYSTEM TO ACCELERATE INNOVATION -THIS COLLABORATIVE PROJECT, MAINE-FOREST, SUPPORTS INCUBATING RESEARCH THEMES, TEAMS, AND PRODUCTS IN A SCIENTIFIC TOPICAL AREA THAT LINKS TO RESEARCH PRIORITIES IDENTIFIED IN THE STATE?S APPROVED SCIENCE AND TECHNOLOGY (S&T) PLAN. MAINE-FOREST WILL DELIVER A DIVERSE, SUSTAINABLE, AND STATEWIDE RESEARCH, EDUCATION, AND INNOVATION INCUBATOR THAT BUILDS STRATEGIC RESEARCH AND DEVELOPMENT (R&D) CAPACITY. THIS WILL FUEL THE DRAMATIC GROWTH OF THE STATE?S FOREST-BASED ECONOMY AND THE RURAL COMMUNITIES IT SUPPORTS. FOUR INTERCONNECTED RESEARCH THEMES IN THE PROJECT REFLECT STRENGTHS AND OPPORTUNITIES WITHIN THE JURISDICTION THAT ALIGN WITH THE STATE?S SCIENCE AND TECHNOLOGY, CLIMATE ACTION, AND ECONOMIC DEVELOPMENT STRATEGIC PLANS. THE PROJECT ALSO WILL LEVERAGE PRIOR INVESTMENTS IN MAINE?S RESEARCH INFRASTRUCTURE, INCLUDING FEDERAL AWARDS AND PHILANTHROPIC GIFTS, AND RELATIONSHIPS WITH NATIONAL LABORATORIES AND INDUSTRY. NOVEL PARTICIPATORY AND INCLUSIVE APPROACHES WILL NURTURE COMMUNITY RESILIENCE AND STRENGTHEN THE CAPACITY OF DIVERSE GROUPS OF NATURAL RESOURCE-DEPENDENT RURAL AND INDIGENOUS COMMUNITIES TO RESPOND TO CURRENT AND FUTURE SOCIO-ECOLOGICAL THREATS AND OPPORTUNITIES. THIS NEW, PARTNERSHIP-BASED INFRASTRUCTURE WILL HELP TO CREATE A FAR MORE INCLUSIVE APPROACH TO PROMOTING SUSTAINABLE IMPROVEMENTS IN MAINE?S FOREST-BASED RESEARCH INFRASTRUCTURE, R&D CAPACITY, AND NATIONAL COMPETITIVENESS. INNOVATIVE APPROACHES TO STEM EDUCATION AND WORKFORCE DEVELOPMENT WILL REINFORCE THE RESEARCH THEMES IN THE PROJECT WHILE ALSO CONNECTING WITH PROJECT ACTIVITIES IN A COMPANION EPSCOR COLLABORATIONS FOR OPTIMIZING RESEARCH ECOSYSTEMS RII AWARD (OIA-2412130). MAINE-FOREST?S FOUR CONVERGENT INCUBATOR THEMES INCLUDE ENVIRONMENTAL AI & INFORMATICS, CELLULOSIC NANOFIBER (CNF) BIOPRODUCTS, RURAL & TRIBAL RESILIENCE, AND SMART RURAL DEVELOPMENT. STATEWIDE INCUBATOR TEAMS ASSOCIATED WITH EACH THEME AIM TO CLOSE KEY KNOWLEDGE GAPS. MAINE-FOREST WILL ADVANCE ONE'S ABILITY TO CHARACTERIZE AND UTILIZE CNF WITHIN AN ADVANCED MANUFACTURING CONTEXT. NEW AI/ML-DRIVEN TECHNOLOGIES WILL BE APPLIED TO ASSESS CORE ECOSYSTEM ATTRIBUTES ACROSS BROAD SPATIAL-TEMPORAL SCALES. INNOVATIVE, CULTURALLY INCLUSIVE APPROACHES WILL BE APPLIED TO PARTICIPATORY SYSTEMS DYNAMICS MODELING TO BETTER LEVERAGE STAKEHOLDER NETWORKS. RESEARCH ON THE PROGRAM?S COLLABORATIVE CULTURE AND PROCESSES, INCLUDING A COHORT-BASED APPROACH TO STUDENT ENGAGEMENT, WILL YIELD NEW INFORMATION REGARDING CONVERGENT SCIENCE. DELIVERABLES FROM MAINE-FOREST INCLUDE, IN ADDITION TO TYPICAL SCIENTIFIC OUTPUTS, INCREASED RESEARCH CAPACITY WITH SUPPORT FOR 20 EARLY-CAREER FACULTY, A NEW FOREST SECTOR BUSINESS DEVELOPMENT FACULTY POSITION, AND AN ACTIONABLE DASHBOARD OF METRICS RELATED TO FOREST, ECONOMY, AND WORKFORCE CAPACITY. MAINE-FOREST IS LED BY THE UNIVERSITY OF MAINE. PROJECT PARTNERS INCLUDE AN EMERGING RESEARCH INSTITUTION (THE UNIVERSITY OF SOUTHERN MAINE), TWO PUBLIC, PRIMARILY UNDERGRADUATE INSTITUTIONS, TWO PRIVATE COLLEGES (COLBY AND BATES), AND STRATEGIC NON-PROFITS ACROSS THE STATE (THE MAINE DEVELOPMENT FOUNDATION, MAINE MATHEMATICS AND SCIENCE ALLIANCE, MAINE TREE, THE RURAL ASPIRATIONS). MAINE-FOREST WILL DIRECTLY SUPPORT AT LEAST 45 FACULTY (45% EARLY-CAREER), 85 UNDERGRADUATE STUDENTS, 10 GRADUATE STUDENTS, AND 4 POSTDOCS. THE PROJECT WILL POTENTIALLY BENEFIT 200 K-12 EDUCATORS AND NEARLY 2,000 STUDENTS IN 15 SCHOOLS WILL DIRECTLY BENEFIT. TEN DIVERSE RURAL AND ECONOMICALLY DISTRESSED MAINE COMMUNITIES, AND A TRIBAL NATION, WILL ALSO BE DIRECTLY ENGAGED. THIS PROJECT IS FUNDED BY THE NSF EPSCOR RESEARCH INCUBATORS FOR STEM EXCELLENCE (E-RISE) RESEARCH INFRASTRUCTURE IMPROVEMENT PROGRAM. THE E-RISE RII PROGRAM SUPPORTS THE DEVELOPMENT AND IMPLEMENTATION OF SUSTAINABLE BROAD NETWORKS OF INDIVIDUALS, INSTITUTIONS, AND ORGANIZATIONS THAT WILL TRANSFORM THE SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) RESEARCH CAPACITY AND COMPETITIVENESS IN A JURISDICTION WITHIN A FIELD OF RESEARCH ALIGNED WITH THE JURISDICTION'S SCIENCE AND TECHNOLOGY PRIORITIES. 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.

EAGER: WEATHERBLUR

COLLABORATIVE RESEARCH: DESIGNING AND EXPLORING A MODEL FOR DATA SCIENCE LEARNING FOR MIDDLE SCHOOL YOUTH

TITLE: TEACH ME OUTSIDE: BUILDING CAPACITY FOR ENVIRONMENTAL LITERACY IN MAINE OVERVIEW: THIS GRANT WILL BUILD CAPACITY FOR K-12 ENVIRONMENTAL LITERACY WITHIN THE STATE OF MAINE BY SUPPORTING AN EXISTING AND GROWING DIVERSE STATEWIDE CONSORTIUM TOWARD A VISION OF SYSTEMIC CHANGE WHERE ALL MAINE STUDENTS HAVE THE OPPORTUNITY TO BECOME ENVIRONMENTALLY LITERATE, CIVICALLY ENGAGED, AND UNDERSTAND HOW THEIR HEALTH IS CONNECTED TO THAT OF THE NATURAL WORLD. THIS WORK SUPPORT THE IMPLEMENTATION OF MAINES ENVIRONMENTAL LITERACY PLAN (ELP) ACROSS K-12 SCHOOL DISTRICTS BY DEVELOPING A CLIMATE EDUCATION LITERACY PLAN ADDENDUM TO THE ELP, CURATING EXEMPLAR DISTRICT AND SCHOOL-SPECIFIC PLANS BY INCREASING ADMINISTRATOR AND EDUCATOR CONFIDENCE AND UNDERSTANDING OF HOW TO IMPLEMENT PLANS TO SUPPORT CLIMATE AND ENVIRONMENTAL LITERACY. THIS PROJECT ALSO AIMS TO SUPPORT PARTNERSHIPS BETWEEN SCHOOLS AND COMMUNITY ORGANIZATIONS BY INCREASING CONNECTIONS BETWEEN STAKEHOLDERS IN MAINES ENVIRONMENTAL LEARNING FIELD AND DEVELOPING TOOLS TO SUPPORT THESE PARTNERSHIPS. UNDERSTANDING AND STRENGTHENING ENVIRONMENTAL LITERACY WILL BE ENHANCED BY THIS PROJECT THROUGH THE HOSTING OF AN EVALUATION CONVENING AND DEVELOPING AND SUPPORTING A UNIQUE EVALUATION COMMUNITY OF PRACTICE FOR COMMUNITY-BASED ORGANIZATION LEADERS THAT WILL INCREASE UNDERSTANDING OF CULTURALLY RESPONSIVE PROGRAM EVALUATION.

NATIONAL LEADERSHIP GRANTS - MUSEUMS

NSF INCLUDES PLANNING GRANT: BROADENING PARTICIPATION OF RURAL K-12 GIRLS IN MATHEMATICS INTENSIVE STEM FIELDS

A CONFERENCE ON INFORMAL STEM LEARNING IN RURAL SETTINGS

TEEN SCIENCE CAFES: TECHNOLOGY IN RESPONSE TO FLOODS CAUSED BY HURRICAN HARVEY