Year 2

Take Flight: CAST Project Page

Additional Link(s)

Project Stage

Project Type

Discipline(s)

Robot-Mediated Learning 2022

Interdisciplinary

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Robot-Mediated Learning: Exploring School-Deployed Collaborative Robots

Veronica Ahumada-Newhart — Tue, 01 Nov 2022 01:05:06 +0000

Robot-Mediated Learning: Exploring School-Deployed Collaborative Robots

Veronica Ahuma… Mon, 10/31/2022 - 21:05

Robot-Mediated Learning: Exploring School-Deployed Collaborative Robots

Project Overview: Advance robot-mediated learning in schools and investigate how collaborative tele-robots can facilitate optimal learning experiences.

Poster Materials

NSF One Pager

NSF Award Abstract

Robot-Mediated Learning

Age Group

Additional Link(s)

UC Davis Health, Technology and Social Connectedness Lab

Project Stage

Project Type

Discipline(s)

Build a Better Book Teen Internships Project Summary

Interdisciplinary

Life sciences

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Build a Better Book Teen Internships: Connecting Technical Work to Social Needs

Stacey Forsyth — Mon, 31 Oct 2022 21:02:54 +0000

Build a Better Book Teen Internships: Connecting Technical Work to Social Needs

Stacey Forsyth Mon, 10/31/2022 - 17:02

Build a Better Book Teen Internships: Connecting Technical Work to Social Needs

The Build a Better Book Teen Internship Program engages teens from underrepresented groups in an empathy-driven, professionally structured engineering design internship focused on the design and fabrication of accessible products for children who are blind or visually impaired. Participating teens gain technical and STEM workplace skills, and broaden their perception of engineering as a social and collaborative discipline with potential to improve people’s lives.

Poster Materials

NSF One Pager

NSF Award Abstract

https://www.nsf.gov/awardsearch/showAward?AWD_ID=2049109&HistoricalAwards=false

Age Group

High School

Additional Link(s)

http://buildabetterbook.org

Project Stage

Project Type

Discipline(s)

Mixed Reality Based Interactive Cybersecurity Education

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Mixed Reality Based Interactive Cybersecurity Education for Middle School Students

Chien-Chung Shen — Mon, 31 Oct 2022 20:08:08 +0000

Mixed Reality Based Interactive Cybersecurity Education for Middle School Students

Chien-Chung Shen Mon, 10/31/2022 - 16:08

Mixed Reality Based Interactive Cybersecurity Education for Middle School Students

The project is guided by three goals: (1) iteratively design a set of concrete and interactive MR activities addressing key cybersecurity concepts (e.g., steganography, phishing, and firewalls) with teacher and student input throughout the design process; (2) increase student knowledge of key cybersecurity concepts, understanding of the importance of cybersecurity, and interest in cybersecurity careers; and (3) produce a set of design principles for MR activities in computing. MR activities will be iteratively refined based on observations, teacher interviews, and student survey feedback.

Poster Materials

NSF One Pager

NSF Award Abstract

https://www.nsf.gov/awardsearch/showAward?AWD_ID=2048874

Age Group

Project Stage

Exploring Theory and Design Principles (ETD)

Project Type

Discipline(s)

A one-page project description.

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Transforming Preschoolers’ Spatial Orientation: Leveraging New Technologies for Learning in Early Childhood Classrooms and at Home

Ashley Lewis Presser — Mon, 31 Oct 2022 17:25:14 +0000

Transforming Preschoolers’ Spatial Orientation: Leveraging New Technologies for Learning in Early Childhood Classrooms and at Home

Ashley Lewis Presser Mon, 10/31/2022 - 13:25

Transforming Preschoolers’ Spatial Orientation: Leveraging New Technologies for Learning in Early Childhood Classrooms and at Home

The development of spatial orientation (SO) is a strong predictor of math skills and later school success and academic achievement. Thus, fostering SO skills before children enter formal schooling provides them with a sound foundation for later mathematical learning. Our project is titled Transforming Preschoolers' Spatial Orientation: Leveraging New Technologies for Learning in Early Childhood Classrooms and at Home. In this project, a team of learning scientists from the Education Development Center and Digital Promise Global, and public media producers from GBH, are developing and researching a preschool mathematics curriculum supplement. We are leveraging digital touch-screen tablets and augmented reality technologies with other hands-on, developmentally appropriate spatial learning activities. These activities are aimed to increase preschoolers’ SO learning and STEM identity, particularly for underrepresented and underserved groups. The project will engage 39 teachers, 50 families, and approximately 585-780 preschool children in SO classroom and family SO learning activities. In addition, the project will generate a new augmented reality tablet app, a digital teachers’ guide for preschool classrooms, a digital family guide, and a validated SO assessment for preschool students. Findings from this study will illuminate the potential for this approach on preschoolers’ SO learning. The study will also add to the literature on how to design digital activities that foster learning and knowledge that the field can capitalize on for other domains and age groups.

Poster Materials

NSF One Pager

NSF Award Abstract

https://nsf.gov/awardsearch/showAward?AWD_ID=2048883&HistoricalAwards=false

Age Group

PreK/Elementary

Additional Link(s)

2022 STEM FOR ALL VIDEO SHOWCASE: Leveraging Augmented Reality in Preschool Spa…

Project Stage

Project Type

ITEST_2048544: Synthesis study of youth informal STEM_ICT programs

Discipline(s)

Mathematical sciences

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SYNTHESIS: A quantitative meta-analysis and qualitative synthesis on the impacts of informal STEM and ICT programs on cognitive and social-emotional outcomes of youth participants

Mande Holford — Sat, 29 Oct 2022 11:22:47 +0000

SYNTHESIS: A quantitative meta-analysis and qualitative synthesis on the impacts of informal STEM and ICT programs on cognitive and social-emotional outcomes of youth participants

Mande Holford Sat, 10/29/2022 - 07:22

SYNTHESIS: A quantitative meta-analysis and qualitative synthesis on the impacts of informal STEM and ICT programs on cognitive and social-emotional outcomes of youth participants

This project is a synthesis study to investigate the effectiveness of informal STEM and ICT programs to maximize impact and broaden participation of youth participants in STEM pathways. We focus on two research questions: (1) How and to what extent do informal, out-of-school time (OST) STEM and ICT learning experiences impact K-12 participants’ awareness, interest, and engagement in STEM majors and STEM careers? (2) What aspects of programs were most effective in maximizing impact and broadening participation of underrepresented groups?

Poster Materials

NSF One Pager

NSF Award Abstract

A synthesis study to investigate the impact of informal STEM and ICT programs t…

Age Group

Multiple/Other

Additional Link(s)

ITEST_SYNTHESIS_2048544_Analysis of engagement of youth participants in informa…

Project Stage

Exploring Theory and Design Principles (ETD)

Project Type

Discipline(s)

Interdisciplinary

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CASCADE: Engaging Adolescents through Collaboration on Simulated STEM Career Scenarios and Mathematics Activities

Daniel Heck — Fri, 28 Oct 2022 21:11:06 +0000

CASCADE: Engaging Adolescents through Collaboration on Simulated STEM Career Scenarios and Mathematics Activities

Daniel Heck Fri, 10/28/2022 - 17:11

CASCADE: Engaging Adolescents through Collaboration on Simulated STEM Career Scenarios and Mathematics Activities

We create and study virtual simulations of peer collaboration in STEM fields, designed for youth in informal learning environments. Practice with the simulations will help teens from underrepresented groups build collaborative skills and career interest in STEM fields, especially those that use mathematics and require strong teamwork.

Poster Materials

NSF One Pager

CASCADE Overview

NSF Award Abstract

CASCADE: Engaging Adolescents through Collaboration on Simulated STEM Career Sc…

Age Group

High School

Project Stage

Project Type

Discipline(s)

Emerging Tech (Artificial Intelligence, Quantum Computing, and Blockchain)

Life sciences

Mathematical sciences

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AI4GA: Developing Artificial Intelligence Competencies, Career Awareness, and Interest in Georgia Middle School Teachers and Students

Christina Gardner-McCune — Fri, 28 Oct 2022 21:08:17 +0000

AI4GA: Developing Artificial Intelligence Competencies, Career Awareness, and Interest in Georgia Middle School Teachers and Students

Christina Gard… Fri, 10/28/2022 - 17:08

AI4GA: Developing Artificial Intelligence Competencies, Career Awareness, and Interest in Georgia Middle School Teachers and Students

We are co-designing and piloting a 9-week AI elective for Georgia middle school students with 8 teachers. Our co-design process is scaffolding our ability to truly design curriculum collaboratively. Through this project we aim to understand the types of resources teachers need to confidently teach AI and how to scaffold student learning and create engaging AI learning experiences.

Poster Materials

NSF One Pager

AI4GA: Developing Artificial Intelligence Competencies, Career Awareness, and Interest in GA Middle School Teachers and Student

NSF Award Abstract

Age Group

AI4GA STEM Video Hall Showcase Presentation

Additional Link(s)

AI4GA Website

Project Stage

Project Type

Emerging Tech (Artificial Intelligence, Quantum Computing, and Blockchain)

Discipline(s)

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Engaging Native American Students in STEM Career Development through a Culturally-Responsive After-School Program Using Virtual Reality Environments and 3D Printing

Nicole Colston — Fri, 28 Oct 2022 18:49:48 +0000

Engaging Native American Students in STEM Career Development through a Culturally-Responsive After-School Program Using Virtual Reality Environments and 3D Printing

Nicole Colston Fri, 10/28/2022 - 14:49

Engaging Native American Students in STEM Career Development through a Culturally-Responsive After-School Program Using Virtual Reality Environments and 3D Printing

The project will develop and research an after-school program that is designed to increase the STEM career interests and motivations of Native American middle-school students. Students will use digital technologies, including virtual reality (VR), augmented reality (AR), and 3D printing, to solve spatial design problems presented through the project’s culturally responsive, problem-based learning education modules. Through a generative co-design process involving after-school educators, community members, and students, the project will incorporate historical and contemporary cultural knowledge in the development of learning environments that are relevant to Native American students. The target audiences for this project are middle-school students and after-school educators from three Tribal Nations in Oklahoma. The project will advance the infrastructure and capacity for after-school STEM programs in three Tribal Nations, the Pawnee, Citizen Potawatomi, and the Chickasaw Nations. Over 250 Native American students will be served in after-school programs that are facilitated by educators prepared through summer professional development programs. The project will create technology centers and an inclusive curriculum to support the community-defined hackathons where family and Tribal citizens are exposed to new workplace technologies (VR, AR, 3D printing) in a way that prioritizes the practices, knowledge, skills, and values of each Tribal Nation.

Project research will focus on the impacts of the after-school programs on Native American youth and variables relevant their STEM career development. The project research plan draws on contemporary indigenous scholarship about the role of personal and science identity development on the career attitudes of Native American. Mixed methods will be employed in this research. Qualitative data from observations, focus groups, narrative program reports, and career life assessment approaches will explore the program impacts on youth STEM identity and engagement. Pre-post quantitative measures will assess student interest, motivation, spatial learning, and STEM identity. The project will make its research findings, after-school curricular resources, and a digital artifact repository available online for other Tribal Nations and after-school programs. The knowledge and insights gained from this research will provide evidence for the usefulness of project resources and will add to the knowledge base on developing culturally responsive programs that are co-created with the community. 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.

Poster Materials

NSF One Pager

Oklahoma State University

NSF Award Abstract

https://www.nsf.gov/awardsearch/showAward?AWD_ID=2048987

Age Group

Project Stage

Project Type

https://www.nsf.gov/awardsearch/showAward?AWD_ID=2045561

Discipline(s)

Other

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CAREER: Engaging Rural Students with Next Generation Physiological Interfaces

Chris Crawford — Fri, 28 Oct 2022 10:22:06 +0000

CAREER: Engaging Rural Students with Next Generation Physiological Interfaces

Chris Crawford Fri, 10/28/2022 - 06:22

CAREER: Engaging Rural Students with Next Generation Physiological Interfaces

Relatively little research exists on the use of experiences with physiological sensors to support STEM education. In this work, we draw on techniques from physiological computing and computer science education to explore novel ways to build students' computational thinking skills.

Poster Materials

NSF One Pager

One-pager.pdf

NSF Award Abstract

Age Group

High School

Additional Link(s)

https://htilua.org/neuroblock

Project Stage

Project Type

Discipline(s)