COVID-19 is changing many aspects of our life, including how we do our work. While “social distancing” has become the new normal, maintaining connections with our colleagues and stakeholders has become increasingly important. As the resource center for the ITEST program, we would like to provide an open space for currently funded projects to come together as a community and discuss:
COVID-19 is changing many aspects of our life, including how we do our work. While “social distancing” has become the new normal, maintaining connections with our colleagues and stakeholders has become increasingly important. As the resource center for the ITEST program, we would like to provide an open space for currently funded projects to come together as a community and discuss:
As we all face the challenges of COVID-19, making connections between communities and sharing resources with colleagues has become increasingly important. We would like to reassure you that STELAR is here for our community. In the meantime, we and pleased to share the below resources provided by the National Science Foundation (NSF), our colleagues at Education Development Center (EDC), the Community for Advancing Discovery Research in Education
Join the STEM For All Multiplex each month as they focus on a topic of interest with an intro blog, expert webinar panel, playlist of related videos, discussion, and resources.
Register now for the January webinar!
Broadening Participation in STEM through Community Engagement
Monday, January 13, 2020 1:30:00 PM EST - 2:30:00 PM EST
On May 28 STELAR hosted National Science Foundation Program Officers Michael Steele, Alejandra Sorto, and Amy Wilson-Lopez for an informative webinar on the newly-released 2019 Innovative Technology Experiences for Students and Teachers (ITEST) Program Solicitation (NSF 19-583).
During the webinar Program Officers reviewed the goals of the ITEST program, detailed the revisions made to the 2019 solicitation, and provided guidance on developing a successful submission.
Many ITEST projects conduct research within schools and have shared with STELAR that doing so is extremely challenging. During this Strategy Share Meetup we will discuss ITEST project strategies for creating and navigating successful research partnerships with schools by discussing the following themes:
Buy-in: How to share the research plan with school administrators, educators, and parents such that they are excited to participate and engaged in the process
Study design: How to inspire folks who are not engaged in the educative intervention to participate in the research as a comparison participant
Logistics of data collection: How to collect extant data from schools and new data from teachers or students
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker community.
In December of 2018, nearly 60 NSF EAGER project PIs were invited to meet for two days and explore topics of interest to NSF and the Maker community. The event was designed to:
This paper, describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school. Authors examine how the work of this particular research-practice partnership is attempting to accommodate the six principles outlined in this issue: (1) to more accurately reflect learning as a lifelong process occurring across settings, situations and time frames; (2) to consider what STEM content is
This study investigated the prevalence of transformative experiences, antecedents of transformative experience, and the relation between transformative experience and deep‐level learning (conceptual change and transfer) for high school biology students (N = 166). Results suggested that the high school students in our sample typically engaged in low levels of transformative experience with respect to biology, but those students who strongly identified with science and who endorsed a mastery goal orientation were more likely to report engagement in higher levels of transformative experience