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A Youth-Led Citizen Science Network for Community Environmental Assessment

Sponsor: Southern Illinois University at Edwardsville

Georgia Bracey [email protected] (Principal Investigator)
Sharon Locke (Co-Principal Investigator)
Ben Greenfield (Co-Principal Investigator)
Adriana Martinez (Co-Principal Investigator)

ABSTRACT

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase student motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by developing a technology-rich, out-of-school time STEM program for underserved middle and high school youth. The new program features citizen science activities involving mobile sensors, drones, mapping software, and other technologies associated with environmental science data collection and careers. Four learning modules will be developed that focus on air, noise, and soil pollution, and how factors associated with land use contribute to different types of pollution. Field data will be compared to land cover classifications to examine how pollutants are related to and influenced by natural and built environments. Participants will also use their developing technology skills to communicate their findings to larger audiences using a website, digital stories, videos, and citizen science cafes. In the science cafes, youth will gain leadership skills by guiding their parents or caregivers, siblings, and the community at large in citizen science activities. This project extends the typical pattern of citizen science projects by having participants go beyond joining established citizen science projects to initiating their own projects grounded in issues and affordances of their local communities. If successful, the model from this project has the potential to be broadly adapted to other communities and linked to research of local or regional interest or importance.

This design and development project will directly engage 45 students in grades 8 and 9, with potential for reaching over 300 individuals as participants’ families and community members become involved in citizen science cafes. Most project activities will take place at government subsidized housing sites. The program progresses through five elements: curriculum development, instructor preparation, immersive summer sessions, school-year sessions for participating youth, and citizen science cafes. The project will develop four teaching modules: Air Pollution, Noise Pollution, Soil Pollution, and Natural and Built Environments. Students will gain experience with field research methods while learning to collect high-quality data using various sensors and related technologies. They will use the data to answer scientific questions. A mixed methods approach will be employed to examine outcomes related to the research questions: (1) How does participation in community-focuses environmental citizen science impact the development of three aspects of science: performance, competence, and recognition as a scientist?(2) To what extent and how does participation in community-focused environmental citizen science activities move youth towards full participation in the science community? and (3) How do levels of performance, competence, and recognition influence progress towards full participation in the science community? Data sources will include a student science identity survey, a test of relevant knowledge, a student interview protocol, a student observation protocol, student artifact rubrics, and a parent/caregiver interview protocol. Interviews will be conducted with student participants at regular intervals, and with parents/caregivers at the end of program sessions.

This project will expand the existing ITEST portfolio by addressing important questions relating to community-relevant curricula, linkages of formal and informal education, and examining potential new elements of STEM learning ecosystems, including the use of student-initiated citizen science endeavors and youth-led citizen science cafes. Through the embedded research, this project will also advance understanding of science identity development and its relationship to STEM occupational choices.

 

"Research
AwardsInventXRMovement ThinkingNSFThe Research University

Trans-disciplinary Education in Biology and Engineering Technology

Sponsor: University of Cincinnati Main Campus

Stephanie Rollmann [email protected] (Principal Investigator)
John Layne (Co-Principal Investigator)
Kathie Maynard (Co-Principal Investigator)
Anna DeJarnette (Co-Principal Investigator)
Dieter Vanderelst (Co-Principal Investigator)
Bridgette Peteet (Former Co-Principal Investigator)

ABSTRACT

This project focuses on increasing diversity in STEM and increasing student and teacher experiences and competency in the fields of biology and engineering. An integrated education program at the intersection of biology and engineering – the sensory guidance of behavior in biological organisms and autonomous robots – will be developed and studied. The project will consist of: (a) an integrated three-week summer program for rising 12th-grade students and in-service secondary education teachers; (b) a college credit course and workshops for students during their 12th grade school year, and; (c) paid summer internships upon graduation. In these programs, students will engage in hands-on biological investigations to learn how animals sense and respond to their environments. They will then integrate scientific principles with authentic engineering technology to build and program robots based on animals. The robots will be equipped with sensors and behaviors and execute tasks designed by the students. Subsequent internships will serve to further connect student knowledge of integrated biology and engineering with real-world experiences. Creating this program under the framework of animal/robot sensorimotor systems is particularly timely since biology and robotics are producing exciting, emerging technologies and are major growth industries. This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase student motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM).

The research seeks to (1) increase awareness and participation of underrepresented groups in STEM fields; (2) increase interest, attitudes, knowledge, and self-efficacy in biology, engineering, and technology fields and occupations, and; (3) develop a model to educate students and to train teachers in concepts that examine the interrelatedness between science and engineering. The project’s formative and summative evaluation methods, including surveys, focus groups, and open-ended evaluations of workshop and internship experiences, will be used to study these issues. The research will contribute new insights into integrated STEM curricula and how they support students in developing and sustaining interests in learning and working in scientific fields. The project also engages underrepresented youth in critical thinking, problem-solving, and real-world investigations in biology and engineering that may lead them to pursue STEM careers.

"Research
AwardsInventXRMovement ThinkingNSFSuperintendentsThe Research University

The Research University: Center for Renewable Energy Advanced Technological Education Resource Center

Sponsor: Madison Area Technical College

Kenneth Walz [email protected] (Principal Investigator)
Kathleen Alfano (Co-Principal Investigator)
Joel Shoemaker (Co-Principal Investigator)
Andrew McMahan (Co-Principal Investigator)

ABSTRACT

Over the past decade, renewable energy has grown at a much faster pace than many other industry sectors. This growth results from recent technological advances, government policy and regulatory reforms, and tremendous reductions in the cost of solar and wind equipment. As a result, the electricity sector is now engaged in a dramatic shift from energy obtained from fossil fuels to energy obtained from renewable resources. STEM careers in renewable energy provide technicians with well-paying jobs that can support families, that cannot be easily exported, and that benefit the local community. The Resource Center for Renewable Energy Advanced Technological Education (CREATE) aims to support preparation of a new generation of renewable energy educators and skilled technical professionals. The expected outcomes include greater use of renewable energy, an improved power infrastructure, greater resilience of US energy systems, and a larger role for the United States as a global industry leader in renewable energy technology.

CREATE will support two-year institutions to develop, promote, grow, and advance robust academic programs to provide the renewable energy industry with a skilled technical workforce. This goal will be accomplished through six key objectives: 1) provide support, mentoring, and professional development for faculty and prospective NSF principal investigators in renewable energy technology; 2) coordinate and support additional renewable energy industry, business, and academic partnerships; 3) educate the public about renewable energy and renewable energy technician careers; 4) develop, screen, validate, update, and distribute renewable energy teaching materials, curricula, and pedagogical practices; 5) connect and support existing and new ATE project Principal Investigators in renewable energy and related fields; and 6) develop a plan for achieving sustainability and institutionalization of key center functions. Additional plans include serving high school educators to create bridges to higher education. The Center will also reach out to faculty at Hispanic Serving Institutions, Tribal Colleges and Historically Black Colleges to encourage them to apply to the ATE program. Increasing the number of women in the renewable energy fields will continue to be a focus of CREATE. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation’s economy.

"Research
AwardsInventXRMovement ThinkingNSFThe Research University

Building STEM Identity and Career Interests in Native American Students By Using Unmanned Aerial Vehicle (UAV) and Remote Sensing Technologies

Sponsor: Regents of the University of Idaho

Karla Bradley Eitel [email protected] (Principal Investigator)
Jan Eitel (Co-Principal Investigator)
Lee Vierling (Co-Principal Investigator)
Teresa Cohn (Co-Principal Investigator)

ABSTRACT

The project is designed to develop, implement and assess an educational model intended to improve Native American student science identity through culturally relevant use of technology that can directly improve the well being of their communities. The project will engage 90 low-income, high school Native American students from the rural Nez Perce Reservation in Idaho through a program of educational activities centered on the use of unmanned aerial vehicles (UAVs) and remote sensing. The students will be trained in UAV use focused on remote sensing of Tribal ecosystems, as well as in science communication and leadership, as part of an enhanced curriculum during an immersive residential summer program at the University of Idaho (McCall) Outdoor Science School campus, located on ancestral Nez Perce Tribal lands. During the academic year, the students at will take part in learning activities focused upon UAV and remote sensing technologies, including virtual field trips, guest speakers, and other instruction delivered via videoconference. Students will take part in hands-on remote sensing and mapping activities of ecosystems that are integral to their culture such as riparian ecosystems (which support traditional and current Tribal fisheries) and forest ecosystems. Each school year will culminate in a large-scale mapping project that will be chosen and designed, based on student and Nez Perce community member input.

The project will investigate two central research hypotheses: that science identity is increased in Native American students when they engage in technology-based projects that directly relate to their community/cultural interests, and that interest and achievement by students in STEM education is sustained when community involvement is central to the approach. The project will collect data related to three constructs of science identity theory: competence, performance and recognition. Methods will include pre- and post-program surveys, assessment of STEM concepts, reflective journaling, semi-structured interviews, focus groups, observations, and longitudinal data collection. Data generation will focus on the three constructs of science identity theory: competence, performance and recognition. Through this work, we will contribute to a model of culturally-connected science identity that expands and enhances existing understanding about science identity. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program that supports projects that build understandings of best practices, program elements, contexts and processes contributing to engaging students in learning and developing interest in STEM, information and communications technology (ICT), computer science, and related STEM content and careers.

"Research
AwardsInventXRMovement ThinkingNSFSuperintendents

The Research University: Teaching Through Technology (T3) Alliance

Sponsor: University of Alaska Fairbanks Campus
John Monahan [email protected] (Principal Investigator)
Alice Veazey (Co-Principal Investigator)

Abstract
As the need and demand for technically skilled workforce increases to meet the technical advances of the 21st century life, it is important to attract and sustain the interest of youth, especially those from groups that are traditionally underrepresented in the fields of science, technology, engineering, and mathematics (STEM). This award from the Established Program to Stimulate Competitive Research (EPSCoR) aims to engage pre-college students from under-represented minority groups as well as prospective first-generation college students in an after-school and intensive summer programs and train them in three emerging technologies – unmanned aerial systems (UAS), 3-D printers, and code-able digital devices. The “Teaching through Technologies (T3) Alliance” program will recruit instructors and students from the nationally well-established Upward Bound sites and provide them the needed online and in-person support to adopt a curriculum detailing the scientific background and hands-on use of these three technologies. In addition to the technological instruction, students will also receive instruction in STEM communication and leadership and will participate in a team or individual service project in which their new skills can be used to address and solve an issue of relevance to their local community using the acquired technical knowledge. Over the three years of the project, it is expected that 360 or more underrepresented minority, low-income, and first-generation-to-college students from 36 institutions of higher education in 18 EPSCoR jurisdictions will be engaged in this project.

Technical Description

The vision of this project called, “Teaching through Technologies (T3) Alliance,” is to provide a replicable, adaptable, and scalable curriculum and a comprehensive support mechanism that can be widely adopted to increase the STEM interest and engagement of high school students from underrepresented minority groups. The project will focus on three emerging technological areas related to unmanned aerial systems, 3-D printers, and codeable digital devices. Course content, instruction, and robust interactive communication will enable instructors and students to: 1) exchange current activities and ideas across sites; 2) collaborate on problem-solving challenges; 3) discover STEM fields and career paths; 4) access robust instructor training and support; and 5) establish two- way communication with STEM career professionals and societies. The program will be led by Alaska Upward Bound program with close partnership with the Council for Opportunity in Education, Educating4Leadership, and Thrive Design Enterprises in Alaska. The project plans to engage 36 Upward Bound sites in 18 EPSCoR jurisdictions. By engaging the students in hands-on technical learning and enabling them to apply this knowledge in a service project of relevance to their communities, the project will encourage the students to further pursue STEM study and careers.

"The
AwardsInventXRNSFSuperintendents

Information Technology Skill Standards, 2020 and Beyond

Sponsor: Collin County Community College
Information Technology Skills, 2020 and Beyond
Ann Beheler [email protected] (Principal Investigator)

In 2003, the ATE National Workforce Center for Emerging Technologies (NWCET) developed and published the “Building a Foundation for Tomorrow: Skill Standards for Information Technology”. This document has not been updated since 2003, and it no longer aligns with current information technology (IT) industry needs. This project will develop a new employer-led and verified IT Skill Standards document for the top eight to ten IT industry job clusters supporting positions requiring a two-year or a four-year applied IT degree. Initial discussions with industry experts have identified at least four new job clusters that did not exist in 2003, along with an additional five to six job clusters that need to be updated. Skill standards make IT careers more accessible as they provide transparency regarding the knowledge, skills and performance standards needed for success in the industry, and educators use skill standards to develop relevant curricular materials to better prepare students for the workplace.

This project will develop a future-facing set of IT Skill Standards for the most critical IT job clusters, led by employer subject matter experts. In addition to creating a set of skill standards for each job cluster, the standards within each job cluster will be stratified by the top four to eight critical work functions. The project will also compile a list of the certifications valued by employers as of the date of publication. For each cluster, a national group of educators and Business and Industry Leadership Team (BILT) members will determine which portions of the standards apply to two-year and four-year programs, to facilitate ease of use in development of employer aligned curriculum. These stratifications will assist both employers and educators to more easily apply the standards. Subject matter experts will be asked to predict trends in IT and the knowledge and skills that will likely to be needed to support emerging trends. It is expected that this effort will increase the use and longevity of the developed standards. Dissemination efforts will use ATE Central and the Convergence Technology Center website, will feature multiple strategies to increase awareness of the skill standards, and will provide tools for their use and application.

AwardsMovement ThinkingNSFThe Research University

Engineering for US All – E4USA: A National Pilot High School Engineering Course and Database

Sponsor: University of Maryland College Park
Award Number: 1849430
Darryll Pines [email protected] (Principal Investigator)
Jumoke Ladeji-Osias (Co-Principal Investigator)
Stacy Klein-Gardner (Co-Principal Investigator)
Kenneth Reid (Co-Principal Investigator)
Adam Carberry (Co-Principal Investigator)
Leigh Abts (Former Co-Principal Investigator)
Ann McKenna (Former Co-Principal Investigator)

ABSTRACT

The College Board currently serves 7 million students, 23,000 high schools, and 3,600 colleges through the AP and SAT annually. However, no standardized educational program exists for pre-college students to earn widely accepted, transferable, engineering course credits. In addition, there are no nationally offered professional development programs to train and certify highly qualified, secondary teachers to support an undergraduate-level engineering course at the pre-college level. An Engineering for US All (E4USA), one-year high school course has the potential to ‘democratize’ the learning and practice of engineering by engaging high school students and their teachers to think and practice engineering principles and design practices, like an engineer. E4USA would be equivalent to placement credit for an introductory college course, such as: 1) core engineering; or 2) an elective; or 3) a substitute required course in the general education sequence. The impact might well go beyond an E4USA credit, through the credentialing of a broad range of STEM trained teachers to instruct and assess engineering principles and design-based experiences, and therefore become cornerstones supporting the introduction of engineering principles and design as outlined in the Next Generation Science Standards (NGSS). The E4USA framework will focus on three “big ideas:” 1) Engineering and Society; 2) Engineering Processes; and 3) Essential Engineering Content, Skills and Tools. Credit would be earned by students through two integrated pathways: 1) a standard’s based curriculum covering the Principles of Engineering; and 2) a submission of a design project. The national pilot will be lead by the University of Maryland College Park and include Arizona State University, Morgan State University, Vanderbilt University, Virginia Tech, a dissemination collaboration with NASA, and a sampling of some 70 high schools across the United States.

Engineering for US All (E4USA) would help to ‘demystify’ and ‘democratize’ engineering, and empower science, technology, engineering, and mathematics (STEM) teachers to gain the self-efficacy, self-confidence and skills to teach and assess their students engineering-based competencies. No standardized programs currently exist at a national level to train and certify high school teachers to support a one-year high school course based on engineering principles and a design-based experience. Our proposed national pilot would enable the standardized and centralization of data collection from across the United States, thus tracking STEM teachers and their students’ trajectories of learning engineering concepts through competency-based evaluations and design project submissions. A national, data repository will be created and updated at the University of Maryland to track the training of the teachers, and their students. The research will explore if: 1) a broader diversity of students will consider engineering as an academic and career option; 2) professional development (PD) can enable teachers to apply engineering concepts across STEM disciplines to train students to tackle and solve problems; and 3) the piloting of the PD models can be used to certify highly qualified teachers. Projected outcomes will include: 1) a hybrid (e.g., in-person and online) PD model that prepares STEM teachers to gain the confidence, instructional skills and assessment competencies to support E4USA; 2) guidelines for the use of a Learning Management Systems and on-line analytical tools to collect data from a diverse sampling of teachers, students, institutions, and high schools; 3) E4USA course materials and resources; and 4) E4USA models that can be aligned to state and local high school graduation requirements.

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AwardsMovement ThinkingNSFThe Research University

Learning Trajectories for Everyday Computing: Integrating Computational Thinking in Elementary Mathematics

Sponsor: University of Florida
Maya Israel [email protected] (Principal Investigator)

ABSTRACT

Learning Trajectories for Everyday Computing: Integrating Computational Thinking in Elementary Mathematics, is a multidisciplinary effort that will study integrated mathematics and computational thinking (CT) instruction in elementary school. The project is a partnership involving the University of Illinois-Urbana Champaign, University of Chicago STEM Education at the University of Chicago, and the Learning Sciences Research Institute at the University of Illinois-Chicago. Investigators will use prototype learning trajectories (LTs) for CT in grades K-5 to design instructional materials that integrate CT into fractions instruction in grades 3-5. By studying implementation of these materials in elementary school classrooms, the project will (a) refine the LTs, (b) better understand how synergies between elementary mathematics and CT might be leveraged to create effective and efficient integrated instruction, and (c) generate evidence related to the effect of CT-infused mathematics instruction on students’ understanding of fractions. The project is funded by the STEM+Computing Program, which seeks to study the applied integration of computational thinking and computing within disciplinary STEM teaching and learning in early childhood education through high school (preK-12).

This project is designed to facilitate the integration of CT in mathematics in elementary school. It builds on an earlier NSF-funded exploratory project by, (a) refining and elaborating a set of CT learning trajectories for grades 3 to 5 related to CT concepts of problem decomposition, repetition/looping, conditionals, and debugging in the mathematical context of fractions and (b) carrying out research into children’s learning of mathematics and CT when math + CT is taught in an integrated program. To accomplish these goals, the project will develop instructional materials that can be used to teach integrated math + CT in grades 3-5. Mathematics instruction will be based on the Common Core State Standards for Mathematics, as realized in Everyday Mathematics 4, the elementary program from the University of Chicago School Mathematics Project. The project’s efforts will focus on the Common Core’s Number and Operations with Fractions (NF) domain. All instructional materials will be designed to maximize accessibility and engagement of academically diverse learners by using the Universal Design for Learning framework as an instructional guide for curriculum development. The project will use a mixed-methods approach to study the mathematics and CT learning that occurs and to understand the specific challenges students encounter when interacting with the materials. Student measures will be developed using an evidence-centered design process. These assessments include CT assessments newly created or modified from currently available assessments for older students, automated static analysis of students’ computational artifacts, and measures of the Common Core’s NF domain based on assessments embedded in the Everyday Mathematics instructional materials. Additionally, video screen recordings of purposefully selected students will be analyzed using the Collaborative Computing Observation instrument to evaluate the effectiveness of the activities as well as successes and challenges the students experience with the CT and mathematics activities. Teacher data will include classroom observations, interviews, and teacher reflections.

AwardsNSFThe Research University

FABRIC: Adaptive Programmable Research Infrastructure for Computer Science and Science Applications

Sponsor: University of North Carolina at Chapel Hill
Investigator(s): Ilya Baldin [email protected] (Principal Investigator)
James Griffioen (Co-Principal Investigator)
Kuang-Ching Wang (Co-Principal Investigator)
Indermohan Monga (Co-Principal Investigator)
Anita Nikolich (Co-Principal Investigator)
Award Number: 1935966

ABSTRACT

FABRIC is a unique national research infrastructure to enable cutting-edge, and exploratory research at-scale in computer networking, distributed computing systems, and applications. It is a platform on which researchers will experiment with new ideas that will become building blocks of the next generation Internet and address requirements for emerging science applications that depend on large-scale networking. FABRIC will create the opportunities to explore innovative solutions not previously possible for a large variety of high-end science applications. FABRIC will provide a platform on which to educate and train the next generation of researchers on future advanced distributed systems designs. It will engage with students and educators from under-represented communities to create a diverse cohort of developers and experimenters. FABRIC members will participate in community building and will engage in outreach and tech transfer to industry affiliates. The FABRIC team is led by researchers from University of North Carolina at Chapel Hill, University of Kentucky, Clemson University, Illinois Institute of Technology, and the Department of Energy’s ESnet (Energy Sciences Network). The team also includes researchers from many other universities to help test the design of the facility and integrate their computing facilities, testbeds and instruments into FABRIC.

The main focus of the project is to create a nation-wide high-speed (100-1000 Gigabits per-second) network interconnecting major research centers and national computing facilities that will allow researchers and scientists at these facilities to develop and experiment with new distributed application, compute and network architectures not possible today. Uniquely, FABRIC nodes can store and process information “in the network” in ways not possible in the current Internet, which will lead to completely new networking protocols, architectures and applications that address pressing problems with performance, security and adaptability in the Internet. Reaching deep into university campuses, FABRIC will connect university researchers and their local compute clusters and scientific instruments to the larger FABRIC infrastructure. The infrastructure will also provide access to public clouds, such as Amazon Web Services, Google Cloud Platform, and Microsoft Azure. This experimental facility will allow multiple experiments to be conducted simultaneously, and is capable of incorporating real traffic and real users into experiments. For more information about FABRIC including current plans for connected facilities visit https://www.fabric-testbed.net. All project software is available at https://github.com/FABRIC-testbed.

This project is supported by the Foundation-wide Mid-scale Research Infrastructure program. The project will be managed by the Division of Computer & Network Systems (CNS) within the Directorate for Computer & Information Science & Engineering (CISE).

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.

AwardsFuture of Learning iHubInventXRNSF

Aligning the Science Teacher Education Pathway. A Networked Improvement Community

Sponsor: California State University, East Bay Foundation, Inc.
Michele Korb [email protected] (Principal Investigator)
Award Number: 1908900

ABSTRACT

California State University will study the activities of a Networked Improvement Community (NIC) as a vehicle to bridge gaps across four identified steps along the science teacher training and development pathways within local contexts of 8 participating universities (NIC sites). Networked Improvement Community (NIC) will co-create a shared vision and co-defined research agenda between university researchers, science educators and school district practitioners working together to reform teacher education across a variety of local contexts. By studying outcomes of shared supports and teacher tools for use in multiple steps along the science teacher education pathway, researchers will map variation existing in the system and align efforts across the science teacher education pathway. This process will integrate an iterative nature of educational change in local contexts impacting enactment of the NGSS in both university teacher preparation programs and in school district professional training activities and classrooms.

The overarching goal of the project is to strengthen the capacity of universities and school districts to reliably produce teachers of science who are knowledgeable about and can effectively enact the Next Generation Science Standards (NGSS), although prepared in varied organizational contexts. The project will accomplish this goal 1) leveraging the use of an established Networked Improvement Community, composed of science education faculty from eight university campuses and by 2) improving and studying coherence in the steps along the science teacher education pathway within and across these universities and school districts. The project will use a mixed methods approach to data collection and analysis. Consistent with Improvement Science Theory, research questions will be co-defined by all stakeholders.

The Discovery Research K-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.

Please report errors in award information by writing to: [email protected]

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