How Can We Build on Existing Assets Within a Community?

Date: 
Tuesday, May 7, 2019
Resource Type:
Research Brief | Research Products
Environment Type: 
Media and Technology, Public Programs, Community Outreach Programs, Professional Development, Conferences, and Networks, Exhibitions, Informal/Formal Connections
Audience: 
Administration/Leadership/Policymakers | General Public | Educators/Teachers | Museum/ISE Professionals | Scientists | Evaluators | Learning Researchers
Discipline: 
Education and learning science | General STEM
Organization:
Center for Advancement of Informal Science Education (CAISE)
Description: 

Science educators and communicators must value and appreciate science that already takes place in the community, which may look different than traditional (school-like) representations of science, which have historically excluded many communities. "Community science programs" are designed by community members to advance community priorities and recognize that communities themselves—not just the nearby universities or research labs—are rich with people, resources, and practices that make up science in everyday life.

About this resource:

This is a practice brief produced by CAISE's Broadening Participation in STEM Task Force to help informal STEM education (ISE) and science communication groups reflect on and strengthen their efforts to broaden participation in STEM. It is part of a larger professional development toolkit, developed for those who lead staff or train professionals within the ISE and science communication fields. Review the full toolkit for 10 additional briefs, a conversation guide, and other supports: informalscience.org/broadening-perspectives

Using practice briefs:

Practice briefs are intended to seed reflective discussions about professional practices, and be read in advance of group discussions among staff, colleagues, or trainees. They include ideas to consider, recommendations for action, further reading, and links to more tools. The task force recommends organizing multiple discussions, each using one or two briefs that participants read in advance.

Funder(s): 
NSF
Funding Program: 
AISL
Award Number: 
1612739

Team Members

Edna TanEdna TanAuthor
Daniel BirminghamDaniel BirminghamAuthor
Carmen TurnerCarmen TurnerAuthor

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