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  • Activity Design Principles that Support Family-Based Engineering Learning in Early Childhood
    Date: 03/28/2022
    Resource Category: Conference Proceedings
    Introducing young children to STEM is critical for cultivating early interests and understanding that ultimately contribute to broader participation in the STEM fields. However, while there is substantial research around early childhood mathematics and a growing body of literature related to early childhood science, early childhood engineering ... »
  • Undergraduate STEM Majors’ Association of K-12 Experiences with their STEM Identities
    Date: 03/28/2022
    Resource Category: Presentation Slides
    Presentation slides and narration for the NARST 2022 Annual Conference. In this presentation we summarize findings from our interviewed with undergraduate STEM majors who identify as Latine, homing in on the ways in which they characterize "STEM" and "STEM people" and their descriptions of K-12 experiences that contributed to their ... »
  • ‘ ... Yet, it is still very White’: structural and cultural impediments to DEAI change in science museums
    Date: 03/23/2022
    Resource Category: Peer-reviewed article
    Diversity, Equity, Access and Inclusion (DEAI) work in museums is multifaceted, but typically approached from the perspective of external audiences and outcomes rather than a change in internal organizational culture. This article discusses findings from a research study examining what happened in five US science museums that were making a ... »
  • Exploring Trauma Responsive Educational Practices in a Museum
    Date: 03/09/2022
    Resource Category: Peer-reviewed article
    Trauma infiltrates all of society – including museums. For guests, the trauma may lie in the context of the visit or what they bring with them from their everyday lives. Staff can develop trauma through daily interaction with stressful content or secondary trauma through interaction with traumatized guests. During the COVID19 pandemic, trauma also ... »
  • The Importance of Funding Communities Directly
    Date: 03/09/2022
    Resource Category: Research Brief
    The ICBOs (Independent Community-based Organizations), a group of fifteen community representatives from communities historically excluded from the sciences, share results from eight years of community-led de-colonial participatory action research. We wrote this white paper to share our findings and recommendations with funders like the National ... »
  • Understanding the Impact of Equitable Collaborations between Science Institutions and Community Based Organizations: Improving Science through Community-Led Research
    Date: 03/02/2022
    Resource Category: Peer-reviewed article
    To advance justice, equity, diversity, and inclusion in science, we must first understand and improve the dominant-culture frameworks that impede progress and, second, we must intentionally create more equitable models. The present authors call ourselves the ICBOs and Allies Workgroup (ICBOs stands for independent community-based organizations), ... »
  • Tinkering: Addressing the Adults. Tinkering Activity Plans
    Date: 02/17/2022
    Resource Category: Report
    A practical guide containing descriptions of 11 Tinkering activities for adult learners. It can be used by community development and informal learning practitioners working with adult groups. Some of the activities were newly developed while others were adjusted from already existing and tested activities. Special focus is given to activities ... »
  • Cracking the Code: Influencing Millennial Science Engagement - Outcomes Report A NSF AISL funded research collaboration with KQED, Texas Tech University and Rockman et al
    Date: 02/10/2022
    Resource Category: Report
    KQED, the Northern California PBS and NPR member station, and the College of Media & Communication at Texas Tech University have recently completed a $3 million grant from the National Science Foundation (NSF) for the project Cracking the Code (CTC): Influencing Millennial Science Engagement . The three-year grant provided funding for an ... »
  • Cracking the Code: Influencing Millennial Science Engagement Evaluation
    Date: 02/09/2022
    Resource Category: Summative
    KQED, the Northern California PBS and NPR member station, and the College of Media & Communication at Texas Tech University have recently completed a $3 million grant from the National Science Foundation (NSF) for the project Cracking the Code (CTC): Influencing Millennial Science Engagement . The three-year grant provided funding for an ... »
  • Cracking the Code: When Science News is Awesome
    Date: 02/09/2022
    Resource Category: Report
    The KQED science news team began a study with Texas Tech University to find out whether stories aimed at generating “awe” would drive deeper engagement with news features. From a preliminary study the team learned people can feel experiences like connectedness and vastness, not only through images but through a written story. The team intended to ... »

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