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  1. Laura Cisneros
  2. http://www.lauramariecisneros.com/
  3. Program Coordinator & Visiting Assistant Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Connecticut
  1. Chester Arnold
  2. Presenter’s NSFRESOURCECENTERS
  3. University of Connecticut
  1. Todd Campbell
  2. http://education.uconn.edu/todd-campbell/
  3. Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Connecticut
  1. Cary Chadwick
  2. Geospatial Educator
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Connecticut
  1. David Dickson
  2. Extension Educator
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Connecticut
  1. David M. Moss
  2. Associate Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Connecticut
  1. Laura Rodriguez
  2. Graduate Research Assistant
  3. Presenter’s NSFRESOURCECENTERS
  4. Neag School of Education UConn, University of Connecticut
  1. John Volin
  2. Professor, Natural Resources and Vice Provost for Academic Affairs
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Connecticut

Promoting Lifelong STEM Learning Through a Focus on Conservation, Geospatial ...

NSF Awards: 1612650

2018 (see original presentation & discussion)

Grades 9-12, Adult learners, Informal / multi-age

When energized, tech-savvy teens team up with dedicated, knowledgeable local conservation leaders, good things can happen. With the goal to bringing together teens and adults to jump-start local conservation projects across the state, an interdisciplinary team at the University of Connecticut from the Department of Natural Resources and the Environment, the Center for Land Use Education and Research, and the Neag School of Education have collaboratively developed the Conservation Training Partnership program. Conservation efforts by these intergenerational teams are a “win” for all stakeholders – for the students, for the local conservation advocates, for the community, and for the environment.

The Conservation Training Partnership program brings together teens and adult volunteers, supporting their conservation efforts by providing training during a 2-day field experience workshop along with guidance as they conduct a local conservation project of their choice. During the workshop, using conservation science as a framework, each team learns how they can apply innovative, user-friendly mapping and web technology to address conservation issues through hands-on fieldwork. Following the workshop, the team carries out a conservation project that addresses a local environmental issue in their hometown leveraging their new knowledge and technological toolkit. Teams showcase their work at a regional conference in spring of the following year.

The learning and identity authoring that occurs in these intergenerational partnerships is studied at the workshop and throughout the implementation of the conservation projects to better understand the importance and outcomes of intergenerational learning in informal STEM settings.

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