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  1. Laura Rodriguez
  2. Doctoral candidate
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Connecticut
  1. Chester Arnold
  2. Extension Educator
  3. Presenter’s NSFRESOURCECENTERS
  4. 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. Laura Cisneros
  2. http://www.lauramariecisneros.com/
  3. Program Coordinator & Visiting Assistant Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. 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. Jesse Rubenstein
  2. http://www.extension.uconn.edu/bio/bio-jrubenstein.php
  3. Geospatial Educator
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Connecticut
  1. John Volin
  2. http://www.nrme.uconn.edu/Faculty_and_Staff/Volin.php
  3. Professor, Natural Resources and Vice Provost for Academic Affairs
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Connecticut, Natural Resources Conservation Academy

* Promoting Lifelong STEM Learning Through a Focus on Conservation, Geospatia...

NSF Awards: 1612650

2019 (see original presentation & discussion)

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

Community conservation organizations depend on knowledgeable volunteers to address local environmental concerns. Teens and adults need authentic experiences in pursuits of consequence to support developing STEM identities. To address these needs, teens were paired with adult community partners and supported by university conservation scientists and science educators as they addressed local environmental issues. The University of Connecticut’s Conservation Training Partnerships provides free 2-day workshops where teens and community partners learn how to incorporate geospatial technologies into conservation science. Teams develop and implement year-long community projects. This Advancing Informal STEM Learning (AISL) project seeks to understand how these innovative partnerships can support STEM learning and the development and maintenance of STEM identities. To date, empirical studies include the development and application of the Conservation Science Technology Identity (CSTI) survey to quantify STEM identification of our participants. Qualitative studies focus on intergenerational interactions and their effects on teen and adult STEM identification. Participants benefit by developing competency in conservation science and geospatial technologies, developing relationships between teens and adult community members, and developing STEM identities through recognition of performances and competences. Further, community partners have the opportunity to collaborate with the next generation and recruit possible future volunteers. Communities benefit through completion of consequential conservation projects. The impact of this project is assessed by empirical measures of STEM identity at end of workshop and year-long project, qualitative inquiries drawing on interviews and observations throughout, and the number of participants and community groups involved and number of completed projects.

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