In this collection of posters, we add to the community conversation on equity and access in making by considering the work of four UC Links sites. UC Links is a network of university-community partnerships with a long-standing focus on... more
In this collection of posters, we add to the community conversation on equity and access in making by considering the work of four UC Links sites. UC Links is a network of university-community partnerships with a long-standing focus on equity.
The Maker Movement, with a novel approach to learning and conceptualizing science, could potentially increase representation from groups traditionally alienated by mainstream science. However, only a few studies have been conducted on... more
The Maker Movement, with a novel approach to learning and conceptualizing science, could potentially increase representation from groups traditionally alienated by mainstream science. However, only a few studies have been conducted on underrepresented groups' participation in Maker projects. In this paper, we explore how a group of Latina youths, who initially expressed an aversion to STEM and had limited knowledge about circuits, created an electronic bean bag toss. Cultural Historical Activity Theory (CHAT) provided insight into how the girls delegated and accomplished Maker tasks, used or repurposed tools, and developed expertise. Analyzing video data, student work, and group exit interviews revealed the use of non-technical terms or " insider labels " for tools described within the group. The girls were aware of their switch to more scientific language when posting online and preparing for presentations. Similarly, the young women demonstrated distinct forms of comprehension within the group when creating the project (functional understanding) versus explaining to others beyond the group (conceptual understanding).
We set out to help students develop literacy and engineering skills while fostering an identity as individuals who are capable of changing society. Our focus on literacy within this project is a direct response to the abilities and needs... more
We set out to help students develop literacy and engineering skills while fostering an identity as individuals who are capable of changing society. Our focus on literacy within this project is a direct response to the abilities and needs of our participating students, whose first language is Spanish and who vary in their reading ability (third- to sixth-grade level). As such, all texts and materials used during our sessions were selected and adapted accordingly. The participating children visited our university every week during their after-school program, which is hosted at the local community center. Although this setting allowed for flexibility that may be limited in a more traditional classroom context, teachers who incorporate collaborative practices during instruction could easily replicate the activities described in this article. For example, as teachers create more opportunities for students to engage in cooperative, small-group activities (Cohen and Lotan 2014), teachers could follow our experiences with as many small groups as resources allow.
“I am a scientist. I’m not like a scientist.” We were excited to hear this response from one of the girls who participated in our afterschool program focused on science, technology, engineering, and mathematics (STEM). The STEMinist... more
“I am a scientist. I’m not like a scientist.” We were excited to hear this response from one of the girls who participated in our afterschool program focused on science, technology, engineering, and mathematics (STEM). The STEMinist Program was a research-practice collaboration between university researchers and an afterschool program for female students in grades 4 to 6. This article describes how the program’s ongoing design transformations increased girls’ understanding of and interest in STEM. Design-based framing (Barab & Squire, 2009) enabled ongoing adjustments to the program while also identifying best practices for afterschool STEM learning. To understand the program’s progression and outcomes, we examined the features of the learning environment and the relationships among design components by analyzing qualitative data collected before, during, and after program implementation. Participants’ perceptions of science and scientists helped us understand the impact of the program and ways to improve it.
In this article, we present our teen leadership group and projects. We describe our “I’m a Student, Too!” campaign and why it is important to raise awareness about Latino/a children and families that live in Isla Vista, California, which... more
In this article, we present our teen leadership group and projects. We describe our “I’m a Student, Too!” campaign and why it is important to raise awareness about Latino/a children and families that live in Isla Vista, California, which has the reputation of being a college town. We outline our group’s mandate to create a better, safer, and healthier place where youth and families can grow up. We then describe how we collected data on people’s opinions of Isla Vista over the past two years and how we shared this information at town halls, University of California Santa Barbara orientations, and community conferences to make positive changes in our community.
This paper introduces the collection of manuscripts from the symposium, “Biology Beyond the Classroom: Experiential Learning through Authentic Research, Design, and Community Engagement,” presented at the 2021 annual meeting of the... more
This paper introduces the collection of manuscripts from the symposium, “Biology Beyond the Classroom: Experiential Learning through Authentic Research, Design, and Community Engagement,” presented at the 2021 annual meeting of the Society for Integrative and Comparative Biology. The following papers showcase innovative approaches for engaging undergraduate students in experiential science learning experiences. Specifically, we focus on three high-impact practices that allow students to take their learning outside of the classroom for increased relevance and authenticity: (1) Course-Based Undergraduate Research, (2) Digital Fabrication in Makerspaces, and (3) Service or Community-based Learning Opportunities. Although each topic is unique, all provide an alternative approach to the traditional lecture and have proven effective at appealing to diverse groups of students who are traditionally underrepresented in the Science, Technology, Engineering, and Mathematics workforce.
We examine shifting perceptions of STEM for Latinx teens involved in a “Community STEM” environment. This design shows promise in broadening the definition of science and leveraging expertise of STEM-underrepresented youth. However, these... more
We examine shifting perceptions of STEM for Latinx teens involved in a “Community STEM” environment. This design shows promise in broadening the definition of science and leveraging expertise of STEM-underrepresented youth. However, these programs are still not typical and merit further investigation. Therefore, we examined a Community STEM project where Latinx teens addressed local noise pollution. Teens documented sound levels, created graphs and maps, presented to stakeholders, and built acoustic panels. Researchers employed an ethnographic perspective, identifying science-relevant roles and artifacts. Artifacts became focal points, promoting reflection on noise pollution, potential solutions, and roles in the project and community.
