Brokering Broadening Participation Investments in K-16 STEM Education Research and Program Evaluation: The Role of Federally-Funded Technical Assistance and Resource Centers

Session Number: 3008
Track: STEM Education and Training
Session Type: Multipaper
Tags: broadening participation, capacity building, Capacity building using technology, communication, diverse populations, diversity, diversity in STEM, diversity, equity, and inclusion, early career researchers, Informal Education, Informal Science Education, minority serving institutions, Professional development, rural communities, STEM education, STEM Research Evaluation, STEM workforce development, training and technical assistance, Underrepresented
Session Chair: Lauren Banks Amos [Senior Researcher - Mathematica]
Presenter 2: Brianna Roche [Research Associate - Education Development Center]
Presenter 3: Cecilia Garibay [Garibay Group, Inc.]
Presenter 4: Jennifer Stiles [Research Assistant - Education Development Center]
Time: Nov 13, 2019 (04:30 PM - 05:30 PM)
Room: CC 200 B

Abstract 2 Title: STEM Learning and Research Center (STELAR): Broadening Participation in the ITEST Community
Presentation Abstract 2:

The STEM Learning and Research (STELAR) Center works to build capacity and magnify the results of NSF’s Innovative Technology Experiences for Students and Teachers (ITEST) program. ITEST supports the research and development of innovative models for engaging a diverse population of K-12 students in authentic experiences that prepare them for the STEM workforce. One of STELAR’s goals is to broaden participation in the ITEST leadership community. In 2018, STELAR designed, piloted, and made public an online ITEST proposal development course that targets underrepresented individuals (i.e., gender, race/ethnicity) and institutions. Thus far, the course has served 153 proposal writers of which 82% reported belonging to an underrepresented group and 41% represented minority-serving institutions. This presentation will demonstrate the online course, share stories of challenges and successes from course participants, and describe the impact that STELAR has had with respect to broadening participation in the ITEST community.

Abstract 3 Title: CAISE Task Force on Broadening Participation in STEM: A Critical Perspective and Related Resources
Presentation Abstract 3:

The Center for Advancement of Informal Science Education (CAISE) has been collecting, curating, creating and disseminating resources for designers, evaluators and researchers of informal STEM education (ISE) settings and experiences since 2008. With renewed NSF funding in 2016, the CAISE Broadening Participation Task Force was formed, comprising a group of ISE and science communication researchers and practitioners, who have been developing a framework and tools for leaders to use when convening and catalyzing discussions about broadening participation to generate reflective conversations and new thinking about program design and organizational practice. This paper will share three examples of how these resources are being piloted in museums and science centers, science communication training programs and in out of school time STEM learning projects, and what is being learned in the process, as well as related project, evaluation and research materials that compose the growing body of knowledge on Center’s website.

Abstract 4 Title: CADRE: Supporting Early Career STEM Education Researchers
Presentation Abstract 4:

The Community for Advancing Discovery Research in Education (CADRE), a network for STEM education researchers who have been awarded grants by NSF’s DRK–12 program, has developed a program that engages experienced researchers in informal mentoring of early career researchers (primarily doctoral students)—over 88 researchers since the program began. Through the program, fellows engage in capacity-building activities to learn about STEM education research beyond their own, receive career advice from diverse perspectives representing a variety of institutions, gain insight into NSF funding, and learn more about what it takes to be successful and effective in the field of STEM education research, inside or outside of academia. This paper outlines CADRE’s approach to identifying and supporting diverse cohorts of doctoral students and establishing a sustainable network of support for its alumni.

Audience Level: All Audiences

Session Abstract (150 words): 

In response to concerns about the unmet and growing demand for STEM professionals in the United States, Federal funding to sustain the K-16 STEM education research plant signals a commitment to increase the engagement, attainment and success of underrepresented groups (e.g., students with disabilities) and underserved communities (e.g., rural communities, juvenile corrections) in the STEM pipeline. This session explores the role of Federally-funded technical assistance (TA) and resource centers as knowledge brokers responsible for supporting Federal grantee program implementation, evaluation and dissemination efforts to bring K-16 STEM education innovations and reforms to scale to address disproportionately poor STEM education and career outcomes.