AGU24
American Geophysical Union (AGU)
Washington, DC
December 9-13, 2024
Learn more:
https://www.agu.org/annual-meeting
Sessions
- ED33G-03 Culturally responsive evaluation: A study of four projects using a STEM learning ecosystems lens
Culturally Responsive Evaluation supports equity by recognizing that culture is central to all evaluation, strengthening validity and usefulness by responding to the context in which evaluation is taking place, and supporting reflective practice among project partners and evaluators. This presentation will share the Culturally Responsive Evaluation methods used to understand the principles and practices used by four projects to broaden participation in learning about Earth and space science. All four projects are part of NASA’s Science Activation program: Arctic & Earth STEM Integrating GLOBE & NASA in Alaska, Rural Activation and Innovation Network in Arizona, Smoky Mountains STEM Collaborative in North Carolina, and Learning Ecosystems Northeast in Maine. Through a series of focus groups with advisors, team members, and community partners, as well as critical review and discussion of published literature, we identified common approaches used by the four sites related to: building and maintaining relationships with partners; using diversity, equity, accessibility, inclusion, and belonging practices in all aspects of work; and relevant and authentic learning experiences for local communities. Findings are focused on processes important for working with local audiences, including rural or Indigenous communities in their areas, and are applicable to many communities historically excluded from STEM.- Rae Ostman, Arizona State University, Tempe, AZ, United States
- Wednesday, 11 December 2024
- 14:43 - 14:55
- Archives (Marriott Marquis)
- Presentation Slides (PDF)
- ED42B-01 Engaging Latiné Learners: A community of practices across six sites
Presenters will share their experiences as part of a community of practice that is co-creating learning experiences related to Earth and space science with Latiné learners in six locations: San Diego, CA; Berkeley/East Bay area, CA; Phoenix metro area, AZ; Albuquerque, NM; Brownsville, TX; and Houston, TX. Each of these sites has a local partnership among at least two organizations: an educational organization that is committed to broadening and deepening participation in STEM; and a community-based organization that is embedded in one or more local Latiné communities. Each site has defined its own goals (that are aligned with overarching project goals) and has its own plan of action that the partners have defined together. The team is intentionally using a process that is focused on developing long-term relationships among STEM educational organizations and Latiné communities, centering community priorities and assets, and fostering mutual learning among all participants. Our presentation will focus on the processes of establishing trust and working together from the beginning in an equitable collaboration. We will share the perspectives of project leadership, as well as perspectives from different participating organizations and in different roles. In particular, we will share principles and practices for diversity, equity, accessibility, inclusion, and belonging that our sites are finding successful; methods for a practitioner-based process called team-based inquiry that each site is using to identify goals, define activities, and track progress; and tips for maintaining healthy communication and resolving challenges. This project is part of NASA’s Science Activation program. We also have a close relationship with a related effort based in Raleigh/Durham, NC, and we can share insights that the teams have gained from providing structured opportunities to share approaches and resources across two different geographic areas.
- Plain-language Summary: Presenters will share their experiences as part of a community of practice that is co-creating learning experiences related to Earth and space science with Latiné learners in six locations: San Diego, CA; Berkeley/East Bay area, CA; Phoenix metro area, AZ; Albuquerque, NM; Brownsville, TX; and Houston, TX.
- Paul Martin and Rae Ostman, Arizona State University, Tempe, AZ, United States
Thursday, 12 December 2024 - 10:25 - 10:37
- Independence A-C (Marriott Marquis)
- Presentation Slides (PDF)
ED52A-02 Climate change learning and leadership through teen-led game development
This presentation explores a youth-led video game development program focused on drought, climate change, and sustainability. Over two years, 12 teens (grades 9 to 11 at the start) engaged weekly in activities that included learning about climate change, analyzing games, building a compelling narrative, and prototyping a narrative-driven game.Evaluation of the program showed that program activities expanded the extent, breadth and depth of their knowledge about climate change. Surveys with teen participants showed moderate to big effect on knowledge and skills related to climate science, science communication, and game development. Participants noted the program fostered a “a community of leaders” that “makes it easier to stand up” and take action.Set in the city Aridium in the year 2175, the game explores how different stakeholder engage with an ongoing drought. Water chips, a way for the city to manage individual water usage, drive conflict among Aridium residents and its surrounding communities. The player and their sibling venture into the world, navigating the unknown alongside the player. The more they learn about the system, the more they understand the complexity of the situation as they seek to fix what went wrong. The next phase of the project involves testing the game with various audiences to gauge its impact on awareness, knowledge, and self-efficacy regarding drought and climate change. Additionally, the project seeks to explore ways to shorten and make the program more widely available through informal learning institutions like science centers and museums. This initiative highlights how game development can serve as a powerful tool for education and empowerment, fostering the next generation of climate leaders.
- Nicholas Weller, PhD1, Rae Ostman1, Nicholas Pilarski2, Eugene Judson2 and Wendy Barnard2, (1)Arizona State University, Tempe, AZ, United States, (2)Arizona State University, Tempe, United States
- Friday, 13 December 2024
- 10:30 - 10:40
- Archives (Marriott Marquis)
- Presentation Slides (PDF)
