Tuesday, April 30, 2019
2:00–3:30 p.m.—Workshop Session I
Identifying and Breaking Down Barriers to Participation in Undergraduate Research
Room: Canyon Room
Presenters: Heather Haeger, Corin White, Carla Fresquez, Nizhoni Chow-Garcia, and Camille Smith, California State University, Monterey Bay
Abstract: Despite the demonstrated benefits of undergraduate research for new majority students (students who are from traditionally underrepresented ethnicities, first-generation college students, from lower-income families, or transfer students), they are still less likely to participate in or stay in research experiences. We will present assessment strategies for identifying barriers to participation in undergraduate research, the findings from our assessment, and assessment informed programmatic interventions to create more inclusive research environments. Participants in this workshop will engage in a dialogue around inclusive research environments including: 1) student’s sense of belonging, 2) staff and faculty inclusive practices, and 3) faculty training for inclusive mentoring. Facilitators and participants will collectively construct strategies informed by best practices to create programmatic structures that holistically support new-majority student in research.
Designing and Implementing Innovative Broader Impacts Activities in Nontraditional Venues: The STEM Ambassador Program
Room: Cholla Room
Presenters: Caitlin Weber and Nalini Nadkarni, University of Utah and Dennis Schatz, Pacific Science Center
Abstract: The STEM Ambassador Program (STEMAP) is a public engagement program directed by Nalini Nadkarni. STEMAP promotes open-minded exchange between scientists and members of the public, with an emphasis on including those who do not or cannot access science via traditional pathways, such as by visiting a science center. Scientists receive training to integrate their research, personal interests, and experiences to define their ‘impact identity’ and identify engagement opportunities that resonate with this. Scientists engage in venues where the target participants naturally gather to highlight the connection of science to everyday life and improve access to science. STEMAP training has shown promise for scientists seeking to develop and implement unique Broader Impacts (BI) activities. During this workshop, we will share materials to facilitate a STEMAP seminar to guide scientists in developing BI activities and articulating these in proposals. Information on additional training to support scientists in implementing activities will be provided.
Workshop: Broader Impacts through Social, Behavioral, and Economic Sciences Research
Room: Ocotillo Room
Presenters: Jane Zavisca, Associate Dean for Research and Graduate Studies, College of Social and Behavioral Sciences, University of Arizona; Cecile McKee, Professor of Linguistics, University of Arizona; and Alan Tomkins, Acting Director, Social and Economic Sciences Division, SBE Directorate, National Science Foundation
Abstract: Social, behavioral, and economic sciences (SBE) are often cast in supporting roles in interdisciplinary research, with SBE researchers acting as evaluators or communicators who help to measure or translate the impacts of other basic sciences. However, SBE fields are also STEM fields in their own right, with a dedicated NSF directorate to support basic research on social forces and human behavior. This session aims to improve understanding of SBE fields among non-SBE researchers so as to promote strong collaborations. Presenters will provide an overview of NSF’s classification of SBE disciplines and present examples of broader impacts through SBE research, including: 1) basic SBE research about individuals and society with implications for wellbeing and security; 2) broadened access to STEM learning via participatory social science research; 3) convergence research on complex problems at the human-technology frontier, with implications for public policy. Panelists include current and former officers in the NSF SBE directorate, who will provide guidance to participants on robust cross-directorate proposals to NSF.
Broader Impacts 101
Room: Sonoran Ballroom Breakout
Presenters: Megan Heitmann, Iowa State University; Janice McDonnell, Rutgers University; and Jory Weintraub, Duke University
Abstract: “Broader Impacts 101” will provide an overview of the BI criterion, its evolution and history, and strategies for successfully developing BI projects and activities that engage diverse audiences. Through small-group activities, workshop participants will learn how to create and evaluate BI programs. This workshop will be led by members of NABI’s Steering Committee and is primarily intended for those that are new to the NSF grant writing world. This workshop is also ideal for those working in research support and administration at institutions interested in expanding their BI activities or establishing a BI support office at their institution.
3:30–5:00 p.m.—Lightning Talks (Canyon Room)
How NSF Research Experiences for Teachers Programs Support University Broader Impacts
Presenter: Carolyn Nichol and Matthew Cushing, Rice University
Abstract: The goal of the NSF Research Experience for Teachers (RET) programs are to engage and educate students, teachers, and our community in Science, Technology, Engineering, and Math (STEM) fields while cultivating a workforce capable of developing sustainable solutions to challenging and relevant questions. RET programs are typically 6 week summer internships in research laboratories. This is a strategic way to disseminate the broader impacts (BI) of research as the teachers develop lesson plans based on their research to use in their classrooms, to share with other teachers, and to publish online. Any principal investigator who has an NSF grant can request an RET supplement and RET site projects can provide a foundation for university BI.
STEM Teacher Persistence, Retention, and Practices Related to Research Experiences: Preliminary Findings Connecting Student Development to Broader Impacts Opportunities
Presenter: Austin Cruz, Dan Moreno, and Sanlyn Buxner, University of Arizona and Elsa Bailey, San Francisco State University
Abstract: The preliminary findings in this study inform how teacher persistence, retention, and effectiveness are impacted by enrichment of the Noyce Scholar experience through summer research provided by the STAR Program. Through a multi-year partnership with the Robert Noyce Teacher Scholarship Program, STAR has involved the largest population of pre-service teachers in summer research of any program in the nation. The findings of this study suggest improved STEM education and educator development by demonstrating impacts of providing research experiences for pre-service teachers. Findings also inform research partnerships involving academia, industry, and federal agencies. Finally, the ultimate measure of any teacher research experience is the impact that the intervention has on the students of the teacher-researcher. This study establishes the extent to which teacher researchers effectively engage and prepare their students, including women and underrepresented minorities, in STEM. These preliminary findings broadly and significantly contribute to both policy and practice associated with STEM teacher preparation.
Stanford SeeME: Student-driven Outreach within an R1 Institution
Presenter: Zachary del Rosario, Stanford University, Department of Mechanical Engineering
Abstract: How do we align BI efforts with the goals of an R1? SeeME is an ongoing experiment aimed at doing just that. This student-driven effort is designed to 1) excite and engage traditionally underrepresented groups with STEM content, and 2) provide missing training in speaking and teaching to graduate students. Despite having little to do with conducting research, we have found great success garnering departmental buy-in for our program. In this session, we will share how our student-group aligned incentives with the Stanford Mechanical Engineering Department, and gained near-unconditional support for our efforts. We hope to benefit from this Lightning Talk: We will present our current programming, and solicit feedback on how to achieve more effective broader impact.
Science Storytellers: Where Public Engagement Meets Science Journalism
Presenter: Jennifer Cutraro, Science Storytellers
Abstract: Science Storytellers is a new public engagement program with a simple aim: to sit elementary-aged children down to interview scientists in the manner of science journalists, and to then write about and share their stories. This lightning talk will introduce aspects of the program and will explore possible directions for related research in STEM identity, cross-generational learning, and the intersection of science literacy and media literacy.
Hospitality Counts and Venue Matters: Making Campuses Destinations for Explorations
Presenter: Thomas M. Zinnen, Biotechnology Center, University of Wisconsin Madison
Abstract: Hospitality is reciprocal, and if university scholars hope to be welcomed into communities within their service region, then the universities in turn need to be venues that welcome members of the communities to campus. Universities can intentionally project themselves as destinations for explorations where lifelong learners can experience science as exploring the unknown within a community of researchers. This talk describes ways to organize, fund, facilitate, staff and evaluate cross-campus programs geared to advance the science savvy of visitors, to increase their feeling of connectedness to the research enterprise, and to underscore the reciprocal relationship between universities and communities.
3:30–5:00 p.m.—Lightning Talks (Cholla Room)
The Role of an Engagement Database as a Tool for Knowledge Transfer, Connectedness and Co-Creation
Presenter: Oldurotimi Adetunji, Brown University
Abstract: STEM engagement programs such as those funded by governmental agencies (such as NSF, NASA and DOE) and developed by different scholars (researchers, students, and practitioners) for the benefit of society are often created diffusely across different departments, schools, and colleges within an institution. These activities would benefit from a well designed and managed database that collates and connects new and seasoned programs and activities, as well as content designers and creators with other scholars who are involved and invested in the success of the engaged activities or programs. The author will present strategies for developing a comprehensive database that allows for connectedness and broad engagement among researchers, students, and/or community partners across an institution. The author will also discuss the challenges and benefits of having such a tool as part of a university- wide, data-driven engagement infrastructure, and its implications for enhancing knowledge transfer, connectedness and co-creation.
Evaluation of STEM Outreach—Tackling the Tough Questions
Presenter: Karen Kinsman, MS, PMP, UNM Health Sciences Center Office for Diversity, Equity and Inclusion/UNM STEM-H Center
Abstract: Understanding the efficacy of outreach programming is critical for sustaining and scaling, yet this seems like a big, scary black hole. It’s hard to capture our impact given audience, content, and contextual diversity. There really are no standard tools in the field for measuring effectiveness, and many of us don’t have the expertise to design and/or carry out such evaluations. Yet, reporting on these metrics are essential for obtaining funding and can help inform how changes to program design/execution should be implemented to reach better outcomes. Many of us touch the same participants and yet, we have no way to know that let alone to measure the very probable existence of shared impact. Let’s take a quick look at the questions and challenges that arise when we tackle these issues out there in the ‘real’ world!
What Do Faculty Want? Institutional Supports to Boost Broader Impacts
Presenter: Patricia Wonch Hill, Kiyomi Deards, Saundra Frerichs, and Julia McQuillan, University of Nebraska-Lincoln
Abstract: Many scientists face barriers to effectively communicate the broader societal impacts of their scientific research and may not have the resources or experience to ensure that cutting edge science engages local and national communities in meaningful ways. In particular, engaging the broader public through science outreach (i.e. educational materials, technology, art, activities, and presentations) often takes skills and expertise scientists do not have. Attaining these skills and building the necessary partnerships to engage the public to conduct scientific outreach takes time, adds considerably to faculty workloads, and often is not rewarded in promotion and tenure. Therefore, institutions of higher education must invest in sustainable infrastructure in order to build and maintain strong university and community partnerships, and to facilitate cross disciplinary connections and collaborations between the sciences, social sciences, arts and humanities. To assess faculty perceptions of facilitators and barriers to conducting science outreach, we conducted a needs assessment with an emphasis on resources necessary to conduct science outreach. Using a sociological lens, we explore the ways in which institutions of higher education might effectively organize to support faculty to ensure their scientific research has broad societal impacts through effective and engaging science outreach.
Expanding Transdisciplinary Capacity: Creating Connections across STEM and Non-STEM Disciplines
Presenter: Todd Nicewonger and Catherine Amelink, Virginia Tech
Abstract: This talk highlights the strategic design of a campus-wide transdisciplinary initiative, launched in 2016. The design of this program revolves around nine transdisciplinary research and education communities (TRECS) that build on the university’s strengths by identifying methods for developing curricular, research, and external engagement in ways that inform one another and thus strengthen transdisciplinary connections. This has required identifying techniques for breaking down disciplinary boundaries by creating faculty and organizational collaborations that expand the capacity of the university. This presentation will provide an overview of the organizational scope of the initiative, including situating it in relation to other similar initiatives in higher education. It will then highlight a series of lessons learned, particularly in relation to working within existing disciplinary-centric organizational cultures. In doing so, this presentation will reflect on how TRECS foster institutional connections that raise important questions about how the future of higher education addresses complex problems.
Linking Process and Impacts in the Evaluation of Collaborative Research
Presenter: Alison Meadow and Tamara Wall, Desert Research Institute and Alexandra Horangic, University of Arizona-Institute of the Environment
Abstract: Between 2013 and 2018 we evaluated 19 research projects that linked researchers and natural resource managers in an effort to produce usable climate science that could inform natural resource management practices in the western United States. We developed an evaluative framework that allowed us to examine the role that collaborative research practices played in producing research impacts. We found that projects with greater focus on collaboration demonstrated more research use(s) and impact(s). However, we noted that collaborative practices were not always prioritized in the projects or by the research funders. We also reflected upon the experience of evaluating collaborative research and the challenges of implementing rigorous evaluation approaches, including: 1) the necessity for both concurrent and long-term evaluation, 2) tensions between the evaluators’ role in formative and summative approaches, and 3) developing clear definitions of research impacts that meet the expectations of researchers, funders, and natural resource managers.
Research Experiences and Teacher Retention, Persistence, and Practice: Triangulating Teacher Accounts with Observation and Student Data
Presenter: Dan Moreno, Austin Cruz, and Sanlyn Buxner, University of Arizona; John Keller, University of Colorado; Larry Horvath, San Francisco State University; and Dermot Donnelly, Cal State University Fresno
Abstract: Current trends in teacher education imply that research experiences positively correlate with desired outcomes in teacher retention, persistence, and practices; however, evaluation of such programs has, to date, consisted almost solely of participant accounts, with little to no triangulation with additional sources of data. The STAR Program is a nine-week paid summer research experience for pre- and early-career K–12 STEM teachers. This study triangulated data collected from STAR alumni and a comparison group of teachers with data collected from supervisor/observer interviews and student assessments in an effort to identify the program’s impact, if any, on teacher retention, persistence, and practices. While clear demarcations between the alumni and the comparison group were not readily apparent in initial survey data, the interview data did indicate that research experiences may impact teachers in ways not found through surveys alone and beyond the study’s research questions, fueling the possibilities for future research.
3:30–5:00 p.m.—Lightning Talks (Ocotillo Room)
Linking Southwest Heritage Through Archaeology: Using Critical Heritage Dialogues to Engage High School Students and Promote Higher Education Pursuits
Presenter: Sara Chavarria and Barbara Mills, School of Anthropology, University of Arizona; Stanley Bond, National Park Service, Department of the Interior; and Corey Knox , College of Education, University of Arizona
Abstract: Through the Linking Southwest Heritage through Archaeology (LSHTA) program, the National Park Service (NPS) has partnered with the University of Arizona (UA) School of Anthropology and College of Education to reach out to diverse neighbor communities and highlight their local cultural heritage. LSHTA introduces local high school students and educators to NPS units, other heritage sites, and archaeology-related research labs on the University of Arizona campus to learn about Southwest United States history through an archaeological lens. The program challenges students to explore the land ownership, management, and preservation of heritage sites by following a critical thinking framework that builds on 1) the student exposure to the archaeological role in local heritage preservation, 2) the student’s personal relationship to the past, and 3) the potential for the student’s higher education and career paths as Latinx and Native American professionals in fields not yet well represented by these cultural groups.
Detailing the Construction of Undergraduate Latinx Women’s and Black Men’s Performativity of Race-Gender Identities in STEM
Presenter: Alexandria Cervantes, Zander Alley, and Luis A. Leyva, Vanderbilt University
Abstract: This lightning talk presents findings from an analysis of two Latinx women’s and two Black men’s constructions of identity as prospective STEM majors, focusing on identity performances at intersections of race and gender. Using counter-storytelling methodology, we completed cross-case analysis of participants’ narratives of their mathematics experiences to capture variation in how they perceived their identities across institutional and interpersonal contexts. Emerging themes show how the Black men participants, Nathaniel and Samuel, managed peers perceptions of their mathematical ability through classroom behaviors, such as limiting participation to avoid appearing ‘too Caucasian’. The two Latinx women, Leticia and Kamila, negotiated stereotypical perceptions of Latina’s roles in educational spaces and proving their mathematical knowledge, as peers view their enrollment in STEM courses as ‘unrealistic.’ These findings raise important implications for designing socially affirming STEM educational contexts that minimize the need for minority students to engage in protective performances of their intersectional identities.
From Research Impact to Critical Community Engagement: Partnering for Justice
Presenter: Caroline Duvieusart-Dery and Elizabeth Jackson, Community Engaged Scholarship Institute, University of Guelph
Abstract: What principles and values inform our work? What broader impacts do we strive to contribute to? Over the past year, the Community Engaged Scholarship Institute (CESI) has led a process of review and questioning of our goals and values which concluded in a new commitment not only to the common good, but to social change. Informed and inspired by Gordon da Cruz (2017), we chose to be more intentional in implementing and supporting initiatives that advance rigorous, evidence-informed, and principled critical community engaged scholarship. For us, this includes research, knowledge mobilization, and teaching and learning community-university partnerships that ‘more effectively dismantle systemic sources of racial and social injustice’. In this lightning talk, we will briefly share our motivations for incorporating a critical justice lens into our work, and offer a few concrete examples of how we have meaningfully implemented this vision into our activities.
Engagement Begins at Home: Connections between Internal and External Engagement for Achieving Broader Impacts Goals
Presenter: Clara Chaisson and Sarah Garlick, Hubbard Brook Research Foundation
Abstract: A major challenge in the fields of science communication and informal STEM learning is to develop evidence-based mechanisms for embedding public engagement into the systems, practices, and cultures of science. With funding from NSF’s Advancing Informal STEM Learning program, we have been investigating methods for embedding public engagement into the Long Term Ecological Research program at the Hubbard Brook Experimental Forest in the White Mountains of New Hampshire. From a practitioner perspective, one of our early insights has been realizing the importance of developing a robust internal communication infrastructure within the scientific community at Hubbard Brook in order to support and sustain our external engagement programs that are focused on building connections among scientists and adult stakeholders. In this lightning talk, we will share what we’ve been learning about how to strategically link internal and external engagement activities to enhance broader impacts.
Impact Mulitpliers: Fostering and Facilitating Community Engagement through Strategic Investments
Presenter: Joe Miller, University of Texas Corpus Christi
Abstract: The Office of Community Outreach at Texas A&M University-Corpus Christi seeks to develop and support a community of practice within TAMU-CC that is focused on being impactful by leaving a legacy in the community. As a part of that effort, Outreach offers Impact Multiplier Grants (IMG) to foster and facilitate community engagement using existing TAMU-CC talent, knowledge and resources to create a positive impact on the community. Broader Impacts are about creating societal benefits beyond teaching our students and adding to academic knowledge. Often it takes only small additional acts of direct community engagement to multiply societal impact and to create a ripple effect that improves lives. Impact Multiplier Grants aim to realize this potential and to amplify TAMU-CC’s impact on the local, regional, national, or global community.
Sharing a Passion for STEM with Deserving Young Audiences
Presenter: Mitch Aiken, Caltech
Abstract: Caltech’s Center for Teaching Learning, and Outreach targets its educational outreach to the Pasadena Unified School District (PUSD), which has a large population of underrepresented minorities with 60.2% Hispanic, 15.3% African American, 15.1% Caucasian and 5.9% Asian. 67.5% of the students are low income as determined by eligibility for the free and reduced lunch program. This Lightning Talk will describe two programs that provide sustained weekly instruction to these local students and give our undergraduates, graduate students and postdocs opportunities to share their passion for STEM. Coding in the Classroom at Jefferson ElementaryCaltech undergraduate computer science majors teach a weekly coding lesson to third and fourth grade classes throughout the school year. Visiting Scientists at Cleveland Elementary—in collaboration with the school faculty, a team of graduate students and postdocs—teach a hands-on, standards-based science class to each K–5 class at the school every week throughout the school year.
3:30–5:00 p.m.—Lightning Talks (Sonoran Ballroom Breakout)
Networking, Collaborating, Integrating: Strengthening Our Collective Impacts through Better Connectivity at a Global Scale
Presenter: Jim Woodell, PhD, Consultant USA
Abstract: This lightning talk will illustrate the currently fractured nature of the community of researchers and practitioners operating in the universe of economic and societal impact of higher education and scientific research. The presenter will call on attendees to work toward better connectivity of networks.
Herding Cats and Leading Horses to Water
Presenter: Esther De Smet, Ghent University, Belgium
Abstract: This talk will focus on the challenges a large research university faces in getting its academic staff impact literate and developing their competences while navigating insufficient resources, limited leadership buy-in, and hardly any outside policy drivers. But surprisingly it will not be a tale of woe…
The Australian Research Impact Agenda: Capacity Building for Assessment and Funding
Presenter: Tamika Heiden, Knowledge Translation Australia
Abstract: The impact agenda in Australia has progressively increased its intensity over the last two years. In 2017, the Australian Research Council undertook a national pilot assessment of research impact and engagement. The pilot resulted in a full assessment in 2018 whereby all Australian Universities were required to submit research impact and engagement case studies for peer review and assessment. The results of this assessment have not yet been announced, however this process was just the beginning of the impact agenda within Australia and since then our national health and medical funder has introduced impact case studies as a way of assessing an individual researchers track record and in essence their ability to get a return on funding investment. Further to this, there is increasing emphasis on the significance and potential impacts of proposed research along with the introduction of a National Interest Statement.
The rapid timeline in which these changes have occurred has required a need for new education, training and upskilling of both professional research staff and the researchers themselves. This lightning fast talk will outline the details of the Australian Research Impact agenda and the lessons learned from this experience so far. This presentation will provide the details around training requirements and requests along with key learnings from these changes to the sector.
Supporting Knowledge Mobilization at York University
Presenter: Krista Jensen, Michael Johnny, and David Phipps, York University, Canada
Abstract: The Knowledge Mobilization (KMb) Unit at York University in Toronto, Canada is a service unit which works to enhance the connection between researchers and end users. Our services include brokering collaborative research projects and partnerships, supporting research grants, creating space for partnership development and knowledge dissemination through events and providing training and capacity building for York faculty, staff and graduate students, as well as external partners. This session will provide an overview of the development of the KMb Unit at York University, the support services we offer, examples of some of the collaborative research partnerships and projects we have supported and the lessons we have learned as practitioners during the 12 years of our Unit.
Wednesday, May 1, 2019
11:15 a.m.–12:15 p.m.—Regular Session I
Gameful STEM Learning: A University Community Partnership
Room: Canyon Room
Presenters: Corey Knox and Dante Lauretta, University of Arizona, Planetary Sciences and Karin Marborough, Boys and Girls Clubs of Tucson
Abstract: This panel session will present The Gameful STEM Learning Partnership, an innovative collaboration between the Boys and Girls Clubs of Tucson (BGCT) and the University of Arizona (UA). This project uses STEM-themed board games to nurture STEM interest, STEM career knowledge, and STEM identity in Boys and Girls Clubs locations who serve predominately youth of color who are underrepresented in STEM. We broaden STEM participation to BGCT club members, the majority of whom come from low-income families. This action research project aims to enhances knowledge building through our research questions that focus on program impact on club-member participants, understanding how STEM board-game sessions lead to the creation of deeper engagement with science, quantifying the characteristics of STEM-themed games that encourage science talk, and identifying the most effective combination of training and coaching to equip mentors to engage and retain underrepresented youth. By partnering with BGCT, our program has the potential to develop an after-school STEM programming model that can be communicated through the BGCA network and replicated nationally.
Personability, Scalability, and Modularity: A Research Center’s Strategy to Leverage Resources for Maximum Exposure to STEAM
Room: Cholla Room
Presenters: Christopher Parsons, NSF/NASA Center for Chemical Evolution
Abstract: While its primary identity is that of a research center, the NSF/NASA Center for Chemical Evolution has engaged significantly in BI efforts throughout its existence by developing innovative education and outreach programs that broaden access to STEM. While some of these efforts have taken traditional shapes (think seminars and science taverns), many have used the arts to engage new populations with chemistry. These programs include animations, flash mobs, aerial dance, digital painting, comedy, and more. In this session, we will explore how the Center’s core strategy of cultivating events and pieces that are modular, scalable, and personable has contributed to a robust and reusable programmatic portfolio as well as how these strategies can be generalized beyond the Center’s focus on Chemical Evolution.
Broadening our Broader Impacts: Building Infrastructure for Creative Outreach through Informal Science Institutions
Room: Ocotillo Room
Presenters: Kalie Sacco, Lawrence Hall of Science, University of California Berkeley; James Bell, Center for Advancement of Informal Science Education; and Kari Roberts, National High Magnetic Field Laboratory
Abstract: Through increased support for science communication from the NSF and infrastructure like NABI, PIs have more resources than ever to develop innovative and effective broader impacts plans. But formidable challenges remain—connecting with the right audiences developing plans that are based in research on how people learn and evaluating impacts are all necessary components to an effective broader impacts plan. Fortunately, informal science institutions (ISIs)—such as museums, nature centers, and libraries—have been navigating these issues for decades. In this session, we will explore how these organizations can partner with researchers to build infrastructure for broader impacts plans across projects. Through case studies and lessons learned, participants will explore concrete questions like: How can researchers and ISIs get connected? How should PIs approach a partnership with an ISI? How can ISIs help researchers broadly engage underserved audiences?
Demystifying Assessment and Evaluation: Creating a Roadmap that Connects Project Goals to Project Activities and Outcomes
Room: Sonoran Ballroom Breakout
Presenters: Michelle Higgins and Sara Kobilka, University of Arizona STEM Learning Center
Abstract: Project evaluation is often an afterthought to project design and is likely included to satisfy the requirements of the funder. We propose that by using backward design, your assessment and evaluation plan becomes a roadmap that connects your project activities, outputs, and outcomes to your project goals, and thus outlines a clear process for assessing and evaluating your project. This session contains three segments that will provide resources and a framework for assessing and evaluating your project. We will 1) delineate concepts such as assessment and evaluation, data and information, and outputs and outcomes 2) examine tools for exploring how your activities can provide the desired outputs, how and when to collect your data, and to examine how this information supports the goals of your project and 3) provide an opportunity to begin drafting your project’s assessment and evaluation plan, with time for sharing ideas and asking questions.
2:00-3:00 p.m.—Regular Session II
“You Never Know What’s Out There Unless You Have the Courage to Explore” Summer Research Bridge Program for All
Room: Canyon Room
Presenters: Emily Vercoe and Lisa Abeyta, Wyoming NSF EPSCoR
Abstract: Equitable access to STEM learning was a founding principle of Wyoming EPSCoR’s Summer Research Apprentice Program, or SRAP, thirty years ago. The commitment to inclusive programming continues today even as definitions for these terms evolve. Content also reflects these changes, by focusing on real-world issues selected by participants. SRAP is a six-week residential program for high school students with over 500 alumni and high matriculation rates. Programming offers first-generation and underrepresented minority students, particularly those from Wyoming’s Wind River Indian Reservation, a chance to see themselves thriving in a college setting. Session participants will be guided through a process to develop an implementation strategy for one activity or insight. Establishing connections and dialogue that champions first-generation and minority students as they approach college will be this session’s goal. Fiachra, a former SRAP participant, reminds us “science should be open for everyone to explore and enjoy.”
Greater than the Sum of Its Parts: Institutional Partnerships to Increase Broader Impacts Capacity
Room: Cholla Room
Presenters: Eve Klein and Dennis Schatz, Institute for Learning Innovation; Michelle Kortenaar, Sciencenter; Julie Risien, Oregon State University; and Ann McMahon, University of Washington-Bothell
Abstract: Now entering its second year, the NSF-funded project Partnerships for Broader Impacts Design includes nine partnerships, each between an informal science education (ISE) organization and a research university. Members of these partnerships are using an experimental framework for cross-institutional working groups that supports PIs as they develop their BI plans. During this session, representatives drawn from the three original partnerships and the six partnerships that joined the project in November 2018 will candidly share their experiences building these cross-institutional collaborations. The founding partners will be able to discuss their experiences beyond the start-up phase and will address issues related to sustaining and growing partnerships. The new partners will reflect on how the experiences and lessons learned by the initial partnerships informed their preliminary efforts setting up BID partnerships.
Achieving Broader Impacts at Two-year Hispanic Serving Institutions through Strategic STEM Planning and Faculty Professional Development
Room: Ocotillo Room
Presenters: Cynthia Pickering, Caroline VanIngen-Dunn, Anna Tanguma-Gallegos, and Anita Grierson, Arizona State University/Science Foundation Arizona Center for STEM
Abstract: Census estimates predict Latinx are the fastest-growing segment, reaching 30% of the U.S. population by 2060 and the youngest group under 18 years (33.5%). Hispanic Serving Institutions (HSIs) are essential points of access as they enroll 64% of all Latinx college students. Nearly 50% of all HSIs are 2-year colleges. This session describes National Science Foundation funded research with twenty-five 2-year Hispanic Serving Institutions (CC-HSIs). The research applies the previously established STEM Pathways Model and a 5-step repeatable process to Recruit/Select, Startup, Develop College-wide STEM Strategic Plans, Develop Competitive Proposals for federal funding linked to the STEM Plan, and Implement/Sustain the STEM Plan at selected CC-HSIs. Broader impacts will be examined from two perspectives: the broader impacts of the KickStarter program through its professional development of faculty and staff in four cohorts of CC-HSIs, and the broader impacts of the competitive proposals developed, awarded, and implemented by the CC-HSIs.
STEM Extension: Strong Connections Aiding Students with Disabilities in STEM
Room: Sonoran Ballroom Breakout
Presenters: Timothy Gould and Jessica Kim-Schmid, Penn State, Eberly College of Science, Office of Science Outreach
Abstract: This session will provide an overview of the Penn State STEM Extension event, which was created to expose high school students who are blind/visually-impaired to STEM experiences from which they may have been previously excluded. This program is successful due to the breadth and strength of the connections built between the myriad stakeholders involved. Each partner brings a valuable suite of skills and resources and the connected nature of the work both bolsters the impact on the target audience (high school students who are blind/visually-impaired) and expands impact to all collaborating partners. The presenters will discuss the unique elements and connections that programs for students with disabilities require and will also discuss how the STEM Extension program has informed the development of Penn State STEM programs for two other groups of students with disabilities: students who are deaf/hard of hearing and students on the autism spectrum.
Thursday, May 2, 2019
8:00-9:30 a.m.—Workshop Session II
Interactive Workshop: Strategic Curriculum Design to Empower Graduate Students and Leveraging University of Wyoming’s Models to Training Next-Generation Broader Impacts Practitioners
Room: Canyon Room
Presenters: Bethann Merkle, Wyoming Science Communication Initiative and Wyoming Migration Initiative, University of Wyoming
Abstract: Research indicates both a) that graduate students are not receiving thorough or consistent training in skills valuable for conceptualizing and implementing effective broader impacts (BI), and b) that students are aware of this gap and seek out opportunities to enhance their skills in these areas. This pattern is evident in a survey conducted in 2018 at the University of Wyoming. Over the past four years, numerous faculty at the University of Wyoming have developed curriculum that prioritizes BI and emphasizes the science of science communication, and empowers students to engage and practice core BI principles. This workshop will provide a brief overview of 4+ such courses at UWyo, and then facilitate participants’ processes in developing a syllabus or project plan “to embed within an existing or planned course” which will effectively facilitate student learning and production of broader impacts materials and/or projects.
Practice- and Research-Informed Strategies to Cultivate an Inclusive STEM Ecosystem
Room: Cholla Room
Presenters: Susan Meabh Kelly, science + education collaboratory; Connie Walker, National Optical Astronomy Observatory; and Janet Warburton, Arctic Research Consortium of the United States
Abstract: Research-Practice Partnerships (RPP) have emerged as a new model for relating education research and practice. This new model takes into consideration practitioners’ experiences “ viewing these realities as resources to best inform improvements to collaboratively identified ‘problems of practice’ (Henrick, et al., 2017). To date, the majority of RPPs of all forms have been dedicated to partnerships between education researchers and K–12 educators (Coburn et al., 2013 Farrell et al., 2017). This workshop is organized to introduce a more expansive model—one designed to cultivate a culturally and professionally inclusive STEM ecosystem. In keeping with this model, the workshop highlights practice and research-informed strategies that are designed to collaboratively identify and improve shared, rather than single locus, concerns. In this way, this model invites opportunity to broaden impact across multiple cultures and domains.
Linking and Leveraging: An Agile Approach to Building Connectedness and Achieving Impact
Room: Ocotillo Room
Presenters: Rena Cotsones, PhD, Northern Illinois University and Jim Woodell, PhD, Consultant US
Abstract: What do we want? Impact! When do we want it? Now! How do we achieve it? Linking and leveraging!
Our institutions operate within and among countless overlapping networks. Within those networks are the resources, expertise and energy we need to address challenges and maximize opportunities. What’s missing is a system for identifying these assets and a process for keeping collaboration alive beyond Project X or Initiative Y.
Strategic Doing is an agile strategy that enables people to form action-oriented collaborations quickly, move them toward measurable outcomes and make adjustments along the way to broader impacts. Strategic Doing can equip BI professionals with new skills and approaches to connecting their faculty, staff and partners to accelerate progress toward common goals. This workshop provides an overview and hands-on experience that will help you approach collaboration more strategically and effectively starting Monday morning.
Assessing and Building Institutional Capacity for Public Engagement and Broader Impacts
Room: Sonoran Ballroom Breakout
Presenters: Emily Therese Cloyd, American Association for the Advancement of Science
Abstract: Public engagement with science “ intentional, meaningful interactions that provide opportunities for mutual learning between scientists and members of the public“ can support several broader impacts goals, including increasing participation in STEM, improving well-being of individuals in society, increasing partnerships between academia and community organizations, and encouraging research that is responsive to societal needs. While individual researchers may incorporate aspects of public engagement into their work, there is often a lack of capacity to support public engagement at the institutional level. In this workshop, participants will explore tools to assess their individual and institutional capacity for public engagement examine ways that institutions have increased capacity for public engagement by integrating public engagement into their purpose, building processes to support public engagement, and empowering people within and outside of the institutions to participate and create plans for steps they might take at their home institutions to build capacity for public engagement.
11:00 a.m.–12:00 noon—Regular Session III
4-H LIFE: Incorporating STEM Education in a Materials Restricted Setting for Children of Incarcerated Parents
Room: Canyon Room
Presenters: Lynna Lawson, University of Missouri 4-H Center for Youth Development
Abstract: Incorporating STEM education for youth in 4-H LIFE presents a set of challenges not found in other non-formal settings for hands on learning. MU Extension faculty, staff and volunteers have been adapting STEM activities to meet the guidelines of the safety and security of correctional facilities by adapting materials, lesson plans, and experiential learning for nearly 20 years. In partnership with incarcerated parents and corrections, faculty members train incarcerated adults and assist them in the delivery of STEM education to children ages 5-18 in the facility visiting rooms. Conference participants will experience the steps in adapting STEM activities and processing method for multi age youth. An overview of the 4-H LIFE family strengthening model will cover objectives and methods to improve the relationship between children and their incarcerated family member.
Nurturing Nature: Connecting STEM Research, Education and Social Justice to Broaden Participation in STEM
Room: Cholla Room
Presenters: Lenora Crabtree and Adam Reitzel, University of North Carolina Charlotte
Abstract: Supporting scientists, teachers and students to make meaningful connections between STEM research, social justice and community advocacy is a promising way to broaden participation in STEM. Participants in this seminar will be introduced to the transformative impact of critical pedagogies that connect equity, inclusion and social justice with STEM outreach and education. A thirteen-week seminar, ‘Nurturing Nature: Epigenetics as a way to explore Social Justice,’ taught by a biologist and a PhD student in Urban Education encouraged educators to make connections between research and social issues including food insecurity, historical trauma and environmental justice. Interviews with seminar participants indicate that science educators and students are motivated to learn about STEM research when challenges facing the communities in which they teach and live are emphasized. Seminar participants will be encouraged to consider ways that critical, place-based pedagogies can transform Broader Impacts education and outreach programs.
Unveiling Impact Identities: From Concept to Engagement of Researchers and Universities
Room: Ocotillo Room
Presenters: Julie Risien, Oregon State University Center for Research on Lifelong STEM Learning; Kevin Niemi, University of Wisconsin; Ann McMahon, University of Washington-Bothell; and Travis Tangen, Wisconsin Institutes of Discovery
Abstract: Partners involved in the NSF-Funded Partnerships for Broader Impacts Design are implementing processes to help researchers and universities develop ‘impact identities.’ The approach helps investigators shift perceptions about BI from burden to opportunity through a process that examines integration of scholarship with societal needs, personal preferences, capacities and skills, and institutional contexts to help researchers and scholars unveil their best-case scenario for establishing BI and developing impacts over the course of their career. BI Professionals from multiple institutions will share their approaches for supporting investigators using the impacts identities concept. From investigator self-assessments to individual consultations, group workshops, and the development of ‘BI Legacy’ narratives these processes raise awareness of faculty members’ own motivations and guides their BI choices to optimize satisfaction and meaning in their scholarship, service, and teaching. At the college and institutional levels impact identities work helps to develop strategic connections between disciplines and partners.
STEM Challenges as Broader Impacts Programs
Room: Sonoran Ballroom Breakout
Presenters: Matt Johnson, Kathleen Hill, Amber Cesare, and Gabe Knowles, Penn State University
Abstract: STEM challenges for K–12 students are an excellent format for broader impacts. They can promote participation in STEM of those populations that are typically underrepresented, can improve STEM education, and can increase public engagement with science and technology. Further, a well-established program that becomes sustainable can be used in broader impacts programs of future proposals in related fields. However, these programs can be difficult to develop, time-consuming to implement, and challenging to attract a large number of participants. The purpose of this session is twofold. First, we will use two examples of STEM challenges we host at the Center for Science and the Schools (CSATS) at Penn State to illustrate some of the obstacles and solutions we have found in the development and implementation of these programs. Second, we will begin to form an affinity group of BI professionals involved or interested in this style of BI program.
2:00-3:00 p.m.—Regular Session IV
Building Inclusive Environments: Three Key Practices and One Lesson Learned from an Upward Bound Watershed Science Summer Course for Underserved Youth
Room: Canyon Room
Presenters: Sara Olsen and Natasha Wingerter, University of Idaho and Kirsten LaPaglia, STEM Access Upward Bound, University of Idaho
Abstract: This research describes a watershed science Upward Bound summer program providing underserved students access to ‘authentic science’ through collaboration with STEM professionals. Designed to engage students with local watershed science, the program model of a youth-serving program collaborating with local researchers is applicable to a variety of contexts. Field-based investigations, student-directed research projects, and mentorship by graduate students were designed to align with program goals. Mixed-methods research on the impacts of the program investigated how authentic science experiences helped students develop science identity, science self-efficacy, and science values. Key practices included creating opportunities for students to perform science practices in a supportive environment, to research problems related to their everyday lives, and to teach their newly acquired skills to others. After the program, a need for clarifying processes for collaboration with researchers led to a guide to streamline collaboration, a valuable takeaway applicable to other collaborative projects.
Connecting New BI Professionals with Best Practices and Each Other
Room: Cholla Room
Presenters: Maiken Bruhis, Stanford University
Abstract: For a new or part-time BI professional, a lack of time, resources, and/or colleagues can make supporting BI proposal development challenging. This session will share practical time saving strategies with the NABI community in order to support the development of effective Broader Impact plans with limited resources. The session leader will offer straight-forward best practices developed by an office that has been supporting faculty to develop BI plans for over a decade. Some of these best practices include developing turnkey materials, taking advantage of free tools, and proactively developing win/win partnerships. The session will conclude with a group activity to jump start connections between attendees.
Connecting Across Campus, STEM and Educational Research Partnerships
Room: Ocotillo Room
Presenters: Diane Rover, Erin Doran, and Megan Heitmann, Iowa State University
Abstract: Successful STEM projects, especially those aiming to influence cultural and structural changes, involve connecting across many organizational levels (e.g., disciplines, departments, colleges, institutions). Funders and administrative directives encourage collaborative efforts but typically focus more on the reform mission of the collaborative rather than the functional developmental components. Experience clearly shows there is more to creating and sustaining effective educational partnerships. This session will first outline the experiences of both STEM and Education researchers on projects aimed to foster collaboration and create a cultural change in research. Then, we will provide lessons learned from experiences connecting with colleagues across campus and offer suggestions on how to utilize a wide-range of teams. Participants will learn key activities and characteristics of individuals who can successfully span the boundary between their organization and a larger partnership collective in service to local and national reform goals. Resources, such as logic models and team science, will be presented and discussed.
GETBIO: The Gateway for Education, Training, Broader Impacts and Outreach
Room: Sonoran Ballroom Breakout
Presenters: Michael D. Gonzales, Carol Lushbough, Etienne Gnimpieba, and Bill J. Conn, University of South Dakota; Ann Stapleton , University of North Carolina Wilmington
Abstract: GETBIO is a platform developed to enable NSF funded researchers to share the full range of their broader impact activities within a centralized, integrated infrastructure. GETBIO works towards creating an integrated Gateway for Education, Training, Broader Impacts and Outreach that provides infrastructure for researchers, educators, students, project managers, and the general public to access, create, and share information about broader impact activities and resources. This platform makes it possible to provide more rapid dissemination and more effective use of resources such as best practices for mentoring, workshop management, and data analysis along with an increase in peer-to-peer interactions at all levels, from undergraduate students to faculty. Additionally, GETBIO provides the ability to advertise broader impact activities and opportunities (e.g., workshops/training, internships, Post Doc opportunities) and project information through customizable web pages that can include project descriptions, images, videos, links, social networks, maps, and other useful tools/widgets.