Skip directly to content

Minimize RSR Award Detail

Research Spending & Results

Award Detail

Awardee:HIGH DESERT MUSEUM THE
Doing Business As Name:The High Desert Museum
PD/PI:
  • Christina Cid
  • (541) 382-4754
  • ccid@highdesertmuseum.org
Co-PD(s)/co-PI(s):
  • Scott Byrd
  • Deborah Siegel
Award Date:07/21/2021
Estimated Total Award Amount: $ 1,200,237
Funds Obligated to Date: $ 583,321
  • FY 2021=$583,321
Start Date:09/01/2021
End Date:08/31/2025
Transaction Type:Grant
Agency:NSF
Awarding Agency Code:4900
Funding Agency Code:4900
CFDA Number:47.076
Primary Program Source:040106 NSF Education & Human Resource
Award Title or Description:Examining the Efficacy of a Co-Designed Culturally Sustaining STEM Learning Ecosystems Model for Youth, Their Families, and Informal Educators in Rural Communities
Federal Award ID Number:2115488
DUNS ID:095010690
Program:AISL
Program Officer:
  • Toni Dancstep
  • (703) 292-7922
  • tdancste@nsf.gov

Awardee Location

Street:59800 S. Highway 97
City:Bend
State:OR
ZIP:97702-7963
County:Bend
Country:US
Awardee Cong. District:02

Primary Place of Performance

Organization Name:The High Desert Museum
Street:59800 South Highway 98
City:Bend
State:OR
ZIP:97702-7962
County:Bend
Country:US
Cong. District:02

Abstract at Time of Award

Although approximately one-quarter of U.S. students reside in rural communities, rural youth are fifty percent less likely to receive and engage in out-of-school STEM experiences than their urban counterparts. In addition, there has been significantly more investment in understanding and improving informal experiences in urban settings than in rural settings. As a result, there is less known about the characteristics of learning ecosystems and programs that support STEM learning for youth in informal contexts within rural communities. This Research in Service to Practice project aims to address this challenge by exploring the feasibility of a culturally relevant and sustaining STEM program designed specifically for rural youth and their families. Parents and caregivers play a critical role in fostering youths’ interests and persistence in STEM through their own engagement and by connecting them to STEM opportunities and STEM-related fields and career pathways. Through a partnership between the High Desert Museum in Oregon, the Institute for Learning Innovation, Maine Mathematics and Science Alliance, JKS Consulting, and three informal science education institutions, a year-long series of STEM-based workshops and experiences for youth and their families will be co-designed by members of the rural community, informal STEM educators, and STEM professionals and implemented within the rural communities of the participating informal science education institutions—Caddo Mounds State Historic Site Weeping Mary (TX), High Desert Museum (OR), Oregon Coast Aquarium, and The Wild Center (NY). Each series will reflect the cultural knowledge, connections, and resources specific to each rural community. In addition, the informal STEM educators and STEM professionals will receive training on facilitating the culturally sustaining workshops and experiences. Researchers at the Institution for Learning Innovation and the Maine Mathematics and Science Alliance together with the evaluator at JKS Consulting will employ a collaborative design-based research approach to identify and study the STEM learning practices and supports that occur within the program to promote youths’ interests and persistence in STEM. The findings will offer evidence-based insights to the field on how to better engage, reflect, and provide opportunities for diverse rural communities. Ultimately, this research has the potential to advance the current understanding thereby, strengthening rural STEM learning ecosystems and broadening STEM participation among youth in rural communities. Over a four-year project duration, a collaborative design-based research approach will be employed to address the following research questions: (1) How does culturally sustaining informal STEM programming for families in rural communities contribute to increases in youth STEM persistence? (1a) How might this vary in relation to family and community factors? (2) How does culturally sustaining informal family STEM programming increase community connectivity between STEM-related resources and institutions across informal and formal learning contexts in rural communities leading to a more robust and inclusive STEM learning ecosystem? (2a) To what extent do participating families, informal STEM educators, STEM professionals, and community partners each play a role in increasing this connectivity? The research sample will include 300 families with youth ages 8-11, informal science educators, and STEM professionals across all four sites. Surveys, interviews and observations will be the primary data sources. Analysis of Variance and simple descriptive statistical analysis will be used to analyze the quantitative data. The qualitative data will be analyzed using thematic coding through NVivo. In addition, to complement the research data, JKS Consulting will conduct the formative and summative evaluations of the project to hone effective practices for training informal science learning practitioners in developing and implementing place-based, inquiry-based family learning in rural communities and effective and sustainable practices for engaging rural families in place-based STEM. Findings from the research will be made available and widely distributed in publications, conference presentations, and a multi-part Research to Practice Toolkit designed for parents and caregivers, informal science educators, STEM professionals, and the informal education field at large. This Research in Service to Practice project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments and developing understandings of deeper learning by participants. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

For specific questions or comments about this information including the NSF Project Outcomes Report, contact us.