2021 Poster – How can we go beyond broadening access to disrupt systems of inequity in STEM education?

November 29th, 2021 | RESEARCH

This poster was presented at the 2021 NSF AISL Awardee Meeting.

Head Start on Engineering is an ongoing initiative focused on empowering families to use engineering to help their children thrive. We aspire to collaborate as equal partners with the communities we serve and inform a more equitable vision for engineering education in our society.

Document

1906409_Scott_Pattison_Poster.pdf

Team Members

Scott Pattison, Principal Investigator, TERC
Gina Navoa Svarovsky, Co-Principal Investigator, University of Notre Dame
Annie Douglass, Co-Principal Investigator, Oregon Museum of Science and Industry
Veronika Nunez, Co-Principal Investigator, Oregon Museum of Science and Industry
Cynthia Smith, Co-Principal Investigator, MHCC Head Start
Julie Allen, Contributor, MHCC Head Start
Smirla Ramos-Montañez, Contributor, TERC

Funders

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906409

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906433

Related URLs

Collaborative Research: Head Start on Engineering: Developing a Learning Community to Study and Support Family-level Interest in Engineering

Tags

Access and Inclusion: English Language Learners | Ethnic | Racial | Hispanic | Latinx Communities
Audience: Educators | Teachers | Families | Learning Researchers | Museum | ISE Professionals | Parents | Caregivers | Pre-K Children (0-5)
Discipline: Education and learning science | Engineering
Resource Type: Conference Proceedings | Reference Materials
Environment Type: Informal | Formal Connections | Pre-K | Early Childhood Programs

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This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within InformalScience.org are those of the authors and do not necessarily reflect the views of NSF.

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