2021 Poster – Understanding the Role of Informal STEM Educators in Creating Maker-based and Community- Centered Technology and Computer Science Learning Hubs for Urban Youth (Rec-to-Tech U)

November 30th, 2021 | RESEARCH

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

Makerspaces and making-related programs are often inaccessible, unaffordable, or simply not available to underserved youth. This three-year, Innovations in Development project involves partnership with four Recreation Centers (two each in Baltimore and Pittsburgh) to (1) train educators in equity-oriented approaches to making, (2) create four learning hubs, (3) develop and test equity-based curricula in each space, and (4) establish a replicable Localization Toolkit for future implementation in other communities.

Document

2005502_2005484_Foad_Hamidi-and-Andrew-Coy_Poster.pdf

Team Members

Andrew Coy, Principal Investigator, Digital Harbor Foundation
Foad Hamidi, Principal Investigator, University of Maryland, Baltimore County (UMBC)

Funders

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 2005502

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 2005484

Related URLs

Understanding the Role of Informal STEM Educators in Creating Maker-based and Community-Centered Technology and Computer Science Learning Hubs for Urban Youth

Tags

Access and Inclusion: Low Socioeconomic Status
Audience: Educators | Teachers | Middle School Children (11-13) | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Computing and information science | Technology
Resource Type: Conference Proceedings | Reference Materials
Environment Type: Making and Tinkering Programs | Public 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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