scaling stem presentation copy

7/29/2019 Scaling STEM Presentation Copy

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Engaging Students in Community

Economic Development Through a

STEM Co-Curricular ProjectScaling STEM: Strategies that Engage Minds Conference 2013

March 11, 2013,

Durham, NC

Riverside Middle SchoolMartin County LEA

Williamston, NC


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Coming together isa beginning, keeping

together is progress,

and working togetheris success.

-Henry Ford-


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Session Overview This session details how to lead

community asset mapping and trainyouth as peer-to-peer facilitators of the

mapping process towards developing a

community economic developmentSTEM program .


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Objectives Engage youth in learning about

community asset mapping throughhands on activities

Identify and Develop community

partnerships for STEM co-curricularprojects.


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AgendaIntroduction ......................................................................................DiscussionThe Community Asset Process.....................................................Discussion

STEP 1: Values & Visioning...............................................................Discussion,

Activity

STEP 2: Community Mapping.........................................................Discussion,

Activity

STEP 3: Photo Visioning + Mapping...............................................Discussion,

Activity

Developing Curriculum from Partnerships................................ Discussion

Q & A

Evaluation


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Introduction


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Tonya Little Administrative Intern

NCSU Northeast Leadershi

Academy Fellow

Jennifer Veverka Science Teacher

John Parker Independent Consultant

Presenters


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Our Story(http://www.youtube.com/watch?v=nwqikegyyG8)
http://www.youtube.com/watch?v=nwqikegyyG8http://www.youtube.com/watch?v=nwqikegyyG8


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Social Cognitive LearningTheory(Lent, Brown &Hackett, 1994)


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Collaboration(http://www.youtube.com/watch?v=E9icOsPGTsI)
http://www.youtube.com/watch?v=E9icOsPGTslhttp://www.youtube.com/watch?v=E9icOsPGTsl


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Divide participants ingroups of 4-5 people.

Supplies: constructionpaper, flip chart paper

and markers to create

a Dream Tree.

The Dream Treerepresents their hopes

for an ideal future in

their community.

Dream Trees: Values & Visioning

Exercise

Activity


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Provide participants with sticky notes towrite down at least 3 hopes for the futureof their community. (Example: community-based STEM program)

As a group, share these hopes for thefuture and use them to create a DreamTree.

Each part of the tree will representdifferent values they have for the idealfuture in their community.

Roots: large values such as culture,sustainability, poverty alleviation, etc.

Trunk: programs or resources in thecommunity that could help to achievethese values (eg Youth ResourceCenter)

Branches/Leaves: specific outcomes(eg increase interest and awareness of

STEM careers)

Steps:Activity


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You may choose touse a template instead

of constructing a tree.

You may choose touse another symbol in

place of a tree.

ModificationsActivity
http://localhost/Users/NELA/Desktop/Tree_Roots.docxhttp://localhost/Users/NELA/Desktop/Tree_Roots.docx


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Identify

1. People

2. Opportunities

3. Spaces and locations

4. Groups

5. Cultural Identity

6. Community Services

7. Sources of Information

8. Employment & Industry

Community Mapping

th t i ht b i t t d i


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groups that might be interested inbecoming involved in celebrations and

events

groups (including leaders and decision

makers) that could be invited to talk toorganizers about what they would like and

value

sources of support that have not beenpreviously recognized

community leaders, potential sources ofvolunteer and participant contributions

underutilized resources in the community

Highlight visions and cultural points of viewthat a statistically-based community profile

cannot

Provide a sound basis for greatersustainability of committees and their work

support and encourage greater social

Activity

Identify


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Creating a community map toprovide a fresh look at

possible collaborators - do thisoften to reflect change and

new additions.

Shape the beginning search

for the WHO andWHAT.

Community Mapping

Activity

A ti it


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Provide the youth withmaps of the area in thecommunity - these maps

are often called base

maps. These maps must

be large format for a group

to work with. They can

usually be requested from

the municipal government,

or from a cartographicstore. Maps can also be

printed from Google Earth

and blown up to a larger

desktop size.

Activity

Community Mapping

A ti it


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Community Mapping

Activity

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Community Mapping

Activity


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Community Mapping


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Excellent tool to engageyouth in thinking abouttheir community and theirvalues.

Through walking tours ofthe community the youthphotograph things thathave meaning andsignificance to them andthe things that they wouldlike to see changed.

The photos are then usedto form the basis ofdiscussion around a youthvision for the community.

Photo-Visioning + Mapping

Digital Stories


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Photo-Visioning + Mapping/ Digital

Stories

Objective

To engage youth indeveloping a vision for

their community, and

to utilize creativity to

imagine their goal


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Cameras (Digital, disposable, film or Polaroid,depending on your project)

Notepad and paper to take down notes, photo

locations and observations

Maps of area (neighborhood, park, city, region,etc.)

Consent forms that grant permission for the use ofphotos where participants appear.

Post-It Notes

Flip-chart paper

Computer (if using digital camera)

Photo-Visioning + Mapping/ Digital Stories Supplies


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Explain to participants that thepurpose is to capture their

community in photographs.

The photographs shouldeventually tell a story of how aSTEM education could enhance

their community (Eg.

environmental awareness)

Participants can take photos ofplaces and things that havemeaning and significance to them

or that they think are important to

their community.

Photo-Visioning + Mapping/ Digital Stories


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Upload or print the photos so that thegroup can look at them together.

Ask each person to share 4-5 photosand explain why those images are

important to him or her.

Have participants label their photos andwhat they represent about their

community.

Photo Visioning Debrief


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Building on the photo exercise, you can now engage youth in a visionstatement for their community

Provide sticky notes and have youth write down three things they feelare fundamental to the future of their community

Stick the words on flip-chart paper and then group the words by keythemes (eg. protected environment, clean rivers, sustainability,engineering, transportation)

Engage the group in developing common words to describe the keyvalues/themes

Keep the descriptive words and use them as part of the details onwhich the youth vision is founded.

Creating a Vision for Success

The photos and vision statement can be used to mobilize City Council, businesses,

teachers, parents, etc. to take action.


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How Does This Student Vision His/Her

Community?


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Community Mapping
http://prezi.com/wa1qncqboyde/rms-community-mapping/?kw=view-wa1qncqboyde&rc=ref-4694665http://prezi.com/wa1qncqboyde/rms-community-mapping/?kw=view-wa1qncqboyde&rc=ref-4694665


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Results(http://www.youtube.com/watch?v=Ul8EOH-ti8c)

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http://www.youtube.com/watch?v=UI8EOH-ti8chttp://www.youtube.com/watch?v=UI8EOH-ti8chttp://www.youtube.com/watch?v=UI8EOH-ti8chttp://www.youtube.com/watch?v=UI8EOH-ti8c


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Reflection As a group, review the mapping

exercises shown in STEPS 1-3 of the

session.

Discuss possible challenges andstrengths of facilitating this process with

their peers.

As a group answer these key questions Who will your sessions be held for?

What arrangements need to be made for mapping?

How will youth be included?

How will your group assure that all voices are included?

Activity


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32/34The Future


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Thank You

Q & A

Tonya Little [email protected]

Jennifer Veverka [email protected]

John Parker [email protected]

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