Yang G., Jenner F., Noomnam P. (2015)
Shaping STEM Learning Experiences Through Community Partnerships and Staff Education
The Mamie Doud Eisenhower Public Library
The document discusses STEM education programs for preschoolers at the Madison Public Library. It describes the WonderWorks program which focuses on hands-on activities to help children ask questions, make predictions, make observations, expand vocabulary, and increase interest in STEM. Surveys found the program helped children achieve these goals. The library also partnered with a museum to provide additional STEM programming and circulating kits to expand access to underserved children.
The Mohawk Valley Library System provides a "Science @ the Library" program that brings hands-on science experiments to local libraries. The program began in 1992 and aims to supplement science education outside the classroom, offer programming to rural libraries, and introduce children to real scientists. It features 1.5 hour sessions with experiments in topics like energy, sound, and chemistry. About 17 retired GE volunteers, whose median age is 85, donate hundreds of hours each year to lead the experiments, assisted by teen volunteers. The program has evolved over time to incorporate more interactive learning and engage both boys and girls. The long-time GE volunteers continue to inspire children and show boundless enthusiasm for teaching science.
This document provides suggestions for how school librarians can incorporate STEM programming and activities in the library. It recommends hosting inquiry-based and unstructured STEM experiences for students through programming, makerspaces, collaborating with teachers, and connecting with STEM experts. Specific examples outlined include measuring temperature with mitten experiments, squishy circuits, and providing materials like KEVA planks, Snap Circuits, and LEGOs to encourage exploration.
Growing Scientists: Community Engagement for Preschoolers and Families throug...NCIL - STAR_Net
San Rafael Public Library started offering STEM programs for preschoolers on Saturdays after finding weekday programs were poorly attended due to parents' work schedules. The programs were very popular, filling to capacity with repeat participants. Families commented that the programs helped spark their children's interest in science. Moving forward, the library plans to allow more freedom of movement in programs to keep children engaged and incorporate different activity stations related to topics. The goal is to nurture curiosity and a love of learning in children.
The Critical Role of Information in Informal STEM LearningNCIL - STAR_Net
Dr. Kyungwon Koh, Assistant Professor (2015)
The Critical Role of Information in Informal STEM Learning
The University of Oklahoma School of Library and Information Studies
The document discusses STEM education programs for preschoolers at the Madison Public Library. It describes the WonderWorks program which focuses on hands-on activities to help children ask questions, make predictions, make observations, expand vocabulary, and increase interest in STEM. Surveys found the program helped children achieve these goals. The library also partnered with a museum to provide additional STEM programming and circulating kits to expand access to underserved children.
The Mohawk Valley Library System provides a "Science @ the Library" program that brings hands-on science experiments to local libraries. The program began in 1992 and aims to supplement science education outside the classroom, offer programming to rural libraries, and introduce children to real scientists. It features 1.5 hour sessions with experiments in topics like energy, sound, and chemistry. About 17 retired GE volunteers, whose median age is 85, donate hundreds of hours each year to lead the experiments, assisted by teen volunteers. The program has evolved over time to incorporate more interactive learning and engage both boys and girls. The long-time GE volunteers continue to inspire children and show boundless enthusiasm for teaching science.
This document provides suggestions for how school librarians can incorporate STEM programming and activities in the library. It recommends hosting inquiry-based and unstructured STEM experiences for students through programming, makerspaces, collaborating with teachers, and connecting with STEM experts. Specific examples outlined include measuring temperature with mitten experiments, squishy circuits, and providing materials like KEVA planks, Snap Circuits, and LEGOs to encourage exploration.
Growing Scientists: Community Engagement for Preschoolers and Families throug...NCIL - STAR_Net
San Rafael Public Library started offering STEM programs for preschoolers on Saturdays after finding weekday programs were poorly attended due to parents' work schedules. The programs were very popular, filling to capacity with repeat participants. Families commented that the programs helped spark their children's interest in science. Moving forward, the library plans to allow more freedom of movement in programs to keep children engaged and incorporate different activity stations related to topics. The goal is to nurture curiosity and a love of learning in children.
The Critical Role of Information in Informal STEM LearningNCIL - STAR_Net
Dr. Kyungwon Koh, Assistant Professor (2015)
The Critical Role of Information in Informal STEM Learning
The University of Oklahoma School of Library and Information Studies
A Collaborative Model to Enhance STEM in Libraries with a Focus on Reaching U...NCIL - STAR_Net
Hall M. K., Mayhew M. A., Madrid T. M. (2015)
A Collaborative Model to Enhance STEM in Libraries with a Focus on Reaching Under-served Groups
The Teen Science Café Network
Community Vision for the 21st Century LibraryNCIL - STAR_Net
The document discusses creating a community vision for STEM programming at public libraries in the 21st century. It emphasizes that libraries should first discuss goals, challenges, and priorities with their staff to define a core mission. Libraries should then assess the needs of their community through outreach to determine what types of STEM programming - for children, adults, or both - would have the most impact. The document stresses that while most librarians are not scientists, libraries can partner with experts and inspire patrons of all ages through literature to introduce them to STEM in new and engaging ways.
This document summarizes information about two Chicago Public School libraries. It describes the staff and facilities at Burr Elementary and Schurz High School. At Burr Elementary, there are two full-time librarians with a large space that supports classes and independent work. At the smaller Schurz High, there is one part-time librarian with limited hours. Both libraries aim to support student learning but face challenges around resources, technology, and collaboration opportunities. The document also outlines action plans and grant opportunities to strengthen the libraries.
Presentation slides from the opening of the K-12 Library Managers Congress at EduTech 2014. Covers eg, emerging technologies, digital literacy, global citizenship, engaging programs, hybid collections, digital curation etc
Making a lasting connection with your school communitySenga White
Workshop presentation given at the SLANZA (School Library Association of New Zealand Aotearoa) in Wellington, July 2013 looking at What are the effective ways to promote library services and programmes to your wider school community?
How do you market these to your teachers or your parent community?
When you've created the opportunity, what should you tell them?
And once you've made those precious connections, how do you build on them and water the seeds you've planted?
An exploration of best practices in library service to parents and children 0-12Kara DeCarlo
This document discusses best practices for serving parents and children ages 0-12. It recommends identifying the client group's culture, goals, and community stakeholders. Needs are determined through interviews, focus groups, and surveys of parents, children, and stakeholders like educators. International guidelines emphasize facilitating access to information, literacy, and lifelong learning. Examples describe implementing curriculum support, information literacy, and digital literacy programs. The conclusion states that understanding client goals helps determine needs and allows libraries to act as a resource bridge for success.
Playful Blended Digital Storytelling in 3D Immersive eLearning Environments f...Dr Stylianos Mystakidis
Presentation at IDEE Workshop 2014 (June 9th, 2014 Albacete, Spain) about the pedagogical design, the technical development and initial findings of the educational program “From the Ancient to the Modern Tablets” involving digital storytelling, gamification, playful design and 3d virtual worlds to motivate K-12 students and promote literacy and extracurricular reading.
Contexture is a proposed mobile app and online platform that allows students to continue engaging with exhibits from children's informal learning centers like museums and science centers at home. It would allow students to "take the exhibit home" by providing multimedia activities, projects, and connections to subject matter experts. The goal is to extend the learning experience beyond the initial visit. Potential revenue models include corporate sponsorships based on student participation and school/organization subscriptions. The platform aims to better connect informal learning centers with local communities and visitors through ongoing engagement.
The mission of the library is to ensure students and staff know how to find, assess, interpret, and synthesize information by providing access to information in various formats and designs learning strategies to meet student needs. The library prepares students for post-secondary education and lifelong learning. The presentation provides resources on the French Revolution and tools for collaboration and accountability.
The document discusses the philosophy and services of the Newington High School Library Media Program. The program aims to ensure students and staff can access, evaluate, and use information by teaching information literacy skills and fostering an appreciation of literature. Library media specialists collaborate with teachers to integrate information literacy instruction and technology opportunities into classroom curriculum. The specialists provide resources, instruction, and professional development to help students and teachers work smarter.
The document summarizes the philosophy and services of the Newington Public School Library Media Program. The program aims to ensure all students and staff have skills to access, evaluate, and use information. Library media specialists collaborate to support curriculum, teach information literacy skills, and promote literature appreciation. They provide resources, services, and instruction to students and teachers to integrate technology and research into the curriculum.
Meet the new and continuing members of the Board of the Australian School Library Association, and learn what we do to support school library staff around Australia.
You Can’t Do It On Your Own: working in partnershipLTay007
This document discusses the importance and benefits of collaboration between school librarians and various partners inside and outside the school. It provides examples of how the author has successfully collaborated with teaching staff, departments, feeder primary schools, public libraries, and other external organizations. The benefits of collaboration include being more effective, adding value, making things easier, and making the librarian indispensable.
Great School Libraries! Powering learning, teaching and literacyCILIP
Great school libraries and librarians can make a positive impact on learning, teaching, and the whole school. They support students by developing independent learning, literacy skills, and digital skills. They support teachers through curriculum resources, collaboration on lessons, and professional development. They benefit the whole school by creating inspiring learning spaces, supporting wellbeing, and being a community hub. Research shows schools with strong library programs see higher test scores, engagement, and overall achievement from students.
Trailblazer! Driving STEM Success in Underrepresented Communities Through Mob...NCIL - STAR_Net
Raj S. (2015)
Trailblazer! Driving STEM Success in Underrepresented Communities Through Mobile STEM Museums
Texas Alliance for Minorities in Engineering (TAME)
A Collaborative Model to Enhance STEM in Libraries with a Focus on Reaching U...NCIL - STAR_Net
Hall M. K., Mayhew M. A., Madrid T. M. (2015)
A Collaborative Model to Enhance STEM in Libraries with a Focus on Reaching Under-served Groups
The Teen Science Café Network
Community Vision for the 21st Century LibraryNCIL - STAR_Net
The document discusses creating a community vision for STEM programming at public libraries in the 21st century. It emphasizes that libraries should first discuss goals, challenges, and priorities with their staff to define a core mission. Libraries should then assess the needs of their community through outreach to determine what types of STEM programming - for children, adults, or both - would have the most impact. The document stresses that while most librarians are not scientists, libraries can partner with experts and inspire patrons of all ages through literature to introduce them to STEM in new and engaging ways.
This document summarizes information about two Chicago Public School libraries. It describes the staff and facilities at Burr Elementary and Schurz High School. At Burr Elementary, there are two full-time librarians with a large space that supports classes and independent work. At the smaller Schurz High, there is one part-time librarian with limited hours. Both libraries aim to support student learning but face challenges around resources, technology, and collaboration opportunities. The document also outlines action plans and grant opportunities to strengthen the libraries.
Presentation slides from the opening of the K-12 Library Managers Congress at EduTech 2014. Covers eg, emerging technologies, digital literacy, global citizenship, engaging programs, hybid collections, digital curation etc
Making a lasting connection with your school communitySenga White
Workshop presentation given at the SLANZA (School Library Association of New Zealand Aotearoa) in Wellington, July 2013 looking at What are the effective ways to promote library services and programmes to your wider school community?
How do you market these to your teachers or your parent community?
When you've created the opportunity, what should you tell them?
And once you've made those precious connections, how do you build on them and water the seeds you've planted?
An exploration of best practices in library service to parents and children 0-12Kara DeCarlo
This document discusses best practices for serving parents and children ages 0-12. It recommends identifying the client group's culture, goals, and community stakeholders. Needs are determined through interviews, focus groups, and surveys of parents, children, and stakeholders like educators. International guidelines emphasize facilitating access to information, literacy, and lifelong learning. Examples describe implementing curriculum support, information literacy, and digital literacy programs. The conclusion states that understanding client goals helps determine needs and allows libraries to act as a resource bridge for success.
Playful Blended Digital Storytelling in 3D Immersive eLearning Environments f...Dr Stylianos Mystakidis
Presentation at IDEE Workshop 2014 (June 9th, 2014 Albacete, Spain) about the pedagogical design, the technical development and initial findings of the educational program “From the Ancient to the Modern Tablets” involving digital storytelling, gamification, playful design and 3d virtual worlds to motivate K-12 students and promote literacy and extracurricular reading.
Contexture is a proposed mobile app and online platform that allows students to continue engaging with exhibits from children's informal learning centers like museums and science centers at home. It would allow students to "take the exhibit home" by providing multimedia activities, projects, and connections to subject matter experts. The goal is to extend the learning experience beyond the initial visit. Potential revenue models include corporate sponsorships based on student participation and school/organization subscriptions. The platform aims to better connect informal learning centers with local communities and visitors through ongoing engagement.
The mission of the library is to ensure students and staff know how to find, assess, interpret, and synthesize information by providing access to information in various formats and designs learning strategies to meet student needs. The library prepares students for post-secondary education and lifelong learning. The presentation provides resources on the French Revolution and tools for collaboration and accountability.
The document discusses the philosophy and services of the Newington High School Library Media Program. The program aims to ensure students and staff can access, evaluate, and use information by teaching information literacy skills and fostering an appreciation of literature. Library media specialists collaborate with teachers to integrate information literacy instruction and technology opportunities into classroom curriculum. The specialists provide resources, instruction, and professional development to help students and teachers work smarter.
The document summarizes the philosophy and services of the Newington Public School Library Media Program. The program aims to ensure all students and staff have skills to access, evaluate, and use information. Library media specialists collaborate to support curriculum, teach information literacy skills, and promote literature appreciation. They provide resources, services, and instruction to students and teachers to integrate technology and research into the curriculum.
Meet the new and continuing members of the Board of the Australian School Library Association, and learn what we do to support school library staff around Australia.
You Can’t Do It On Your Own: working in partnershipLTay007
This document discusses the importance and benefits of collaboration between school librarians and various partners inside and outside the school. It provides examples of how the author has successfully collaborated with teaching staff, departments, feeder primary schools, public libraries, and other external organizations. The benefits of collaboration include being more effective, adding value, making things easier, and making the librarian indispensable.
Great School Libraries! Powering learning, teaching and literacyCILIP
Great school libraries and librarians can make a positive impact on learning, teaching, and the whole school. They support students by developing independent learning, literacy skills, and digital skills. They support teachers through curriculum resources, collaboration on lessons, and professional development. They benefit the whole school by creating inspiring learning spaces, supporting wellbeing, and being a community hub. Research shows schools with strong library programs see higher test scores, engagement, and overall achievement from students.
Trailblazer! Driving STEM Success in Underrepresented Communities Through Mob...NCIL - STAR_Net
Raj S. (2015)
Trailblazer! Driving STEM Success in Underrepresented Communities Through Mobile STEM Museums
Texas Alliance for Minorities in Engineering (TAME)
Aliens, Astronauts and Asteroids! Bringing Space Exploration to your LibraryNCIL - STAR_Net
Golden G., Race M. (2015)
Aliens, Astronauts and Asteroids! Bringing Space Exploration to your Library
Lafayette Library & Learning Center, Contra Costa County Library
Evaluation of Library STEM Programs: Learning from the BISE ProjectNCIL - STAR_Net
Teasdale R. M., Grack Nelson A. (2015)
Evaluation of Library STEM Programs: Learning from the BISE Project
University of Illinois at Urbana-Champaign, Science Museum of Minnesota
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
The document outlines plans for a new school called EDIFY that focuses on STEAM, flow, and independent learning. The school's mission is to provide joyful learning experiences that develop students into independent learners, critical thinkers, and problem solvers with good character. Key aspects include the EDIFY program for self-paced skill building, project-based learning studios, and test preparation without tutors. Facilities would include makerspaces, multimedia labs, and art studios to support hands-on learning.
The document provides strategies for teaching and learning in an extended block schedule, including:
1) Varying activities within class periods to maintain student engagement over longer blocks of time.
2) Using formative assessments throughout periods to check understanding.
3) Considering homework that includes ongoing, self-paced assignments like research projects.
4) Incorporating project-based learning to bring together different strategies and increase collaboration, authentic tasks, and innovative assessment.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
This document outlines a proposed project to use ICT tools like computers, the internet, and presentation software to teach English to Ukrainian students. It would involve dividing students into groups to research topics, conduct interviews, collect information online, and create presentations. The goals are to improve English skills while developing research, collaboration, and presentation abilities. Students would go through preparation, research, creation, and presentation stages. The project aims to make English learning more engaging for students and in line with educational standards.
1. Open Educational Resources (OER) are digitized materials that can be freely used and reused for teaching, learning, and research. OER provide opportunities to improve access to education.
2. OER offer benefits like lowering costs, improving collaboration, and widening participation. They allow educators to efficiently create new materials and adapt existing ones. Learners gain access to new resources.
3. As educational resources transition from analog to digital formats and from closed to open systems, OER can bridge formal and informal learning and support lifelong learning through connectivity and personalization.
The document provides an overview of using an inquiry-based approach to learning in the 21st century classroom. It discusses how this approach is student-centered and focuses on problem-solving, collaboration, and using technology. The summary also outlines the main stages of implementing an inquiry project, including selecting a topic, planning learning experiences, facilitating the process, and using authentic assessment.
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
The online teaching survival guide powerpointvettemole
This document discusses best practices for online teaching and learning. It outlines 5 major differences between online and campus courses, including that the faculty role shifts to mentoring and meetings are asynchronous. It also describes 4 phases of an online course, from beginnings to closing weeks. Key learning theories are mentioned, such as constructivism and cognitive apprenticeship. Finally, 10 best practices for online teaching are provided, such as being present online, creating a supportive community, and using a variety of activities.
Project-based learning involves students investigating and responding to an engaging question, problem or challenge over an extended period of time. It is student-centered and results in a tangible product or presentation. Key characteristics include being problem-focused, inquiry-based and self-directed. The teacher acts as a guide, while students work individually or collaboratively to conduct research, find sources, and take responsibility for their own learning. Project-based learning develops important skills for students' future like problem solving, collaboration, and lifelong learning. It also makes teaching more authentic and accommodates different learning styles.
1. The GO FAR project monitored participants through surveys distributed after mobility experiences and preparatory courses to gather feedback. This feedback informed improvements to the project.
2. Teachers appreciated aspects of the teaching method introduced by Professor Zacharias, such as starting with concrete examples and discovery learning. They also valued networking with other teachers.
3. The project sowed ideas for continuing development, such as deepening the empirical teaching approach, creating teacher networks, and organizing interdisciplinary activities between schools. Participants expressed interest in future exchanges.
This document discusses open educational communities and the "middle space" of collaboration and knowledge sharing that exists between individual faculty members and the larger community. It provides examples of projects like the Visible Knowledge Project and Peer Review of Teaching Project that brought together groups of faculty members from various institutions to collaboratively develop teaching resources, provide feedback on student work, and analyze the impact of technologies on learning. The roles of actors within these middle spaces include innovating, developing new tools, participating in reforms, and building knowledge through sharing resources and reviewing peer work.
This document provides information and strategies for enrichment. It discusses the purpose of enrichment as extending learning opportunities and challenges for students who have mastered basic curriculum. Various enrichment strategies are described, including those for specific content areas like math, language arts, science and social studies. General strategies include independent studies, interest centers, tiered assignments, and enrichment clusters. The document emphasizes that enrichment should be purposeful, focused, and planned to meet student needs and outcomes.
1. Open Educational Resources (OER) refer to digitized materials that are freely available online for use and reuse for teaching, learning, and research. OER can help make education more accessible and affordable.
2. OER allow educators to reuse, remix, revise, and redistribute educational content. They provide opportunities for collaboration between educators and learners. OER can benefit individuals by providing free learning materials, as well as educators by allowing them to create new materials efficiently.
3. For educational institutions, OER can help widen access to education, lower costs, and facilitate collaboration. They also provide opportunities for governments to showcase their education systems and develop culturally relevant resources. Overall, OER aim to
This document provides an overview and guide to project-based learning (PBL). It defines PBL, discusses when to use it, conditions that support it, and research supporting its effectiveness. PBL engages students in learning knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. It is most effective when students have voice and choice, work with others, and produce a public product or presentation. Conditions that support PBL include a safe classroom environment, personalized learning, collaborative work, and involvement of community partners. Research shows PBL can boost achievement and help students develop skills like problem-solving that transfer beyond school.
Libraries and Learning Symposium at the Ontario College of Art & Design, Toronto, Canada May 13, 2009. Jill Patrick, Director of Library Services and Victoria Sigurdson, Learning Zone Librarian.
Blended online and onsite personalized professional learning for sustainable ...Al Byers, Ph.D.
This document discusses research on effective models for blended teacher professional development (PD). It proposes a model that provides:
1) Online access to digital content to enhance face-to-face PD experiences.
2) Extending face-to-face summer experiences online through discussions with colleagues about practices and strategies.
3) Interacting online in real-time with experts from organizations like NASA, NOAA, and NSF to discuss research and classroom applications.
4) Helping teachers develop long-term growth plans tailored to their needs and connecting them to resources and others with similar goals online, with opportunities for recognition.
TESOL 2010, March 25, 7:30a.m.
questions: mcona@arlington.k12.va.us
Description:
Presenters share an online reflective practice group model that provides quality, sustained professional development for adult ESOL teachers through the asynchronous exploration of ideas and best practices. Presenters demonstrate the free Web tool they used and discuss issues surrounding online professional development and fostering program cohesion in practice.
The document discusses personalization in technology-enhanced learning and the changing educational context. It notes that personalization refers to endowing something with individual qualities or characteristics to meet individual needs. Emerging technologies are enabling more personalized, mobile, and socially connected learning environments. The document outlines seven dimensions of personalized learning and provides examples of how new pedagogical models are needed to combine the affordances of personalization and technologies.
Similar to Shaping STEM Learning Experiences Through Community Partnerships and Staff Education (20)
Virtual Night Sky Programs for "Imagine Your Story"NCIL - STAR_Net
Join STAR Net and the Lunar and Planetary Institute to hear stories about the constellations and night sky features in view this summer, and learn about ways that YOU can bring these “sky stories” to your patrons for the 2020 Collaborative Summer Library Program (CSLP) summer reading theme, “Imagine Your Story.” We will demonstrate how to facilitate virtual programs about constellations and the night sky for your patrons using free, downloadable software (Stellarium) paired with interactive, low-material, at-home activities.
Bringing the Stories of the Skies to Your LibraryNCIL - STAR_Net
The 2020 Collaborative Summer Library Program, Imagine Your Story, provides plenty of opportunities to tie STEAM into your library’s summer programming, including any virtual or digital programs that your library may now be offering. The starry skies have plenty of fascinating stories to tell; all you need are resources and strategies for bringing them to life!
Join STAR Net, Christine Shupla (Lunar and Planetary Institute), and Elizabeth Nicolai (Anchorage Public Library) for this 1-hour webinar that will help you connect constellation legends and myths into your programs by learning about the stories – both fact and fiction! – of specific astronomical objects, constellations, and planetary bodies. We will also cover hands-on activities that your patrons can do at home and online platforms and digital resources that you can utilize to conduct virtual programs. This webinar will conclude with a group discussion (via chat) about how your library is pivoting for their summer STEAM programming.
Explore Your Environment with an Infrared Thermometer!NCIL - STAR_Net
The document discusses using an infrared thermometer to measure surface temperatures. It explains that surface temperature varies based on factors like ground cover and time of day. It provides instructions on how to use an infrared thermometer to collect temperature readings from different surfaces around your community and includes example infrared images showing temperature differences in landscapes, objects, and animals.
Beg, Borrow, and Steal… Multi-generational STEAM Programming Ideas for Our Pl...NCIL - STAR_Net
This April, Citizen Science Month and the 50th anniversary of Earth day will coincide, leading to a world of opportunities for STEAM engagement at your library. By hosting Earth science programs that are age inclusive, you can help patrons see your library as a place for engaging family learning. Join the STAR Library Network and guest presenter Jenny Shonk (Finger Lakes Library System, NY) for this sixty minute webinar that will showcase hands-on, multi-generational programming ideas with an Earth science twist. In addition to going over tips, ideas, and resources, we’ll also turn to you – the audience – for a facilitated discussion so that we can all “beg, borrow, and steal” multi-generational programming ideas, resources, and expertise from each other!
April 22, 2020 marks the 50th anniversary of Earth Day! The STAR Net team is celebrating this momentous occasion with the Our Planet: Earth campaign, focusing on citizen science and Earth science opportunities during the whole month of April. Join us to learn about free hands-on STEM activities, programming ideas, how to harness the power of teens in environmental advocacy, and ways your library can take action for a sustainable world!
Grappling with Unconscious Bias in the Library SettingNCIL - STAR_Net
The STAR Library Network is thrilled to welcome Ava Holliday and Aparna Rajagopal, Founding Partners of The Avarna Group (theavarnagroup.com), to help us kick-off the 2020 STAR Net Webinar Series with a special 90 minute webinar on a very important topic: unconscious (or implicit) bias. No matter how good our intentions may be, we are all susceptible to forming social stereotypes about certain groups of people outside of our own conscious awareness. The library setting is a place of equitable and inclusive lifelong learning, and by better understanding unconscious bias and the role it plays in our libraries, we can better serve our communities.
In this 90 minute webinar, guest presenters from The Avarna Group will introduce the framework of unconscious bias to describe some of the challenges that well-intentioned people who are doing good JEDI (justice, equity, diversity, inclusion) work face. This webinar will examine ways that bias manifests in two lenses: our individual thoughts and actions, and also within specific aspects of your library, including programming, the built environment, collections, and more. Webinar participants will walk away with a more clear understanding of how unconscious bias functions and how to identify and mitigate it.
It’s never too early to start thinking about next summer! When designing your programming for the 2020 theme, “Imagine Your Story,” remember to look up at the night sky for inspiration. Join the STAR Net team and Luke Kralik, Organizational Coordinator for CSLP, to learn all about this year’s theme and exciting, hands-on STEAM activities that will help you bring it to life at your library. We’ll discuss programming ideas, useful resources, and tips for engaging your community!
Ready, Set, Create! How Engineers and Libraries Can Collaborate to Make a Wo...NCIL - STAR_Net
This document summarizes a webinar about how engineers and libraries can collaborate to provide educational opportunities for youth. The webinar included an introduction from representatives of the Space Science Institute and AECOM engineering firm. It covered Project BUILD, a program pairing libraries and engineers to engage kids in STEM. Hands-on activities were demonstrated, like a water filtration activity and a role-playing game about pollution. Tips were shared for effective library-engineer partnerships, including defining roles, joint planning, and focusing on experiential learning over products or answers. The goal is sparking interest in STEM careers through challenge-based learning and partnerships between libraries and engineering volunteers.
What do you think of when you hear the term, “Computational Thinking?” It’s more than just working with computers! Computational Thinking is a mindset and a way of approaching critical thinking that can be used to solve problems across every aspect of our lives. In this modern age, it is more and more important for all community members to develop these pivotal thinking skills – that’s where libraries come in!
What do you think of when you hear the term, “Computational Thinking?” It’s more than just working with computers! Computational Thinking is a mindset and a way of approaching critical thinking that can be used to solve problems across every aspect of our lives. In this modern age, it is more and more important for all community members to develop these pivotal thinking skills – that’s where libraries come in!
With summer right around the corner, this webinar will showcase several hands-on STEM activities about Earth’s red neighbor. Join the STAR Net team to discuss programming ideas, NASA resources, and, of course, fun, hands-on STEM activities that will surely be a crowd-pleaser at your library. We’ll also check in on the progress of NASA’s InSight mission, which was launched in May 2018.
Is your library interested in reaching out to the community to gain new patrons? Or in better understanding the needs of your current (or potential) patrons? Join us to learn more about Community Dialogues, designed by the STAR Net team to help libraries learn more about their patrons, potential community partners, and how to more effectively serve underrepresented audiences. These Dialogues have been conducted more than 150 times at over 90 libraries across the country. Hear results and pitfalls to avoid from the libraries who have conducted them. This webinar is appropriate for any interested library staff, but please also share this announcement with your outreach librarians, directors, or anyone that is interested in reaching out into the community.
Exploring Lunar Phases: How Your Library Can Support Science LearningNCIL - STAR_Net
Please join us to explore lunar phases through hands-on activities and discussion! The moon has held our imaginations captive and sparked our curiosity since prehistoric times. Its changing appearance influences calendars, myths, and cultures around the world. Hear from middle school teachers about the needs and challenges of teaching lunar phases, and discover ways that library programs can help prepare participants in building critical knowledge and skills.
A Night Sky Viewing is a great way to bring local science enthusiasts and library patrons together for an astronomy-based community event. Before your library launches a Night Sky Viewing or Star Party this year, there are a few things to know that can help take your event into orbit! We’ll take a look at the best practices for finding and working with an astronomy club, how to choose the right activities and promotional strategy, and other tips and tricks for keeping everyone warm, happy, and awe-inspired!
Infiniscope and STAR Net: Bringing Teachers and Library Staff Together!NCIL - STAR_Net
Please join the Space Science Institute and Arizona State University in a special webinar opportunity, featuring Infiniscope. Librarians from the STAR Library Education Network, and librarians, teachers, and other educators from the Infiniscope Network are welcome to join us for this opportunity. Teachers interested in working with libraries can learn more about this summer’s Universe of Stories summer reading theme, and librarians interested in learning more about Infiniscope's visualizations and learning experiences are welcome to join. Participants will also learn how they can partner with each other for the 2019 Summer Learning event and beyond.
Craft, Engineer, and Make & Take Activities for “A Universe of Stories”NCIL - STAR_Net
Looking for cheap, easy, accessible, and FUN hands-on experiences for your patrons this summer? Are you trying to spice up your normal craft and make and take activities with a space science theme? If so, then this is the webinar for you! Join us as we take a look at several different activities from the STEM Activity Clearinghouse Universe of Stories Collection that are hands-on, easy to facilitate, and sure to inspire curiosity.
Resource Overview for “A Universe of Stories”NCIL - STAR_Net
Looking for activities, websites, how-to videos, training, and more for the 2019 Summer Reading Theme? Join the STAR Library Network for an overview of vetted, free resources available through NASA, the STAR Library Network, and the STEM Activity Clearinghouse. Presenters will walk you through how to find, access, and sort through – remember, availability doesn’t always equal accessibility! – these resources and offer guidance on how your library can best utilize them!
Cataloging STEM Materials, Kits and Curriculum Resources
Presented at the 2017 Association for Rural and Small Libraries conference
Cynthia Hughes, Metadata Librarian
Technical Services
University of Wyoming, Coe Library
As libraries across the country prepare to implement space science-themed programs in summer 2019, the Space Science Institute and Lunar and Planetary Institute are partnering with state libraries to deliver training on NASA science learning experiences.
This effort is part of the SMD Science Activation program and the STAR Library Network-Collaborative Summer Library Program partnership.
As libraries across the country prepare to implement space science-themed programs in summer 2019, the Space Science Institute and Lunar and Planetary Institute are partnering with state libraries to deliver training on NASA science learning experiences.
This effort is part of the SMD Science Activation program and the STAR Library Network-Collaborative Summer Library Program partnership.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Shaping STEM Learning Experiences Through Community Partnerships and Staff Education
1. 6-12
Directed Learning
Shaping STEM Learning Experiences Through Community Partnerships and Staff Education [#1024 ]
The Mamie Doud Eisenhower Public Library has offered science programs to the Broomfield community since 2004. The primary focus has been to build
foundations in STEM concepts for tweens and teens (ages 9-14). In 2014, the library launched the Discovery Lab—a STEM/Makerspace which both
increased and challenged our abilities to present a wider variety of science programming through staff education, renovated space, and new community
partnerships. In this session, library staff will share our experiences, successes, and challenges in developing new
programming formats for STEM learning and provide an overview of the realities of current STEM programming and the future needs we hope to meet by
creating new models and stronger collaborations with community members and organizations.
Library Overview
Single topic with 1-4 activity centers
1-50
Maker-In-Residence Format
Activities designed by an artist/maker
Learning through observation & practice
Contribution to a community project
ALL AGES
Individual & large group work
Single topic
Community project
Contacting & scheduling artists/makers
Staffing programs
Local artists & makers
Volunteers as greeters
Outcomes: Exposure to an artist at work, contribution to a community project, family learning
opportunities and engagement
Challenges: Finding, scheduling, booking artists/maker, unseen audience demographics,
additional staffing
Successes: High attendance, return rate, exposure of artist/maker and other maker programs,
enthusiasm for future programs
Future needs: Unlimited pool of artists/makers, financial support for funding presenters/
materials, innovative programming (outdoor, large scale)
Example Programs: Woodworking, Collage, Weaving
Passive Format
Self-guided activities
With or without instructions
ALL AGES
Individual work
Individual & large group
Single topic with 1-4
activity centers
Staff time spent researching &developing
activities for a greater age range
Preparation and restock of supplies
Staff driven
Outcomes: Self-directed learning , reinforces Discovery Lab as a place for exploration outside of structured workshops, creates
family and intergenerational learning opportunities
Challenges: No staff presence = library receives minimal feedback or evaluation of activities, accurate attendance numbers,
unseen audience demographics
Successes: Extends participation to a wider audience beyond ages 9-14yrs, offers curiosity driven and independent learning,
draws attention to Discovery Lab programming
Future needs: Prepared modules from outside organizations with simple learning models or activities that staff could choose
and order on-line.
Example Programs: Take it Apart and Put it Back Together (Bicycle), Pocket Solar System, Snap Circuits, Musical Instruments
Broomfield Library’s
Science Task Force
Number of Programs Attendance
Science Task Force 8 226
Multi & Single Sessions 58 494
Maker in Residence 15 415
Passive 36 6,779
The Science Task Force is a community-based group of citi-
zens with backgrounds in teaching and/or research in vari-
ous fields of science. This group of volunteers was estab-
lished in 2004 with an objective to design activities and
demonstrations that build inquiry and reasoning skills on
topics of science discovery, research, and technology.
2014 Program Snapshot
1-100
1-12
Multi-Session Format
Outcomes: Skill building/ learning, process rather than product
Challenges: Participants and presenters to commit to multiple sessions. committing to one topic for an
extended period, storing and tracking materials/projects over the duration of the course, limited number
participants at a time
Successes: Staff/participants build a relationship with the experts & community partners, audience are self
-selected participants who are interested in the topic, participants can go deeper into the topic & practice
advanced skills, peer to peer sharing/learning
Future Needs: “Program in a Box” - curriculum and materials for staff to facilitate programs, ask
ORGANIZATIONS if they can offer/design multi-session programs, continued financial support for funding
presenters and materials.
Activities designed by an expert
Product driven by specific parameters
Ages 9-14
Individual & small groups
Attendance required for all sessions
Single topic
Skills are built over multiple weeks/sessions
Outcomes: Skill building/ learning, inventing, critical thinking
Challenges: Designing activities that allow for invention, offering enough variety for participants to invent,
hour time frame, planning ahead to identify and purchase materials
Successes: Peer to peer sharing/learning, empower participants to create rules and be the expert,
encourages participants to explore non-traditional learning structures
Future Needs: Staff time/training dedicated to STEM learning and program design, develop partnerships
with experts who can offer INVENTION as a learning outcome
Example Programs: Land, Sea, and Air, Rube Goldberg, Green Screen
Exploratory Learning
Activities designed by participant
Product driven by invention & creativity
Ages 9-14
Individual & small groups
Single topic
Skills are built over multiple weeks/sessions
Staff time spent researching, testing, and implementing activities
Directed Learning
Contacting & scheduling experts
Collaborating with experts to create curriculum & outcomes
Staffing programs
Individual hobbyists: library staff
Amateur experts: members of the local community
Professionals in the field
Volunteers: Teens to help staff programs : “Teens for Tweens”
1-12
Outcomes: Skill building & inventing
Challenges: Designing the activity to appeal to the designated audience, designing activities that allow for
invention, offering enough variety for the participants to invent, hour time frame, planning ahead to identify
and purchase materials, compliance with city safety standards
Successes: Peer to peer sharing/learning, empower participants to create rules and be the expert,
encourages participants to explore non-traditional learning structures
Future Needs: Offer single sessions multiple times with different set of participants, staff time/training
dedicated to STEM learning and program design, develop partnerships with experts who can offer inven-
tion as a learning outcome
Example Programs: Emulsions, Food renovation, Take it Apart (Electronics)
Exploratory Learning
Activities designed by participant
Product driven by invention & creativity
Ages 9-14
Individual & small groups
Staff time spent researching, testing, and implementing activities
Outcomes: Skill building & exposure to topic
Challenges: Finding experts who have knowledge and skills to educate and motivate youth attendees,
incorporating hands-on learning, managing and making learning meaningful for large groups, staff time
dedicated to STEM learning
Successes: Staff/participants build a relationship with the expert & form continuing relationships with
community partners, participants exposed to new learning styles and experts who work in the field,
peer-to-peer sharing/learning
Future Needs: Unlimited pool of community experts, continued financial support for funding presenters,
identifying materials and presenter needs
Example Programs: STF programming, Anatomy in Clay, Electronic Greeting Cards, Birdhouses
Directed Learning
Activities designed by an expert
Product driven by specific parameters
Ages 9-14
Individual & small groups
Single topic with 1-4 activity centers
Contacting & scheduling experts and staffing programs
University Educators: CU Science Discovery
Adult Volunteers: Science Task Force
Museums: Denver Museum of Nature & Science , Molly Brown House
Local businesses: Sandoz Pharmaceuticals
Single Session Format
Volunteers: City’s Health & Human Services, IT
Volunteers: Teens to help staff programs: “Teens for Tweens”
Single topic with 1-4 activity centers1-50 1-50
Mamie Doud Eisenhower Public Library Broomfield, Colorado
Pauline Noomnam, Fran Jenner, Gigi Yang
Directed Learning
(Activities designed by an expert):
Exploratory Learning
(Activities designed by participant):
Audience (Age and Group size):
Number of Participants Per Day (1-100):
Level of Staff Involvement (Low to High):
Community Partnerships:
1-12
Key
1-12