As the university's central hub for interdisciplinary education research, the Center is involved in several long- and short-term projects. Read about our local, national, and international involvements below.
2022 - 2027
Polar STEAM is an NSF funded project run by an interdisciplinary team at Oregon State University. Participants are supported in their creative, scientific, and educational practices as they develop and share creative works and educational resources that engage learners of all ages in understanding the critical global importance of polar environments and the people who call these regions home. Polar STEAM is an inclusive program that views our differences with curiosity and invests in diversity.
2022 - 2026
Many of our urgent environmental challenges, from soil degradation and water pollution to global climate change, have deep roots in how we relate to nature and to each other, and how complex systems impact human well-being: “If the water is sick, the fish get sick, and then we get sick – everything is interconnected” (Diné Elder Dr. David Begay). We see Western science and Indigenous ways of knowing (IWK) as both contributing to our understanding of how humans fit within local and global ecologies and recognize that both knowledge systems can make essential contributions to addressing environmental issues and supporting sustainable, healthy communities for generations to come. While we engage with both knowledge systems, we intentionally uplift Indigenous ways of knowing, being, and living in the environment in order to build awareness of their value.
2022 - 2025
Reservoir Observer Student Scientists (ROSS) is a citizen science program that helps students to understand their local aquatic ecosystem and water quality issues and contribute water samples to monitor lake ecosystems.
2022 - 2025
This project will develop a repository of resources and supports to increase the usability, usefulness, and on-the-ground use of the Informal STEM Learning (ISL) Professional Competency Framework that was developed with previous NSF support (#1514815, 1514884, 1514890, and 1515315). The proposed resources and the integrated research will advance knowledge of professional learning, professional development, and the broader concept of professional work in the ISL field. The work proposed here could ultimately benefit individual communities and society at large by advancing the capacity of ISL professionals and a science-engagement field to more effectively respond to societal needs, concerns, and interests.
2022 - 2025
Students to Launch is a 3-year program that will allow approximately 2,300 youth and their adult mentors from informal science education programs to attend NASA space launches. These intense experiences will serve as the anchor for hands-on, informal science education programs for both youth participating in the launch and associated pre-launch activities and for youth who engage in pre-launch programming but do not travel to the launch. Further, social-media based outreach developed and promoted by youths who attend the launches and become “Space Ambassadors” has the potential to reach hundreds of thousands of science-interested youths nationally and internationally.
2022 - 2027
The goal of the Cultivating Indigenous Research Communities for Leadership in Education and STEM (CIRCLES) Alliance is to develop Native-based STEM education activities for K-12 and higher education students. This is done between the partner institutions and their local tribal communities and colleges. Project partners will be developing or building strong relationships with tribal communities and colleges to understand what educational activities are meaningful to their community and support the success of Indigenous/Native American students in STEM.
2022 - 2025
This project will broaden participation in STEM for blind and visually impaired (BVI) and sighted upper elementary students through engagement with podcast technology. BVI individuals are significantly underrepresented in the STEM workforce. Research has shown that BVI students face many obstacles in pursuing education pathways to STEM fields, beginning in early education. These obstacles include negative attitudes of both students and teachers regarding the ability for BVI persons to engage in STEM careers, and the lack of BVI-accessible STEM resources in classrooms. This project builds on the success of the children’s science podcast, Tumble, to engage BVI students in the use and development of podcasts to promote STEM learning and career awareness.
2022 - 2025
The Well Rounded Access Program (WRAP) is the Oregon Department of Education’s (ODE) approach to increase access to well-rounded courses through funding from the US Department of Education’s Expanding Access to Well-Rounded Courses Demonstration Grant. This five year, $9.8 million federal grant was awarded to ODE in October, 2020. ODE proposes to focus its approach to developing, expanding, and implementing, a course-access program by expanding access to STEAM-related courses as well as building capacity to develop and maintain an arts program. Course options developed through the proposed grant will be accessible to students through a combination of in-person, online, and distance learning formats to meet the diverse and evolving needs of Oregon’s students and communities. The STEM Research Center will head up formative and summative evaluation of all program elements.
2022 - 2026
NASA Heliophysics Education Activation Team (NASA HEAT) engages communities across the nation with educational programs about heliophysics. As part of the NASA Science Activation program, NASA HEAT actively partners with scientists, educators, and communicators to provide understandable science educational content and experiences to learners of all ages.
The APEAL project’s goal is to improve how Long Term Ecological Research (LTER) sites are engaging with their (local) community (non-profits, other governmental agencies, local internship programs, etc.). The premise behind the project is that scientific organizations that are deeply embedded into communities, or are relying on long-term relationships with the communities they are part of, might have a strategic interest in authentic engagement with those communities, in part to ensure that research efforts can be sustained over time The project will survey and interview LTER scientists, leaders, and staff from the 28 LTER sites about their strategic notions around science outreach. It will investigate several key LTER sites in depth to see what they are already doing toward public engagement of science (PES); what is going well or poorly? Then, using all that information, alongside other evidence-based public engagement with science (PES) strategies within STEM research organizations, to support the broader LTER Network in improving engagement with their community.
2022 - 2025
The Association of Science-Technology Centers, the Center for Science and Industry (COSI) Center for Research and Evaluation and Oregon State University’s STEM Research Center (led by Kelly Riedinger and Martin Storksdieck) are collaborating for this innovation in development project to develop a repository of resources and supports to increase the usability, usefulness, and on-the-ground use of the Informal STEM Learning (ISL) Professional Competency Framework that was developed with previous NSF support (#1514815,1514884, 1514890, and 1515315).
2021 - 2025
The STEM Research Center is collaborating with the Association of Zoos and Aquariums (AZA) and the Vanderbilt Kennedy Center’s Treatment and Research Institute for Autism Spectrum Disorders (TRIAD) at Vanderbilt University Medical Center on a research in service to practice project funded by the National Science Foundation’s Advancing Informal STEM Learning project to support the Modeling Zoos and Aquariums as Inclusive Communities of Science for autistic individuals (MoZAICS) project. MoZAICS focuses on developing an evidence-based framework of inclusive practices for zoos and aquariums to support science learning for individuals with autism across the full zoo/aquarium experience including the general visit, programs, exhibits, internships, volunteering, and employment opportunities. The project will also support the building of a community of practice of zoo/aquarium practitioners dedicated to the comprehensive inclusion of autistic individuals and toward building an overall strategy of inclusion across the AZA community.
2021 - 2024
The Sense of Belonging in Undergraduate Field Education project - led by Kari O’Connell (STEM Research Center at OSU), Stephanie Shaulskiy (University of Michigan Biological Station), Alison Jolley (University of Waikato in New Zealand), and Lucas Hill (evaluator, University of Wisconsin-Madison) - will fill a critical hole in the scholarship of STEM teaching and learning by advancing understanding of how student sense of belonging develops in undergraduate learning experiences outside of the traditional classroom.
2021 - 2024
The goal of the Authentic Research Experience for Teachers at Long Term Ecological Research sites (ARETs@LTERs) project is to engage high school teachers who work with students from marginalized groups in the practice, process, and communication of data-intensive STEM. In this project, teachers work in partnership with scientists to explore how emerging stressors such as drought, marine heatwaves, and global warming impact communities and biodiversity across ecosystems. Four teachers are stationed at each of three LTER sites spanning critical habitat types: the arctic tundra (Arctic LTER), temperate montane forests (Andrews LTER), and marine coastal ecosystems (Santa Barbara Coastal LTER), forming a cohort of 12 teachers in year 1, joined by another 12 teachers in year 2.
Quality research experiences support undergraduates to successfully continue their education in STEM fields. However, many of these programs are intensive experiences that occur over the summer months, often requiring students to travel to distant or remote locations to participate. This common structure limits access for many students. ARC-Learn is a 2-year undergraduate research experience that provides a more flexible, lower-intensity model to eliminate common barriers to participation. Over the course of two years, ARC-Learn students work within an affirmative science community and are exposed to the full “arc” of research, from understanding scientific challenges to sharing the results of research with the public.
2020 - 2025
Teaching for PROWESS aims to increase access and success for community college students in mathematics courses on the STEM pathway. Guided by the IMPACT: Improving Mathematical Prowess and College Teaching document (American Mathematical Association of Two Year Colleges, 2018), the project will convene teams from eight community colleges mathematics departments to transform the teaching and learning of mathematics at both the classroom and department levels. This project is guided by a definition of active learning in mathematics (ALM) as described by Laursen and Rasmussen (2019); active learning in mathematics is grounded on four principles: (1) students’ deep engagement in mathematical thinking; (2) instructors’ interest in and use of student thinking; (3) student-to-student interaction; and (4) instructors’ attention to equitable and inclusive practices.
2020 - 2023
The COVID-19 pandemic is causing massive disruptions in higher education. Faculty across disciplines are struggling to quickly transition to virtual classrooms. Nowhere has this been more difficult than in the field sciences, where first-hand experience with the complexity of the natural world is essential for applying classroom learning to authentic settings, developing deep content knowledge and skills, and fostering identity as a field scientist.
2020 - 2024
This applied research project focuses on playful engagement with STEM exhibits for children three to eight years old. The project team is developing a tool for practitioners that can be used for reflection and evaluation of exhibit design, with an eye on broadening participation in early STEM engagement through play. The four-phase “Research in Service to Practice” study has received funding from the National Science Foundation’s Advancing Informal STEM Learning program.
2019 - 2023
Funded by the National Science Foundation and led by director Dr. Martin Storksdieck, Center researchers Dr. Heather Fischer and Kimberley Preston are collaborating with several partners to research and develop ScienceNearMe.org, a mobile phone and web-based application designed to empower families and the general public to discover the full spectrum of Science, Technology, Engineering, and Mathematics (STEM) informal learning opportunities available in most communities. Currently, there are no “one-stop” search platforms for these resources. This groundbreaking resource would allow users to efficiently search a rich informal STEM database enabling them to identify resources by location, geography, age levels, science discipline, type of program, and more. This will be accomplished through the aggregation and organization of digital content from trusted informal STEM networks of content providers. The development of this app will also provide researchers with new opportunities to analyze how families and adults engage with informal STEM resources in their communities.
2019 - 2023
The STEM Research Center and Dr. Shawn Rowe from Oregon Sea Grant are partnering with Dr. James Kisiel at California State University Long Beach (as the project lead) and Jill Stein from Reimagine Research Group to conduct a critical research synthesis on the significance of authenticity or realness for learning in informal science education settings. The project seeks to better understand how different disciplines (e.g. learning sciences, media studies, museology, linguistics, anthropology, etc.) address authenticity and to compile existing evidence of why “the real” thing or experience may (or may not) be important for supporting informal science learning.
2019 - 2025
The Lucy Student Pipeline Accelerator and Competency Enabler (L’SPACE) Virtual Academy is a new student collaboration program with NASA’s Lucy Mission to Jupiter’s Trojan Asteroids. This interactive, team and project-based, 12-week program is designed to engage a diverse population of college/university science and engineering students in rigorous, project-based STEM workforce development.
2019 - 2023
The project is developing a modular curriculum with seven courses, credentials including certificates and a minor in data science for production engineering, and a course/module recommendation system to help students determine which course or module will best meet their needs. These resources will help people working in manufacturing to retool their skill sets to keep up with the modern world.
2019 - 2020
Drs. Martin Storksdieck, Nancy Staus and Heather Fischer along with Kimberley Preston were part of a transdisciplinary team of researchers and practitioners from academia (Oregon State University, Arizona State University and Indiana University) and industry (The Boeing Company and Burning Glass Technologies) that developed a career guidance system at a national scale. This project consisted of the development and testing of meaningful data visualizations and analytics about the relevance of, and efficacy of, available learning opportunities and credentials to help learners make informed, labor market aligned reskilling choices.
2019 - 2023
The STEM Ambassador Program is a collaborative project that seeks to foster greater inclusion in science by training scientists to engage members of the public in innovative ways outside traditional venues.