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Thursday, June 20 • 10:00am - 11:30am
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Project Accelerate: Closing the Access Gap to Physical Science Careers and Academic Programs
Mark Greenman
Economically disadvantaged and underrepresented high school students in many urban, rural, and small suburban communities don’t have access to Advanced Placement® (AP®) courses. Lacking opportunity to access rigorous physics courses in high school, these demographic groups are hard pressed to compete in physical science related STEM fields and academic programs with their peers from more affluent communities. Project Accelerate, a National Science Foundation funded project, is a partnership program between Boston University (BU) and high schools to bring a College Board accredited AP® Physics 1 course to schools not offering this opportunity. Preliminary results, including 103 students who completed the course and taken the College Board AP Physics 1 exam, indicate that students participating in Project Accelerate do as well or better than their peers enrolled in traditional classroom-based AP® Physics 1 classes.

Real and Virtual Bio Fabrication Laboratory for Teaching all Science Teaching and Citizens´ Scientific Literacy
Maria Castello
The authors of this paper propose a pilot project aimed at promoting the transformation of biological science teacher training in Uruguay, seeking to improve the development of critical thinking skills and to deepen "nature of science" comprehension. This planned project will involve the immersion of K-12 biological science teacher-students and recently graduated Biological Science Teachers in Biological Science Living Physical and "mirror" Virtual Reality Laboratories. These laboratories will be equipped with "do it yourself" (DIY), "do it with others" (DIWO) and "bring your own device" (BYOD) technologies for the implementation of research-type activities framed in the philosophy of the "fabrication laboratories." The virtual platform will also comprise a library with didactic resources under permissive licenses to ensure a broader impact.

Closing the Signaling Gap: Leveraging Learning Science and Technology Design Principles to Support Marginalized and Vulnerable Youth to Transfer their Skills, Knowledge, and Abilities to New and Different Types of Work
Tessa Forshaw
As society faces an uncertain and changing future of work, workforce development needs a new paradigm; one founded in leveraging the learning sciences and human-centered technology design to drive inclusion. A preliminary trial of a web-based skills visualization tool with the LA Chamber of Commerce suggests that when participants in their workforce development program created their skills visualization map using the tool, the quantity and quality of skills used to self-describe increased. Further, the number of participants recommended for an internship also increased. These early results indicate that using a skills visualization map may promote self-explanation, and allow participants to construct a better understanding of how to transfer their skills to a new environment. This approach was used to address the core learning problem of self-explanation, as studies have shown that self-explanation and visualizations are powerful strategies to learn more deeply (Schwartz et al., 2016).

avatar for Jeff Dieffenbach

Jeff Dieffenbach

Associate Director, MIT Integrated Learning Initiative (MITili), MIT Open Learning
Jeff Dieffenbach is the Associate Director of the MIT Integrated Learning Initiative, which funds, connects, and disseminates transformational MIT research investigating learning effectiveness across pK-12, higher education, and workplace learning.Previously, Jeff has served in senior... Read More →

Thursday June 20, 2019 10:00am - 11:30am
4-163 77 Massachusetts Ave, Cambridge, MA 02139

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