Taking Stock of Oregon STEM Hubs: Accomplishments and Challenges: An Evaluation Report Prepared for the Oregon Chief Education Office

The main research goal for this study was to describe how investment into the Hubs has influenced local STEM communities; that is, how STEM Hubs have begun to create opportunities for partnerships, collaboration, connected programing, improved program development or delivery, or improved communication within and outside the STEM teaching and learning community. Based on these findings, the report provides recommendations for improvements and future investments. Ultimately, the study is aiming at establishing whether and to what degree STEM Hubs are helping to improve opportunities for effective teaching and learning for all Oregon children

Getting to Know Guerilla Science Participants: Evaluating Unexpected and Unusual Science Encounters: A Report Prepared for the Simons Foundation

Creative projects at the interface of science and art can be appealing to both science-interested and art-interested audiences. They therefore present a unique opportunity to connect with cultural and learning identities of a wide range of people, and to preach beyond the already-interested and science-engaged “choir” that make up a significant proportion of science museum attendees and consumers of science media. Guerilla Science develops live events that bring scientists into face-to-face contact with the public as part of imaginatively designed immersive story worlds, often co-designed with artists (e.g. sound artists, performance artists, food and experience designers and visual artists), that take place in the places and spaces where science is least expected, for example music and arts festivals, disused urban spaces, and nightclubs. Its primary target audience are young adults who do not see science as being for them. Since its inception in 2008, Guerilla Science has reached over 100,000 members of the public, worked with over 300 scientists and artists, and been featured in publications like The New Yorker, Guardian, BBC, and Vice

Taking Stock of Oregon STEM Hubs: Accomplishments and Challenges

The main research goal for this study was to describe how investment into the Hubs has influenced local STEM communities; that is, how STEM Hubs have begun to create opportunities for partnerships, collaboration, connected programing, improved program development or delivery, or improved communication within and outside the STEM teaching and learning community. Based on these findings, the report provides recommendations for improvements and future investments. Ultimately, the study is aiming at establishing whether and to what degree STEM Hubs are helping to improve opportunities for effective teaching and learning for all Oregon children

Taking Stock of the STEM Beyond School Project: Accomplishments and Challenges: An Evaluation Report Prepared for the OSU Extension 4-H and Portland Metro STEM Partnership Team

The Center for Research on Lifelong STEM Learning was invited by the Oregon State University Extension Service 4-H Youth Development and the Portland Metro STEM Partnership to evaluate Year 1 of the STEM Beyond School (SBS) project. The STEM Beyond School project seeks to improve underserved youth’s access to and interest in STEM learning through: 1) the development of a statewide network of out-of-school providers focused on STEM learning opportunities, 2) building capacity of out-of-school providers to deliver effective STEM programming, and 3) delivering high dose programming to underserved youth. The Center evaluated the impact of the first year of programming on several youth outcomes (attitude towards learning, persistence in solving problems, active engagement with science, connection with and enjoyment in the program itself, and attitude toward science including whether they can succeed in science), assessed the type and quality of programming offered to youth, and analyzed the development of a state-wide network that supports out-of-school learning. As a demonstration/pilot project, the SBS project focused on collecting data that would address outcomes of the project and inform the development of a sustainable infrastructure that would support a Networked Learning Community of community-based STEM education providers. This report draws from various data collection methods to provide insights into the development of the STEM Beyond School network and the potential impact of out-of-school programming on youth’s learner identity and associated factors which contribute to the development of interest in STEM and STEM learning. Data were collected from SBS Regional Coordinators, Program Providers, and youth participants through online and paper-based surveys; interviews with Regional Coordinators and Program Providers; and reporting workbooks and self-assessment tools completed by Program Providers

STEM Hub Capacity Building to Support Evaluative Thinking and Continuous Improvement: An interim report prepared for Oregon’s Chief Education Office

The Educational Policy Improvement Center (EPIC) and the Center for Research on Lifelong STEM Learning at Oregon State University (OSU) are collaborating on a yearlong capacity-building research project in order to better understand the common and unique features and strengths of Oregon’s STEM Hubs. The project is intended to examine the growth and success of the STEM Hubs and their backbone organizations, and to build capacity for evaluative thinking by supporting Hubs in data-driven decision making and continuous improvement. The project is the first of its kind to systematically examine multiple layers of collaboration between publicly funded STEM-focused organizations, partner organizations, and their broader communities. STEM Hubs are multisector partnerships that link local P–20 educators, workforce and economic development groups, community-based organizations, and business/industry representatives in a collaborative effort to transform the landscape of STEM (Science, Technology, Engineering, and Mathematics) and CTE (Career and Technical Education) teaching and learning. STEM Hubs are implementing strategies that include (amongst others) educator professional development on best practices in STEM instruction; in-and out-of-school, hands-on STEM learning experiences for students; and connections to fast-growing STEM employment opportunities in Oregon

Broadening Participation in Science through Arts-Facilitated Experiences at a Cultural Festival

All of the data was collected at the FIGMENT art festival in New York City on June 23 and 24, 2018. The data was collected through: 1) paper survey for attendees to Guerilla Science activities, 2) short interviews (entry and exit) for attendees to Guerilla Science activities, and 3) short interviews for control population (visitors to Governor’s Island who did not attend Guerilla Science activities). Data collection included the following constructs for attendees to Guerilla Science: views on science, engagement with science, motivation and expectations for attendance, participation in arts and science spare-time activities, perceptions and evaluation of event, takeaways from participation, intentions for future behaviors. For the control population, we collected data about the following constructs: views on science, engagement with science, motivation for visiting Governors Island, knowledge of, attendance, interest in Guerilla Science, participation in arts and science spare-time activities.Keywords: public engagement with scienc

Prosthetic and orthotic options for lower extremity amputation and reconstruction

Lower extremity injury and deformity can result from a number of etiologies. Regardless of the underlying cause, the decision to pursue amputation or reconstruction of a lower limb is challenging for both patients and practitioners. This decision is largely dependent on the patient’s premorbid health and function, functional goals and preferences, and characteristics and viability of the affected limb. The role of adaptive devices following surgery should never be underestimated. Advances in prostheses and orthoses have provided patients with a wider range of options to consider when deciding between limb reconstruction and amputation. The primary goals of any adaptive device are to improve function, prevent recurrence or ulceration of the defect, and allow for use of conventional footwear and/or clothing. When a lower extremity amputation is indicated, selection of the correct level is of critical importance in order to optimize healing potential and function. Each distinct level has certain inherent prosthetic and orthotic considerations. Likewise, the application of an adaptive device following reconstruction of the lower extremity also has demonstrable benefits and must be tailored to the specific defect and procedure performed. Knowledge of available prosthetic and orthotic options is of considerable importance for the reconstructive surgeon tasked with limb salvage or resurfacing an amputated extremity. This article reviews considerations of various types of lower extremity amputation and reconstruction, and provides a framework for the role of adaptive devices following surgery