CAREER: Broadening Perspectives of Science, Technology, and Culture Through Community-Driven Design of Place-Based Storytelling Experiences

随着新技术继续主导世界，获取和参与科学、技术、工程、数学(STEM)和计算已成为教育研究、实践和政策的关键重点。这个问题与美国印第安人格外相关，尽管他们占美国人口的2%，但他们在STEM劳动力中的比例仍然很低，仅占0.2%。针对这一需求，学院早期职业发展计划(CALEAR)项目采用社区驱动的设计方法，这是一种合作设计过程，土著合作伙伴作为设计师保持主权，共同创造基于地点的讲故事体验，通过基于位置的媒体讲述历史和文化地方的故事。以地点为基础的讲故事体验将是在当地社区具有文化、政治和历史意义的地点安装的数字装置，公众可以在那里参与土著科学。合作伙伴将包括部落国家，如肖肖尼民族西北乐队(NWBSN)，犹他州的TITLE VI计划，以及犹他州各地的其他部落教育者。最初，首席调查员和西北边疆队将调查：(A)与土著伙伴一起进行社区主导设计的有效战略和程序是什么？(B)设计以地点为基础的讲故事体验如何发展部落成员？设计、技术和计算技能？(C)设计这些体验对部落成员有何影响？科学、技术和文化身份？目标是建立一个社区驱动的设计过程，建立支持这一过程的基础设施，并了解这种方法方法如何导致通过技术与科学接触的文化上合适的方式。首席调查员将与NWBSN合作完成代际设计周期(一个设计周期由多个设计迭代组成)。每个设计周期都会产生一个基于地点的讲故事体验。在所有合作伙伴中，目标是在每个设计周期中包括大约15名青年(6-18岁)、10名长老/知识持有者和10名其他社区成员(即18-50岁的成员，可能是父母)(总共35名部落成员)。一些设计师可能会参与多个设计周期。在第4年，将聘用新的社区合作伙伴，以便对与第一个合作伙伴共同开发的社区驱动的流程进行迭代改进和进一步发展。在奖项的有效期内，PI与合作伙伴的目标是包括至少50名年龄在6-18岁之间的设计周期的年轻人，以及至少100名部落长老、知识持有者和社区成员(作为设计师、讲故事的人，或提供文化文物或设计反馈)。这一职业奖项由推进非正式STEM学习(AISL)计划资助，该计划旨在促进对非正式环境中STEM学习的设计和发展的新方法和基于证据的理解。这包括提供多种途径来扩大获得和参与STEM学习经验的途径。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

As new technologies continue to dominate the world, access to and participation in science, technology, engineering, mathematics (STEM), and computing has become a critical focus of education research, practice, and policy. This issue is exceptionally relevant for American Indians, who remain underrepresented as only 0.2% of the STEM workforce, even though they make up 2% of the U.S. population. In response to this need, this Faculty Early Career Development Program (CAREER) project takes a community-driven design approach, a collaborative design process in which Indigenous partners maintain sovereignty as designers, to collaboratively create place-based storytelling experiences, stories told in historical and cultural places through location-based media. The place-based storytelling experiences will be digital installations at culturally, politically, and historically significant sites in the local community where the public can engage with Indigenous science. Partners will include Tribal Nations such as the Northwestern Band of the Shoshone Nation (NWBSN), Utah's Title VI Program, and other Tribal educators throughout Utah. Initially, the principal investigator and the NWBSN will investigate: (a) what are effective strategies and processes to conduct community-driven design with Indigenous partners?; (b) how does designing place-based storytelling experiences develop tribal members? design, technical, and computational skills?; (c) how does designing these experiences impact tribal members? scientific, technological, and cultural identities? The goals are to establish a process of community-driven design, build infrastructure to support this process, and understand how this methodological approach can result in culturally-appropriate ways to engage with science through technology. The principal investigator will work with NWBSN to complete intergenerational design cycles (a design cycle is made up of multiple design iterations). Each design cycle will result in one place-based storytelling experience. Across partners, the goal is to include roughly 15 youth (ages 6-18), 10 Elders/Knowledge Holders, and 10 other community members (i.e. members ages 18-50, likely parents) in each design cycle (35 tribal members total). Some designers are likely to participate in multiple design cycles. In Year 4, new community partners will be engaged to allow for iterative refinement and further development of the community-driven processes developed with the first partner. Over the life of the award the PI with partners aim to include at least 50 youth ages 6-18 across design cycles and at least 100 Tribal Elders, Knowledge Holders, and community members (as designers, storytellers, or to provide cultural artifacts or design feedback). This CAREER award is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.