Developing a Network to Coordinate Research on Equity Practices and Cultures in STEM Maker Education
NSF Award #2005898
The driving purpose of the project is to collectively broaden STEM-focused maker participation in the United States through pursuing common research questions, sharing resources, and incubating emergent inquiry and knowledge across multiple working sites of practice. The network aims to build capacity for research and knowledge, building in consequential and far-reaching mechanisms to leverage combined efforts of a core group of scholars, practitioners, and an extended network of formal and informal education partners in urban and rural sites serving people from groups underrepresented in STEM
Principles for the design of digitally-distributed, studio-based STEM learning environments
NSF Award #1825076
This workshop brought together a community of collaborators from multiple stakeholder groups including academia, public libraries, museums, community-based organizations, non-profits, media makers and distribution channels, and educators within and beyond K-12 schools. Participants engaged in activities that invite experimentation with distributed learning technologies to examine ways to adapt learning to the changing technological landscape and create robust, dynamic online learning environments.
Abstract
Workshop details
Slides
Video: Principles of Equitable Design
CERCLL Renewed as a Title VI Language Resource Center
The Center for Educational Resources in Culture, Language and Literacy (CERCLL) at the University of Arizona has been renewed as a Title VI Language Resource Center through August 2026. This designation supports CERCLL's mission to advance language teaching and learning by integrating culture and literacy into educational practices.
Among its initiatives is the "Worlds of Experience: Immersive International Virtual Field Experiences with Language Teachers" (WELL) project. This professional development program, led by Dr. Jill Castek and coordinated by Dr. Yousra Abourehab, guides educators across the U.S. in creating Virtual Field Experiences (VFEs) for their classrooms. These VFEs utilize digital technologies to enhance global and digital literacies among K-12 and community college students, particularly in areas with limited access to global learning opportunities.
Publications
Oguilve, V., Wen, W., Bowen, E., Abourehab, Y., Bermudez, A., Gaxiola, E., & Castek, J. (2021). Community Making: An Expansive View of Curriculum. Journal Of Curriculum Studies Research, 3(1), 69-100. https://doi.org/10.46303/jcsr.2021.8