Public policies that emphasize achievement in core academic subjects for all children are juxtaposed with high levels of childhood poverty, racial inequality, limited English proficiency, and disabilities, which creates a challenging context for educational renewal. The process of continuing renewal becomes even more difficult when educators and their publics are committed to the broader purposes of educational equity in a democracy.
A National Science Foundation project, “Badges for College Credit: Motivating learning in informal science programs through a digital badge system,” seeks to bridge informal and formal learning opportunities in partnership with the Future of Flight Foundation, the Pacific Science Center’s Mercer Slough Environmental Education Center, and the Seattle Aquarium. PI Carrie Tzou led the effort to develop college credit pathways for high school students who engage substantially in the work of these informal science institutions. The project began in October 2013 with a total budget of $1.47 million and completed the one-year no-cost extension on September 30, 2018.Read More
A National Science Foundation project, “Learning in Places: Gardens and Field Based Science Education,” aims to develop innovative field based science learning environments to help to prepare learners to meet, adapt to, and lead change in relation to the socio-ecological challenges of the 21st century.Read More
PI Carrie Tzou will lead the subcontract to Northwestern University for this project to design and study K5 curriculum that addresses social-emotional learning in the time of the COVID-19 crisis.Read More
The project fosters opportunities for families to explore science and engineering together as they engage with robotics, computer science, coding, and e-textiles (fabrics and clothing that integrate technology).Read More