Developing stem identities and geoarchaeological innovation through immersive technology for workforce pathways

The National Science Foundation Division of Research on Learning in Formal and Informal Settings awarded The Research Foundation For The State University Of New York (operating as SUNY at Binghamton) $730,083 on March 1, 2027, under the STEM Education program (CFDA 47.076) to develop and deliver a summer enrichment program that uses geoarchaeology to engage high school students and educators in place-based, technology-rich learning experiences.

The project introduces rural high school learners to scientific investigation of past human activity using non-invasive geophysical and remote sensing technologies applied to local archaeological sites and landscapes. Participants work alongside university researchers and graduate mentors to collect, visualize, and interpret scientific data, progressing from observation through hypothesis generation and evaluation of competing explanations. The program addresses how these experiences influence learners' analytical thinking, understanding of complex systems, and identification with STEM fields and careers. The project also examines how participation shapes educators' instructional practices and their ability to create engaging STEM learning environments.

Performance occurs in Binghamton, New York, with a period of performance from March 1, 2027, through February 28, 2030. The assistance type is a Project Grant. The Research Foundation For The State University Of New York, the fiscal and administrative agent for the SUNY system, serves as the prime recipient, administering the award through SUNY at Binghamton as the performing site.

Abstract

Preparing a skilled U.S. Stem workforce is increasingly important to the nations? Future. This project will address that need through a summer enrichment program using geoarchaeology to engage high school students and educators in a place-based, technology-rich learning experience. Working with rural schools and community organizations, the project will introduce learners to the scientific study of past human activity with the aid of non-invasive geophysical and remote sensing technologies. By investigating local archaeological sites and landscapes, learners will engage in scientific investigations involving problem solving, teamwork, data collection and interpretation, critical thinking, and interdisciplinary reasoning. Learners will work alongside university researchers and graduate mentors to collect, visualize, and interpret scientific data, progressing from data collection to evaluating evidence, testing interpretations, and asking increasingly sophisticated scientific questions. As learners move from observing to generating hypotheses and exploring competing explanations, they engage with the same forms of reasoning and interpretation that characterize stem practice, supporting the development of stem identities and interest in stem careers. The team will examine how these experiences influence learners' analytical thinking and understanding of complex systems, and how they contribute to youth?s identification with stem fields and careers. Researchers will also explore how participation influences educators' instructional practices and their ability to create engaging stem learning environments. By combining local history, emerging technologies, and hands-on scientific inquiry, we seek to broaden participation of learners of all ages in stem learning opportunities, particularly in rural communities, and contribute to the development of an adaptable and technologically capable workforce. The project will address the pressing need for a stem-capable U.S. Workforce through a summer enrichment program that will use geoarchaeology to engage high school students and formal and non-formal educators in a place-based, technology-rich learning experience. Archaeology and geology provide an interdisciplinary foundation for learners to acquire transdisciplinary adaptive competencies and stem skills necessary for the current and future stem workforce. Researchers will work with learners and a multidisciplinary team of school-based and community-based educators from local rural school districts and community organizations. Rural communities represent an underexploited area where stem education can impact workforce development. The enrichment program is grounded in place-based learning experiences within local archaeological sites that will provide participants with authentic, hands-on stem activities that place them into the roles of scientists and researchers. Using multiple data sources, researchers will investigate how a geoarchaeology placed-based summer program cultivates and increases learners? Analytical discernment, systems thinking, and epistemic curiosity; how participation in the program shapes secondary learners? Science/technology/mathematics/stem identities; and how educators? Epistemic empathy shapes the transformation of their pedagogical beliefs and implementation of learning opportunities. Furthermore, researchers will consider how the development of emergent and forward-looking transdisciplinary adaptive skills support the development of learners as they prepare for stem careers and the future workforce. The study will broaden the participation of learners within stem activities grounded in geoarchaeological concepts and non-invasive, emerging technologies, and potentially increase the number of individuals entering the stem workforce and address anticipated workforce gaps. This project was funded by the stem k-12 program, which supports fundamental, applied, and translational research on stem learning in both formal k-12 education and informal learning environments 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.- subawards are not planned for this award.