Panel discussions at Global MindEd conference in Denver, CO.

The Community + Curriculum Enterprise for Restoration Science (CCE-RS) project offers a transdisciplinary model for increasing student success in STEM-C. This highly collaborative endeavor draws educators, ecologists, and community groups into a sustainable partnership. The CCE-RS is a new model for creating an activity-based educational curriculum to “wrap around” the student. Continuing education is being offered to teach urban middle school teachers how to implement a project-based science curriculum. Lesson plans incorporating Bybee’s 5 E model are posted on a digital platform. A compatible mobile application will enable students and citizen scientists to upload their own observations to a growing collective database and create graphs to report their findings. Cultural exhibits will complement and extend learning of restoration science and related history. Afterschool programs offer related learning activities for low resource settings. Evaluation results show teachers report enhanced skills and content knowledge. Students’ knowledge, skills, efficacy, and interest in STEM-C careers have increased. Our research is focused on describing the model and promoting it so that others can replicate it in their own schools and communities with different restoration science projects. The Community + Curriculum Enterprise for Restoration Science (CCE-RS) project offers a transdisciplinary model for increasing student success in STEM-C. This highly collaborative endeavor draws educators, ecologists, and community groups into a sustainable partnership. The CCE-RS is a new model for creating an activity-based educational curriculum to “wrap around” the student. Continuing education is being offered to teach urban middle school teachers how to implement a project-based science curriculum. Lesson plans incorporating Bybee’s 5 E model are posted on a digital platform. A compatible mobile application will enable students and citizen scientists to upload their own observations to a growing collective database and create graphs to report their findings. Cultural exhibits will complement and extend learning of restoration science and related history. Afterschool programs offer related learning activities for low resource settings. Early evaluation results show teachers report enhanced skills and content knowledge. They report that their students are excited about the new lessons and activities. Pre-test data demonstrates the need for this program. By the end of the school year, we predict students’ knowledge, skills, efficacy, and interest in STEM-C careers will show significant increases. Our research is focused on describing the model and promoting it so that others can replicate it in their own schools and communities with different restoration science projects.