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1. Astronomy and 3D Printing for Students with Visual Impairments: The STEM Career Exploration Lab

   Madura, T; Christian, C; WIld, T; Hurd, D; Grice, N (February 2025, Astronomical Society of the Pacific Conference Series)

   Schultz, G; Buxner, S; Jensen, J; Barnes, J (Ed.)

   hree-dimensional (3D) printing holds promise for students with blindness/visual impairments (B/VI) in addressing astronomy content, concept development, and providing access to information normally displayed visually. To help bolster astronomy and STEM opportunities for students with B/VI, we developed the STEM Career Exploration Lab (CEL), which employs tactile astronomy instruction via 3D printing and specially designed 3D-printed models. Our project centerpiece is the 3D printer build, where students with B/VI assemble and use a desktop 3D printer. To date, we have held sixteen week-long STEM CEL astronomy and 3D printing summer camps in twelve states (three states in each of the four main US census regions), serving a total of over 120 high school students with B/VI. We collaborated with Teachers of the Visually Impaired and general education STEM teachers via annual Educator Partner Institutes (EPIs) to develop our astronomy lessons and 3D models. These educators also assist with the STEM CEL summer camps. To date, thirty-seven teachers from twelve states have participated. We gathered pre- and post-intervention data via surveys, astronomy assessments, and student interviews, resulting in what is likely the largest research study on astronomy and 3D printing instruction for students with B/VI. We present our CEL approach, a short description of our lessons, initial project results, and some best practices. Once fully evaluated and refined, we will make our 3D models and astronomy activities freely available online. We find that with appropriate context and guidance, 3D printing is effective in increasing scientific understanding and showcasing scientific data for appreciation of astronomy. 

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2. Astronomy 3D printed models to enhance learning for blind and visually impaired students (and everyone!)

   Madura, T; O'Beollain, S; Christian, C; Wild, T; Hurd, D; Grice, N; Davis, H; Bartolone, L (March 2025, Association for the Advancement of Computing in Education (AACE), Waynesville, NC)

   Cohen, R Jake (Ed.)

   3D printing holds promise for students with blindness/visual impairments (B/VI) in addressing astronomy content, concept development, and providing access to information normally displayed visually. To bolster astronomy and STEM opportunities for students with B/VI, we developed the Career Exploration Lab (CEL), which employs tactile astronomy instruction via 3D printing and specially designed 3D-printed astronomy models. The students with B/VI assemble and use a desktop 3D printer. To date we have held ~20 week-long CEL summer camps in 12 states around the United States, serving a total of ~120 students with B/VI. Teachers of the Visually Impaired and STEM teachers attended an Educator Partner Institutes (EPIs) to experience the astronomy lessons and 3D models. 34 educators from 11 states have participated and assisted with our CEL summer camps. We gathered pre- and post-intervention data via surveys, astronomy assessments, and interviews, resulting in what is likely the largest research study to date on astronomy and 3D printing instruction for students with B/VI. We present our CEL approach, a sample of our lessons and 3D models, insights learned, and best practices. Once fully tested and refined, we will make our 3D models and lessons freely available. We find 3D printing is useful in showcasing scientific data for understanding and appreciation of astronomy. 

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3. Tactile 3D Astronomical Prints Stimulating interest in STEM for Students and Their Educators

   Christian, C; Madura, T; Wild, T; Bartolone, L; Grice, N; O'Beollain, S; Hurd, D (June 2025, Bulletin American Astronomical Society)

   Astronomy combines the richness and complexity of science and mathematics and captivates the public imagination. While much of astronomy is presented as imagery, many individuals can benefit from alternative methods of presentation such as tactile resources. Within the suite of methods and technologies we employ, we explored the utility of 3D printing to translate astronomical research data and models into tactile, textured forms. As ground work for our program, the STEM Career Exploration Lab (STEM-CEL), we extensively tested the 3D design, developed unique templates for 3D prints, and subsequently incorporated these materials into publicly accessible programs and more formally into in summer camps specifically for students including those with blindness and visual impairment (B/VI) and their educators. This paper traces the important steps of public testing to ensure our 3D prints are robust, understandable, and represent the scientific research data and models with integrity. Our initial testbed program also included a STEM camp project where we assessed students' and educators' interactions with the materials. We determined the 3D prints do stimulate interest in science as well 3D printing technology. The successful pilot testing outcome was integrated in our strategy for our more ambitious program, the STEM-CEL. In this paper, we also briefly discuss the results of the initial testing as well as some specific results from the STEM-CEL regarding our 3D prints for star clusters and galaxies. We used pre- and post-intervention surveys, astronomy assessments, and student and educator interviews, resulting in what is likely the largest research study on astronomy especially for students with B/VI. We found that the experience of holding a planet, the Sun, a star cluster, or a model of a galaxy resonates well with even the most casual interest in astronomy. 

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4. The Textured Universe: Astronomical 3D Printing Technology and Materials To Stimulate Interest in Careers in Science

   Christian, C; Madura, T; Bartolone, L; Grice, N; Hurd, D; Wild, T; Davis, H (February 2024, Bulletin American Astronomical Society)

   Astronomy has been a fascinating subject for the public for centuries and can stimulate deep questions not only on our own origin but subtly the richness of science and mathematics. It also is a science that is associated with engineering and technology to probe the universe. We have been conducting a large study of the usefulness of 3D printing for individuals (in particular students) with blindness or visual impairment (B/VI). In the environment of a summer camp, students with B/VI and their teachers (some with B/VI) build 3D printers kits and learn how to use them. We produce 3D prints of astronomical objects and use those and other assistive technologies to investigate how these methods can stimulate interest and improve skill in STEM for students with B/VI and their teachers. In the course of developing methods to produce 3D print materials, honing their design, and testing the prints in various environments, we have experienced that 3D printing has been quite useful in showcasing scientific data (largely from HST and JWST) to the general public for understanding and appreciation of science. The experience of holding a galaxy, a star cluster, or a model of the Sun resonates well with even the most casual interest in astronomy. 

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5. Partnering Middle School Teachers, Industry, and Academic to Bring Engineering to the Science Classroom

   Carrico, C.; Grohs, J.R.; Matusovich, H.M.; Kirk, G.R.; Schilling, M.R. (July 2021, 2021 ASEE Virtual Annual Conference Content Access)

   Despite limited success in broadening participation in engineering with rural and Appalachian youth, there remain challenges such as misunderstandings around engineering careers, misalignments with youth’s sociocultural background, and other environmental barriers. In addition, middle school science teachers may be unfamiliar with engineering or how to integrate engineering concepts into science lessons. Furthermore, teachers interested in incorporating engineering into their curriculum may not have the time or resources to do so. The result may be single interventions such as a professional development workshop for teachers or a career day for students. However, those are unlikely to cause major change or sustained interest development. To address these challenges, we have undertaken our NSF ITEST project titled, Virginia Tech Partnering with Educators and Engineers in Rural Schools (VT PEERS). Through this project, we sought to improve youth awareness of and preparation for engineering related careers and educational pathways. Utilizing regular engagement in engineering-aligned classroom activities and culturally relevant programming, we sought to spark an interest with some students. In addition, our project involves a partnership with teachers, school districts, and local industry to provide a holistic and, hopefully, sustainable influence. By engaging over time we aspired to promote sustainability beyond this NSF project via increased teacher confidence with engineering related activities, continued integration within their science curriculum, and continued relationships with local industry. From the 2017-2020 school years the project has been in seven schools across three rural counties. Each year a grade level was added; that is, the teachers and students from the first year remained for all three years. Year 1 included eight 6th grade science teachers, year 2 added eight 7th grade science teachers, and year 3 added three 8th grade science teachers and a career and technology teacher. The number of students increased from over 500 students in year 1 to over 2500 in year 3. Our three industry partners have remained active throughout the project. During the third and final year in the classrooms, we focused on the sustainable aspects of the project. In particular, on how the intervention support has evolved each year based on data, support requests from the school divisions, and in scaffolding “ownership” of the engineering activities. Qualitative data were used to support our understanding of teachers’ confidence to incorporate engineering into their lessons plans and how their confidence changed over time. Noteworthy, our student data analysis resulted in an instrument change for the third year; however due to COVID, pre and post data was limited to schools who taught on a semester basis. Throughout the project we have utilized the ITEST STEM Workforce Education Helix model to support a pragmatic approach of our research informing our practice to enable an “iterative relationship between STEM content development and STEM career development activities… within the cultural context of schools, with teachers supported by professional development, and through programs supported by effective partnerships.” For example, over the course of the project, scaffolding from the University leading interventions to teachers leading interventions occurred. 

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