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1. Enhancing the quality and social impacts of urban planning through community-engaged operations research

   https://doi.org/10.1177/23998083211054851  

   Fabusuyi, Tayo ; Johnson, Michael P ( May 2022 , Environment and Planning B: Urban Analytics and City Science)

   While inquiry in operations research (OR) modeling of urban planning processes is long-standing, on the whole, the OR discipline has not influenced urban planning practice, teaching and scholarship at a level of other domains such as public policy and information technology. Urban planning presents contemporary challenges that are complex, multi-stakeholder, data-intensive, and ill structured. Could an OR approach which focuses on the complex, emergent nature of cities, the institutional environment in which urban planning strategies are designed and implemented and which puts citizen engagement and a critical approach at the center enable urban planning to better meet these challenges? Based on a review of research and practice in OR and urban planning, we argue that a prospective and prescriptive approach to planning that is inductive in nature and embraces “methodological pluralism” and mixed methods can enable researchers and practitioners develop effective interventions that are equitable and which reflect the concerns of community members and community serving organizations. We discuss recent work in transportation, housing, and community development that illustrates the benefits of embracing an enhanced OR modeling approach both in the framing of the model and in its implementation, while bringing to the fore three cautionary themes. First, a mechanistic application of decision modeling principles rooted in stylized representations of institutions and systems using mathematics and computational methods may not adequately capture the central role that human actors play in developing neighborhoods and communities. Second, as innovations such as the mass adoption of automobiles decades ago led to auto-centric city design show, technological innovations can have unanticipated negative social impacts. Third, the current COVID pandemic shows that approaches based on science and technology alone are inadequate to improving community lives. Therefore, we emphasize the important role of critical approaches, community engagement and diversity, equity, and inclusion in planning approaches that incorporate decision modeling. 

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2. Activating social change together: A qualitative synthesis of collaborative change research, evaluation and design literature

   https://doi.org/http:dx.doi.org/10.5130/ijcre.v12i1.6693  

   Busch, Melida D ; Jean-Baptiste, Elizabeth ; Person, Pamela F ; Vaughn, Lisa M. ( December 2019 , Gateways)

   Researchers, evaluators and designers from an array of academic disciplines and industry sectors are turning to participatory approaches as they seek to understand and address complex social problems. We refer to participatory approaches that collaboratively engage/ partner with stakeholders in knowledge creation/problem solving for action/social change outcomes as collaborative change research, evaluation and design (CCRED). We further frame CCRED practitioners by their desire to move beyond knowledge creation for its own sake to implementation of new knowledge as a tool for social change. In March and May of 2018, we conducted a literature search of multiple discipline-specific databases seeking collaborative, change-oriented scholarly publications. The search was limited to include peerreviewed journal articles, with English language abstracts available, published in the last five years. The search resulted in 526 citations, 236 of which met inclusion criteria. Though the search was limited to English abstracts, all major geographic regions (North America, Europe, Latin America/Caribbean, APAC, Africa and the Middle East) were represented within the results, although many articles did not state a specific region. Of those identified, most studies were located in North America, with the Middle East having only one identified study. We followed a qualitative thematic synthesis process to examine the abstracts of peer-reviewed articles to identify practices that transcend individual disciplines, sectors and contexts to achieve collaborative change. We surveyed the terminology used to describe CCRED, setting, content/topic of study, type of collaboration, and related benefits/outcomes in order to discern the words used to designate collaboration, the frameworks, tools and methods employed, and the presence of action, evaluation or outcomes. Forty-three percent of the reviewed articles fell broadly within the social sciences, followed by 26 percent in education and 25 percent in health/medicine. In terms of participants and/ or collaborators in the articles reviewed, the vast majority of the 236 articles (86%) described participants, that is, those who the research was about or from whom data was collected. In contrast to participants, partners/collaborators (n=32; 14%) were individuals or groups who participated in the design or implementation of the collaborative change effort described. In terms of the goal for collaboration and/or for doing the work, the most frequently used terminology related to some aspect of engagement and empowerment. Common descriptors for the work itself were ‘social change’ (n=74; 31%), ‘action’ (n=33; 14%), ‘collaborative or participatory research/practice’ (n=13; 6%), ‘transformation’ (n=13; 6%) and ‘community engagement’ (n=10; 4%). Of the 236 articles that mentioned a specific framework or approach, the three most common were some variation of Participatory Action Research (n=30; 50%), Action Research (n=40; 16.9%) or Community-Based Participatory Research (n=17; 7.2%). Approximately a third of the 236 articles did not mention a specific method or tool in the abstract. The most commonly cited method/tool (n=30; 12.7%) was some variation of an arts-based method followed by interviews (n=18; 7.6%), case study (n=16; 6.7%), or an ethnographic-related method (n=14; 5.9%). While some articles implied action or change, only 14 of the 236 articles (6%) stated a specific action or outcome. Most often, the changes described were: the creation or modification of a model, method, process, framework or protocol (n=9; 4%), quality improvement, policy change and social change (n=8; 3%), or modifications to education/training methods and materials (n=5; 2%). The infrequent use of collaboration as a descriptor of partner engagement, coupled with few reported findings of measurable change, raises questions about the nature of CCRED. It appears that conducting CCRED is as complex an undertaking as the problems that the work is attempting to address. 

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3. A Typology of Models for Integrating Computational Thinking in Science (CT+S)

   Krakowski, Ari ; Greenwald, Eric ; Duke, Jake ; Comstock, Meghan ; Roman, Natalie ( May 2021 , RESPECT 2021: IEEE STCBP Conference for Research on Equity and Sustained Participation in Engineering, Computing, and Technology)

   null (Ed.)

   In order to expand opportunities to learn computer science (CS),there is a growing push for inclusion of CS concepts and practices, such as computational thinking (CT), in required subjects like science. Integrated, transdisciplinary (CS/CT+X) approaches have shown promise for broadening access to CS and CT learning opportunities, addressing potential self-selection bias associated with elective CS coursework and afterschool programs, and promotinga more expansive and authentic contextualization of CS work. Emerging research also points to pedagogical strategies that can transcend simply broadening access, by also working to confront barriers to equitable and inclusive engagement in CS. Yet, approaches to integration vary widely, and there is little consensus on whether and how different models for CS and CT integration contribute to desired outcomes. There has also been little theory development that can ground systematic examination of the affordances and tradeoffs of different models. Toward that end, we propose a typology through which to examine CT integration in science (CT+S). The purpose of delineating a typology of CT+S integration is to encourage instantiation, implementation, and inspection of different models for integration, and to promote shared understanding among learning designers, researchers, and practitioners working at the intersection of CT and science. For each model in the typology, we characterize how CT+S integration is accomplished, the ways in which CT learning supports science learning, and the affordances and tensions for equity and inclusion that may arise upon implementation in science classrooms. 

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4. Building Consensus for Integrated STEM and Social-Emotional Development: From Convening to Implementation

   Allen, Patricia J. ; Noam, Gil G. ( May 2023 , Connected Science Learning)

   Roberts, K. (Ed.)

   Uniting social, emotional, and academic development is necessary to ensure all young people develop the thinking and feeling skills needed to succeed in a STEM-driven future. Scientific discoveries and technological innovations are transforming society, and while they may improve our quality of life, they also introduce social and ethical quandaries that young people must be equipped to navigate. For example, there are both opportunities and risks to using artificial intelligence, genetic engineering, and renewable/alternative energy sources. Although the public discourse supports bringing STEM and social-emotional development (SED) together, and demands evaluation and measurement of outcomes, integrated STEM+SED in educational research, practice, and policy is largely abstract and aspirational. Given that jobs of the future will be STEM-focused and will require SED/21st-century skills—such as working in diverse teams, solving complex problems, and persevering through failures—it will be important to implement and measure STEM+SED together at the teaching and learning levels. To move the field toward meaningful integration of STEM+SED practices and skills, we convened a National Science Foundation (NSF)–funded virtual conference: Mapping Connections Between STEM and Social-Emotional Development (SED) in Out-of-School Time (OST) Programs. This conference—attended by 49 stakeholders from STEM and SED research, policy, and practice—focused on identifying the measurable STEM+SED qualities and skills important for youth success and prioritized by both fields. From this conference emerged consensus for a common frame to explore STEM+SED integration—focusing on Active Engagement, Agency, Belonging, and Reflection—which we and our partners are using to generate knowledge, resources, and tools to advance the integration of STEM+SED in formal and informal learning environments. The preliminary findings and recommendations from this conference provide a starting point for areas to prioritize, explore, and set the stage for more rigorous, relevant, andhigh-quality research on integrated STEM+SED. We begin by telling the story of our conference, including our initial focus on OST, our choice of the term “SED,” and our approach. We then show how discoveries during and after the conference push this essential STEM+SED agenda forward in research and practice. We conclude with recommendations by and for researchers, practitioners, and policymakers to promote synergy between the fields of STEM and SED across all learning environments. 

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5. Translational invasion ecology: bridging research and practice to address one of the greatest threats to biodiversity

   https://doi.org/10.1007/s10530-021-02584-7  

   Morelli, Toni Lyn ; Brown-Lima, Carrie J. ; Allen, Jenica M. ; Beaury, Evelyn M. ; Fusco, Emily J. ; Barker-Plotkin, Audrey ; Laginhas, Brittany B. ; Quirion, Brendan R. ; Griffin, Bridget ; McLaughlin, Blair ; et al ( January 2021 , Biological Invasions)

   null (Ed.)

   Effective natural resource management and policy is contingent on information generated by research. Conversely, the applicability of research depends on whether it is responsive to the needs and constraints of resource managers and policy makers. However, many scientific fields including invasion ecology suffer from a disconnect between research and practice. Despite strong socio-political imperatives, evidenced by extensive funding dedicated to addressing invasive species, the pairing of invasion ecology with stakeholder needs to support effective management and policy is lacking. As a potential solution, we propose translational invasion ecology (TIE). As an extension of translational ecology, as a framework to increase collaboration among scientists, practitioners, and policy makers to reduce negative impacts of invasive species. As an extension of translational ecology, TIE is an approach that embodies an intentional and inclusive process in which researchers, stakeholders, and decision makers collaborate to develop and implement ecological research via joint consideration of the ecological, sociological, economic, and/or political contexts in order to improve invasive species management. TIE ideally results in improved outcomes as well as shared benefits between researchers and managers. We delineate the steps of our proposed TIE approach and describe successful examples of ongoing TIE projects from the US and internationally. We suggest practical ways to begin incorporating TIE into research and management practices, including supporting boundary-spanning organizations and activities, expanding networks, sharing translational experiences, and measuring outcomes. We find that there is a need for strengthened boundary spanning, as well as funding and recognition for advancing translational approaches. As climate change and globalization exacerbate invasive species impacts, TIE provides a promising approach to generate actionable ecological research while improving outcomes of invasive species management and policy decisions. 

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