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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. 

While 3D printing may be a promising tool for making Science, Technology, Engineering, and Mathematics (STEM) education more accessible for students with visual impairments, most research centers on creating and using tactile models and braille, rather than direct student use of 3D printing technologies. This study observed 121 high school studentswith visual impairments across twelve states, examining whether and how students with visual impairments engage in scientific and engineering practices during their assembling of a 3D printer. We found that students exhibited all eight of the science and engineering behaviors defined in the National Research Council's A Framework for K-12 Science Education:Practices, Crosscutting Concepts, and Core Ideas. This study builds upon the work of Hilson and Wild and shows that students with visual impairments, when given the opportunity, can demonstrate scientific and engineering process skills just as their sighted peers do. This is the largest sample of students with visual impairments to date to be observed to document their work and behaviors in this area of STEM research. However, further research is needed to examine science and engineering behaviors of students with visual impairments in other STEM areas and while completing other complex STEM tasks. 

Astronomy, a captivating field that draws upon science, mathematics, and engineering, has traditionally relied on visual representations to convey the wonders of the cosmos. While this approach effectively engages the sighted population, the use of imagery can exclude individuals with blindness or visual impairment (B/VI). Astronomical research is incorporated into press releases, media, outreach efforts, and educational systems aimed at enhancing public interest and often skill in science, but visual materials can hamper a population with B/VI. This paper explores the potential of 3D printing as an assistive technology providing an alternative to imagery. We produced textured 3D prints of astronomical research data from the Hubble Space Telescope (HST). Usability assessment of materials is an important phase of production before integration into structured programs, and we used a multi-phased approach in our prior research to create and test appropriate textures for 3D astronomical prints. This paper describes the last step of reviewing our 3D prints through informal usability sessions with diverse individuals. The assessment indicated our 3D prints provide reliable, informative representations of astronomical data appropriate for public use especially for public information, outreach programs, and science education for individuals with B/VI. 

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. 

Astronomy combines the richness and complexity of science and mathematics and captivates the public imagination, stimulating meaningful questions about the cosmos and our own origin. It also integrates engineering and technologies to actively probe the universe. Astronomical concepts and data are often described verbally, in writing, as well as translated into visual representations for analysis, education, and general public communication. Many individuals can benefit from alternative methods of presentation such as tactile resources, especially those with blindness or visual impairment (B/VI) for which visual resources can be problematic. We have explored the utility of 3D printing to translate astronomical research data and models into 3D prints, extensively tested the designs, and subsequently incorporated these materials into publicly accessible programs and more formally into summer camps specifically for students including those with B/VI and their educators. This paper discusses the importance of testing that the materials we produced are robust, understandable, and represent the scientific research data and models with integrity. Our program also included a STEM camp pilot project. We assessed students' interactions with the materials and observed that they are helpful in stimulating interest in science and 3D printing technology. In developing 3D prints, we honed their design, and tested them in various environments, resulting in verification that 3D printing is useful in representing scientific environments, resulting in verification that 3D printing is useful in representing scientific data to the general public for improved appreciation of astronomy. 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. The success of our development and pilot testing project was input for our more ambitious program, the Career Exploration Lab. 

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. 

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. 

For students with visual impairments (VI), the possibility of a future in astronomy, or any science, technology, engineering, and mathematics (STEM) field, seems daunting. In order to bolster astronomy and STEM opportunities for high school students with VI in the United States, we developed the STEM Career Exploration Lab (CEL). Our STEM CEL methodology employs tactile astronomy instruction via 3D printing technologies and unique 3D-printed models, professionals with VI acting as role models, and partnerships with local STEM industries that provide insights into possible career paths. In partnership with the South Carolina Commission for the Blind (SCCB) and the Michigan Bureau of Services for Blind Persons (MBSBP), to date we have held four weeklong CELs (June 2017, June & July 2018, August 2019) and a 3D printer build workshop (September 2018), thus far serving about fifty students with VI. We have also held one professional development workshop for teachers of the visually impaired at the Maryland School for the Blind in October 2021. We gathered pre- and post-intervention data via student surveys, assessments of students' astronomy knowledge, and video recordings of the CEL activities in order to study to what extent the CEL model can enhance the students' attitudes towards, interests in, and capacities to participate in astronomy and STEM careers. Once fully tested and refined, we will make our 3D model files and activities freely available for further use and study. This work serves as a testbed for an expanded CEL program aimed at helping increase the representation of persons with VI in astronomy and STEM fields. This work is supported by a generous Innovative Technology Experiences for Students and Teachers (ITEST) grant from the National Science Foundation.