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      <title>Place-Based Learning Data Literacy: Protecting the Platte by Samantha Schall</title>
      <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56</link>
      <description>Our STEM for All video submission and resources page!</description>
      <language>en-us</language>
      <pubDate>2021-04-05 16:01:58 UTC</pubDate>
      <lastBuildDate>2025-11-02 21:08:34 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1384016687</link>
         <description><![CDATA[<div>While the value of data literacy is widely recognized, many teachers find it challenging to develop curricular activities that are relevant and engaging for their students, a problem amplified during the pandemic. This social media-based avenue for student and teacher learning evolved out of a GLOBE-based professional development program for preservice and inservice K-12 teachers. It supports science-based cross disciplinary learning that engages students in observing and analyzing their local environment.</div>]]></description>
         <enclosure url="https://stemforall2021.videohall.com/presentations/2240" />
         <pubDate>2021-04-05 17:19:36 UTC</pubDate>
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         <title>GLOBE International STEM Network Members (GISN)</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1396380052</link>
         <description><![CDATA[<div>The GLOBE International STEM Network (GISN) is an international network of STEM professionals (Science, Technology, Engineering, Mathematics) that work with GLOBE students around the world conducting science. STEM professionals mentor students and teachers, present scientific ideas, and/or collaborate on scientific research. Each relationship between a STEM professional and a GLOBE school is unique, and is determined by the STEM professional and the school. <br><br>Check Out The Website for Career Connections:<br><a href="https://www.globe.gov/web/globe-international-stem-network/overview/gisn-members">https://www.globe.gov/web/globe-international-stem-network/overview/gisn-members</a></div>]]></description>
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         <pubDate>2021-04-08 15:25:18 UTC</pubDate>
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         <title>Multi STEM&#39;s social media</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1396433914</link>
         <description><![CDATA[<div>Hoping to broaden the scope of our work and reach a larger audience, we have created an Instagram account (@multi_stem). We will be posting relevant STEM educational pieces to engage teachers and students! Give us a follow! </div>]]></description>
         <enclosure url="https://www.instagram.com/multi_stem/" />
         <pubDate>2021-04-08 15:36:22 UTC</pubDate>
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         <title>Multi STEM&#39;s Website</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1396468477</link>
         <description><![CDATA[<div>A&nbsp;Community Based Approach to Engaging Students and Teachers in Effective STEM Education<strong><br></strong><br></div>]]></description>
         <enclosure url="https://www.msudenver.edu/case/multistem/" />
         <pubDate>2021-04-08 15:43:20 UTC</pubDate>
         <guid>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1396468477</guid>
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         <title>STEM Equity Initiative </title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1396530982</link>
         <description><![CDATA[<div>The STEM Equity Initiative, Inc. provides a new model for the classroom educator to understand and enact efforts to increase access to and success within academic programs, particularly for traditionally underrepresented or marginalized groups. Working with secondary schools, community colleges, federal and state agencies, nonprofits, and the business community, the new model has demonstrated a measurable impact for increasing the participation, engagement, and completion of students.</div>]]></description>
         <enclosure url="https://stemequityinitiative.org/" />
         <pubDate>2021-04-08 15:55:57 UTC</pubDate>
         <guid>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1396530982</guid>
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      <item>
         <title>Why Diversity and Inclusion Matter</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1396558964</link>
         <description><![CDATA[<div>Not just because it's the right thing to do (it is), but because<br>we know that individuals from a broad range of backgrounds<br>working together are better able to solve the toughest and<br>most complex scientific challenges.</div>]]></description>
         <enclosure url="https://padlet-uploads.storage.googleapis.com/324369149/84729036aa0a17e0e642dfc8ed3f6b43/The_Case_for_D_I_Final.pdf" />
         <pubDate>2021-04-08 16:01:49 UTC</pubDate>
         <guid>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1396558964</guid>
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         <title>Citizen Science with the GLOBE Observer App</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1396569502</link>
         <description><![CDATA[<div>GLOBE Observer invites you to make environmental<br>observations that complement NASA satellite observations to<br>help scientists studying Earth and the global environment.</div>]]></description>
         <enclosure url="https://observer.globe.gov/" />
         <pubDate>2021-04-08 16:04:01 UTC</pubDate>
         <guid>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1396569502</guid>
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      <item>
         <title>Creating a Successful Diversity and Inclusion Program</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1396582504</link>
         <description><![CDATA[<div>1. Focus on intervention, not just bias reduction<br>2. Invite non-managers to foster communication across<br>the organization<br>3. Keep the focus on workplace issues, not personal ones<br>4. Keep the conversation going to stay accountable<br>5. Be<br>exible, in both content and delivery</div>]]></description>
         <enclosure url="https://hbr.org/2018/03/5-things-we-learned-about-creating-a-successful-workplace-diversity-program" />
         <pubDate>2021-04-08 16:06:42 UTC</pubDate>
         <guid>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1396582504</guid>
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      <item>
         <title>Children&#39;s Defense Fund- Promoting Equity in STEM Education</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535794378</link>
         <description><![CDATA[<div>Representation matters. Black professionals are underrepresented in STEM (science, technology, engineering, and math) fields, while exciting opportunities in STEM careers continue to grow at a frantic pace. The CDF Freedom Schools® program is doing its part to help produce the next generation of leaders in STEM by introducing Black children to the wide world of possibilities in STEM careers.</div>]]></description>
         <enclosure url="https://www.childrensdefense.org/promoting-equity-in-stem-education/?gclid=EAIaIQobChMIpJix-LbT8AIVthmtBh2m4Q7zEAAYASAAEgLBufD_BwE" />
         <pubDate>2021-05-18 14:22:48 UTC</pubDate>
         <guid>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535794378</guid>
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      <item>
         <title>Feel free to post any thoughts or remarks you have regarding our video, the showcase, or our work so we can continue this discussion!</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535797714</link>
         <description><![CDATA[]]></description>
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         <pubDate>2021-05-18 14:23:26 UTC</pubDate>
         <guid>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535797714</guid>
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      <item>
         <title>GLOBE Program Homepage</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535813506</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.globe.gov/" />
         <pubDate>2021-05-18 14:26:27 UTC</pubDate>
         <guid>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535813506</guid>
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      <item>
         <title>Guide on Place-Based Education</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535821106</link>
         <description><![CDATA[<div>One intriguing way that teachers can change their instructional methods is by integrating place-based education (sometimes also called as expeditionary learning or experiential learning). Place-based education centers the educational process in the environment. This form of learning requires that teachers place students in their communities so that they can solve community-based problems.</div>]]></description>
         <enclosure url="https://www.educationcorner.com/place-based-education-guide.html#:~:text=Place%2Dbased%20education%20is%20a,and%20learn%20from%20local%20experts." />
         <pubDate>2021-05-18 14:27:58 UTC</pubDate>
         <guid>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535821106</guid>
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      <item>
         <title>Researchers, Indigenous Peoples, and Place-Based Learning Communities</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535827982</link>
         <description><![CDATA[<div>Relations between external researchers and indigenous communities have been increasingly strained by differences in understanding and in expectation about the relevance of research. In the field of resource management, the potential for conflict over research is increased by the politics surrounding control over the resource management decision making processes. In this article, we propose the creation of dialogic networks that engage researchers and indigenous people as collaborators in a process of knowledge production. Such an applied research process can produce context-specific knowledge networks that support management and planning decisions by indigenous people; these networks we refer to as place-based learning communities. We present a researcher's perspective on this approach through our experience with the Shoal Lake Resource Institute of Iskatewizaagegan No. 39 Independent First Nation located in northwestern Ontario.</div>]]></description>
         <enclosure url="https://www.tandfonline.com/doi/full/10.1080/08941920601161312?scroll=top&amp;needAccess=true" />
         <pubDate>2021-05-18 14:29:22 UTC</pubDate>
         <guid>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535827982</guid>
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      <item>
         <title>Edutopia</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535837068</link>
         <description><![CDATA[<div>Location, location, location! See what happens when schoolwork explores students' connections with local history, environment, culture, or economy.</div>]]></description>
         <enclosure url="https://www.edutopia.org/topic/place-based-learning" />
         <pubDate>2021-05-18 14:31:11 UTC</pubDate>
         <guid>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535837068</guid>
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      <item>
         <title>The Data Literacy Project</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535841370</link>
         <description><![CDATA[<div>A global community dedicated to creating<br>a data-literate world</div>]]></description>
         <enclosure url="https://thedataliteracyproject.org/" />
         <pubDate>2021-05-18 14:32:00 UTC</pubDate>
         <guid>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535841370</guid>
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      <item>
         <title>Data Literacy for Teachers: Bridging the Gap between Education Policy Makers and Educators</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535844996</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://soeonline.american.edu/blog/data-literacy-for-teachers" />
         <pubDate>2021-05-18 14:32:45 UTC</pubDate>
         <guid>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535844996</guid>
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      <item>
         <title>Data Literacy for the Data-phobic: 7 Things Beginners Need to Know</title>
         <author>sschall1607</author>
         <link>https://padlet.com/sschall1607/7jfcumjjdcddnz56/wish/1535849289</link>
         <description><![CDATA[<div>Data is a part of all of our lives these days no matter what industry we work in, how much technology we use, and how we get information about what’s happening in our world.<br><br></div><div>But do we fully understand this data? Furthermore, do we know how to best use it and share it with others?<br><br></div><div>Thank goodness for data visualizations. Data visualizations help translate numbers into meaningful insights you can use to make decisions, even if you’re still a tad data-phobic. And if you are, you aren’t alone. <strong>Even though having a good grasp of data is a vital skill in the workplace, most organizations are lagging behind</strong>, according to <a href="https://www.gartner.com/smarterwithgartner/a-data-and-analytics-leaders-guide-to-data-literacy/">Gartner</a>.<br><br></div><div>To be able to create and sometimes to fully understand data visualizations, we need to overcome any fears we may have and become more data savvy. I am not a statistician by any means, but I’ve found my knowledge and skills related to data to be invaluable as an information designer and writer at <a href="https://venngage.com/blog/create/what-is-an-infographic">Venngage Infographics</a>. <strong>I’m excited to share some basics with you so you can help your team increase their data-driven decision-making and thereby their performance.<br></strong><br></div>]]></description>
         <enclosure url="https://venngage.com/blog/data-literacy/" />
         <pubDate>2021-05-18 14:33:38 UTC</pubDate>
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