NSF Org:	DRL Division Of Research On Learning
Recipient:	UNIVERSITY OF WISCONSIN SYSTEM
Initial Amendment Date:	September 1, 2021
Latest Amendment Date:	September 6, 2023
Award Number:	2115637
Award Instrument:	Continuing Grant
Program Manager:	Ellen McCallie emccalli@nsf.gov  (703)292-5115 DRL  Division Of Research On Learning EDU  Directorate for STEM Education
Start Date:	September 1, 2021
End Date:	August 31, 2025 (Estimated)
Total Intended Award Amount:	$2,818,705.00
Total Awarded Amount to Date:	$2,818,705.00
Funds Obligated to Date:	FY 2021 = $1,529,522.00 FY 2023 = $1,289,183.00
History of Investigator:	Ryan Holifield (Principal Investigator) holifiel@uwm.edu Woonsup Choi (Co-Principal Investigator) Mary Miss (Co-Principal Investigator) Donnelley Hayde (Co-Principal Investigator)
Recipient Sponsored Research Office:	University of Wisconsin-Milwaukee 3203 N DOWNER AVE # 273 MILWAUKEE WI  US  53211-3188 (414)229-4853
Sponsor Congressional District:	04
Primary Place of Performance:	University of Wisconsin-Milwaukee Dept of Geography, PO Box 413 Milwaukee WI  US  53201-0413
Primary Place of Performance Congressional District:	04
Unique Entity Identifier (UEI):	JBQ9M3PLFDP5
Parent UEI:
NSF Program(s):	AISL
Primary Program Source:	04002122DB NSF Education & Human Resource 04002324DB NSF STEM Education
Program Reference Code(s):	102Z, 8212, 8817
Program Element Code(s):	725900
Award Agency Code:	4900
Fund Agency Code:	4900
Assistance Listing Number(s):	47.076

ABSTRACT

Milwaukee has established itself as a leader in water management and technology, hosting a widely recognized cluster of industrial, governmental, nonprofit, and academic activity focused on freshwater. At the same time, Milwaukee faces a wide range of challenges with freshwater, some unique to the region and others common to cities throughout the country. These challenges include vulnerability to flooding and combined sewer overflows after heavy rainfall, biological and pharmaceutical contamination in surface water, lead in drinking water infrastructure, and inequity in access to beaches and other recreational water amenities. As do other cities, Milwaukee grapples with the challenges for urban water imposed by global climate change, including changing patterns of precipitation and drought. These problems are further complicated by Milwaukee?s acute racial and economic residential segregation. With a population of approximately 595,000, embedded within a metropolitan area of over 1.5 million, Milwaukee remains one of the country?s most segregated cities. There is increasing urgency to engage the public?and especially those who are most vulnerable to environmental impacts?more deeply in the stewardship of urban water and in the task of creating sustainable urban futures. The primary goal of this four-year project is to foster community-engaged learning and environmental stewardship by developing a framework that integrates art with Science, Technology, Engineering, and Mathematics (STEM) experiences along with geography, water management, and social science. Synergies between STEM learning and the arts suggest that collaborations among artists, scientists, and communities can open up ways to bring informal learning about the science of sustainability to communities. Project activities include artist/scientist/community member-led Walks, which are designed to engage multi-generational participants both from the neighborhoods and from across the city, in considering the conditions, characteristics, histories, and ecosystems of neighborhoods. Walks are expanded upon in Workshops with local residents, scientists/experts, and other stakeholders, and include exploring current water-related environmental challenges and proposing solutions. The Workshops draw on diverse perspectives, including lived experience, scientific knowledge, and policy expertise. Art Projects created by local artists amplify community engagement with the topics, including programming for teens and young adults. A website, and free Wi-Fi integrated into various Marker sites around the city, encourage users to pursue self-guided learning to explore the water systems and issues facing surrounding neighborhoods. Programming focuses primarily in Milwaukee?s predominantly African American near North Side and the predominantly Latinx/Hispanic near South Side. Many neighborhoods in these sections are vulnerable to such problems as frequent flooding, lead contamination in drinking water, inequities in safety and maintenance of green space, and less access to Lake Michigan, the city?s primary natural resource and recreational amenity.

The WaterMarks project advances informal STEM learning in at least two ways. First, while the WaterMarks project is designed to fit Milwaukee, the project includes development of an adaptable implementation guide. The guide is designed so that other cities can modify and employ its inclusive structure, programming, and process of collaboration among artists, scientists, partner organizations, and residents to promote citywide civic engagement in urban sustainability through the combination of informal STEM learning and public art. Second, through evaluation and research, the project will build a theoretical model for the relationships among science learning, engagement with the arts, and the distinctive contexts of different neighborhoods within an urban social-ecological system. Evaluation foci include: How does the implementation of WaterMarks support positive outcomes for the project?s communities and the development of an adaptable model for city-scale informal science learning about urban environments? 2. To what extent do the type and degree of outcome-related change experienced by participating community residents vary across and/or between project sites? What factors, if any, appear to be linked to these changes? 3. To what extent and in what ways do the activities of the WaterMarks projects appear to have in situ effects related to the experience of place at project sites? The project?s research questions include: 1. How does participation in Walks focused on visual artistic activities affect outcomes and experiences of informal STEM learning about urban water systems? 2. How do outcomes and experiences of informal STEM learning vary across different urban water topics, participants from different demographic groups, and contrasting sociocultural and biophysical contexts?

This Innovations in Development project is led by the University of Wisconsin-Milwaukee (UWM), in collaboration with City as Living Laboratory (CALL) and the COSI Center for Research and Evaluation. The project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to (a) advance new approaches to and evidence-based understanding of the design and development of STEM learning in informal environments; (b) provide multiple pathways for broadening access to and engagement in STEM learning experiences; (c) advance innovative research on and assessment of STEM learning in informal environments; and (d) engage the public of all ages in learning STEM in informal environments.

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

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