About

Mission:
Our mission is to offer more creative, active and socially engaged learning resources; develop them in ways that improve learners' academic interest and achievement; and use that connection to promote social justice and sustainability.

Concept:
CSDTs use simulations and other technology to “translate” between local knowledge (Indigenous practices, youth culture, etc.) and equivalent concepts in STEM. For example, when a Navajo weaver makes the squash blossom pattern, she knows that “up one over two” creates the needed angle. By interviewing people who are weaving, carving, drumming, braiding, and so on, we get to know these “heritage algorithms” from their perspective. We then incorporate them into learning technologies for our students. Instead of insulting myths about “primitive culture” students gain insight into the sophisticated STEM knowledge that already exists in the minds and creative patterns of practitioners. And we include urban arts like graffiti and skateboarding; social activities like sports, sustainability and DIY making, and other topics to offer as many possible points of entry for student identities and interests. Whether ancient traditions or the latest youth trend, students can use CSDTs to learn social backgrounds and STEM connections. The simulation tools allow students to creatively develop their own designs, not just mimic the originals, and physical rendering tutorials teach them how to bring those back to the physical world as posters, tee-shirts, gadgets and other cool take-homes.

Unlike typical computer instruction, heritage algorithms are grounded in a web of ecological and social relationships. A Navajo weaver not only knows the angle created by “up one, over two” stitches, she also knows the sheep that provided the yarn, the plants that provided the dye, and how the sales from her weaving will help keep both alive. By learning about the cultural contexts before they do the simulation, students are learning to think differently about what an algorithm can be: not just an abstraction but a way of creating relationships that matter. We call this approach “generative STEM” because it brings value back to the communities and ecosystems that generated it. Our published research shows that this generative STEM approach can result in statistically significant increases in STEM interest and performance by students, more positive understandings about race, class and gender, and exciting opportunities for building better community connections. s

History:
The first CSDT was a simulation of fractal patterns in African designs, created by Ron Eglash for his "African Fractals” research (for a quick overview see his TED Talk). K-12 teachers said that African American students were not familiar with most of the African materials, and that fractals were too advanced as a math topic. But they were enthusiastic about the fractal simulations for cornrow hairstyles. He created the next CSDT as a Java applet, using a parametric approach so that students could use the geometric transformations in the standard curriculum (reflection, dilation, rotation, translation) to create their own braiding patterns. The Shoshone-Bannock school in Idaho asked for simulation, which resulted in a second CSDT, the Virtual Beadloom. As more diverse cultural requests came in, the library of CSDT tools gradually expanded. Using Berkeley's Snap! code base we added new core components to reflect the specific needs of heritage algorithms (resulting in the blocks-based “CSnap” interface), and expanded the technology to include environmental sensors, DIY sports ergonomics, AI, and a broader variety of STEM topics.

Team:
CSDTs began in 2001 with Ron Eglash and Audrey Bennett, at the time professors at Rensselaer Polytechnic Institute, with the support of the National Science Foundation. They left for University of Michigan, and there Dr. Eglash transferred to his current position as director Center for Generative Justice, which is the nonprofit steward for CSDTS (you can donate here!). Across those 25 years they have had numerous collaborators, including William Babbitt, Charles Hathaway, Mukkai Krishnamoorthy, April Lindala, Lindsay Poirier, Andrew Alvarez, Enoch Bulley, Michael Lachney, Gabriel Boyake, David Banks, Logan Williams, Linda Rodrigues, Rayvon Fouche, Cort Winters, Deborah Hammond-Sowah, Ed Galindo, Martin Reinhardt, James Davis, Madison Allen Kuyenga, Jane Margolis, Joanna Goode, Kaler Surata, Adriana Magallanes, Eduardo Arismendi-Pardi, Regina Turner, Andrew Woodbridge, Shawn Haarer, Jeff Burger, Dan Ninham, John F. Drazan, Laquana Cooke, Lakisha Foy, Matt Drazin, Kathryn M. Rich, Dan Lyles, Zoe Zatz, and many many others.

Publications:
Here are some of the CSDT team's selected academic publications.

Contact:
You can contact us at csdt@generativejustice.org.

Disclaimer:
This work was supported by the National Science Foundation through NSF grant #1640014. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.