About Dragonfly

Overview

Housed at Miami University in Oxford, Ohio, the Project Dragonflybegan in 1994 with the launch of the first national magazine to feature children’s investigations and discoveries. Dragonfly magazine, published by the National Science Teachers Association (NSTA), upended widely held assumptions about the role of children in science by publishing their research alongside the research of professional scientists. The magazine evolved into the Emmy-winning PBS children’s television series DragonflyTV produced by TPT public television. DragonflyTV broadcast investigations by youth to a national audience. Project Dragonfly initiated Earth Expeditions, Wild Research, iSaveSpecies, and exciting master’s degree programs: the Global Field Program and the Advanced Inquiry Program. The National Science Foundation (NSF) has called Dragonfly: “A true innovation,” and “a model of what active learning should be.”

Timeline

In 2000, Project Dragonfly launched the Dragonfly Teacher Workshops Program. These workshops allow teachers to participate in small-group inquiry online, share ideas, develop lesson plans, and interact with other educators nationwide.

In 2004, Earth Expeditions began with a mission to build an alliance of individuals with first-hand knowledge of inquiry-driven, community-based learning for the benefit of human and ecological communities, student achievement, and global understanding. Earth Expeditions courses are offered for graduate credit with students traveling to ecological and cultural hotspots worldwide.

In 2009, Project Dragonfly initiated the Global Field Program (GFP), an innovative Master’s degree program where students travel to three biodiversity conservation hotspots worldwide over three summers and engage in community engagement at home.

In 2010, the Advanced Inquiry Program (AIP) was launched. The AIP combines courses on grounds at AIP Master Institutions (located in Cincinnati, Cleveland, Chicago, Denver, New York, Phoenix, San Diego and Seattle) with web-based learning communities that connect students to a broad network of educators, scientists, and community leaders. AIP students use inquiry not only as a tool for integrated science learning, but also as a powerful agent for social change and ecological stewardship.