Extension Specialist, Technology & Youth Development
State 4-H Office
801 N. Country Fair Drive
Champaign, IL 61821
Lisa Bouillion Diaz, is an Adjunct Assistant Professor in the College of Education and Extension Specialist in Technology and Youth Development at the University of Illinois, Urbana-Champaign. She is trained as a learning scientist and received her doctoral degree from Northwestern University. She has been involved in K-12 school reform projects in three states (MN, IL, PA) and currently provides leadership for the Science, Engineering & Technology mission mandate for the University of Illinois Extension 4-H program that reaches nearly 300,000 youth. Additionally, she provides leadership for the 4-H metro initiative that involves 12 urban communities in Illinois. Her research seeks to better understand elements of mutually beneficial school-community partnerships in which young people are seen as a valuable resource and active partners with adults.
Bouillion Diaz, L. (2009) Creating Opportunities for Ubiquitous Learning with Geospatial Technologies: Negotiating Roles at the Borders of Youth and Adult Practice, In Cope, B. and Kalantzis, M. (Eds) Ubiquitous Learning. Champaign, IL. University of Illinois Press.
Thompson, C.C. and Diaz, L.B. (2009). Building Identities as Experts: Youth Learning in an Urban After-School Space, In Cynthia Carter Ching and Brian Foley (Eds.), Technology and Identity: Constructing the Self in a Digital World. New York, NY: Cambridge University Press.
Bouillion, L. & DeGennaro, D. (2006) The Interrelationship between Technology Fluency and Scientific Literacy, In Tobin, K. (ed). Teaching and Learning Science: A Handbook. Praeger Publishers.
Fischer, F., Bouillion, H., Mandl, H., & Gomez, L. (2003). Scientific Principles in Pasteur's Quadrant: Integrating goals of understanding and use in Learning Environment Research. In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of the International Conference on Computer Support for Collaborative Learning - CSCL 2003 (pp 493-502). Dordrecht: Kluwer.
Bouillion, L. & Gomez, L. (2001) Connecting School and Community with Science Learning: Real World Problems and School-Community Partnerships as Contextual Scaffolds, Journal of Research in Science Teaching, 38(8), 878-898.
Radinsky, J., Bouillion, L., Lento, E. & Gomez, L. (2001). Mutual Benefit Partnership: A Curricular Design for Authenticity, Journal of Curriculum Studies, 33(4), 405-430.
Bouillion, L. & Gomez, L. (2001). The Case for Considering Cultural Entailments and Genres of Attachment in the Design of Educational Technologies. In K. Forbus and P. Feltovich (Eds.), Smart Machines in Education. (pp. 331-348). Menlo, CA: AAAI Press / MIT Press.
Bouillion, L. & Gomez, L. (2000). Designing for Culturally and Linguistically Diverse Communities: A Case Study of the Role of Local Context in Shaping Curricular Adaptation. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences (pp. 302-309). Mahwah, NJ: Erlbaum.
4-H Science, Engineering and Technology Program: Range of youth development and education opportunities, including offerings in: robotics, arduino programming, video/filmmaking, geospatial technologies (GIS/GPS), podcasting/media production. game design, digital graphics/animation, alternative energies (e.g. Power of Wind), plant and soil science, animal science, aerospace, textile science, computer science, electricity, entomology, forestry, geology, vet science, and natural resources. http://web.extension.uiuc.edu/state4h/projects/
4-H Metro Programming: Intentional partnership within Illinois metro areas to provide high quality, positive youth development experiences for youth ages 8-18. Focal program areas include: Science literacy, youth civic engagement, urban gardening and healthy living.
4-H Tech Wizards: 4-H Tech Wizards is an afterschool, small-group mentoring program for vulnerable and marginalized youth who tend to be underrepresented in STEM fields. The program uses youth interest in science and emerging technologies to help engage them in learning and to encourage them to apply their learning to their STEM academic instruction and future life paths. Youth also volunteer 15 hours annually in technology-related learning projects benefitting the larger community.
4-H Teen Teachers: Engagement of 4-H members ages 14-18 in teaching roles with younger youth. Opportunity to extend learning in a topic of interest, interact with subject-matter experts, develop skills in planning and facilitation of learning activities, collaborate with other teen teachers, receive recognition and make a difference.