The Lost Ladybug Project (LLP) is a Cornell University citizen science project that connects science to education by using ladybugs to teach non-scientists concepts of biodiversity, invasive species, and conservation. The project has successfully engaged thousands of children (ages 5-11) in collecting field data on ladybugs and building a ladybug biology database that is useful to scientists. It has also reached 80,000 people over the Internet. The goal of the project is to promote lifelong appreciation of biodiversity and science, and provide scientists with data on the changing distribution and abundance of ladybug species across the country. The current project is broadening the Lost Ladybug Project's reach geographically, culturally, demographically, and contextually by creating new tools and materials for the website, and forging new connections with (1) youth groups, (2) science centers, community centers, botanical gardens, nature centers, and organic farms, (3) adults, (4) Native Americans, and (5) Spanish-speakers. The expanded project could potentially involve tens of thousands of new individuals in ladybug monitoring research. An evaluation study is measuring the impacts of the expansion on new participants' knowledge, skills, attitudes, interests, and behavior. The Lost Ladybug Project has been important in advancing scientific discovery and building scientific knowledge. Data collected by the project's volunteers have improved scientists' understanding of (1) ladybug species presence/absence, (2) shifts in ladybug species composition, (3) shifts in ladybug species ranges, and (4) change in ladybug body size and spot number. Evaluation data show that the project has a broad audience reach and is achieving its learning goals for adults and children. Broadening the project's reach will further increase the project's importance to ecology, conservation biology and biodiversity research, as well as education research.
The New York Hall of Science is overseeing a complex, four-year applied research and traveling exhibit development project on "precursor concepts" to the theory of evolution. These concepts pertain to key ideas about life -- variation, inheritance, selection, and time (VIST) -- and are organized around the principle that living things change over time. The central research question is: Can informal, museum-based interventions prepare young children (5 -12) to understand the scientific basis of evolution by targeting their intuitive pre-evolutionary concepts? The work involves many collaborators -- museum personnel around the country, university researchers, exhibit designers and evaluators, web designers, the Association of Science-Technology Centers and a number of advisors in the biological sciences, psychology and in informal and formal education. The products include applied research studies that will add to the conceptual change knowledge base in cognitive psychology, a 1,000 square-foot exhibit plus discovery boxes, a section on the UC-Berkeley Understanding Evolution web site, extensive on site and online staff training opportunities for participating museums and others, several dissemination activities including two research symposia, and bilingual (English and Spanish) exhibit materials and family guides. The project is positioned as a new model in informal science education for integrating research, development and evaluation, with applicability beyond the life sciences to other STEM fields.
Through "Addressing the Science of Really Gross Things: Engaging Young Learners in Biomedical Science Through a Fulldome Planetarium Show and Supporting Curricula," Morehead Planetarium and Science Center at the University of North Carolina at Chapel Hill, in close collaboration with NIH-funded researchers at the UNC and a leading children's book author, will develop an informal science education media project and a suite of hands-on, inquiry-based curricula based on the media project for use in science centers, museums and schools. This project will build the pipeline of future researchers and create awareness of NIH-funded research by generating interest and excitement among children age 9-13 in the health sciences and related careers and building their science content knowledge. To achieve the objective, the investigators will develop a fulldome planetarium show; create correlating curricula for summer camps, afterschool programs, scout programs, science center field trips, science clubs and schools; and produce a DVD highlighting careers in the health sciences. In addition, the project will use several methods to target populations traditionally underrepresented in the biomedical fields, including featuring professionals from underrepresented populations in the multimedia and curricula products, making outreach visits to counties with large populations traditionally underrepresented in health science research careers, and producing a Spanish-language version of the products. The use of a known brand, "Grossology," is an innovative way to connect to children in the target age range and to encourage the informal science education community to embrace health-science content in their fulldome theaters. In addition, the project's hub-and-spoke approach further encourages adoption of this programming by providing informal science venues with both an engaging experience (hub) and the supporting curricula (the spokes) that is necessary to extend the show's potential for having significant educational impact. A strong project team maximizes the project's likelihood for success. The team includes fulldome producers and educators from Morehead and NIH-funded researchers with expertise in appropriate science content areas. In addition, the investigators have created a network of consultants, advisory board members and evaluators that will create feedback loops designed to ensure high-quality, scientifically-accurate, educationally-effective products. The investigators will use a combination of free and revenue-based dissemination strategies to ensure that the products of this award are broadly distributed. These strategies hold significant promise for creating broad use of this project's products in the nation's science centers, museums and classrooms.
The National Center for Interactive Learning (NCIL) at the Space Science Institute (SSI), in collaboration with the Colorado Clinical and Translational Studies Institute (CTSCI), and Colorado Area Health Education Centers (AHECs), requests support for Discover Health/Descubre la Salud (DH/DS). The bilingual (English/Spanish) project will include an interactive library exhibit supported by media and community education resources to engage underserved communities in learning about their cardiovascular and digestive systems, and how to keep them healthy. The project will target underserved communities, including rural and Latino communities, working through libraries and community institutions. The project will use a strategic combination of bilingual, interactive exhibits presented at libraries and community health fairs and festivals, career events, family nights, science camps, and mini-med schools, to engage students, families, and adults in these important health issues. Project PI Robert Russell, Senior Education Associate at NCIL, and NCIL Founder Co-PI Dusenbery, Founder of NCIL, will direct the project. Dr. Jack Westfall, who will direct the Community Engagement Core of CCTSI and also directs Colorado AHECS, he will direct their subaward. An outstanding advisory committee includes biomedical researchers, community health educators, librarians, and informal science educators. They will provide expertise on biomedical science content and help guide the project's implementation. Knight Williams, Inc., a highly experienced media and community evaluation firm, will conduct the full required project evaluation.
The Miami Museum of Science, in collaboration with University of Miami's (UM) School of Medicine, is requesting a Phase II grant to support national replication of the Biomedical Training, Research and College Prep (BioTrac) Project. The goal of Phase I, now in its final year of funding, was to develop a replicable model aimed at increasing the numbers of underserved students entering the biomedical research pipeline. Phase I focused on priority areas under Healthy People 2000 reflecting health issues of interest to the community as well as resources available through UM's Jackson Memorial Medical Center. Comprising hands-on project-based programming, career awareness activities, college prep, research internships and college residential experiences, the project has served 98 students to date, of whom 88% are low-income and 96% reside in homes where English is the second language. Of the 43 seniors who have graduated to date, 42 are enrolled in post-secondary studies. Of these, 52% have chosen a science-related major, and of these, 73% have chosen a biomedical course of study. Under the proposed Phase II project, the useum will establish BioTrac as a national demonstration site, extending BioTrac strategies and materials to formal and informal science institutions (ISis) through site-based institutes, distance-learning opportunities and professional conferences and publications. Continued delivery of BioTrac programming at the demonstration site will also further increase the number of underrepresented students entering the biomedical research pipeline, and allow for further programming aimed at increasing public understanding of Healthy People 2010 priorities and biomedical research. The museum will target ISis with youth programs to attend a three-day replication institute, reaching a minimum of 30 ISis during the grant. Through participation in national conferences and professional development sponsored by the Association of Science-Technology Centers, representng 340 ISis, the model has the capacity to impact small, medium, and large science centers nationwide. The model will also be adaptable for use by the other 123 Upward Bound Math & Science Centers engaged in science enrichment programming for underserved youth. Finally, elements of the model will be suitable for extracurricular school-based science clubs and high school magnet programs focused on biomedicine, further extending the potential impact of the model to school districts nationwide.
The AAAS Black Church Health Connection Project, with funding from the National Center for Research Resources (NCRR), has developed and field tested a guidebook/manual of hands-on and participatory life science activities and a training/orientation program for use in non-religious education programs in churches that serve the African-American community. The current dissemination efforts of the project have led to increased demands for the activity manual and subsequent training for persons seeking to implement the program. AAAS was awarded additional funding to: (1) Continue dissemination of the project in the African-American community; (2) Expand the project to the Hispanic American community; and (3) Identify and connect biomedical/behavioral scientists to churches and community-based organizations seeking to improve health awareness among African Americans and Hispanic Americans. Products of this dissemination effort include a Spanish version of the Health Connection Activities Guidebook/Manual, a video training kit in both English and Spanish to assist communities in implementing the project, and a database of scientist volunteers who are interested in working with churches and community-based organizations to impact the quality of health science education in the aforementioned communities.