With support from the Moore Foundation, Google, NASA, and the Research Corporation, we were able to distribute 2.1 million eclipse glasses (and an extensive booklet of eclipse information and outreach ideas) to approximately 7,100 public, school, tribal and military libraries throughout the U.S. This project was the single largest program to provide glasses and eclipse information to the public in the country for the 2017 total eclipse. The project used (and significantly enhanced) the existing STAR Library Network, set up and maintained by the National Center for Interactive Learning at the
Poster presentation from the 2020 Association of Science and Technology Centers Annual Conference.
This poster presented preliminary findings from a configurative literature synthesis on how the literature posted on the InformalScience.org website, in peer-reviewed journals, and in the ProQuest archive of Theses and Dissertations report about how informal learning institutions are advancing the use of STEM knowledge and scientific reasoning in the ways that can help individuals and communities address the societal challenges of our time?
This is a poster created for the 2019 annual meeting of the American Geophysical Union. Below is the accepted abstract of the poster:
The Long Term Ecological Research (LTER) network spans 28 sites across North America and beyond. Here we share work from two LTER sites in the northeastern US—the Harvard Forest, MA and the Hubbard Brook Experimental Forest, NH—where boundary organizations have been developing a framework for embedding effective public engagement and knowledge co-production into these long-term studies. Here we share this framework and how it has been developed and applied in
One part personal reflection, one part literature synthesis. This essay reflects on official statistics, common misunderstandings, and the COVID-19 numbers we're all becoming increasingly familiar with. The author calls on news audiences and journalists alike to become more knowledgeable about what official statistics can and can't do -- and to question the epistemic priority that so many people reflexively give to numbers by paying attention to what is not included.
A survey-based needs assessment at the University of Nebraska-Lincoln, a research- intensive land grant university, explored ways to meet the goal of increasing science, technology, engineering, and mathematics (STEM) outreach. 40% of surveyed faculty reported barriers to doing STEM outreach. Over 50% of faculty reported an inability to individually resolve barriers to STEM outreach in ways that ensure broader community engagement in their research through outreach. Using a Sociological lens, the current study examined institutional-level barriers and enablers to faculty engaging in outreach
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TEAM MEMBERS:
Kiyomi DeardsSaundra FrerichsPatricia Wonch HillJulia McQuillan
This poster describes the Addressing Societal Challenges through STEM (ASCS) project. The project's research goal is to identify and describe the range of ways that informal STEM learning (ISL) institutions are addressing societal challenges and how STEM knowledge and scientific reasoning are situated in that engagement.
The poster was presented at the American Association of Museums (AAM) 2020 Virtual Conference.
How can we navigate partnerships with science institutions to better implement informal science education projects in underserved communities? We hope you’ll take some time to go through this booklet and answer the questions honestly and thoroughly. The process will help your community-based organization navigate partnerships with science institutions better to benefit your community.
Do you want to implement projects and develop strong collaborations in diverse or “underserved” communities? This workbook is a product of research conducted by community-based organizations and the Cornell Lab of Ornithology over three years, focused on how to create equitable partnerships between informal science institutions and community-based organizations in underrepresented communities. The objective is to improve equity, diversity, and inclusion in STEM (Science, Technology, Engineering, and Mathematics). The research comes from questions asked by community researchers to more than 30
Accessible Design for Multitouch Tables, Large Displays, and Interactive Experiences focuses primarily on access for individuals in wheelchairs or those of short stature who may have reach, roll-up, or related mobility limitations. Building upon existing standards, this paper presents both “broad” and “strict” interpretations for accessible design on multitouch tables and describes a range of approaches for incorporating them into new experiences.
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can
DATE:
TEAM MEMBERS:
Beth MalandainSunewan PanetoKatharina Marino
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can
DATE:
TEAM MEMBERS:
Sunewan PanetoBeth MalandainKatharina Marino
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can