The NISE Network Forums were created to provide an in-depth learning experience that would (1) enhance participants' understanding of nano and its potential impacts; (2) increase participants' confidence in participating in public discourse about nanotechnologies; and (3) build informal science educators' knowledge and ability to conduct this type of programming at their institution (NISE Network Public Forums Manual, 2007). In an effort to reach out to a more diverse audience, the NISE Network Forums Team translated into Spanish the existing NISE Net forum "Nanomedicine in Healthcare" to
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TEAM MEMBERS:
Elizabeth KollmannJane MorganNanoscale Informal Science Education NetworkRoxana del Campo
resourceevaluationProfessional Development, Conferences, and Networks
The Nanoscale Informal Science Education (NISE) Network held Regional Workshops workshops around the country during the summer of 2008. Formative evaluation was carried out to measure the workshop's success and related improvements in 1) integrating new and existing partners into the NISE Network, 2) providing valuable networking opportunities among workshop attendees, 3) creating a foundation for strong and lasting regional partnerships within the NISE Network, 4) presenting NISE Net's catalog of existing products, and 5) providing professional development resources including knowledge, tools
Although there is a significant literature documenting the strength of informal science experiences in controlled or specialized settings, such as museums and science-focused youth programs it is not yet clear how best to regularly provide such opportunities in typical after-school programs--ones not established or specifically supported to test or implement grant-funded curricula or STEM approaches under specialized conditions. What's more, the majority of the 6.5 million children enrolled in after-school programs participate in typical programs. This study addressed this gap in the
In late spring 2010, Goodman Research Group, Inc. (GRG) was contracted by the Museum of Science, Boston, to conduct an outcomes evaluation of their educational live performance, The Amazing Nano Brothers Juggling Show (ANB). The show presents scientific concepts about atoms and nano science in a highly entertaining and engaging performance. The evaluation focused on the learning outcomes of children, adults, and middle school students. The goal of this evaluation was to examine the effectiveness of the show in increasing audiences' knowledge of and interest in nano science and nanotechnology
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TEAM MEMBERS:
Rachel SchechterMuseum of ScienceMolly PriedemanIrene GoodmanCarol Lynn Alpert
The evaluation research summarized here focuses on science reports developed by MacNeil/Lehrer Productions. The reports appear on The NewsHour television broadcasts and are archived as streaming video available on the program's Web site (www.pbs.org/newshour/science), which includes enhanced media resources such as audio Podcasts, RSS feeds, transcripts, teacher lesson plans, background reports, slideshows, and interactives. The project's general intention is to produce positive learning outcomes and attitudes towards STEM topics (Science, Technology, Engineering and Mathematics) and to foster
In 2006, the Institute for Advanced Learning and Research (IALR) received a three-year grant from the National Science Foundation's Information/Innovative Technology Experiences for Students and Teachers (ITEST) division to create the Dan River Information Technology Academy (DRITA) for under-served high school students in rural Virginia. The only program of its kind in Southern Virginia, the program was designed to provide participating students with competencies in information technology (IT) and workforce skills. In addition, the program seeks to encourage students to graduate from high
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TEAM MEMBERS:
Irene GoodmanLorraine DeanMiriam KochmanHelena PylvainenColleen ManningKaren PetermanInstitute of Advanced Learning and Research
August, 2009 Communities of Effective Practice, 2008-2009 Evaluation Abstract: The Communities of Effective Practice (CEP) project is a National Science Foundation (NSF)-funded project to develop a professional development model for supporting math and science instructional practices that are culturally responsive within American Indian communities. This report summarizes findings from the Year 3 evaluation (conducted during the 2008-2009 academic year) and discusses these findings within the context of the Years 1 and 2 evaluations. It presents key considerations for developing a Community
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TEAM MEMBERS:
Gina MaghariousKasey McCrackenUtah State University
Grossology Live! was a creative and innovative program that involved unique format, content, and collaboration. The program used live video-conferencing techniques to create two-way interaction between onscreen actors in a colorful Grossology set in the studio in Noblesville, Indiana; uniquely imaginative comedic and musical presentations on the human body; and a live presenter, stage set, and audience at 5 small science or health centers primarily in the mid-west and southeast. The receiving sites were members of the National Association of Health Education Centers (NAHEC), which played a
This report summarizes findings from Inverness Research's evaluation of the PIE Institute project. It outlines the project's approach and philosophy, the activities of the project and key features, and the contributions of the project to participating museum educators, their institutions, and the larger field of informal science education institutions.
This Pathways Project connects rural, underserved youth and families in Eastern Washington and Northern Idaho to STEM concepts important in sustainable building design. The project is a collaboration of the Palouse Discovery Science Center (Pullman, WA), Washington State University and University of Idaho, working in partnership with rural community organizations and businesses. The deliverables include: 1) interactive exhibit prototype activities, 2) a team cooperative learning problem-solving challenge, and (3) take-home materials to encourage participants to use what they have learned to investigate ways to make their homes more energy-efficient and sustainable. The project introduces youth and families to the traditionally difficult physics concept of thermal energy, particularly as it relates to sustainable building design. Participants explore how building materials and their properties can be used to control all three types of heat transfer: conduction, convection, and radiation. The interactive exhibit prototypes are coupled with an Energy Efficient Engineering Challenge in which participants, working in cooperative learning teams, use information learned from the exhibit prototype activities to retrofit a model house, improving its energy efficiency. The project components are piloted at the Palouse Discovery Science Center, and then travel to three underserved rural/tribal communities in Northern Idaho and Eastern Washington. Front-end and formative evaluation studies will demonstrate whether this model advances participant understanding of and interest in STEM topics and careers. The project will yield information about ways that other ISE practitioners can effectively incorporate cooperative learning strategies in informal settings to improve the transferability of knowledge gained from exhibits to real-world problem-solving challenges, especially for rural and underserved audiences. This project will also provide the ISE field with: 1) a model for increasing the capacity of small, rural science centers to form collaborative regional networks that draw on previously unused resources in their communities and provide more effective outreach to the underrepresented populations they serve, and 2) a model for coupling cooperative learning with outreach exhibits, providing richer experiences of active engagement.
A June 2010 report from the Exploratorium's Learning and Youth Research and Evaluation Center (LYREC) highlights trends, questions, and findings related to out-of-school-time science, technology, engineering, and mathematics (OST STEM). Based on an October 2009 meeting, the report aims "to inform the work of OST educators, researchers, and funders." The report notes that "out-of-school-time programs such as summer camps,afterschool programs and Saturday classes provide students with important opportunities to: (1) spark, sustain, and deepen their interest in science, technology, engineering