This document is a “think piece” about why and how informal science, technology, engineering, and math (STEM) education institutions could be placing amusing, novel experiences in people’s paths to create memorable STEM experiences embedded in their everyday lives. The report focuses on what we learned about creating interactive STEM exhibits in public spaces outside of a science center. That said, the content can inform hands-on learning experiences on other topics, as well, within the limits outlined.
The Broader Impacts Infrastructure Summit, held in Arlington, VA, in April 2014, brough together more than 120 professionals from 80 higher education institutions and nonprofits for wide-ranging discussions on broader impacts focused on institutioinal collaboration, guidance, and accountability. Perspectives on Broader Impacts present some of the highlights from the summit, including perspectives from NSF, perspectives of university leaders, and perspectives of university participants.
This essay seeks to explain what the “science of science communication” is by *doing* it. Surveying studies of cultural cognition and related dynamics, it demonstrates how the form of disciplined observation, measurement, and inference distinctive of scientific inquiry can be used to test rival hypotheses on the nature of persistent public conflict over societal risks; indeed, it argues that satisfactory insight into this phenomenon can be achieved only by these means, as opposed to the ad hoc story-telling dominant in popular and even some forms of scholarly discourse. Synthesizing the
Rockman et al (REA), in partnership with Marti Louw and the University of Pittsburgh Center for Learning in Out-of-School Environments (UPCLOSE) conducted a summative evaluation in Summer 2014 of an aquatic macroinvertebrate digital teaching collection (macroinvertebrates.org) containing voucher specimens from the Carnegie Museum of Natural History (CMNH) in Pittsburgh, PA. The digital teaching collection groups three orders of aquatic insects (stoneflies, caddisflies, and mayflies), and users can click on a specific insect and get information on its genus, habitat, behaviors, size, abundance
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University of Pittsburgh Center for Learning in Out-of-School-Environments (UPCLOSE)Camellia Sanford-Dolly
Connected learning is an educational approach designed to make learning relevant to students, creating a deeper form of learning and understanding that will help students become life-long learners who will grow and thrive in school, work and life. Afterschool programs have long been implementing this approach that ties together students interests, peer networks and academic pursuits. This report explores the benefits of using a connected learning approach, the variety of ways afterschool programs are offering connected learning opportunities to engage students in learning, and shares ideas on
There can be a mistaken impression that the new vision for K-12 science education is only relevant to classroom science instruction. But youth frequently engage in powerful science and engineering activities that take place after or outside-of-school. They learn STEM content, engage in STEM practices, and develop an understanding of how STEM is used in the world. To capitalize on those assets, educators and other stakeholders should learn about, leverage, and broker connections for youth across the STEM learning experiences available in and out of school.
Stories help people form relationships and make sense of the world around them. Business, medicine, and education have long used stories---or cases---as teaching and professional development tools. In the family engagement field, reading cases challenges those who work with families to consider multiple perspectives; think critically about real-world issues; communicate effectively; and identify family strengths. These are all abilities that educators need to work effectively with families. With this in mind, Harvard Family Research Project and the Community Engagement Team in the Department
The Wildlife Conservation Society (WCS) contracted RK&A to conduct audience research for the Central Park Zoo (Zoo), located in the heart of New York City. As part of the study, RK&A explored the value visitors’ place on their Zoo experiences and the ways in which visitors use the Zoo and surrounding area. Findings from the study provide the WCS with a preliminary understanding of their visitors and lay the groundwork for a second phase of audience research. How did we approach this study? RK&A conducted in-depth interviews to explore visitors’ thoughts and perceptions of the Zoo, as well as
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Wildlife Conservation SocietyStephanie DowneyRandi Korn
The Natural History Museum of Los Angeles County (NHMLAC) contracted Randi Korn & Associates, Inc. (RK&A) to conduct audience research for the Page Museum (the Page) and La Brea Tar Pits (Tar Pits) as part of an overall strategy to examine the site’s current state and determine plans for its future. How did we approach this study? We designed the study to examine and compare Page Museum visitors’ and non-visitors’ perceptions of the Tar Pits and Page Museum; the meaning they construct from their experience; and their knowledge of current scientific research happening at the site. We conducted
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Natural History Museum of Los AngelesStephanie DowneyEmily Craig
This feature documentary will join film to humanities scholarship in investigating the historical production of nuclear waste, the present character of communities living with that waste, and the combined efforts of sociologists, anthropologists, writers, and scientists to imagine how to guard this material into the 10,000-year future. Drawing on important work in environmental (land) history, ethics, and politics, as well as work on the cultural anthropology of the nuclear world, the film “Containment” examines how the Cold War transformed the American landscape, how nuclear waste compels us today—in lands across the United States and beyond—to examine our most basic views about the control and ethics of land use, and how 24,000-year half-life of plutonium pushed scientists and humanists into the Congressionally-demanded business of imagining a ten-thousand year human future in order to mark and isolate nuclear waste.
The Franklin Institute (TFI) engaged Insight Evaluation Services (IES) to conduct a review of TFI museum/community partnership programs from 1993 through 2014 for the purpose of identifying "lessons learned", that is the successes and challenges of working together to achieve a common goal. IES reviewed over 40 research studies and evaluation reports for fourteen programs in which TFI was a partner in a long-term collaborative relationship with one or more community-based organizations, informal learning organizations, and/or other education-oriented public service institutions, including: The
Although studies in a variety of settings suggest that participant reactions to the research context can threaten the validity and generalizability of study findings, there have been almost no investigations of participant reactivity in museums. In this experimental study, the authors compared the behaviors and learning outcomes of visitors at two versions of an interactive mathematics exhibit who had either been actively recruited by a data collector or passively recruited using posted signage. They assessed the amount of time visitors spent at the exhibit, the number of mathematical exhibit