This is a handout from the Science Learning Plus (SL+) Forum held on InformalScience.org from July 6-17, 2015. It lists and describes resources about research and practice collaborations.
This paper presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research-practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural-historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two longterm partnerships
Collaboration is a prerequisite for the sustainability of interagency programs, particularly those programs initially created with the support of time-limited grant-funding sources. From the perspective of evaluators, however, assessing collaboration among grant partners is often difficult. It is also challenging to present collaboration data to stakeholders in a way that is meaningful. In this article, the authors introduce the Levels of Collaboration Scale, which was developed from existing models and instruments. The authors extend prior work on measuring collaboration by exploring the
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TEAM MEMBERS:
Bruce FreyJill LohmeierStephen LeeNona Tollefson
The National Research Council's Roundtable on Public Interfaces of the Life Sciences held a 2-day workshop on January 15-16, 2015, in Washington, DC to explore the public interfaces between scientists and citizens in the context of genetically engineered (GE) organisms. The workshop presentations and discussions dealt with perspectives on scientific engagement in a world where science is interpreted through a variety of lenses, including cultural values and political dispositions, and with strategies based on evidence in social science to improve public conversation about controversial topics
The Royal Society of Chemistry commissioned TNS BMRB to conduct this research to provide well-grounded, robust data on the public’s relationship with chemistry in the UK. This programme of research aimed to understand where people are now, explore what drives people's views, identify windows of opportunity, and use evidence to produce guidance on opportunities and challenges in communicating chemistry to the public.
As collective impact initiatives blossom around the country, Northern Kentucky provides a case study in handling a dilemma that can spring from that growth: When multiple initiatives develop overlapping missions, members, and audiences, how can you reduce competition and increase impact? Today, Northern Kentucky's education initiatives are aligned through a backbone organization that aims to improve all youth supports, from birth to career.
Feinstein and Meshoulam’s study examines the nature of equity work in museums and science centres across the U.S. Based on 32 interviews with leaders from 15 informal science education organisations, the authors identified two different perspectives, client and cooperative, each with its own strengths and implications for informal science education.
During the first EU-funded project EUSCE/X (European Science Communication Events / Extended), a "White Book" was developed in 2005, containing the experiences of exploring 21 European science engagement events like science festivals. The White Book has 13 chapters ranging from "purpose and philosophy" across "management", "education", "funding" to "European dimension".
This article explains the concepts of disruptive innovation and catalytic innovation, a subset of disruptive innovation. Disruptive innovations challenge industry incumbents by offering simpler, good-enough alternatives to an underserved group of customers, whereas catalytic innovations can surpass the status quo by providing good-enough solutions to inadequately addressed social problems.
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TEAM MEMBERS:
Clayton ChristensenHeather BaumannRandy RugglesThomas Sadtler
The World Biotech Tour (WBT) is a multi-year initiative that will bring biotechnology to life at select science centers and museums worldwide. The program, supported by the Association of Science-Technology Centers (ASTC) and Biogen Foundation, is scheduled to run from 2015-2017, with the 2015 cohort in Belgium, Japan, and Portugal. The WBT will increase the impact and visibility of biotechnology among youth and the general public through hands-on and discussion-led learning opportunities. Applications are now open for the 2016 cohort! Learn more and submit an application at http://www.worldbiotechtour.org/become-a-stop
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Association of Science-Technology CentersCarlin Hsueh
As interest in Science, Technology, Engineering, and Mathematics (STEM) education grows (Olson & Riordan, 2012), the need for professionals to clearly communicate sophisticated concepts associated with these areas also increases (Fischoff & Scheufele, 2013). This evaluation focuses on a 3 credit university course “Training in Science Education Outreach” which utilizes a novel course structure. The course’s main aim is to teach graduate and undergraduate students how to speak to the public about science, focusing specifically on language science. The structure of the course is non-traditional
This volume explores how technology-supported learning environments can incorporate physical activity and interactive experiences in formal and informal education. It presents cutting-edge research and design work on a new generation of "body-centric" technologies such as wearable body sensors, GPS tracking devices, interactive display surfaces, video game controller devices, and humanlike avatars. Contributors discuss how and why each of these technologies can be used in service of learning within K-12 classrooms and at home, in museums and online. Citing examples of empirical evidence and