The Principal Investigator's Guide: Managing Evaluation in Informal STEM Education Projects (PI Guide) is designed to help principal investigators and other leaders of informal STEM (Science, Technology, Engineering, and Math) education projects integrate evaluation into all phases of project design, development, and implementation. Such projects include exhibits, media projects, websites, community science projects, afterschool programs, festivals, family activities, online games, citizen science projects, and other efforts to help people learn about science in the course of their everyday
The Office for Human Research Protections (OHRP) provides a decision chart as a guide for institutional review boards (IRBs), investigators, and others who decide if an activity is research involving human subjects that must be reviewed by an IRB under the requirements of the U.S. Department of Health and Human Services (HHS) regulations at 45 CFR part 46. OHRP welcomes comment on these decision charts. The charts address decisions on the following: whether an activity is research that must be reviewed by an IRB, whether the review may be performed by expedited procedures, and whether informed
DATE:
TEAM MEMBERS:
U.S. Department of Health & Human Services
In December 2008, the Monterey Bay Aquarium, in partnership with the New England Aquarium and the National Aquarium in Baltimore, hosted a summit of leaders from aquariums across North America and beyond. The intent was to empower aquarium professionals to elevate their collective focus on the relationship between climate change and the ocean, and to develop collaborative strategies for communicating climate change and inspiring solution-‐oriented actions among our institutions and audiences. The summit represented the birth of a community. The three‐day event succeeded in mobilizing 34
The Climate Interpretation Coalition is maturing beyond a set of discrete institutions to become a collective voice for communicating climate change and the ocean. As the three‐year funded NOAA program and the empowerment evaluation end, the question of how to build ongoing communities of support arises. The findings are based upon an interview‐based exploration of individuals who participated in the 2012 Baltimore summit and who represent a broad spectrum of engagement (highly engaged with creating the coalition through to limited engagement in a single summit). The interviews were nested
The overarching purpose of the Climate Literacy Zoo Education Network is to develop and evaluate a new approach to climate change education that connects zoo visitors to polar animals currently endangered by climate change, leveraging the associative and affective pathways known to dominate decision-making. Utilizing a polar theme, the partnership brings together a strong multidisciplinary team that includes the Chicago Zoological Society of Brookfield, IL, leading a geographically distributed consortium of nine partners: Columbus Zoo & Aquarium, OH; Como Zoo & Conservatory, St. Paul, MN; Indianapolis Zoo, IN; Louisville Zoological Garden, KY; Oregon Zoo, Portland, OR; Pittsburgh Zoo & PPG Aquarium, PA; Roger Williams Park Zoo, Providence, RI; Toledo Zoological Gardens, OH, and the organization Polar Bears International. The partnership leadership includes the Learning Sciences Research Institute at the University of Illinois at Chicago, and the Earth System Science Center at Pennsylvania State University. The partnership is joined by experts in conservation psychology and an external advisory board. The primary stakeholders are the diverse 13 million annual visitors to the nine partner zoos. Additional stakeholders include zoo docents, interpreters and educators, as well as the partnership technical team in the fields of learning innovations, technological tools, research review and education practice. The core goals of the planning phase are to a) develop and extend the strong multidisciplinary partnership, b) conduct research needed to understand the preconceptions, attitudes, beliefs, and learning modes of zoo visitors regarding climate change; and c) identify and prototype innovative learning environments and tools. Internal and external evaluations will be conducted by Facet Innovations of Seattle, WA. Activities to achieve these goals include assessments and stakeholder workshops to inventory potential resources at zoos; surveys of zoo visitors to examine demographic, socioeconomic, and technology access parameters of zoo visitors and their existing opinions; and initial development and testing of participatory, experiential activities and technological tools to facilitate learning about the complex system principles underlying the climate system. The long-term vision centers on the development of a network of U.S. zoos, in partnership with climate change domain scientists, learning scientists, conservation psychologists, and other stakeholders, serving as a sustainable infrastructure to investigate strategies designed to foster changes in public attitudes, understandings, and behavior surrounding climate change.
The University of Washington’s Museology Program, in partnership with the Woodland Park Zoo and the Learning in Informal and Formal Environments Research Center is developing a model of university-community collaboration where students work with client museums, zoos and aquaria to evaluate exhibits and programs under the guidance of a research mentor. Students will gain experience in audience research and evaluation, as well as in project management, collaboration, and leadership. Staff at participating museums will advance their personal knowledge about visitors and the field of museum evaluation. The project will prepare a new generation of evaluators and museum practitioners through an innovative apprentice-styled laboratory that integrates the strengths of mentoring, fieldwork, academics, and client-centered experiences. Project Advisors include John Falk, Julie Johnson, Randi Korn, Marjorie Schwarzer, and Patterson Williams. Project started January, 2009 with 24 graduate students in the first cadre.
Children feed alphabet letters to a talking baby dragon, drive a New York City fire truck, paint on a six-foot art wall, and crawl through a challenge course in PlayWorks™ at the Children's Museum of Manhattan (CMOM) in New York. Manhattan’s largest public play and learning center for early childhood marries the skills that children need to succeed in kindergarten with fun stuff that kids love. The Institute of Museum and Library Services (IMLS) funded the project through a 2006 Museums for America grant to support the museum as a center of community engagement and lifelong learning. “PlayWorks™ is a joyful place for learning science, math, reading and other things. We incorporate fun and learning into the whole design to create a scaffold of learning. Families come to the museum to supplement preschool experiences,” said Andy S. Ackerman, CMOM’s executive director. The museum also offers parents, sitters, and other care-providers guidance on engaging their children with the exhibit. Based on the concept that children’s learning and personal growth is rooted in play, the 4,000-square-foot space is divided into five learning areas: Language, Math and Physics, Arts and Science, Imagination and Dramatic Play, and Practice Play (for infants and crawlers).
This report presents findings from a joint study carried out by the Museum of Science, Boston Research and Evaluation Department (MOS) and Art Beyond Sight (ABS, formerly Art Education for the Blind) with museum visitors who are blind or have low vision. The purpose of this study was to gather information that can inform the development of pilot museum programs that meet the needs and interests of visitors who are blind or have low vision and to provide professional development for museum professionals. Focus groups were used as the primary data collection method, as they enable idea sharing
This monograph has been created by the TEAMS (Traveling Exhibits At Museums of Science) Collaborative, a group of seven small U.S. science centers, to share experiences, observations, and lessons learned with the broader science museum field. Our intention is to help others who might be interested in forming a collaborative to work though some key issues, most of which have to do with the relationships between collaborative members, rather than more technical matters. We hope that this will provide a vision for others as to how collaboration among science centers can work. The monograph looks
DATE:
TEAM MEMBERS:
Charles TrautmannMark St. JohnDavid Goudy
The TEAMS Collaborative received three separate rounds of funding from the National Science Foundation; Inverness Research served as the external evaluator to the project for all three rounds of funding. This summative report details the return on NSF's long-term investment in the TEAMS Collaborative. It outlines the overall contributions of the project to participating museums, individual staff at those museums, and to the larger field of informal science education institutions. It also summarizes the ways in which the TEAMS Collaborative was able to effectively capitalize on NSF's investment
The Milwaukee Public Museum will develop Adventures in Science: An Interactive Exhibit Gallery. This will be a 7250 sq. ft. interactive exhibit with associated public programs and materials that link the exhibit with formal education. The goal of Adventures in Science is to promote understanding of biological diversity, the forces that have change it over time, and how scientists study and affect change. The exhibit will consist of three areas. "Our Ever-Changing World" will feature "dual scene" habitat dioramas that will convey at-a-glance how environments change over time. "The Natural History Museum" will be a reconstruction of a museum laboratory and collections area to protray behind-the-scenes scientific and curatorial activities that further the study of biological diversity, ecology and systematics. An "Exploration Center: will bridge these two areas and will be designed to accommodate live presentations, group activities and additional multimedia stations for Internet and intranet access. Using interactive devices, visitors will be encouraged to make hypothesis, examine evidence, compare specimens, construction histories of biological and geological changes, and develop conclusions about the science behind biodiversity and extinction issues. Visitors should also come away with an increased understanding of the role of systematic collections in understanding biological diversity. Information on MPM research programs will be highlighted in "The Natural History Museum" section and will be updated frequently. Annual Teacher Training Institutes for pre-service and in-service teachers will present strategies for using the gallery's multimedia stations, lab areas, and Web site links. Special attention will be given to reaching new audiences including those in the inner city and people with disabilities.
DATE:
-
TEAM MEMBERS:
Allen YoungJames KellyPeter SheehanSusan-Sullivan BorkinRolf JohnsonMary Korenic
The National Center for Earth-surface Dynamics (NCED) is a Science and Technology Center focused on understanding the processes that shape the Earth's surface, and on communicating that understanding with a broad range of stakeholders. NCED's work will support a larger, community-based effort to develop a suite of quantitative models of the Earth's surface: a Community Sediment Model (CSM). Results of the NCED-CSM collaboration will be used for both short-term prediction of surface response to natural and anthropogenic change and long-term interpretation of how past conditions are recorded in landscapes and sedimentary strata. This will in turn help solve pressing societal problems such as estimation and mitigation of landscape-related risk; responsible management of landscape resources including forests, agricultural, and recreational areas; forecasting landscape response to possible climatic and other changes; and wise development of resources like groundwater and hydrocarbons that are hosted in buried sediments. NCED education and knowledge transfer programs include exhibits and educational programs at the Science Museum of Minnesota, internships and programs for students from tribal colleges and other underrepresented populations, and research opportunities for participants from outside core NCED institutions. The Earth's surface is the dynamic interface among the lithosphere, hydrosphere, biosphere, and atmosphere. It is intimately interwoven with the life that inhabits it. Surface processes span environments ranging from high mountains to the deep ocean and time scales from fractions of a second to millions of years. Because of this range in forms, processes, and scales, the study of surface dynamics has involved many disciplines and approaches. A major goal of NCED is to foster the development of a unified, quantitative science of Earth-surface dynamics that combines efforts in geomorphology, civil engineering, biology, sedimentary geology, oceanography, and geophysics. Our research program has four major themes: (1) landscape evolution, (2) basin evolution, (3) biological sediment dynamics, and (4) integration of morphodynamic processes across environments and scales. Each theme area provides opportunities for exchange of information and ideas with a wide range of stakeholders, including teachers and learners at all levels; researchers, managers, and policy makers in both the commercial and public sectors; and the general public.
DATE:
-
TEAM MEMBERS:
Efi Foufoula-GeorgiouChristopher PaolaGary Parker