The requirement by the National Science Foundation (NSF) that research proposals include plans for "broader impact" activities to foster connections between Science, Technology, Engineering, and Math (STEM) research and service to society has been controversial since it was first introduced. A chief complaint is that the requirement diverts time and resources from the focus of research and toward activities for which researchers may not be well prepared. This paper describes the theoretical framework underlying a new strategy to pair NSF-funded nano research centres with science museums in
This is a presentation about the ScienceCenter Netzwork, a network of science centers and museums in Austria. The presentation was a part of the Summit on Informal Science Networks at the Association of Science-Technology Centers annual conference in Albuquerque, NM.
This full-scale project addresses the need for more youth, especially girls, to pursue an interest in engineering and eventually fill a critical workforce need. The project leverages museum-based exhibits, girls' activity groups, and social media to enhance participants' engineering-related interests and identities. The project includes the following bilingual deliverables: (1) Creative Solutions programming will engage girls in group oriented engineering activities at partner community-based organizations, where the activities highlight altruistic, personally relevant, and social aspects of engineering. Existing community groups will use the activities in their regular meeting structure. Visits to the museum exhibits, titled Design Your World will reinforce messages; (2) Design Your World Exhibits will serve as a community hub at two ISE institutions (Oregon Museum of Science and Industry and the Hatfield Marine Science Center). They will leverage existing NSF-funded Engineer It! (DRL-9803989) exhibits redesigned to attract, engage, and mobilize a more diverse population by showcasing altruistic, personally relevant, and social aspects of engineering; (3) Digital engagement through targeted use of social media will complement program and exhibit content and be an online portal for groups engaged in the project; (4) A community action group (CAG) will provide professional development opportunities to stakeholders interested in girls' STEM identity (e.g. parents, STEM-based business professionals) to promote effective engineering messaging throughout the community and engage them in supporting project participants; and (5) Longitudinal research will explore how girls construct and negotiate engineering-related identities through discourse across the project activities and over time.
The Exploratorium, in partnership with Qualcomm, proposes to develop and test a highly accurate indoor positioning system (IPS) at full museum scale. Such a system would increase the feasibility and power of whole-visit research studies and open up opportunities for using IPS to support new and innovative informal STEM learning experiences. Within 3-5 years, museums will likely possess infrastructures capable of easily and effectively integrating IPS. The Exploratorium's project will generate early knowledge about using this technology for developing innovative programmatic strategies and for improving research and evaluation of STEM learning in museums. Program activities include developing processes for creating and updating indoor maps; testing IPS as a tool for program development and delivery; prototyping a research data management system; and the dissemination project findings.
This grant supports a workshop focused on catalyzing STEM education R & D in Sri Lanka and in the U.S. through networking and international collaboration. The workshop is a collaboration of the US Association of Science-Technology Centers (ASTC) and the National Science Foundation of Sri Lanka. Its focus is for ASTC to share its wealth of expertise with Sri Lanka in the creation of a science center in Colombo that will engage its people in an accessible science-learning environment and provide its youth with grounding in the scientific concepts and practices. The three day workshop to be held in Colombo, Sri Lanka, will engage these experts in the discussion and co-creation of a plan for a science center to be built in Sri Lanka, and to consider how to develop an ongoing relationship between informal STEM educators in the US and STEM educators in Sri Lanka. The workshop will cover subjects critical to the development of an effective and successful science center, including: (1) Inquiry-based learning and the development of effective exhibits and programs, (2) Evaluation tools and techniques, (3) Local scientific knowledge and expertise that can influence planning and programing, (4) Developing effective outreach programs, (5) Public Engagement with science and society issues, and (6) Managing a science center. While using the development of the science center as a focus for the meeting, the workshop will also initiate discussions between STEM educators in the South Asia region and the United States, with the goal of developing a long-term relationship between STEM educators in the South Asia region and the United States. One or more of the US speakers and the invited US doctoral student will explore and identify new research questions on STEM education and the role of science centers as a new model for improving human resource capacities in STEM in developing countries. The workshop outcome should also advance future international collaborations and inform efforts to serve immigrant populations from South Asia in the US. This award is designated as a Global Venture Fund Award and is being co-funded by NSF's Office of International Science and Engineering.
Using STEM America (USA) is a two-year Pathways project designed to examine the feasibility of using informal STEM learning opportunities to improve science literacy among English Language Learner (ELL) students in Imperial County, California. Project partners include the Rueben H. Fleet Science Center and the University of California, San Diego (UCSD). The project's goals are to support teachers in the development of informal science education opportunities for English learners, partner with students in grades 7-12 to create activities and exhibits, deliver student-produced products to community members, and sustain and disseminate the activities through the development of web-based teacher tools. The teachers will work with informal science education experts, STEM professionals, and undergraduate students to develop and implement the program lessons with their 7-12 grade students. The activities and exhibits designed for community audiences will be used in the Imperial Valley Discovery Zone, slated for completion in fall 2013. Special emphasis will be placed on understanding English scientific word frames and science content specific vocabulary to help ELL students express complex scientific concepts in English. The project deliverables in this pilot project include a comprehensive teacher professional development strategy, student-developed informal science activities and exhibits, a project website, and multiple teacher resources (lesson plans, how-to guides, training materials, and social networking tools). Teachers will receive 45 hours of professional development during the summer with an additional 20 hours of support provided during the school year. UCSD's Jacob's School of Engineering will provide training on solar energy micro-grids using a micro-grid observatory to be located in Imperial Valley. English language development training will be provided by the University of California's Professional Development Institute (UCPDI) and address the role of language objectives in scientific conceptual knowledge and language development; using science and language to improve classroom questioning/discussion; and teaching academic language to English learners. The informal science education component of the training provided by the Fleet Science Center will address topics such as questioning strategies, scientific reasoning frameworks, communicating science to public audiences, and learning "high level" science content using hands-on approaches. The project design builds on research which supports an active learning approach that mirrors scientific practice and is one of the strengths of informal science learning environments. The question to be addressed by the USA Project is: "Can informal STEM activities with embedded English Language development strategies assist English learner students to increase their English language competency and their interest in STEM subjects?" The PI seeks to identify the impact that teachers have on guiding students in inquiry-based informal STEM education, evaluate the academic outcomes for students, and measure changes in community interest, understanding, and attitudes towards STEM and STEM occupations. The USA Project is designed to reach approximately 200 underserved students and will promote the participation of at least 400 additional students, parents, and other rural community members. It is anticipated that this project will result in the development of a model for teacher-led informal STEM education, increased STEM learning opportunities for the community, and the development of a network of educational institutions that helps to bridge formal and informal STEM learning and learning environments.
This book addresses controversial changes in a major cultural organization through the lens of a vital need for a shift in thinking as museums enter the 21st century. Robert Janes is a leading voice in the changes taking place in Canada's cultural institutions. In this case study, the author candidly discusses layoffs, union/management relations, and the urgency of sustainability. Contributions from museum staff highlight the human side of change, and essays by Canadian and international museum directors present thoughtful perspectives.
This report is the result of work undertaken by Ecsite-uk, The UK network of science & discovery centres and museums, to demonstrate the impact of Science & Discovery Centres, to encourage their effective collaboration, and to maximize their future viability. The report includes three parts: the results of a survey of UK science and discovery centres, recommendations for science and discovery centres which will lead to demonstrating value, and best practices shared between science and discovery centres from those that have achieved financial stability. In addition to this report, Ecsite-uk
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TEAM MEMBERS:
Penny Fidler
resourceevaluationProfessional Development, Conferences, and Networks
In February 2013, the Atomic Heritage Foundation (AHF) brought together historians, sociologists and other scholars, as well as museum directors and thought leaders from the informal science education field to engage in a two-day discussion to explore ways to engage the public in the topic of the development of the atomic bomb in the context of history, society and culture. The workshop, titled "Transforming the Relationship Between Science and Society: The Manhattan Project and Its Legacy," had as its overarching goal to identify how the Manhattan Project might best be interpreted in a
This paper discusses how museums can encourage chaperones to facilitate deeper experiences for students during field trips. The authors describe how the California Science Center's ThinkSCIENCE! Pathways field trip program addresses this issue. Pathways asks chaperones to become facilitators by using "chaperone sheets," sets of materials containing gallery-specific questions, activities, and points of interest to help chaperones engage students in discussion. This article cites findings from a rigorous formative evaluation of these chaperone sheets and the program in general.
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TEAM MEMBERS:
Kimberly BurtnykDavid Combs
resourceresearchProfessional Development, Conferences, and Networks
In this paper, Paulette M. McManus discusses the practice of visitor studies and evaluation, including the tradition of visitor observation, at institutions in the United Kingdom. Specifically, McManus compares evaluation practices at large museums and small- and medium-sized museums, examines the problem of student evaluation and studies as well as the impact of the National Lottery, and finally reports on audience advocacy.
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Paulette M. McManusVisitor Studies Association
resourceresearchProfessional Development, Conferences, and Networks
This paper offers a simple view of the institutionalization process and describes case studies of three institutions (High Desert Museum, Chicago Academy of Sciences, and Chicago Children's Museum). It is a summary of remarks from the 1994 Visitor Studies Conference in Raleigh, NC.
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TEAM MEMBERS:
D. PerryK. RonningJ. SiskaS. WeaverErica ReedVisitor Studies Association