scholarly journals The Impact of Portal to the Public: Creating an Infrastructure for Engaging Scientists in Informal Science Education Summative Evaluation

2017 ◽  
Author(s):  
Martin Storksdieck ◽  
Cathlyn Stylinski ◽  
Nicolette Canzoneri
Keyword(s):  
Science Education ◽  
Informal Science Education ◽  
Summative Evaluation ◽  
Informal Science ◽  
The Public ◽  
The Impact

The Nanoscale Informal Science Education Network

2008 ◽  
Vol 1105 ◽  
Author(s):  
Larry Bell
Keyword(s):  
Science Education ◽  
National Science Foundation ◽  
Informal Science Education ◽  
Science Museum ◽  
Informal Science ◽  
Educational Materials ◽  
The Public ◽  
National Science ◽  
Education Network ◽  
Nanoscale Science

AbstractThe Nanoscale Informal Science Education Network was formed by the Museum of Science in partnership with the Science Museum of Minnesota and the Exploratorium through a cooperative agreement with the National Science Foundation in the fall of 2005. Over the course of its first two years the NISE Net focused on developing prototype informal educational materials to engage the public in learning about nanoscale science and technology. Now the NISE Net if focusing on building the network and disseminating materials and knowledge broadly to facilitate capacity building, partnering, and getting nano education activities for the public to happen in over 100 sites nationwide. NanoDays in 2008 from March 29 through April 6 has been developed to focus these efforts.

scholarly journals Grounding Institutional Partnerships in Structures for Broader Impact Design: Summative Evaluation Report

2021 ◽  
Author(s):  
Kelly Hoke ◽  
Julie Risien
Keyword(s):  
Stem Education ◽  
Informal Science Education ◽  
Summative Evaluation ◽  
State University ◽  
Education Professionals ◽  
The Public ◽  
Collective Work ◽  
University Of Wisconsin ◽  
Broader Impacts ◽  
The Impact

This report presents summative evaluation results for a National Science Foundation funded project entitled Grounding Institutional Partnerships in Structures for Broader Impacts Design (BID). The project represents a collaboration between five institutions: Institute for Learning Innovation, The STEM Research Center at Oregon State University, Scicenter, University of Washington-Bothell, and University of Wisconsin-Madison. BID aimed at creating an inter-institutional structure and toolkit to assist higher education institutions (HEIs) and informal science education organizations (ISEs) in developing sustainable institutional partnerships through collaboration around the design of informal STEM education-based Broader Impacts (BI) experiences. The project built upon the Portal to the Public (PoP) framework, bringing together research support professionals, STEM education professionals and Principal Investigators at HEIs with practitioners at ISEs (i.e., BID partners) to enhance BI experiences for the public by leveraging human resources through intentional coordination and partnerships. This report addresses the impact of this collective work, serves as a record of the project, and as a resource for future partnerships that support BI.

Exploring Inner Space: Engaging the Public With Ocean Scientists

2015 ◽  
Vol 49 (4) ◽  
pp. 86-98
Author(s):  
Gail A. Scowcroft ◽  
Dwight F. Coleman ◽  
Jeff Hayward ◽  
Cia Romano
Keyword(s):  
Science Education ◽  
South Carolina ◽  
Digital Media ◽  
Science Research ◽  
Informal Science Education ◽  
Informal Science ◽  
The Public ◽  
Ocean Literacy ◽  
Ocean Science ◽  
Ocean Exploration

AbstractA prototype telepresence communications system was designed, piloted, and tested for use in informal science education institutions to provide public, student, and educator interactions with scientists aboard ships and in the University of Rhode Island Graduate School of Oceanography (GSO) Inner Space Center (ISC). In addition to providing opportunities for the engagement of scientists with diverse audiences, a goal of this initiative was to promote an appreciation and understanding of the ocean, while exposing aquarium visitors to advanced telepresence communication technologies. The project partnership was comprised of a leading ocean science research and education institution (the GSO); two national ocean science education networks—the National Centers for Ocean Sciences Education Excellence Network and the National Oceanic and Atmospheric Administration's Office of Exploration and Research Education Alliance; and two partner aquariums—Mystic Aquarium and South Carolina Aquarium. The main outcomes of the project were as follows: (1) a partnership of ocean science research and informal science education professionals that linked ocean scientists and informal science institution staff and visitors; (2) a state-of-the-art hardware and software system for partner aquariums capable of delivering live and prerecorded ocean exploration experiences to visitors; (3) professional development for informal science educators focused on educating the public and improving ocean literacy; (4) a useful and effective digital media interface and software for communicating and interacting with the ocean science content; and (5) an understanding of how live and prerecorded ocean exploration experiences affect aquarium visitor ocean literacy.

A Framework for Summative Evaluation in Informal Science Education

2015 ◽  
Vol 18 (1) ◽  
pp. 17-38 ◽  
Author(s):  
Alice C. Fu ◽  
Lisa Peterson ◽  
Archana Kannan ◽  
Richard J. Shavelson ◽  
Amy Kurpius
Keyword(s):  
Science Education ◽  
Informal Science Education ◽  
Summative Evaluation ◽  
Informal Science

scholarly journals Service Learning: A Bridge to Engineering for Underrepresented Minorities

2014 ◽  
pp. 475-491 ◽  
Author(s):  
Abiola A Farinde ◽  
Brett Tempest ◽  
Lisa Merriweather
Keyword(s):  
High School ◽  
Science Education ◽  
Native American ◽  
High School Students ◽  
Service Learning ◽  
Community Engagement ◽  
Informal Science Education ◽  
Theory And Practice ◽  
Informal Science ◽  
The Impact

Female, Black, Latino and Native American students are underrepresented in the STEM pipeline. Finding ways to increase underrepresented populations in STEM fields continues to be a major initiative in education. Many underrepresented student groups express a strong orientation toward service and community engagement. Informal Science Education (ISE) can be structured to include community engagement and to engage learners’ interest and enhance their understanding of the theory and practice of science. Service learning is a strategy that can be used within an ISE pedagogy to highlight how engineering acts as a community engaged vocation. This report describes a service learning project that exposed underrepresented high school aged students to engineering via a community service activity in which students built irrigation equipment for use in a community garden. The objective of the project was to use the context of service learning to motivate high school students to consider STEM majors. To describe the impact of informal science education through service learning, a qualitative study was also conducted. Three themes emerged: experiential learning (learning while doing), broadening perspective and identity as performance. Lessons learned and strategies for improving the service learning design are also discussed.

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