The Museum of Science, Boston led the From Project Mercury to Planet Mars: Introducing Engineering and Inspiring Youth through Humanity’s Greatest Adventure project (FPMPM) as a way to produce and share high-quality informal engineering education opportunities about the topic of human space travel to Mars. The grant involved the creation of two products that address human space travel to Mars: an immersive full-dome planetarium show and a hands-on engineering design challenge. To evaluate the grant work, the Research & Evaluation Department at the Museum of Science, Boston conducted a
DATE:
TEAM MEMBERS:
Annette SawyerKatie ToddLeigh Ann MesitiAlex LussenhopKeith Allison
This is the summative evaluation for the My Sky Tonight: Early Childhood Pathways to Astronomy is a National Science Foundation funded Full-Scale Development project that was designed to support informal science education practitioner’s ability to provide astronomy learning for young children ages 3-5 years. Based on prior research and assessment of the field, the project team identified that many informal educators lack the astronomy content, interpretive strategies, and confidence they need to effectively engage audiences of families with preschool-aged children. Three mechanisms were
In 2014 the National Aeronautics and Space Administration (NASA) awarded a Competitive Program for Science Museums, Planetariums and NASA Visitor Centers Plus Other Opportunities grant to Space Science Institute’s (SSI) National Center for Interactive Learning (NCIL) called From Our Town to Outer Space (FOTOS). The three-year grant brought STEM learning experiences around NASA disciplines to six public libraries through a traveling exhibit called Discover NASA, associated programming for library patrons, training, resources, and a virtual community of practice for library staff and others who
The goals of the project were to build an understanding about the perception of career and technical education (CTE) as an option for middle school students in pursuing skill-based STEM-related careers, and to use that information to develop an innovative suite of digital tools designed to improve mentors’ and school counselors’ communication with middle school–aged students.
STEM out-of-school time (OST) programs play an important role in helping youth develop the 21st century skills they need to prepare them for the workforce, particularly the teamwork skills necessary for the growing collaborative nature of work in STEM (National Research Council, 2015). However, there is a lack of appropriate tools to evaluate this key programmatic outcome in STEM OST settings. Through funding from the National Science Foundation, we carried out the Collaboration in the 21st Century (C2C) project to help address this need by developing and validating a survey, the Youth
This paper summarizes a study from 1987 on the Exploratorium's Explainer program. The Explainers serve as the primary staff available to the public on the floor of the museum. The purpose of the study was to determine whether science museums, through such programs, can significantly affect students' social development, their attitudes toward science, and their interest in science, teaching and museums. The study examines the impact of the Exploratorium on a group of students who may spend as much time in the museum as in school, and examined the program to understand its impact on the
Since the late 2000s, interest in the development and use of shared measures in the informal science, technology, engineering, and mathematics (STEM) education (ISE) field has increased. The intent is to build the capacity of evaluators to measure common outcomes of ISE experiences. We begin this chapter with a definition of shared measures, a description of related technical qualities of these measures, and a discussion of benefits and concerns around the use of shared measures. We then review recent conversations and developments around shared measures, including examples of observational
This third and final report reflects on the entire three-year grant period. It offers the External Review Team’s overall assessment and observations about the accomplishments and challenges experienced by the Child Trends Team while implementing the proof-of-concept study. It further presents several open questions and opportunities for future consideration.
This summative evaluation report presents findings and lessons learned on the STEM Ambassadors project. The STEM Ambassadors project, funded by the National Science Foundation’s (NSF) Advancing Informal STEM Learning (AISL) program, combines elements of existing programs designed to engage STEM professionals with the public around their scientific research to create a new model for public engagement of science. This new model recruits, provides training for, and assists STEM professionals in drawing on their own interests, hobbies and backgrounds to connect with audiences that may not have
With funding from the Institute of Museum and Library Services’ (IMLS) Museums for America program, the Cincinnati Zoo & Botanical Garden (Zoo) undertook a process of improving the interpretive experience of its Wings of the World exhibit, which concluded in summer 2018. The updated exhibition sought to enhance families’ connections to nature and inspire them to become better bird neighbors, in direct alignment with the Zoo’s strategic planning.
In collaboration with the Zoo, the Lifelong Learning Group (LLG) conducted formative and summative evaluation in spring and summer 2018. The
With funding from the Institute of Museum and Library Services’ (IMLS) Museums for America program, the Cincinnati Zoo & Botanical Garden (Zoo) undertook a process of improving the interpretive experience of its Wings of the World exhibit. This effort seeks to enhance families’ connections to nature and inspire them to become better bird neighbors, which is in direct alignment with the Zoo’s strategic planning.
In collaboration with the Zoo, the Lifelong Learning Group (LLG) conducted a formative evaluation. Formative evaluation was framed by an overarching question: does Wings of the World
The Multi-Site Public Engagement with Science—Synthetic Biology (MSPES) initiative was an Innovations in Development project funded by the National Science Foundation (DRL-1421179) through the Advancing of Informal STEM Learning program (AISL). MSPES promoted public engagement with science (PES)—a model of mutual dialogue and learning between public and scientist audiences—through the creation and distribution of PES kits to nearly 200 informal science education sites around the country. Kits included two types of learning experiences: (1) forum programs during which scientists and teen or