This report summarizes the evaluation outcomes of the Collaborative Project Management (CoPM) Institute project, a two-day convening centered on bringing proven project management skills and approaches in the for-profit world to the informal science education (ISE) community to support effective collaborations and successful outcomes. The CoPM Institute was conceptualized as a pilot effort to test the effectiveness of porting of tools and frameworks for collaborative project management from the business/for-profit environment to advance the following project goals:
Build the capacity of
“The Roads Taken” virtual conference was part of a three-phase research project designed to explore the very long-term impact of STEM youth programs (such as the iconic YouthALIVE program). In this first phase, a virtual conference was held to engage youth program practitioners in the development and testing of a Program Profile prototype, a structured document that helps institutions to characterize their own youth programs in useful ways.
Following the webinars and the completion of the Program Profile by each organization, participants were asked to complete a brief survey (included as
The Roads Taken Conference Report provides information and results from the virtual conference held in October and November 2016.
Representatives from ten long-standing youth programs, experts in out-of-school time (OST) youth programming, and researchers participated in the Roads Taken virtual conference in October and November 2016, funded by the National Science Foundation (DRL-1644479). Participants collaboratively developed a Program Profile template with dual purposes: a tool for practitioners and a tool for researchers. As the first phase the three-part plan, Program Profiles will
Libraries across the country have been reimagining their community role and leveraging their resources and public trust to strengthen community-based learning and foster critical thinking, problem solving, and engagement in STEM. What started some years ago as independent experiments has become a national movement. The Space Science Institute's National Center for Interactive Learning (NCIL), in partnership with the Lunar and Planetary Institute (LPI), received funding from the National Science Foundation for the first-ever Public Libraries & STEM conference, at the Sheraton Denver Downtown
Citizen Science 2015 was the inaugural conference of the Citizen Science Association (CSA). The conference planned for two days of building connections and exchanging ideas across a wide spectrum of disciplines and experiences and was held February 11th and 12th in San Jose, California, as a pre-conference of the American Association for the Advancement of Science's Annual Meeting.
In addition to the other strands, a specific strand dedicated to education was held to identify opportunities and strategies to support the integration of citizen science into the Science, Technology
This evaluation reports on the Mission: Solar System project, a 2-year project funded by NASA. The goal of the Mission: Solar System was to create a collection of resources that integrates digital media with hands-on science and engineering activities to support kids’ exploration in formal and informal education settings. Our goal in creating the resources were: For youth: (1) Provide opportunities to use science, technology, engineering, and math to solve challenges related to exploring our solar system, (2) Build and hone critical thinking, problem-solving, and design process skills, (3)
The overall goal of the project was to convene a large-scale, open conference on public participation in scientific research, bringing together science researchers, project leaders, educators, technology specialists, evaluators, and others from across many disciplines to discuss advancing the field of PPSR. The conference included three sessions for posters and conversations, and five plenary sessions of presentations. The meeting culminated in an open meeting to explore strategies for large-scale collaborations to support and advance work across this field of practice, through the development
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TEAM MEMBERS:
The Schoodic Education and Research Center InstituteJoe E Heimlich
resourceresearchProfessional Development, Conferences, and Networks
This guide provides effective practices for anyone — university faculty member, K–12 teacher, or administrator — who wants to create a project that partners science, technology, engineering, and mathematics (STEM) graduate students (Fellows) with K–12 teachers on a sustained basis. These recommendations come from the community of faculty members, graduate students, K–12 teachers, program managers, and evaluators who participated in the U.S. National Science Foundation (NSF) Graduate STEM Fellows in K–12 Education (GK–12) Program from its start in 1999 through 2012. The guide was written to
The overall goal of the project was to convene a large-scale, open conference on public participation in scientific research, bringing together science researchers, project leaders, educators, technology specialists, evaluators, and others from across many disciplines to discuss advancing the field of PPSR. The conference included three sessions for posters and conversations, and five plenary sessions of presentations. The meeting culminated in an open meeting to explore strategies for large-scale collaborations to support and advance work across this field of practice, through the development
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TEAM MEMBERS:
Joe E HeimlichPublic Participation in Scientific Research
Illuminated Verses explored issues of traditional culture and modernity, as well as differences and diversity within the Islamic world, and offers an interpretive bridge to these content areas for both scholarly and general audiences. Through a symposium and a series of pre-events leading up to that program, Poets House and CityLore explored ways of using poetry, discussion and interpretation of poetry to create bridges for intercultural understanding. The symposium and pre-symposium events also served as a springboard to explore the potential for a broader, potentially national, program. This
In February 2012, the National Museum of Natural History (NMNH) convened the Twenty-first Century Learning in Natural History Settings Conference with funding from the National Science Foundation (NSF). The Conference initiated a national, collaborative effort to understand what, how and why diverse publics learn natural history and what role natural history museums can play in their pursuits, as well as to discuss how these findings can translate into widespread practice. Education, exhibits and science staff from natural history settings, as well as researchers and innovators from the
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TEAM MEMBERS:
National Museum of Natural HistoryKirsten Buchner