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resource evaluation Professional Development, Conferences, and Networks
This evaluation report highlights finding on the evaluation of the Center for Advancement of Informal Science Education (CAISE), a cooperative agreement with NSF, is a partnership of the Association of Science-Technology Centers with faculty and professionals from the University of Pittsburgh Center for Learning in Out-of-School Environments, Oregon State University, Science Museum of Minnesota, Visitor Studies Association, KQED Public Media, Advisors and other collaborators. CAISE is working to support ongoing improvement of, and NSF investments in, the national infrastructure for informal
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resource evaluation Professional Development, Conferences, and Networks
This evaluation report highlights findings from the evaluation of the Center for the Advancement of Informal Science Education’s first five years of funding. CAISE, funded through a cooperative agreement with NSF, in its first five years, was a partnership between The Association of Science-Technology Centers, the Institute for Learning Innovation, University of Pittsburgh Center for Learning in Out-of-School Environments, the Visitor Studies Association and other collaborators, who stewarded the development of an Informal Science Education (ISE) resource center to support ongoing improvement
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resource evaluation Professional Development, Conferences, and Networks
This evaluation report provides a brief review of the National Science Foundation (NSF) planning grant, Creating an Early Childhood STEM Ecosystem, as of August 2019. The purpose of the evaluation was to provide an external, independent overview of the work completed and some of the lessons learned to date.
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TEAM MEMBERS: Allison Titcomb Ida Rose Florez
resource research Public Programs
This poster was presented at the 2021 NSF AISL Awardee Meeting. Many informal learning institutions use STEAM approaches to engage diverse learners. Our project aims to support educators in libraries, museums, and after school programs through a STEAM professional development (PD) series. Our PD approach is centered around a set of core STEAM practices that prioritize STEAM mindset and identity work. Participants engage in exemplar activities and design new experiences for their specific teaching and learning contexts. The series involves in- person sessions, online training, and team
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TEAM MEMBERS: Laura Conner Blakely Tsurusaki Carrie Tzou Mareca Guthrie Stephen Pompea Perrin Teal-Sullivan
resource research Public Programs
This poster was presented at the 2021 NSF AISL Awardee Meeting. This project presents a framework of outcome progressions developed through a virtual convening.
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TEAM MEMBERS: Deborah Wasserman
resource research Professional Development, Conferences, and Networks
This poster was presented at the 2021 NSF AISL Awardee Meeting. This project conducted a Delphi Study to investigate the question "What do experts think drive better outcomes in climate adaptation workshops?".
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TEAM MEMBERS: Lara Hansen Marc Stern Jennifer Brousseau Caleb O'Brien
resource research Professional Development, Conferences, and Networks
Inclusive science communication, or ISC, upends the traditional approaches of science communication by centering the values of inclusion, equity, and intersectionality. To help more science communication and informal learning practitioners and researchers apply the key traits of ISC in their work, collaborators at the University of Rhode Island, the University of Oregon, and Florida International University created a new “Inclusive Science Communication Starter Kit.” The Starter Kit was developed as part of a conference grant from the National Science Foundation (NSF) that supported the
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TEAM MEMBERS: Christina DiCenzo Sunshine Menezes Hollie Smith Kayon Murray-Johnson Mehri Azizi Katharine McDuffie
resource research Public Programs
As several recent National Academies of Sciences reports have highlighted, greater science communication research is needed on 1) communicating chemistry, and 2) building research-practice partnerships to advance communication across science issues. Here we report our insights in both areas, gathered from a multi-year collaboration to advance our understanding of how to communicate about chemistry with the public. Researchers and practitioners from science museums across the U.S. partnered with academic social scientists in science communication to develop and conduct multi-strand data
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resource research Public Programs
Chemistry is a vital and highly relevant field of science that is under-represented in science centers and museums. Amidst concerns that the public is ambivalent about the chemistry field, the Explore Science: Let's Do Chemistry project sought to understand how to design hands-on activities that could increase the feelings of interest, relevance, and self-efficacy around chemistry. Using design-based research, the team tested and refined a variety of activities while simultaneously creating a framework for future use about content and format strategies that increase interest, relevance, and
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resource evaluation Public Programs
ChemAttitudes: Using Design-Based Research to Develop and Disseminate Strategies and Materials to Support Chemistry Interest, Relevance, and Self-Efficacy (ChemAttitudes, NSF DRL-1612482) is a collaborative project between the Museum of Science, Boston (MOS), the National Informal STEM Education Network (NISE Net), and the American Chemical Society (ACS) among others. As a part of this project, researchers and educators from MOS and the Science Museum of Minnesota (SMM) used design-based research to create chemistry hands-on activities meant to positively impact visitors’ attitudes towards
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resource research Public Programs
This poster was presented at the 2021 NSF AISL Awardee Meeting. The Rural Activation and Innovation Network (RAIN) project aims to engage, support and better understand rural communities in: Changing perceptions of the importance of STEM Learning Leveraging of local STEM resources and expertise with Rural Innovation Councils (RICs) Strategic Planning embedding asset maps, gap analysis, budget, media, and communication.
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TEAM MEMBERS: Jeremy Babendure
resource research Professional Development, Conferences, and Networks
This poster was presented at the 2021 NSF AISL Awardee Meeting. The Reflecting on Practice program is designed for organizations to adopt and implement themselves, rather than having an outside expert come on-site or sending select individuals out to participate. The intention is for the community to learn about learning together, and in the process shape the language and meanings by which they do and talk about their work to support visitors’ experiences.
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TEAM MEMBERS: Sarah Pedemonte