This summary brief captures highlights from the second year of the NSF-funded WaterMarks project. The technical evaluation report for this same project period can be found on the main project page. The purpose of this document is to communicate key updates (as observed by the evaluation team) in a less technical way with the many different audiences who have an interest in keeping up with WaterMarks.
This is the evaluation report for the second year of the NSF-funded WaterMarks project. It reflects a current summary of available evidence about the intended outcomes of program activities to date, as well as commentary on how the project is using (or could use) this information moving forward.
This document is the final evaluation report for the project, which focuses both on formative evaluation of the collaborative+interdisciplinary presentation creation process and summative evaluation of audience learning outcomes.
The Museum of Science, Boston and Boston University received funding from the National Science Foundation to develop and implement a pilot program mentoring high school students in science research, communication, and education practices, through the lens of experimental psychology research.
This summary brief captures highlights from the evaluation report for the first year of the NSF-funded WaterMarks project (also available on this page). The purpose of this document is to communicate key updates from evaluation in a less technical way with the many different audiences who have an interest in keeping up with WaterMarks.
This is the evaluation report for the first year of the NSF-funded WaterMarks project. It reflects an initial summary of available evidence about the intended outcomes of program activities to date, as well as commentary on how the project is using (or could use) this information moving forward. This report contains descriptions of embedded measures (i.e. anonymized drawings and reflections captured on a thematic postcard) included in community walks and analyses of secondary data (i.e., interviews conducted by other members of hte project team), as well as reflections emerging from the
Presentation slides and narration for the NARST 2022 Annual Conference. In this presentation we summarize findings from our interviewed with undergraduate STEM majors who identify as Latine, homing in on the ways in which they characterize "STEM" and "STEM people" and their descriptions of K-12 experiences that contributed to their characterizations of these concepts.
From 2019 to 2021, Knology undertook a project called Addressing Societal Challenges through STEM, which investigated how informal learning institutions are advancing the use of STEM knowledge and scientific reasoning to enable individuals, families, and communities to understand what they can do, and apply their learning to solving critical societal challenges.
The literature reviewed (237 studies and articles) documented an emerging infrastructure to support the capacity of ISL institutions to address social issues. This infrastructure includes a body of empirical and peer-reviewed
As science communication programs grow worldwide, effective evaluation and assessment metrics lag. While there is no consensus on evaluation protocols specifically for science communication training, there is agreement on elements of effective training: listening, empathy, and knowing your audience — core tenets of improvisation. We designed an evaluation protocol, tested over three years, based on validated and newly developed scales for an improvisation-based communication training at the Alan Alda Center for Communicating Science. Initial results suggest that ‘knowing your audience’ should
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TEAM MEMBERS:
Christine O’ConnellMerryn McKinnonJordan Labouff
Poster presentation from the 2020 Association of Science and Technology Centers Annual Conference.
This poster presented preliminary findings from a configurative literature synthesis on how the literature posted on the InformalScience.org website, in peer-reviewed journals, and in the ProQuest archive of Theses and Dissertations report about how informal learning institutions are advancing the use of STEM knowledge and scientific reasoning in the ways that can help individuals and communities address the societal challenges of our time?
This poster describes the Addressing Societal Challenges through STEM (ASCS) project. The project's research goal is to identify and describe the range of ways that informal STEM learning (ISL) institutions are addressing societal challenges and how STEM knowledge and scientific reasoning are situated in that engagement.
The poster was presented at the American Association of Museums (AAM) 2020 Virtual Conference.
Final External Evaluation Report for Informal STEM Learning at Biological Field Stations, an NSF AISL Exploratory Pathways project, which studied the pedagogical and andragogical characteristics of informal educational outreach activities at field stations. This report summarizes the project team’s major research activities and the contextual factors that supported that work.
Appendix includes interview protocol.