News & Views

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Report: American Association for the Advancement of Science on Diversity, Equity, and Inclusion

Read the American Association for the Advancement of Science’s third annual report about their findings and data about diversity, equity, and inclusion.

Read our January 2023 Newsletter

Read the January 2023 Newsletter – Introducing: REVISE
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Article: How should we organize science communication trainings to achieve competencies?

A new paper on science communication training by Bruce Lewenstein and Ayelet Baram-Tsabari, entitled ‘How should we organize science communication trainings to achieve competencies?’ Published online. This work was informed by “learning progressions” and the 6 learning strands from the NASEM LSIE consensus report.

NIH plans grant-review overhaul to reduce bias

Learn more about how the National Institutes of Health (NIH) plans to change how its research applications are scored to reduce bias and the burden on reviewers in a new article.
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Webinar and Office Hours for the new ACSER Solicitation (NSF #23-505)

The National Science Foundation (NSF) hereby solicits proposals for the establishment of the Arecibo Center for STEM Education and Research (ACSER) at the original site of the Arecibo Observatory (AO). Arecibo Center for STEM Education and Research (ACSER)
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The value of think-aloud interviews to improve the assessment of scientific skills in C*Sci programs

Authors and affiliations Amy Grack Nelson, Science Museum of Minnesota Evelyn Christian Ronning, Science Museum of Minnesota Introduction Getting people to participate in science, particularly through C*Sci1 projects, is an instrumental way to increase their interest in scientific discovery. As the public is invited to participate in scientific research, understanding
Kendall Moore, Alex DeCiccio, and Amelia Moore looking at the screen

Decolonizing Science?

This NSF Advancing Informal STEM Learning (AISL)-funded Science and Ethics in Informal STEM Contexts (DRL- 2040350) project was designed to explore research ethics in science and the history of science, particularly within informal STEM institutions, through the lenses of multiple cultural traditions, and to produce a documentary, tentatively titled Decolonizing
High school students with disabilities learn about the natural world at the UW Botany Greenhouse.

Building Capacity in and Access to Informal STEM Learning Settings for Participants with Disabilities

Scott Bellman, University of Washington DO-IT Center Sheryl Burgstahler, University of Washington Accessible Technology Services Meena Selvakumar, University of Washington Museology Graduate Program A graduate student at the University of Washington (UW) Museology Graduate Program grew up surrounded by individuals with significant disabilities, sharing: “They were my classmates, my friends,

Informal Stem Education Resources For Covid-19 And Online Learning

This page was originally created in May 2020. Offerings from the Community One result of the COVID-19 pandemic has been a robust response from across the STEM education ecosystem of institutions, organizations, programs, projects and individuals who are creating, converting and sharing online learning activities and resources. CAISE has been
Child Trends

At the Nexus of Social Science Research and Consumable News: Observations from the Child Trends News Service

This blog was written by Principals of Group i&i Consultancy, who serve as the External Review Team for the Child Trends News Service project. Introduction The Child Trends News Service (CTNS) produces research-based news designed for public consumption. In 2022, Child Trends is concluding the final year of a Phase
An Informal STEM Outcomes Framework to Drive Creative and Culturally Inclusive Planning, Design, and Evaluation

An Informal STEM Outcomes Framework to Drive Creative and Culturally Inclusive Planning, Design, and Evaluation

AUTHORS: Deborah Wasserman, Colleen Popson, and Laura Weiss Informal STEM learning institutions, educators, and evaluators face a unique challenge. Each institution sponsors a wide array of programming for all sorts of learners. Educational interactions can range from two- or three-minute interactions to multi-year intensive programming. An educator with a hands-on
Child Trends

The Child Trends News Service: Lessons Learned in Cross-Disciplinary Collaboration

This is one of two blogs written by the Principals of Group i&i Consultancy, the External Review Team for the Child Trends News Service (CTNS) Project. Introduction The CTNS project is a cross-disciplinary collaboration between Child Trends, the nation’s leading research organization focused on improving the lives of children and
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Retrospective pre-posttests are ideal for evaluating many informal learning experiences

Authors and affiliations Rebecca Cors, Wisconsin Center for Education Research Christine Bell, Wisconsin Center for Education Research Introduction Many education program managers use traditional pretest-posttest (TPT) surveys to evaluate how people’s attitudes, awareness, and behaviors changed after they experience an interactive exhibit. However, surveying visitors both before and after they
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Black, Indigenous and other People of Color (BIPOC) Voices: Interview with Christine Liu

Christine Liu, PhD is a researcher at the Helen Wills Neuroscience Institute at UC Berkeley and an artist specializing in graphic design, science communication, illustration, and tattoos. What are some of the key experiences that shaped your path in science, art, and science communication? There’s a pervasive idea that science
Bryan Dewsbury

Black, Indigenous and other People of Color (BIPOC) Voices: Interview with Dr. Bryan Dewsbury

Bryan Dewsbury is an Associate Professor of Biological Sciences at Florida International University and principal investigator of the Science Education and Society research program, which focuses on the social context of teaching and learning in a variety of education contexts. What are some of the key experiences that shaped your
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Cracking the Code: A Science Media – Research Collaboration

Research–practice partnerships (RPPs) involve close work bridging academic and practice-based interests to grapple with pressing needs, grand challenges, and unanswered questions. There are many benefits to a research–practice partnership, as these collaborations have the potential to improve the research itself and have long-lasting impacts on practice. Recently, William T. Grant
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“Cracking the Code” Project Creates New Model for Collaboration Between Science Media Professionals and University Science Communication Researchers

Authors: Sue Ellen McCann, Asheley Landrum, Sevda Eris An exploration of millennials’ science media consumption habits, curiosity about science, and cultural beliefs has revealed some useful insights for engaging this generation when it comes to science. Millennials (people born between 1981 and 1996) are far more engaged with social media
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A Survey to Measure a Sense of Belonging at Museums and Cultural Centers

Introduction Although science museums are making efforts to become more inclusive and relevant, they are still not for everyone. Some people would never consider visiting one, even if they pass by it daily (Dawson, 2014). Many factors feed into this feeling (e.g., systemic racism and bias that make science museums
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2021 CAISE Round-up

Since 2017, CAISE has compiled an annual Year in Informal STEM Education slide deck, with generous contributions from practitioners, researchers, and evaluators working in informal STEM learning and science communication settings. This year, in place of that resource, this blog recaps some highlights capturing what CAISE learned, generated and tracked
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National Science Foundation Open Positions

The National Science Foundation is seeking qualified candidates for program officer/director positions. The Division of Research on Learning in Formal and Informal Settings (DRL) within the Education and Human Resources Directorate (EHR) of the National Science Foundation (NSF) announces five nation-wide searches for Program Officers (i.e., Directors.) Program Directors in