Table Of ContentEducation Outreach and Public Engagement
Mentoring in Academia and Industry
Series Editor: J. Ellis B ell, University of Richmond, Virginia
B iology is evolving rapidly, with more and more discoveries arising from interaction
with other disciplines such as chemistry, mathematics, and computer science.
Undergraduate and Graduate biology education is having a hard time keeping up. To
address this challenge, this bold and innovative series will assist science education
programs at research universities across the country and by enriching science teach-
ing and mentoring of both students and faculty in academia and for industry repre-
sentatives. The series aims to promote the progress of scientific research and
education by providing guidelines for improving academic and career building skills
for a broad audience of students, teachers, mentors, researchers, industry, and more.
Volume 1 E ducation Outreach and Public Engagement
by Erin L. Dolan
Erin L. Dolan
Education Outreach and
Public Engagement
Erin L. Dolan
Department of Biochemistry
Fralin Center
Virginia Tech, Blacksburg, VA 24061
USA
[email protected]
ISBN: 978-0-387-77791-7 e-ISBN: 978-0-387-77792-4
DOI: 10.1007/978-0-387-77792-4
Library of Congress Control Number: 2008923182
© 2008 Springer Science+Business Media, LLC
All rights reserved. This work may not be translated or copied in whole or in part without the written
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Preface
Whether you are at a land-grant institution with an articulated mission to translate
research to the public or your child’s second grade class is studying butterfly
development, there are a whole host of reasons to get involved in public educa-
tion about science. University expectations for promotion and tenure and recent
mandates from federal agencies are requiring that scientists engage the public in
a meaningful way. Yet, most scientists receive little if any preparation about how
to do this. The programs, tools, and resources featured in this monograph will
assist scientists and scientists-in-training in enhancing public awareness and
understanding of science and considering its applications and implications. In
addition, this monograph will respond to the call for outreach training put forth
by Dr. Alan Lesher, CEO of the American Association for the Advancement of
Science and Science Magazine , by addressing the notion that public engagement
goes beyond enhancing the layperson’s comprehension of science to engaging in
real and meaningful dialogue about public “concerns and what specific scientific
findings mean.”
In writing this monograph, I have made a number of choices regarding the
breadth and depth of the topics I have addressed. First, I have focused most of
the discussion and examples on outreach and engagement with the K-12 com-
munity. Partnerships among students, teachers, and scientists are my area of
interest and expertise. I was best able to draw on my experiences and those of
my colleagues by concentrating on research and strategies from this arena. In
addition, through conversations with informal and non-formal educators, I have
learned that many of the lessons learned from K-12 outreach and engagement
are applicable in their work.
S econd, I intentionally chose to feature in-depth examples from individuals with
whom I have personal connections, many from my own institution. At first glance,
this may seem nepotistic, as there are excellent K-12 outreach and engagement
activities happening across the country and around the world. Rather, my intention
was to demonstrate that many grassroots efforts are borne at any single institution
and your own colleagues and friends are likely to be exceptional sources of ideas
and advice. In addition, many teachers and scientists are collaborating on worthy
efforts to enhance science learning, yet the only way to learn about their endeavors
is through word-of-mouth. As the field of K-12 outreach and engagement proliferates,
v
vi Preface
it is incumbent upon all of us to present and publish our work. Thanks to the following
individuals, who were willing to do so in this venue:
(cid:127) Robert Choy, Exelixis, Inc.
(cid:127) Patricia Caldera, Science & Health Education Partnership, University of
California at San Francisco
(cid:127) Daniel Capelluto, Chemistry, Virginia Tech
(cid:127) Kristi DeCourcy, Fralin Center, Virginia Tech
(cid:127) Carla Finkelstein, Biological Sciences, Virginia Tech
(cid:127) Laura Gibson, Science & Health Education Partnership, University of California
at San Francisco
(cid:127) Glenda Gillaspy, Biochemistry, Virginia Tech
(cid:127) Andrew Grillo-Hill, Science & Health Education Partnership, University of
California at San Francisco
(cid:127) Richard Helm, Biochemistry, Virginia Tech
(cid:127) Charles Jervis, Auburn High School, Riner, Virginia.
(cid:127) Judith Jervis, Biochemistry, Virginia Tech
(cid:127) Chantell Johnson, Science & Health Education Partnership, University of
California at San Francisco
(cid:127) John Kowalski, Roanoke Valley Governor’s School, Roanoke, Virginia.
(cid:127) Cheryl Lindeman, Central Virginia Governor’s School, Lynchburg, Virginia.
(cid:127) Katherine Nielsen, Science & Health Education Partnership, University of
California at San Francisco
(cid:127) Jon Pierce-Shimomura, Gallo Center, University of California at San Francisco
(cid:127) Malcolm Potts, Biochemistry, Virginia Tech
(cid:127) Joseph Stepans, College of Education, University of Wyoming
(cid:127) Anne Sylvester, Molecular Biology, University of Wyoming
(cid:127) Dorothea Tholl, Biological Sciences, Virginia Tech
(cid:127) B oris Vinatzer, Plant Pathology, Physiology & Weed Science, Virginia Tech
Finally, I would like to thank all of the teachers, scientists, students, outreach and
partnership colleagues, education researchers, and others who have engaged willingly
in many varied and thought-provoking discussions about science teaching and learn-
ing across the K-20+ continuum, including Carol Brandt, Julia Grady, Deborah
Johnson, Susan Kirch, David Lally, Michael Lichtenstein, Christine Luketic, Nancy
Moreno, Katherine Nielsen, J. Kyle Roberts, Kathryn Smith, Rebecca Smith, Louisa
Stark, Kimberly Tanner, Dayna Wilhelm, Edward Wolfe, the Executive Committee of
the National Association of Health & Science Education Partnerships, BIOTECH
Project teachers, and PREP teachers and scientists.
Contents
1 Why? Identifying the Impetus for K-12
Outreach and Engagement ...................................................................... 1
1.1 Defi nitions and a Common Ground .................................................. 1
1.2 Motivations: Context, Carrots, and Sticks ......................................... 4
1.3 Motivations: Personal and Public Gains ........................................... 6
1.4 Challenges ......................................................................................... 10
References .................................................................................................. 13
2 Who and What? Defi ning the Scope of K-12 Outreach
and Engagement ....................................................................................... 17
2.1 Passion ............................................................................................... 17
2.1.1 Example of Developing K-12 Outreach and
Engagement Activities Based on Current Research .............. 18
2.1.2 Putting Your Passion in Context. ........................................... 20
2.1.3 Science Education Standards: An Example
of the Slippery Slope ............................................................. 21
2.1.4 Beyond Your Passion ............................................................ 22
2.1.5 History, Processes, and Nature of Science ............................ 23
2.2 People ................................................................................................ 25
2.2.1 Elementary Students and Teachers ........................................ 25
2.2.2 Middle School Students and Teachers .................................. 25
2.2.3 High School Students and Teachers ...................................... 26
2.2.4 Other Points to Consider ....................................................... 26
2.3 Process. .............................................................................................. 27
References .................................................................................................. 29
3 How? Developing the Plan and Making It Happen .............................. 33
3.1 Identifying Needs .............................................................................. 33
3.1.1 Example of Identifying and Responding to Needs ............... 35
3.2 Matching Needs with Resources ....................................................... 38
3.3 Choosing the Approach ..................................................................... 40
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viii Contents
3.3.1 Join Existing Programs ....................................................... 40
3.3.2 Example of an Existing Program in Search
of Interested Scientists ........................................................ 42
3.3.3 Example of Initiating an Independent Project
after Involvement in an Established Effort .......................... 43
3.3.4 Curriculum Enhancement. ................................................... 44
3.3.5 Student–Teacher–Scientist Partnerships ............................. 46
3.3.6 Example of Initiating an Independent Partnership
after Involvement in an Established One ............................ 48
3.3.7 Example of a Student–Teacher–Scientist Partnership ......... 50
3.3.8 Student–Focused Outreach .................................................. 54
3.3.9 Example of Student-Focused Outreach ............................... 55
3.3.10 Professional Development ................................................... 57
3.3.11 Example of Complementary Professional Development
for Teachers and Scientists .................................................. 58
3.3.12 Example of Teacher Professional Development ................. 62
3.3.13 Other Venues ....................................................................... 64
3.3.14 Additional Points to Consider ............................................. 65
3.4 Funding the Effort ............................................................................. 66
References .................................................................................................. 67
4 How Well? Evaluating K-12 Outreach and Engagement ..................... 69
4.1 Introduction ....................................................................................... 69
4.2 Defi nitions: What is Evaluation?....................................................... 70
4.3 What do You Want to Know? ............................................................ 71
4.4 Who Wants to Know?. ....................................................................... 73
4.5 What Resources are Available? ......................................................... 74
4.6 How Will You Know It? .................................................................... 75
4.7 Other Logistics of Evaluation ........................................................... 76
4.7.1 External Evaluation ............................................................... 78
4.8 Research ............................................................................................ 78
References .................................................................................................. 80
5 Sharing the News: Disseminating Information about Your
Work and its Impact ................................................................................ 83
5.1 What to Disseminate? ....................................................................... 83
5.2 How to Disseminate? ........................................................................ 84
5.3 What Does the Future Hold? ............................................................. 86
References .................................................................................................. 87
Index ................................................................................................................ 89
Chapter 1
Why?
Identifying the Impetus for K-12 Outreach
and Engagement
W ith enhanced public accessibility of scientific information, increased demand for
a scientifically literate workforce and citizenry, stipulations from funding agencies to
broaden the impact of science research, and changing reward systems at universities,
scientists are looking for ways to engage the public in their work. Collaborations
with K-12 students and teachers provide a systemic way to enhance students’ interest
in, attitudes toward, and understanding of science while contributing to the professional
development of teachers and scientists alike.
1.1 Definitions and a Common Ground
“ Broadening the impact of my research? Engaging the public? What does that mean?!
Just give me some definitions and concrete examples, or I’m never going to know
what I’m supposed to do!” I am regularly invited to give advice to scientists interested
in broadening the impact of their research by working with K-12 students and
teachers, and this is often how our conversations start. Confusion with terminology
quickly metamorphoses into concern about how to go about this kind of work.
Definitions are an important starting point because they allude to the philosophies and
corresponding approaches to science learning involving individuals other than under-
graduate and graduate students. The web-accessible Free Dictionary ( http://www.
thefreedictionary.com ) offers the following definitions:
(cid:127) Engagement: Something that serves to engage; a pledge.
(cid:127) Extension: A program in a university, college, or school that offers instruction,
as by television or correspondence, to persons unable to attend at the usual time
or in the usual place.
(cid:127) Outreach: A systematic attempt to provide services beyond conventional limits,
as to particular segments of a community.
(cid:127) Partnership: A relationship between individuals or groups that is charact-
erized by mutual cooperation and responsibility for the achievement of a
specified goal.
(cid:127) Service: Offering services to the public in response to need or demand.
E.L. Dolan Education Outreach and Public Engagement, 1
DOI: 10.1007/978-0-387-77792-4_1 © Springer Science + Business Media, LLC 2008
2 1 Why?
Scholars and practitioners specializing in K-12 outreach, partnership, and public
engagement would likely quibble with these less nuanced definitions. Yet, they
belie the theoretical and strategic differences along a continuum of associations
between K-12 and research institutions. Hewlett Packard’s continuum describing
university-industry partnerships serves as a model for considering K-12-university
relationships (Table 1 .1; J ohnson 2003) . At one end of the continuum is any activity
that suggests awareness of and interest in reaching a community beyond “conventional
limits,” for example, giving a guest lecture in a local middle school, judging a
science fair, or providing materials such as test tubes or chemicals. Initial forays
into work with the K-12 community often include this type of brief, one-time-only
experiences that may or may not be connected with other classroom activities.
As individuals and institutions become more invested, they develop an awareness
of each other’s needs and resources. As a result, collaborative activities can be built
into the day-to-day happenings of the partners. For example, a teacher may join
a scientist’s lab for a summer research internship, or a scientist-in-training (e.g., a
graduate student or post-doctoral fellow) may visit an elementary classroom on a
regular basis to co-teach science. These longer-term, integrated efforts are considered
strategic partnerships, through which all partners are involved from beginning to
end with the intent of mutual contribution and benefit.
T he phrase “K-12 outreach and engagement” (K-12 O&E) will be used here
to describe any work involving individuals in the scientific community (e.g.,
practicing scientists, scientists-in-training, retired scientists, etc.) and individuals within
Table 1.1 The continuum of university-based K-12 education outreach and engagement activities
