The Impacts of Extraordinary Experiences on Teacher Science Identity

Science identity construction through the professional development of formal science educators engaged in extraordinary experiences that occur within the realm of informal science learning.

Women in Tech: The Facts. What has Changed and What Hasn’t

This report gives an update on women in tech for 2016. In 2015, women held 57% of all professional occupations, yet they held only 25% of all computing occupations.

Merck: Extraordinary Educator Experiences (Passport to Science)

Impacts on teacher and student Science identity and development for educators engaged in the Passport to Science extraordinary experience. A study funded by the Merck Foundation.

NSF: IPY Polar Hydrobot Simulator (Polar SIM)

Polar-SIM was designed to be a sophisticated computer-based simulation of configuring, piloting, operating and collecting data with an underwater remotely operated vehicle (ROV) in polar ocean and lake waters.

NSF: Science Theater Education Programming System (STEPS)

STEPS brought together a network of informal science educators and contractors to create an interactive museum theater authoring and presentation system to increase educational capacity for small and large museums across the country.

Informal Science Educator Identity Construction (Book Chapter)

This chapter includes: an identity-based conceptual framework for considering how professional learning programs and environments for informal science educators may be re-invented as vehicles for self-discovery in order to tap into the full potential of these individuals and the quickly evolving field they comprise.

Space Weather Outreach: An Informal Education Perspective

Informal science education institutions, such as science centers, play an important role in science education. They serve millions of people, including students and teachers. Within the last decade, many have tried to improve the public’s understanding of science and scientific research through informal education projects.

Assessing the Impacts of Experiential Learning on Teacher Classroom Practice

The professional development of formal science educators through extraordinary experiences that occur within the realm of informal science learning.