Exploration of Experiential STEM Education Programs in Mississippi and Their Use By

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Exploration of experiential STEM education programs in Mississippi and their use by

Mississippi K-12 educators

TITLE PAGE Randi Robison

A Thesis Submitted to the Faculty of Mississippi State University in Partial Fulfillment of the Requirements for the Degree of Master of Science in Environmental Geosciences in the Department of Geosciences.

Mississippi State, Mississippi

August 2018

2018

Exploration of experiential STEM education programs in Mississippi and their use by

Mississippi K-12 educators

By APPROVAL PAGE Randi Robison

Approved:

______Renee Clary (Major Professor / Graduate Coordinator)

______Ryan Walker (Committee Member)

______Roberto Gallardo (Committee Member)

______Qingmin Meng (Committee Member)

______Rick Travis Dean College of Arts & Sciences

Name: Randi Robison ABSTRACT Date of Degree: August 10, 2018

Institution: Mississippi State University

Major Field: Geosciences

Major Professor: Dr. Renee Clary

Title of Study: Exploration of experiential STEM education programs in Mississippi and their use by Mississippi K-12 educators

Pages in Study: 107

Candidate for Degree of Master of Science

Science, technology, engineering, and mathematics (STEM) are important fields in today’s world. Educators can incorporate informal STEM learning opportunities into their curriculum by taking students on field trips. In this research, 210 Mississippi STEM education centers were identified, and 50 completed a survey about their programs. 17

Mississippi STEM clubs were identified and 14 completed surveys. 81 Mississippi STEM

K-12 educators also completed surveys about field trips and STEM programs offered near them. A Google Map, a Geodatabase, shapefiles, and Google Spreadsheets were created to manage these data. Maps were created displaying locations of STEM centers, responses from STEM centers and educators, and areas of the state where there is high interest in collaboration to create new programs. The deliverables of this research will be incorporated to the first STEM-focused website for the state of Mississippi. This website could help teachers identify more informal STEM opportunities for their students.

DEDICATION

To all the educators who have fostered my love of learning, and for those equipping the next generation with awe and understanding.

Mrs. Penny, Mrs. Debbie, Mrs. Gail, Mrs. Pierce, Mrs. Hatton (King), Mrs. Cook,

Mrs. Black, Mrs. Nunnelee, Mrs. Abney, Mrs. Arrington, Mr. Freeman, Coach Hunt,

Mrs. Eaves, Mr. West, Mrs. Jackson, Mrs. Crestman, Mrs. Hunt, Mrs. Freeman, Coach

Norris, Coach Sinquefield, Coach Burkhead, Mrs. Cossar, Mrs. Cushman, Mrs. Mayfield,

Mrs. Young, Mrs. Brown, Mrs. Hogan, Dr. McPherson, Mrs. Miller, Tiffany Beachy,

Jeremy Lloyd, Jennie McGuigan, Dr. Holland, Dr. Threlkeld, Dr. Gaston, Dr. Ochs, Dr.

Resetarits, Dr. Britson, Dr. Gray, Dr. Zachos, Dr. Eason, Mrs. Grace, Dr. Jones, Mrs.

Moe, Dr. Meng, Dr. Dash, Dr. Gabitov, Dr. Skarke, Dr. Lalk, Dr. Clary, and most importantly Mom and Dad.

ACKNOWLEDGEMENTS

I would like to acknowledge my tireless advisor, Dr. Renee Clary, my wonderful committee, Dr. Roberto Gallardo, Dr. Ryan Walker, and Dr. Quingmin Meng, and my favorite editor, my husband, Caleb. I would like to acknowledge my mom who took the time to read with me every night and is a constant source of support and my dad who taught me my first biology lessons and planted this seed long ago.

I would also like to acknowledge the great Mississippians who answered my phone calls, especially the ones who went above and beyond in their efforts to help me with my research. Without their true southern hospitality, I would not have accomplished even a fraction of this work and without them, there would have been nothing in this research to find.

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TABLE OF CONTENTS

DEDICATION ...... ii

ACKNOWLEDGEMENTS ...... iii

LIST OF TABLES ...... vii

LIST OF FIGURES ...... ix

CHAPTER

I. INTRODUCTION ...... 1

II. STEM AND FORMAL EDUCATION ...... 3

K-12 implementation of informal STEM education ...... 3 Online resource connectivity ...... 6 The Mississippi Science Celebration ...... 7

III. METHODS ...... 9

STEM Surveys and Data Management ...... 9 STEM education centers ...... 9 Identification and survey distribution ...... 9 Open-source data management ...... 10 Data management via geodatabase ...... 11 STEM clubs and organizations ...... 11 Identification and survey distribution ...... 11 Open-source data management ...... 12 STEM K-12 educators ...... 12 Survey distribution ...... 12 Open-source data management ...... 12 Data management via geodatabase ...... 13 Geospatial Analyses ...... 13 Buffer to find underserviced schools ...... 13 Identification of areas with high interest in collaboration ...... 14 Teachers and Centers ...... 14 Centers’ K-12 Programming ...... 15

IV. DATA AND ANALYSIS ...... 16 iv

STEM Surveys and Data Management ...... 16 STEM education centers ...... 16 Surveys received ...... 16 Open-source data management ...... 17 Data management via geodatabase ...... 20 STEM clubs and organizations ...... 21 Surveys received ...... 21 Open-source data management ...... 21 STEM K-12 Educators ...... 23 Surveys received ...... 23 Open-source data management ...... 23 Data management via Geodatabase ...... 26

V. RESULTS AND CONCLUSIONS...... 27

Surveys ...... 27 STEM education centers ...... 27 STEM clubs and organizations ...... 28 K-12 STEM educators ...... 29 Google Map Deliverable ...... 30 Geodatabase and Map Deliverables ...... 31 STEM education centers ...... 31 K-12 STEM educators ...... 31 Geospatial analysis ...... 32 Buffer to find underserviced schools ...... 32 Public schools - All STEM centers ...... 32 Public schools - STEM centers that offer K-12 programming ...... 34 Private schools - all STEM centers ...... 36 Private schools - STEM Centers that offer K-12 programming ...... 40 Identification of areas with high interest in collaboration ...... 42 Teachers and centers ...... 42 Centers and centers ...... 44 Conclusions ...... 45 Future use of this research ...... 45 Creation of a STEM website ...... 45 Future research ...... 46 Limitations in this research ...... 46 Concluding thoughts ...... 48

REFERENCES ...... 49

APPENDIX

A. EXPERIENTIAL STEM OPPORTUNITY IN MISSISSIPPI ...... 51

A.1 STEM education centers ...... 52 v

A.2 STEM club and organizations ...... 58

B. SURVEY QUESTIONS ...... 59

B.1 STEM education center survey ...... 60 Contact information ...... 60 Outreach, impact, focus, and activities ...... 60 Updates and information ...... 62 Events and K-12 participation ...... 63 B.2 STEM clubs and organizations survey ...... 66 Contact information ...... 66 Outreach, impact, focus, and activities ...... 66 Updates and information ...... 69 Events and participation ...... 70 B.3 STEM educators ...... 71 Teaching Experience ...... 71 STEM Field trips ...... 71 Virtual Field Trips ...... 73

C. SURVEY RESULTS ...... 74

C.1 STEM Education Centers ...... 75 C.2 STEM clubs and organizations ...... 91 C.3 STEM educators ...... 96

D. INTERNAL REVIEW BOARD APPROVAL ...... 106

LIST OF TABLES

4.1 STEM education center survey response statistics ...... 16

4.2 STEM Center survey response statistics from select survey questions of interest...... 18

4.3 STEM club and organization survey response statistics from select survey questions of interest ...... 21

4.4 STEM educator survey response statistics from select survey questions of interest ...... 23

5.1 Distributions of Public Schools within Buffers around All Centers ...... 33

5.2 Distribution of Public Schools within Buffers around Centers that were identified to offer K-12 Programming ...... 36

5.3 Distribution of Private Schools within Buffers around all Centers ...... 39

5.4 Distribution of Private Schools within Buffers around Centers that were identified to offer K-12 Programming ...... 42

C.1A STEM education centers and whether they participated in the survey...... 52

C.1A STEM clubs and organizations and whether they participated in the survey ...... 58

C.1A Identifying and Contact Information ...... 75

C.1B Program Information ...... 77

C.1C Social Media and Marketing Information ...... 82

C.1D Anonymized survey responses ...... 87

C.2A General and Registration Information ...... 91

C.2B Social Media Information ...... 93

C.2C Anonymized Survey Questions...... 95

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C.3A Randomized Teacher Survey Responses ...... 96

viii

LIST OF FIGURES

4.1 Google Map of Centers by Type ...... 17

4.2 Google Map of Centers by Location ...... 18

4.3 STEM Education Centers in Mississippi ...... 20

4.4 Distribution of Survey Responses from K-12 Educators by School District...... 26

5.1 Mississippi Public School Proximity to All STEM Education Centers ...... 33

5.2 Count of STEM Education Centers that Public Schools can reach within a 30-mile radius ...... 34

5.3 Mississippi Public School Proximity to Informal K-12 STEM Education Opportunities ...... 35

5.4 Count of STEM Education Centers Identified to Offer K-12 Programs within a 30-mile Buffer of Public Schools ...... 36

5.5 Mississippi Private School Proximity to All Informal STEM Education Opportunities...... 38

5.6 Count of STEM Education Centers that Private Schools can Reach within a 30-mile Radius ...... 39

5.7 Mississippi Private School Proximity to Informal K-12 STEM Education Opportunities ...... 41

5.8 Count of STEM Education Centers Identified to Offer K-12 Programs that can be reached by Private Schools within a 30-mile Radius ...... 42

5.9 Areas of Interest between Mississippi STEM Education Centers ad STEM Educators to Create New Programs ...... 43

5.10 Areas of Interest between Mississippi STEM Education Centers to Create New Programs ...... 44

CHAPTER I

INTRODUCTION

The understanding of basic science, technology, engineering, and mathematic

(STEM) principles are important for each citizen in a productive society. Nutrition, economics, and technology are just a few subheadings under the large STEM umbrella that influence society. All ages are affected by the changes taking place in STEM and should thus have the means to edify their knowledge of different subjects to succeed into today’s world. Informal education opportunities at STEM education centers often serve this role for learners of all ages.

There is no current online resource for Mississippians to connect to informal

STEM learning opportunities within the state. Most other states have an online hub connecting STEM education opportunities or online resources to aid citizens in their search. By searching the internet with the broad phrase “(insert state) STEM” many resources become available, and a hub that organizes those resources can be helpful to the user.

The lack of such a hub in Mississippi is a problem for K-12 STEM educators who want to take their students on field trips to STEM educational centers. For educators to plan field trips they must be familiar with the region they are teaching in, plan to visit the same places every year, or simply stay at school. This lack of online infrastructure not only affects teachers, but STEM-centered clubs and organizations, individuals who

choose to home school their children, and individuals of the public wanting to enrich their personal time.

One of the objectives of this research was to provide the framework for a STEM information hub for Mississippians. The deliverables associated with this objective are tables, geodatabases, and maps containing the STEM education centers, clubs and organizations identified in this research. Before this research, no current list of this sort existed. Another objective of this research was to gauge the perspectives of K-12 STEM educators on field trip opportunities to these STEM education centers. Surveys were distributed to STEM centers, clubs, and educators to collect a baseline of opinions regarding program availability, usage, and improvement. The results of these surveys provide a preliminary look at STEM availability in Mississippi and where there is interest in improvement of STEM programming.

There is intellectual merit in the collection of this information into one place, as it had not been done recently—if ever. The broader impacts of this research rely on the future implementation of the tables and databases collected into a STEM-centered website for Mississippians. With easier access to this information, Mississippians could enrich their or their children’s STEM knowledge with informal STEM educational programming. Increasing program attendance will be helpful for STEM education centers and for science literacy across the state.

CHAPTER II

STEM AND FORMAL EDUCATION

K-12 implementation of informal STEM education

Emphasis on STEM education has been on the rise in recent years due to the exponential growth of technological advancement and the careers associated with that growth. Supporting the interest and competency of STEM fields in K-12 education is important to ensure that the next generation of STEM employees is there to meet the need. One way that educators can foster interest and competency is by exposing students to STEM through informal education.

Informal education is different from formal education that takes place in a classroom. It usually involves learning through activity or experience outside of the formal lecture setting. Some examples include visiting a museum or scientific fair, reading scientific books or articles, or participation in science experiments, lectures, or conferences (Claudio, 1988). Informal education practices can often be incorporated into formal education curriculum to supplement student learning. An example of such a merger is a school-sponsored field trip.

Falk and Dierking found that field trips are very memorable to participants, as even adults can remember multiple details from field trips from when they were young

(Falk & Dierking, 1997). While field trips may be memorable experiences, the educational side may be lacking. Cox-Peterson et al. found that a focus group of students

who participated in a museum tour rated their experience highly but did not perform well in an analysis of retained subject material (Cox-Petersen, Marsh, Kisiel, & Melber,

2003). Behrendt and Franklin argued that field trips are important educational tools, but teachers need to treat them as such: preparing students before attending the trip, participating in educational engagement while on the trip, and providing post-trip activities back in the classroom to provide educational context for the students’ experiences (Behrendt & Franklin, 2014).

Some students can receive more than the occasional informal lesson by attending a STEM focused school. Students in STEM focused high schools tend to perform better than other students in the same school district in all standardized test areas (Scott, 2012).

It is not because STEM-focused schools have smarter students enrolled. In Scott’s research, one STEM education focused school admitted students based on grade point average (GPA), while most schools admitted students with “basic skills and passion for science and math”. These schools differ from regular public schools only in the number of electives offered, teaching style chosen by educators, and internship and/or capstone project requirements (Scott, 2012).

The main difference between traditional high schools and the STEM focused high schools in Scott’s research is teaching style chosen by educators. At STEM focused high schools, informal methods and teacher-to-teacher collaboration and mentorship are highly valued, taking up multiple hours of teachers’ work days. Scott found that teachers at

STEM focused high schools were trained as “leaders, collaborators and creators of student learning experiences” (Scott, 2012, p. 34). If this sort of collaborative mentality could be extended beyond the reach of STEM focused high schools to teachers in

general, perhaps there could be an improvement of STEM performance in “traditional” schools. One way that this collaborative environment could be fostered is by the creation of an online resource for STEM educators.

This shared, informal learning environment for educators and students is atypical for classrooms across the United States. Other factors can affect student performance besides teacher training and teaching style. Education resource allocation and student performance have a positive relationship (Pan, Rudo, Schneider, & Smith-Hansen, 2003).

More resources could mean smaller class sizes, more access to technology, and greater opportunity for students to go on field trips. Resources allocation for students vary greatly in Mississippi, with the latest per pupil expenditures varying from district to district: ranging from $7,040.01 to $18,107.54 per student (Mississippi Department of

Education, 2013). Education funding is not immune to cuts from the state budget, and because Mississippi’s debt currently surpasses $13.4 billion, it is important for allocated funds to be stretched farther to increase performance in schools (Truth in Accounting,

2016).

In Mississippi, increased emphasis on improving standardized test scores has driven classrooms away from informal lessons and towards testing drills and practice sessions (Lamb, 2007). Pressure on teachers and students to produce better scores can motivate, but also cause stress, especially when the stakes are higher (i.e., pass/fail on state tests determine grade completion) (Lamb, 2007). Test performance should not be the only standard by which we measure student success. Scogin et al. found that implementation of STREAM (Science, technology, reading, engineering, arts, and mathematics) programming that heavily leans on experiential learning can greatly

improve the enjoyment of the student while causing no significant decrease in test score performance (Scogin, Kruger, Jekkals, & Steinfeldt, 2017). They also found that student noncognitive growth (nontraditional academic measures, i.e. confidence or interest in a subject) was higher with an informal STREAM emphasis in the classroom.

Online resource connectivity

In today’s world, individuals rarely find information, directions, or connections without the aid of the internet. With the rise in amount of online information available, it is becoming increasingly necessary to have online hubs that organize available information relating to a topic. These websites make it easier for people to search and find all the information they need within a topic. An example where this type of online resource has become beneficial is STEM learning.

An exemplary STEM website is the non-profit Washington STEM. Their website contains a resource hub for Washingtonians to learn more about their state Science standards, job opportunities, and educational tools. They provide professional and educational networks between citizens, businesses, and educators that Washingtonians can explore and connect to within the website. The platform is also used as a tool to highlight educators and centers that are “pioneers” in their state. Finally, they have a current events page that can connect citizens to the events they are hosting across

Washington (Washington STEM, 2016)

Washington is not the only state with these types of resources available.

STEMxTM is “multi-state STEM network which provides an accessible platform to share, analyze and disseminate quality STEM education tools to transform education, expand 6

the number of STEM teachers, increase student achievement in STEM and grow tomorrow’s innovators” (STEMx, 2018). Twenty-one states are connected into the

STEMxTM network, including Washington STEM. STEMxTM provides resources for program development, communications strategies, STEM schools, and network management.

Falk, et al. argued that the presence of one or more healthy, active science centers in a community would foster a “scientifically and technologically informed, engaged and literate public.” (Falk et al., 2016, p. 850) But the ability to find healthy, active science centers is lost on Mississippians. Currently there is no online network regarding STEM education opportunities available. To find resources, citizens must use multiple searches of specific keywords (e.g. “Museums near Columbus, MS”, “Educational Farms near

Columbus, MS”) or have prior knowledge of opportunities based on familiarity of the area. This problem leaves citizens unaware of new or obscure programs that are available and leaves STEM centers underutilized in their communities.

The Mississippi Science Celebration

The Mississippi Science Celebration is a developing nonprofit organization aimed to ease access to STEM education information and increase participation in programs at STEM centers. Creation of a STEM education website will be their first project, which will feature this research’s interactive map (or a modified version of the map), displaying all experiential STEM education centers and their programs taking place across Mississippi. Later, the Mississippi Science Celebration intends to host regional events promoting STEM in Mississippi called “Science Celebrations”. The goal is to 7

promote awareness and importance of science, bring people together to celebrate scientific work taking place in Mississippi, and inspire communities to take education into their own hands through the utilization of STEM education programs available in their area.

The website’s map-tool will be very beneficial for educators looking for field trip opportunities for their students, teacher training opportunities, and online resources for teachers or their students. The implementation of an online portal where STEM teachers across Mississippi could upload and download informal STEM curriculum could help foster the collaborative environment on a state level that is found in the STEM focused schools mentioned earlier. It has also been suggested that “curriculum building” events be hosted in STEM education centers. Collaboration between teachers and centers could be valuable to the improving the quality of programming and curriculum associated with field trips and could promote the usage of centers by teachers.

While STEM educators are a major benefactor of such a website, citizens of all ages could benefit from the tools made available through an online STEM-centered hub.

Posting links to STEM-related job openings could help connect Mississippians to careers in a STEM field. Creating a map of current events could increase participation, or at minimum awareness, of informal learning opportunities state-wide. Videos or articles featuring Mississippi-based scientists explaining their field or research could break down the educational divide between scientists and citizens and could increase awareness of the variety of STEM fields available to pursue.

CHAPTER III

METHODS

STEM Surveys and Data Management

STEM education centers

Identification and survey distribution

The first step in this research was to create a Microsoft Excel spreadsheet documenting all STEM education centers that could be identified— “center[s]” are used here interchangeably with STEM education centers. Topical searches (e.g. “Mississippi

Educational Farms”) via the Internet, networking with various Mississippians, and the author’s personal knowledge of the state were used in identifying candidate centers. The names, type of educational opportunities offered, and a telephone number of candidate centers were initially recorded.

A protocol was submitted to Mississippi State University’s Institutional Review

Board and approved before centers were contacted and surveyed (Appendix D). Each candidate center was contacted via telephone call. For extension offices and institutions of learning only a subset of their respective totals was contacted—subsets of these types of centers were considered representative of their respective totals. The spreadsheet was then color coded to indicate the degree of contact (i.e., number of calls and voice messages) with each center. If a voice message was left, the row of the spreadsheet was coded gray. If an employee who could answer survey questions (see below) was reached,

an email address to which the survey could be sent was requested and recorded and the row was coded yellow. As surveys were completed corresponding rows were coded green. For every attempt to contact centers (initial contact or follow-up for survey response), the color code (gray or yellow) would be darkened by one shade (default shading in Excel) to track the number of attempts to contact centers. The resulting list of

STEM education centers identified from the above methods can be found in Appendix

A.1.

The survey sent to centers was used to gather detailed identifying and contact information, outreach activities, educational focus, educational activities, online presence, and events and K-12 programming. The specific survey questions can be found in Appendix B.1. The survey questions were presented using Qualtrics survey software

(used for all surveys herein).

Open-source data management

Locations of STEM education centers were incorporated into a Google Map through the My Places tool within My Maps portal. The centers were coded (symbols and colors) by their associated type (e.g. museums or botanical gardens) and were incorporated to the map using the Google Search tool within Google Maps. For centers whose locations could not be found using the Google Search tool within Google Maps, addresses from centers’ websites or in survey responses were used. The map settings were edited to be viewable by all users, but only editable by the author.

Data received from the surveys were downloaded from Qualtrics and reformatted to be housed within a Google spreadsheet. Responses (anonymized), to later be openly available, can be found in Appendix C.1. 10

Data management via geodatabase

A geodatabase named MSSTEM17 was generated in Arc Catalog to house geospatial files and associated attributes (e.g., analysis results). Survey data were then downloaded from Qualtrics and organized in an Excel spreadsheet. A data table in Arc

GIS was made from this Excel spreadsheet and another Excel spreadsheet was created to house the geospatial coordinates (X and Y) of each STEM education center. For centers missing geospatial coordinates but which had a physical address, X and Y coordinates were generated through a website (https://www.latlong.net/convert-address-to-latlong.html) connected to Google Earth. The points were manually input into the shapefile

STEMCenters17. Points were then assigned IDs that allowed the shapefile to join to the data table.

STEM clubs and organizations

Identification and survey distribution

STEM-related clubs and organizations were also documented and organized within and Excel spreadsheet using the same methods as before with STEM education centers— “club[s]” are used here interchangeably with STEM-related clubs and organizations. The clubs identified in this research can be found in Appendix A.2.

Surveys were sent to clubs; these sought to gather detailed identifying and contact information, outreach activities, educational focus, educational activities, online presence, events, and club participation. For larger organizations, a state-wide

representative was identified and sent the survey. The survey questions distributed to these clubs and organizations are found in Appendix B.2.

Open-source data management

Data received from the club surveys were downloaded from Qualtrics and reformatted to be housed within a Google spreadsheet using the same methods as for

STEM education centers, and can be found in Appendix C.2.

STEM K-12 educators

Survey distribution

Surveys were distributed to Mississippi STEM K-12 educators (i.e., science and math teachers) through the Mississippi Science Teacher Association LISTSERV and through pamphlets at the Mississippi Science Teacher Association annual conference

(October 2017). Surveys were also distributed through social media (Facebook). Surveys were generated using Qualtrics software; survey questions can be found in Appendix B.3.

Responses from teachers outside Mississippi or those not teaching a STEM subject were omitted from data analyses.

Open-source data management

Data received from the surveys were downloaded from Qualtrics and reformatted to be housed within a Google spreadsheet. Teachers’ identification, county name, and school district were omitted from the open-source datafile to preserve the integrity of respondents. The results, to later be openly available, can be found in Appendix C.3. The

results in Appendix C.3 have been randomized and the school districts associated with teachers were omitted from the database to preserve their anonymity.

Data management via geodatabase

Survey data were downloaded from Qualtrics and organized in an Excel spreadsheet. Questions which could not be geospatially analyzed were omitted. A data table in Arc GIS was made from the Excel spreadsheet. Another Excel spreadsheet was created which housed the school district of each respondent. The shapefile

STEMEducators17 was created and points were randomly created inside their school district to preserve anonymity of the respondent. The points were assigned IDs that allowed the shapefile to join to the data table (while still retaining anonymity).

Geospatial Analyses

Buffer to find underserviced schools

The STEMcenters17 shapefile was added in Arc GIS along with the Mississippi counties’ administrative boundaries shapefile and the Mississippi Public Schools shapefile downloaded from the Mississippi Automated Resource Information System

(MARIS). All STEM education centers except for Mississippi State University Extension

Offices and Research and Extension Centers were displayed in a layer. STEM education centers that responded to the survey and identified programming provided specifically for

K-12 participants were displayed in a second layer.

For both layers a multiring buffer was created around the STEM education center points at 15, 30, and 45 miles (24.1, 48.2, 72.4 km, respectively). A count was run to

identify how many schools fell within each ring of the buffer and how many fell outside of the buffer completely. The map product displaying all centers can be found in the Data and Analysis Chapter as Figure 4.5, and Table 4.5 shows the distribution of schools within the rings. These analyses were run in the same fashion using the Mississippi

Private Schools shapefile downloaded from MARIS.

After the maps were complete, near tables were generated for each map to determine the number of STEM education centers within a 30-mile (48.28 km) radius to each individual school. The near table output was exported to an Excel spreadsheet, and the number of centers within the 30-mile (48.28 km) radius were counted for each school.

Histograms were made to display the count distributions all centers and, separately, centers that offered K-12 programs for public and private schools.

Identification of areas with high interest in collaboration

Teachers and Centers

The STEMcenters17 and STEMEducators17 shapefiles were added in Arc GIS along with the Mississippi counties’ administrative boundaries shapefile downloaded from MARIS. Points of STEM educators who participated in the survey and answered,

“Definitely yes” and “Probably yes” to the survey question “Would you be willing to help STEM education centers near you create new programs?” were displayed. A 30-mile

(48.28 km) buffer around the points was created. Points for STEM education centers that answered, “Definitely yes” and “Probably yes” to the survey question “Would you be willing to create new programs with the help of teachers?” were prominently displayed.

Points for STEM education centers that did not participate in the survey or were not identified as willing to create new programs were displayed less prominently.

Centers’ K-12 Programming

The STEMcenters17 and the STEMEducators17 shapefiles were added to a map along with the Mississippi counties’ administrative boundaries shapefile downloaded from MARIS. Points for STEM education centers who answered, “Definitely yes” and

“Probably yes” to the survey question “Would you be willing to collaborate with STEM education centers near you to create new programs?” were displayed. A 30-mile (48.28 km) buffer around these points was created. Points for STEM educators who answered,

“Definitely yes” or “Probably yes” to the question “Would you be more willing to visit

STEM education centers near you if curriculum was provided?” were also displayed along with points for STEM education centers who did not participate in the survey or were not identified as willing to create new programs (less prominent).

CHAPTER IV

DATA AND ANALYSIS

STEM Surveys and Data Management

STEM education centers

Surveys received

The complete list of STEM education centers that were identified can be found in

Appendix A.1. The questions that were asked in the survey sent to centers can be found in Appendix B.1. Table 4.1 is a count of the centers by type and the percentage of surveys received.

Table 4.1 STEM education center survey response statistics

Center Type Count Percentage of Centers Percentage of Surveys by Type Received Botanical Gardens 2 1.00 (2.16) 0.00 Educational Farms 8 3.80 (8.70) 62.50 Extension Offices 86 41.00 0.02 Institutions of Learning 32 15.20 NA Informal Learning Centers 15 7.10 (16.30) 73.33 Museums 13 6.20 (14.12) 76.92 National Lands 25 11.90 (27.17) 36.00 State Parks 26 12.40 (28.30) 50.00 Zoos 3 1.40 (3.25) 100.00 Total 210 100.00 24.76 Total excluding extension offices and 92 (100.00) 52.17 institutions of learning

It was determined that extension offices serve many of the same purposes in their communities and only a small number of surveys would be needed to understand

functions of other extension offices throughout the state. Also, a subset of institutions of learning were contacted for information regarding STEM education opportunities for the public, but no surveys were sent to them directly.

Open-source data management

The following figures demonstrate the user interface of the Google Map. Figure

4.1 shows that users can search by topic and Figure 4.2 shows that users can search by area. Table 4.2 below is a summary of the Google Spreadsheet that houses the survey responses; these statistics include all respondents from the surveys, not just the ones that were identified to offer K-12 education programs. The full survey responses that are available to the public can be found in Appendix C.1.

Figure 4.1 Google Map of Centers by Type

In this map museums are the only category selected. The full list of the categories available to choose from are on the left. 17

Figure 4.2 Google Map of Centers by Location

In this map all categories are selected, and the map is zoomed to the Golden Triangle region of Mississippi. Not all categories selected are displayed in this picture but can be seen in Figure 4.1.

Table 4.2 STEM Center survey response statistics from select survey questions of interest.

Question Answer Choice Count Percentage Self-guided tours 27 12.16 Nature walks 26 11.71 Informal education 26 11.71 Guided tours 24 10.81 Camps 22 9.91 Please identify the types of experiences Community-open classes 15 6.76 you offer (you may choose more than Teacher Training 15 6.76 one) Touring Exhibits 14 6.31 Mobile learning 10 4.5 Handy capable/Inclusive learning 9 4.05 Virtual tours/learning 6 2.7 Citizen Science 5 2.25 Total 222 100 Other: Retreats, Smoky Bear outreach, educational videos, homeschool programs, e-resources, special events, Jr. Ranger program, birthday parties, interpretive signs, fossil outcrop experiences

Table 4.2 (continued)

Question Answer Choice Count Percentage Middle School Age (3-5) 29 12.31 Elementary age (K-2) 28 11.72 Junior High Age (6-8) 28 11.72 High School Age (9-12) 28 11.72 Adult 25 10.46 Please Identify the age groups your Mixed age / Family 25 10.46 STEM center currently has educational Senior 21 8.79 programming available for (you may College Age 20 8.37 choose more than one) Preschool 18 7.53 Everyone receives the same or similar program/we do not offer age-focused 10 4.18 programming Baby and parent 6 2.51 Total 239 100 Yes 34 72.34 Does your STEM center charge a fee for No 13 27.66 school groups? Total 47 100 Does your STEM education center Yes 22 50 regularly provide programming to No 22 50 learning groups? Total 44 100 Middle (3-5) 33 16.18 Junior High (6-8) 30 14.71 Elementary (K-2) 26 12.75 Scouts 24 12.75 What groups did you provide STEM College 22 10.78 educational programming for in 2017? High (9-12) 21 10.29 (you may choose more than one) Adult interest club 20 9.8 Preschool 15 7.35 4-H 9 4.41 None 4 1.96 Total 204 100 Yes 12 27.27 Maybe 3 6.82 Do you align your current programs to No 15 34.09 the MS Science Framework? I am unsure of what the MS Science 12 31.82 Framework is. Total 44 100

Data management via geodatabase

The map below was made using the shapefiles created and housed within the geodatabase MSSTEM17. STEM education centers (N = 210) are displayed.

Figure 4.3 STEM Education Centers in Mississippi

STEM clubs and organizations

Surveys received

The complete list of STEM clubs and organizations that were located by this research is found in Appendix A.2. The questions that were asked in the survey are found in Appendix B.2. A total of 17 clubs and organizations were identified, but many of these clubs and organizations have many subsets that branch across Mississippi (e.g., Girl

Scouts of Mississippi, Boy Scouts of America, 4-H). For this research it was decided that pursuing one or two survey responses could represent the subsets that make up the larger group. Of the 17 surveys distributed 14 (82.35%) were completed.

Open-source data management

Table 4.3 is a summary of the survey responses housed within the Google

Spreadsheet. The full results can be found in Appendix C.2.

Table 4.3 STEM club and organization survey response statistics from select survey questions of interest

Question Answer Choices Count Percentage Nature based 11 15.49 Informal education focused 10 14.08 Hobby based 9 12.68 Conservation based 9 12.68 STEM based 6 8.45 Personal growth/Leadership focused 6 8.45 Please identify the phrases Research based 5 7.04 that describe your club or Restoration based 4 5.63 organization (you may choose Professional network 3 4.23 more than one) Professional development 3 4.23 Woman-centered 2 2.82 Formal education focused 1 1.41 Facebook/Social Media Based 1 1.41 Write in answers: 1 1.41 Gifted Total 71 100

Table 4.3 (continued)

Question Answer Choices Count Percentage Please identify the people Adults 11 18.03 who can participate in your Professionals in a particular field 7 11.48 club or organization Seniors 7 11.48 High school age (9-12) 6 9.84 College age 6 9.84 Middle school age (3-5) 5 8.20 Junior high age (6-8) 5 8.20 Elementary age (K-2) 4 6.56 Teachers, specifically 4 6.56 Mixed ages/Families 3 4.92 Anyone on social media 1 1.64 Write in answers: 2 3.28 Juniors, Girls only Total 61 100 Does your club or Yes 8 66.67 organization ever host events No 4 33.33 or programs for the public Total 12 100 that are STEM related? Does your club or Yes, often 6 46.15 organization ever take trips, Yes, at least yearly 6 46.15 conduct meetings, or host Rarely 0 0 events in Mississippi No 1 7.69 educational or recreational Total 13 100 facilities? Do Mississippi educational Definitely yes 7 53.85 and recreational facilities Probably yes 2 15.38 offer programs, learning Might or might not 4 30.77 opportunities, or experiences Probably not 0 0 that are useful for your club Definitely not 0 0 or organization? Total 13 100 Would leaders of your club or Definitely yes 6 46.15 organization be willing to Probably yes 2 15.38 collaborate with MS Might or might not 4 30.77 educational and recreational Probably not 1 7.69 facilities to help them create Definitely not 0 0 new programs? Total 13 100 Would members of your club Definitely yes 7 53.85 or organization be willing to Probably yes 2 15.38 collaborate with MS Might or might not 3 23.08 educational and recreational Probably not 1 7.69 facilities to help them create Definitely not 0 0 new programs? Total 13 100

STEM K-12 Educators

Surveys received

A total of 118 surveys were received from K-12 educators, the questions of which can be found in Appendix B.2. Survey responses were omitted if they were not identified to be currently teaching in Mississippi or if they did not identify that they taught a

STEM-related subject. A total of 90 educators were left after the initial round of omissions. In one survey question, 9 out of the 90 identified that they do not teach a

STEM related subject, even though earlier in the survey they identified teaching math or science. These educators were also omitted from the final analysis to avoid skewing any results in case they do not teach a STEM related subject and simply chose math or science because it was the closest to their job description (e.g. Inclusion). The 81 teachers remaining represent 40 school districts and have an average of 15.03 years teaching experience (range 0.42 – 36 years).

Open-source data management

Table 4.4 is a summary of the survey responses housed within the Google

Spreadsheet. The full results that are available to the public can be found in Appendix

C.3.

Table 4.4 STEM educator survey response statistics from select survey questions of interest

Question Answer choices Count Percentage Do you regularly take your Yes 13 16.05 students on STEM-related No 68 83.95 field trips? Total 81 100

Table 4.4 (continued)

Question Answer choices Count Percentage Please briefly explain why Lack of funding 37 27.61 you don’t take your students No time in schedule 26 19.40 on STEM-related field trips. Administrative permissions 20 14.93 No place to go (nearby) 18 13.43 No relevant programs at local places 13 9.70 I provide in-class opportunities that take 8 5.97 the place of field trips Lack of chaperones 6 4.48 They aren’t worth the work to plan 1 0.75 Total 134 100 Write in answers: Number of students in school, unaware and lack time to find field trip options, time to find them, no real knowledge of opportunities around, district is focused on testing. Do you ever create post-trip Definitely yes 22 31.88 activities to be completed Most times yes 21 30.43 back in the classroom or at Might or might not 8 11.59 home? Most times not 4 5.80 Definitely not 0 0 I don’t take my students on regular field 14 20.29 trips Total 69 100 Would you be willing to work Definitely yes 36 52.17 with local STEM Education Probably yes 18 26.09 Centers to help them create Might or might not 14 20.29 program curriculum for you Probably not 1 1.45 class and/or classes like Definitely not 0 0 yours? Total 69 100 Would you be more willing Definitely yes 43 62.32 to plan a field trip to a local Probably yes 18 26.09 STEM Education center if trip Might or might not 8 11.59 and post-trip curriculum was Probably not 0 0 provided for you? Definitely not 0 0 Total 69 100 How well do you feel that Extremely well 5 7.46 current, locally available Very well 10 14.93 programs fit into your lesson Moderately well 22 32.84 plans? Slightly well 14 20.90 Not well at all 16 23.88 Total 67 100 How well do you feel that Extremely well 6 9.38 current, locally available Very well 13 20.31 programs fit into Moderately well 21 32.81 Mississippi’s State Science Slightly well 13 20.31 Standards? Not well at all 11 17.19 Total 64 100

Table 4.4 (continued)

Question Answer choices Count Percentage Have you ever held a Virtual Yes 11 16.18 Field Trip in your classroom? No 57 83.82 Total 68 100 Do you regularly hold virtual Yes 2 2.94 field trips in your classroom? No 66 97.06 Total 68 100

Data management via Geodatabase

The map below was made using the shapefiles created and housed within the geodatabase MSSTEM17. 81 respondents are displayed.

Figure 4.4 Distribution of Survey Responses from K-12 Educators by School District

CHAPTER V

RESULTS AND CONCLUSIONS

The objective of this research was to gather baseline data and explore the state of experiential STEM education opportunities within Mississippi. The following are results and a discussion of statistics and patterns which were of interest to the author and considered useful to STEM centers, clubs, and educators.

Surveys

STEM education centers

A total of 210 STEM education centers were identified and sent surveys. Of these,

49 surveys were completed. Two Mississippi State University (MSU) County Extension

Offices completed the survey which could be considered representative of 84 offices because the MSU Extension Service shares and collaborates on educational material, presentations and demonstrations, and community opportunities. Institutions of learning were not sent surveys due to time constraints.

The results of the 49 participant surveys (Table 4.2) indicate that centers have a variety of informal learning opportunities. Self-guided tours, nature walks, informal education (in general), guided tours, and camps made up over half of the identified experiences centers identified that they offer. Fifteen centers identified through the surveys offer teacher training—where centers consult with STEM educators on activities 27

and classroom exercises that reinforce traditional classroom lessons. Grade school-aged participants were identified to be the mostly likely age group that programs are available for and were the top group that participated in educational programs in 2017. Together, these results suggest that centers and educators have opportunities to create impactful curriculum which integrate lessons (e.g., teacher training and pre-trip and post-trip classroom lessons), experiential learning (e.g., co-taught or teacher-led tours), and leverage an age group which already utilizes STEM education centers.

Seventy-two percent of centers charge fees for school groups, and “Lack of

Funding” was the number one response by STEM educators as to why they do not plan field trips for their classes. Admission is only a fraction of the total cost of a field trip, but it is a contributing factor. If the activities in which students will participate on a field trip are already aligned to the Mississippi Science Framework (Mississippi Department of

Education, 2010) it would be easier for educators to fit the curriculum into their lesson plans and may be more justifiable to take up a portion of their limited budget. This research identified 12 centers that already align their programs to the Mississippi Science

Framework. It may be useful in the future to create a map that identifies centers that do not charge admission and offer K-12 programs that are aligned to the framework.

STEM clubs and organizations

STEM clubs and organizations were identified through Internet searches and networking experiences. While these groups may not have physical locations to which

STEM educators can organize a field trip, educators can connect students to club opportunities or invite representatives of clubs to the classroom. Most of the clubs that 28

participated in the survey identified as nature based, informal education based, hobby based, and conservation based. Adults were the majority age group that composed these clubs, hinting that opportunity for beneficial intergenerational learning may be possible or even popular. These adults could host meetings, co-supervise field trips, or host events at the centers (Eight centers have been identified that already do this).

Twelve of the clubs identified hold educational meetings, host educational events, or visit STEM education centers at least once a year. Leaders and members of these clubs and organizations may also be helpful in creating new programs at STEM education centers. Six club leaders and seven club members were identified as definitely interested in collaboration to create new programs with STEM education, or host meetings, co- supervise field trips, and host events at the centers.

K-12 STEM educators

A total of 118 survey responses from teachers were received. Of these, 81 responses were from STEM educators representing 40 different school districts across

Mississippi—analyses focused on only the responses of STEM educators. Eighty-four percent of these STEM educators do not regularly take their students of STEM-related field trips. The number one explanation for not taking students on field trips was “Lack of funding”. When the teachers surveyed do take their students on field trips over 60% create post-trip activities to be completed in the classroom or at home.

Over half of the 69 respondents who answered question 12 would “definitely” help local centers create new programs, and over 60% (same number of respondents for question 13) would “definitely” be more willing to consider planning a field trip if curriculum was provided for them. Respondents’ perceptions regarding how well local 29

programs fit into their lesson plans are skewed toward a negative one as can be observed in Table 4.4. But, respondents’ perceptions are evenly distributed when it comes to their views of how well local programs align to Mississippi’s State Science Standards. Clearly, perceptions of potential for STEM education centers to enrich students’ education are variable and complex.

One way educators and centers could connect before and after fields trips, on a regular basis, or as an alternative to physical field trips is through virtual field trips. Only

16% of the respondents had ever held a virtual field trip, but 3% regularly participate in them. There is certainly more to be learned from this type of field trip from a quickly growing field, in Mississippi and education in general. Perhaps identification of the 6 centers which offer virtual tours and learning opportunities will garner more interest from

STEM educators. Additionally, only 9 centers were identified to offer inclusive programs for disabled learners, thus limiting experiential learning opportunities for that demographic of students. Virtual field trips can be an opportunity for all to participate in group learning activities.

Google Map Deliverable

When interacting with the openly accessible Mississippi STEM Centers Google

Map users are first shown a blank map (no categories selected) with a legend that allows users to become familiar with each of the STEM center categories. The map is presented in this way so that users are not overwhelmed with the number and variety of icons present on the map (all categories selected). Each individual icon is linked to an individual center’s location, description, and photographs (variable depending on available data)—map administrators can further customize these icons and information. 30

For example, photographs that appear when centers are selected can be pulled from within Google Images or uploaded directly and brief descriptions can be added along with contact information, admission prices, and hours of operation. The icons themselves can be changed to include sub-categories of centers by, for example, activities by age, activity type, or current events.

Geodatabase and Map Deliverables

STEM education centers

The shapefile STEMcenters17 can be used to create many different map deliverables. The ones included in this research are to demonstrate the usefulness of the shapefile and the Geodatabase it is housed in. Figure 4.3 displays the 210 STEM education centers that were identified in this research by their type. There is a very even distribution of centers thanks to the presence of MSU Extension Offices in every county.

Extension offices could thus be the hub of STEM outreach to every community in

Mississippi.

K-12 STEM educators

The shapefile STEMeducators17.shp can also be useful in the creation of many different map deliverables. Figure 4.4 shows the distribution of the 81 survey respondents left in the analysis. Northwest Mississippi had a high response rate along with the Golden

Triangle, the Jackson area, and the coast. These regional pockets of participation may have been caused by the survey distribution methods as the researcher is from the

Northwest region of Mississippi and the research took place in the Golden Triangle area.

This may have introduced bias to the latter results.

Geospatial analysis

Buffer to find underserviced schools

Public schools - All STEM centers

Figure 5.1 shows the availability of informal STEM education opportunities to public schools. MSU Extension Offices are within every county and Research and

Extension Centers are within four major regions, making them ubiquitous resources for

STEM learning outside the classroom. While this map is helpful in visualizing the distribution of public schools in relation to centers, it does not help to identify the number of centers within a reasonable distance of schools. Table 5.1 shows the breakdown of distribution of schools from centers. Figure 5.2 shows that every public school can reach at least two STEM education centers within a 30-mile (48.28 km) radius and that the maximum number of centers that can be reached is 23 (one school). The average number of centers that are reachable is 11.81.

Figure 5.1 Mississippi Public School Proximity to All STEM Education Centers

Table 5.1 Distributions of Public Schools within Buffers around All Centers

Distance in Miles Number of Schools Found Percentage of Schools 15 1044 98.31 30 18 1.69 45 0 0.00

Count of STEM Education Centers that Public Schools can reach within a 30-mile radius

123

93 94 82 82 78 76 72 71 70

34 30 Number Publicof Schools 26 21 22 16 12 1 2 0 1

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Count of STEM Education Centers

Figure 5.2 Count of STEM Education Centers that Public Schools can reach within a 30-mile radius

Public schools - STEM centers that offer K-12 programming

Figure 5.3 shows the availability public schools have to informal STEM K-12 programs in Mississippi. Thirty-three STEM education centers were identified to offer K-

12 programs in this research. Only three schools fall outside of the 45-mile radius, but just outside the boundary. About 16% of the public schools were farther than 30-miles (48.28 km) away from their nearest center. While this map is helpful in seeing the distribution of public schools in relation to centers it does not help identify whether schools are close enough to visit more than one center that offers K-12 programs without traveling very far.

Figure 5.4 shows that 177 schools cannot reach a center within a 30-mile (48.28 km) radius,

and the maximum number of centers that can be reached is 6 (58 schools). The average number of centers that can be reached is 2.20.

Figure 5.3 Mississippi Public School Proximity to Informal K-12 STEM Education Opportunities

Table 5.2 Distribution of Public Schools within Buffers around Centers that were identified to offer K-12 Programming

Distance in Miles Number of Schools Found Percentage of Schools 15 502 47.26 30 383 36.06 45 174 16.38 Out of Range 3 0.28

Count of STEM Education Centers Identified to Offer K-12 Programs Within a 30-mile Buffer of Public Schools

291

207 177 157 138

Number Publicof Schools 58 34

0 1 2 3 4 5 6 Count of STEM Education Center that Offer K-12 Programs

Figure 5.4 Count of STEM Education Centers Identified to Offer K-12 Programs within a 30-mile Buffer of Public Schools

Private schools - all STEM centers

Figure 5.5 shows the availability private schools have to informal STEM education opportunity in general. There is also a MSU Extension office in every county 36

and a Research and Extension office within their region in addition to the centers identified in Figure 5.5. While this map is helpful in seeing the distribution of private schools with relation to centers it does not help identify whether schools are close enough to visit more than one center without traveling very far. Figure 5.6 shows that a minimum of 3 (1 school) and a maximum of 21 (6 schools) centers can be reached by private schools within a 30-mile (48.28 km) radius. The average number of centers that are reachable is 12.98.

Figure 5.5 Mississippi Private School Proximity to All Informal STEM Education Opportunities

Table 5.3 Distribution of Private Schools within Buffers around all Centers

Distance in Miles Number of Schools Found Percentage of Schools 15 243 99.18 30 2 0.82 45 0 0.00

Count of STEM Education Centers that Private Schools can Reach within a 30-mile Radius

22 20 18 19 16 17 17 14 11 10

Number Private of Schools 8 8 7 6 4 5 1 1

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Count of STEM Education Centers

Figure 5.6 Count of STEM Education Centers that Private Schools can Reach within a 30-mile Radius

Private schools - STEM Centers that offer K-12 programming

Figure 5.7 shows the availability private schools have to informal K-12 STEM programs. No schools fall outside of the 45-mile (72.42 km) radius, although 15.92% of the private schools are farther than 30 miles (48.28 km) to their nearest center. While this map is helpful in seeing the distribution of private schools in relation to centers it does not help identify whether schools are close enough to visit more than one center without driving very far. Figure 5.8 shows that 39 schools cannot reach a center within 30 miles

(48.28 km), but 14 schools can reach the maximum, 6. The average number of centers that are reachable is 2.57.

Figure 5.7 Mississippi Private School Proximity to Informal K-12 STEM Education Opportunities

Table 5.4 Distribution of Private Schools within Buffers around Centers that were identified to offer K-12 Programming

Distance in Miles Number of Schools Found Percentage of Schools 15 145 59.18 30 61 24.90 45 39 15.92

Count of STEM Education Centers Identified to Offer K-12 Programs that can be reached by Private Schools within a 30-mile Radius

43 44 39

Number Private of Schools 10

0 1 2 3 4 5 6 Count of STEM Education Centers that offer K-12 Programs

Figure 5.8 Count of STEM Education Centers Identified to Offer K-12 Programs that can be reached by Private Schools within a 30-mile Radius

Identification of areas with high interest in collaboration

Teachers and centers

Figure 5.9 is helpful to identify areas of high interest in collaboration between

STEM educators and STEM education centers to create new programs. The buffers

around the STEM educators show the regions in Mississippi where there is identifiable interest in collaboration. The STEM Center points identify whether or not there is mutual interest in collaborative program building. This map may be biased on the regions of the state that had higher responses (e.g. northwest Mississippi), but may be useful to the

Mississippi Science Celebration to identify regions of the state where curriculum workshop days would perhaps have high participation between educators and centers.

Figure 5.9 Areas of Interest between Mississippi STEM Education Centers ad STEM Educators to Create New Programs 43

Centers and centers

Figure 5.10 is helpful to identify areas of high interest in collaboration between

STEM education centers and the teachers that would be more willing to visit these centers if curriculum was provided for them. Again, this map may be biased because of the distribution of the educator surveys.

Figure 5.10 Areas of Interest between Mississippi STEM Education Centers to Create New Programs

Conclusions

Future use of this research

Creation of a STEM website

This research will be very useful for the foundations of a STEM-focused website for Mississippians. The Google Map that was included in this research could serve as a template for more maps with varying topics (e.g. age group, activity, interest). These maps can easily be embedded into a website and could help people see what opportunities are out there for STEM engagement. Links to individual center websites and social media accounts, club and organization information, virtual field trip information, videos and pictures could be beneficial for new Mississippians, Mississippians who move to a new area, educators, students, families, and more.

If the website could be cross-linked to multiple Mississippi university websites, it would have even reach across the state with more people aware, using, and updating it, especially new teachers coming through their programs. Institutions of Higher Learning could showcase the research taking place on their campuses, advertise their learning programs and events that are open to the community, and make research and higher learning more visible for Mississippians.

The focus group of K-12 STEM educators surveyed in this research was generally more interested in visiting STEM education centers if curriculum was provided for them, and this website could serve as a STEM curriculum clearing house. A portal could be created to upload and download curriculum for field trips or informal, in-class exercises.

If the curriculum uploaded could be organized by topic, field trip location, and education 45

level this could be a valuable resource for educators. Curriculum-building workshops for

STEM education centers may not be necessary if teachers could upload and share what they have made for centers near them. With modifications, curriculum could be developed to fit similar centers across the state.

This website could also connect Mississippians to STEM employment opportunities. There could be a page within the website dedicated to job postings within the state that are STEM-related. Employment opportunities could be organized by experience or education level required. Making a one-stop location to display all STEM jobs in Mississippi could help close the leaks in the STEM pipeline and slow the exodus of Mississippians with higher degrees leaving the state for employment.

Future research

This research could easily serve as the baseline of a long-term study on

Mississippi STEM. When the website is launched, a researcher could resend surveys to the three groups and monitor any changes to perceptions, visitation, or programs offered.

The templates for surveys, Google Maps, and geodatabases have been set. Improvements to the process and quality of work can always be incorporated to answer more questions and adjust as time goes on in Mississippi.

Limitations in this research

Surveys were not distributed to institutions of learning or to most Mississippi

State Extension and Research Centers. This leaves a large gap of information regarding

STEM education opportunities available to Mississippians. It can be difficult to obtain a complete list of the opportunities available to the public at institutions of learning STEM

because of lack of communication across and between campuses and a misunderstanding of what can qualify as an informal STEM education experience.

Opportunities may be left off of lists at institutions of higher learning because it is not identified to be associated to classical “STEM” ideals. For example, Mississippi State offers personal enrichment classes that are open for public enrollment. This spring “Craft

Beers Around the World” and “Wine Appreciation” were offered. These are classes rooted in chemistry, biology, and geology where participants could learn extremely informally about these topics, but it is arguable that these experiences count toward a

STEM experience offered the public. These are just two examples of opportunity from one institution of learning. There may be as many opportunities identified within institutions of learning as were identified in this research.

Libraries and rails to trails programs also serve important STEM roles in their communities and were not identified in this research. Many libraries offer introductory classes to computer programs such as Microsoft Word or typing classes, summer programs for children, and are hubs for access to the internet and printed knowledge already embedded into communities. Rails to trails programs have transformed railways into recreational areas that could be used as a natural escape in sub-urban settings for

Mississippians.

The entirety of the Natchez Trace Parkway and the extensive number of waypoint vistas, educational signage, and nature walks were not identified in this research. The

Natchez Trace Parkway has maps of these pull-offs available to the public but sorting out which can be identified as STEM-related and which are more natural history related cannot be easily accomplished from the map alone. This is a string of resources that

stretches completely across the state and could be useful for a large distribution of

Mississippians.

Around 50% of the centers identified and contacted never filled out the survey due to the inability of the researcher to identify a survey participant within the center, the window of opportunity to participate, and general (and justifiable) mistrust of the researcher making cold calls asking for participation in a survey. With the creation of a

STEM-focused website perhaps centers who did not participate in the first round of surveys would recognize the credibility of the work and be more willing to participate in consecutive years.

Finally, the surveys that were distributed to centers, clubs, and educators provided a general baseline of information regarding experiential opportunity, use, and future improvement but could be adjusted for better analysis in the future. Some questions would be more useful such as “Have you ever attended a teacher training seminar at a

STEM education center” for educators, now that 6 centers have been identified to offer teacher training. The surveys for STEM could also be better subdivided to ask specifically about field trips, visitors from the public, and clubs’ usage of their programs.

Concluding thoughts

At minimum this research has identified STEM opportunities available for

Mississippians. At maximum this research has delivered the building blocks of a valuable tool Mississippians can use to improve themselves, their communities, and the next generation of Mississippians. What this research can be summed up to say is that there are opportunities for Mississippians to experience informal STEM education—several which are specifically geared toward field trip destinations. 48

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Mississippi Department of Education. (2008). 2010 Mississippi Science Framework. Jackson, Mississippi

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Cox-Petersen, A. M., Marsh, D. D., Kisiel, J., & Melber, L. M. (2003). Investigation of guided school tours, student learning, and science reform recommendations at a museum of natural history. Journal of Research in Science Teaching, 40(2), 200– 218. https://doi.org/10.1002/tea.10072

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APPENDIX A

EXPERIENTIAL STEM OPPORTUNITY IN MISSISSIPPI

A.1 STEM education centers

Table C.1A STEM education centers and whether they participated in the survey.

Participation Count Name Type in Survey 1 Ard's Dairy Farm Educational Farm Yes 2 Batesville Mounds State Park Yes 3 Buccaneer State Park State Park Yes 4 Bull Bottom Farms Educational Farm Yes 5 Central Creativity Learning Center Yes 6 Clark Creek Natural Area State Park Yes 7 Clinton Community Nature Center Learning Center Yes 8 De Soto National Forest National Land Yes 9 Dunn-Seiler Geology Museum Museum Yes Grand Bay National Estuarine Research National Land Yes 10 Reserve 11 Hattiesburg Zoo Zoo Yes 12 Healthworks Learning Center Yes 13 High Hope Farm Educational Farm Yes 14 Holly Springs National Forest National Land Yes 15 Homestead Education Center Learning Center Yes 16 INFINITY Science Center Learning Center Yes 17 Jackson Zoological Park Zoo Yes 18 John W. Kyle State Park State Park Yes 19 Lake Lowndes State Park State Park Yes 20 Lake Thoreau Environmental Center Learning Center Yes 21 Leroy Percy State Park State Park Yes 22 Maritime and Seafood Industry Museum Museum Yes 23 Middleton Dairy Farm Educational Farm Yes 24 Mississippi Agriculture & Forestry Museum Museum Yes 25 Mississippi Entomology Museum Museum Yes 26 Mississippi Industrial Heritage Museum Museum Yes 27 Mississippi Museum of Natural Science Museum Yes 28 Museum of the Mississippi Delta Museum Yes 29 Natchez State Park State Park Yes 30 Natchez Trace Parkway Visitor Center National Land Yes 31 Pascagoula River Audubon Center Learning Center Yes 32 Percy E. Quin State Park State Park Yes 33 Plymouth Bluff Environmental Center Learning Center Yes

Table C.1A (continued)

Participation Count Name Type in Survey 34 Rankin County Extension Services Extension Offices Yes 35 Roosevelt State Park State Park Yes 36 S.T.E.M. Community Outreach Learning Center Yes 37 S.T.E.M. Discoveries Learning Center Yes 38 Sam D. Hamilton Noxubee Wildlife Refuge National Land Yes 39 Scranton Museum Museum Yes 40 Scranton Nature Center Learning Center Yes 41 Seward Farms Educational Farm Yes 42 Stone County Extension Office Extension Offices Yes 43 Tallahatchie National Wildlife Refuge National Land Yes 44 Tishomingo State Park State Park Yes 45 Tombigbee National Forest National Land Yes 46 Tombigbee State Park State Park Yes 47 Trace State Park State Park Yes 48 Tunica River Park Museum Yes 49 Tupelo Buffalo Park & Zoo Zoo Yes 50 Winterville Mounds Museum Museum Yes 51 Adams County Extension Extension Offices No 52 Alcorn County Extension Extension Offices No 53 Alcorn State University Institution of Learning No 54 Amite County Extension Extension Offices No 55 Attala County Extension Extension Offices No 56 Bellhaven College Institution of Learning No 57 Benton County Extension Extension Offices No 58 Bienville National Forest National Land No 59 Blue Mountain College Institution of Learning No 60 Bolivar County Extension Extension Offices No 61 Booneville Community College Institution of Learning No 62 Calhoun County Extension Extension Offices No 63 Camp Lake Stephens United Learning Center No 64 Carroll County Extension Extension Offices No 65 Cedar Hill Farm Educational Farm No Central Research and Extension Center - 66 Raymond Extension Offices No 67 Chickasaw County Extension Extension Offices No 68 Choctaw County Extension Extension Offices No 69 Claiborne County Extension Extension Offices No 70 Clarkco State Park State Park No 71 Clarke County Extension Extension Offices No 53

Table C.1A (continued)

Participation Count Name Type in Survey 72 Clay County Extension Extension Offices No 73 Coahoma Community College Institution of Learning No 74 Coahoma County Extension Extension Offices No Coastal Research and Extension Center - 75 Biloxi Extension Offices No 76 Coldwater River National Wildlife Refuge National Land No 77 Copiah County Extension Extension Offices No 78 Copiah-Lincoln Community College Institution of Learning No 79 Covington County Extension Extension Offices No Crow's Neck Environmental Education 80 Center Learning Center No 81 Dahomey National Wildlife Refuge National Land No 82 Delta National Forest National Land No Delta Research and Extension Center - 83 Stoneville Extension Offices No 84 Delta State University Institution of Learning No 85 DeSoto County Extension Extension Offices No 86 East Central Community College Institution of Learning No 87 East MS Community College Institution of Learning No 88 Florewood State Park State Park No 89 Footprint Farm Educational Farm No 90 Forrest County Extension Extension Offices No 91 Franklin County Extension Extension Offices No 92 Gaining Ground Sustainability Institute Learning Center No 93 George County Extension Extension Offices No 94 George P Cossar State Park State Park No 95 Golden Memorial State Park State Park No 96 Great River Road State Park State Park No 97 Greene County Extension Extension Offices No 98 Grenada County Extension Extension Offices No 99 Gulf Coast Community College Institution of Learning No 100 Gulf Islands National Seashore National Land No 101 Hancock County Extension Extension Offices No 102 Harrison County Extension Extension Offices No 103 Hillside National Wildlife Refuge National Land No 104 Hinds Community College Institution of Learning No 105 Hinds County Extension Extension Offices No 106 Holmes Community College Institution of Learning No 107 Holmes County Extension Extension Offices No 54

Table C.1A (continued)

Participation Count Name Type in Survey 108 Holmes County State Park State Park No 109 Holt Collier National Wildlife Refuge National Land No 110 Homochitto Wildlife Management Area National Land No 111 Hugh White State Park State Park No 112 Humphreys County Extension Extension Offices No 113 Issaquena County Extension Extension Offices No 114 Itawamba Community College Institution of Learning No 115 Itawamba County Extension Extension Offices No 116 J P Coleman State Park State Park No 117 Jackson County Extension Extension Offices No 118 Jackson State University Institution of Learning No 119 Jasper County Extension Extension Offices No 120 Jefferson Davis County Extension Extension Offices No 121 Jefferson County Extension Extension Offices No 122 Jones Community College Institution of Learning No 123 Jones County Extension Extension Offices No 124 Kemper County Extension Extension Offices No 125 Lafayette County Extension Extension Offices No 126 Lake Lincoln State Park State Park No 127 Lamar County Extension Extension Offices No 128 Lauderdale County Extension Extension Offices No 129 Lawrence County Extension Extension Offices No 130 Leake County Extension Extension Offices No 131 Lee County Extension Extension Offices No 132 Lefleur's Bluff State Park State Park No 133 Leflore County Extension Extension Offices No 134 Legion State Park State Park No 135 Lincoln County Extension Extension Offices No 136 Lower Mississippi River Museum Museum No 137 Lowndes County Extension Extension Offices No 138 Lynn Meadows Discovery Center Museum No 139 Madison County Extension Extension Offices No 140 Marion County Extension Extension Offices No 141 Marshall County Extension Extension Offices No 142 Matthews Brake National Wildlife Refuge National Land No 143 Meridian Community College Institution of Learning No 55

Table C.1A (continued)

Participation Count Name Type in Survey 144 Millsaps College Institution of Learning No 145 Mississippi College Institution of Learning No 146 Mississippi Petrified Forest Museum No Mississippi Sandhill Crane National Wildlife 147 Refuge National Land No 148 Mississippi School of Math and Science Institution of Learning No 149 Mississippi State University Institution of Learning No 150 Mississippi University for Women Institution of Learning No 151 Mississippi Valley State University Institution of Learning No 152 Mitchell Farms Educational Farm No 153 Monroe County Extension Extension Offices No 154 Montgomery County Extension Extension Offices No 155 Morgan Brake National Wildlife Refuge National Land No 156 MS Delta Community College Institution of Learning No Mynelle Gardens Arboretum & Botanical 157 Garden Botanical Garden No 158 Neshoba County Extension Extension Offices No 159 Newton County Extension Extension Offices No North MS Research and Extension Center - 160 Verona Extension Offices No 161 Northeast Community College Institution of Learning No 162 Northwest Community College Institution of Learning No 163 Noxubee County Extension Extension Offices No 164 Oktibbeha County Extension Extension Offices No 165 Panola County Extension Extension Offices No 166 Panther Swamp National Wildlife Refuge National Land No Pascagoula River State Wildlife Management 167 Area National Land No 168 Paul B Johnson State Park State Park No 169 Pearl River Community College Institution of Learning No 170 Pearl River County Extension Extension Offices No 171 Perry County Extension Extension Offices No 172 Pike County Extension Extension Offices No 173 Pontotoc County Extension Extension Offices No 174 Prentiss County Extension Extension Offices No 175 Quitman County Extension Extension Offices No 176 Rust College Institution of Learning No 177 Scott County Extension Extension Offices No 178 Sharkey County Extension Extension Offices No 56

Table C.1A (continued)

Participation Count Name Type in Survey 179 Shepard State Park State Park No 180 Simpson County Extension Extension Offices No 181 Smith County Extension Extension Offices No 182 Southwest Community College Institution of Learning No 183 St. Catherine Creek National Wildlife Refuge National Land No 184 Strawberry Plains Audubon Center Learning Center No 185 Sunflower County Extension Extension Offices No 186 Sunflower Wildlife Management Area National Land No 187 Tallahatchie County Extension Extension Offices No 188 Tate County Extension Extension Offices No 189 The Crosby Arboretum Botanical Garden No Theodore Roosevelt National Wildlife Refuge 190 Complex National Land No 191 Theodore Roosevelt National Wildlife Refuge National Land No 192 Tippah County Extension Extension Offices No 193 Tishomingo County Extension Extension Offices No 194 Tougaloo College Institution of Learning No 195 Tunica County Extension Extension Offices No 196 Union County Extension Extension Offices No 197 University of Mississippi Institution of Learning No 198 University of Southern Mississippi Institution of Learning No 199 Wall Doxey State Park State Park No 200 Walthall County Extension Extension Offices No 201 Warren County Extension Extension Offices No 202 Washington County Extension Extension Offices No 203 Wayne County Extension Extension Offices No 204 Webster County Extension Extension Offices No 205 Wilkinson County Extension Extension Offices No 206 William Carey University Institution of Learning No 207 Winston County Extension Extension Offices No 208 Yalobusha County Extension Extension Offices No 209 Yazoo County Extension Extension Offices No 210 Yazoo National Wildlife Refuge National Land No

A.2 STEM club and organizations

Table C.1A STEM clubs and organizations and whether they participated in the survey

Count Name Participation in Survey 1 Audubon Bird Monitoring Group (Pascagoula) Yes 2 Bear Education and Restoration Group Yes 3 Gem and Mineral Society Yes 4 Girl Scouts of Greater Mississippi (Central and South MS) Yes 5 Heart of the South Girl Scouts (North MS) Yes 6 Master Naturalists (Central) Yes 7 Master Naturalists (Coastal) Yes 8 Master Naturalists (Pascagoula Audubon Society) Yes 9 Mississippi Bat Working Group Yes 10 Mississippi Boy Scouts - Andrew Jackson Area Council (Jackson Area) Yes 11 Mississippi Boy Scouts - Pushmataha Area Council (Golden Triangle Yes Area) 12 Mississippi Fossils and Artifacts (Facebook Group) Yes 13 Mississippi Governor’s School Yes 14 Wildlife Mississippi Yes 15 Gaining Ground Sustainability Institute in Mississippi No 16 Mississippi 4H No 17 MSU Extension Master Gardeners No

APPENDIX B

SURVEY QUESTIONS

B.1 STEM education center survey

Contact information

1. What is your STEM center’s name?

2. What is your STEM center’s complete mailing address?

3. What is your STEM center’s email?

4. What is your STEM center’s phone number?

5. Who is an available contact person you would like to remain on file for the MS

Science Celebration?

6. What is their work email?

7. What is their phone number?

8. What year was your STEM center established?

Outreach, impact, focus, and activities

9. Please identify your STEM Center type (you may choose more than one):

a. Educational Farm

b. Museum

c. Environmental Education Center

d. Botanical Garden

e. State Park

f. National Park

g. Institution of Higher Learning Summer Program

h. Zoo

i. Other: ______60

10. Please identify the type(s) of experiences you offer. (you may choose more than

one, if applicable)

a. Guided tours

b. Self-guided tours

c. Camps

d. Teacher training

e. Nature walks

f. Informal education

g. Community-open classes

h. Citizen science (community research opportunities)

i. Touring exhibits

j. Virtual tours/learning

k. Handy capable/Inclusive programming

l. Mobile Learning (ex: Lab experiments brought to classroom)

m. Other: ______

11. Please identify the age groups your STEM Center currently has programming

available for (you may choose more than one if applicable):

a. Baby and Parent

b. Preschool

c. Elementary Age

d. Middle School Age

e. Junior High/ High School Age

f. College Age

g. Adult

h. Teacher Training

i. Senior

j. Mixed Age/ Family

k. Other: ______

12. Please identify the times during the year your STEM Center has programs

available (you may choose more than one):

a. School Year

b. Year Round

c. One Day Event(s)

d. Weekend or Week-long Event(s)

e. Spring

f. Summer

g. Fall

h. Winter

i. Other: ______

13. Does your STEM Center charge admission for the public?

14. Does your STEM Center charge a fee for school groups?

Updates and information

15. Does your STEM Center have a website?

a. If so, please list the domain: ______

16. Does your STEM Center have a Facebook page or group?

a. If so, please list the name: ______62

17. Does your STEM Center have a twitter account?

a. If so, please list your handle: ______

18. Does your STEM Center have an Instagram account?

a. If so, please list the account name: ______

19. Does your STEM Center have a YouTube page?

a. If so, please list the page name: ______

20. Does your STEM Center have an email newsletter?

a. If so, please explain how people sign up: ______

21. Does your STEM Center have a paper newsletter?

a. If so, please explain how people sign up: ______

22. Does your STEM Center use any other sort of social media to communicate with

the public?

a. If so, please list: ______

Events and K-12 participation

23. How can the public view the schedule(s) for your STEM Center’s programming

(you may choose more than one)?

a. STEM Center Website

b. In person/ Networking

c. E-Newsletter

d. Paper Newsletter

e. Local Paper

f. Fliers

g. Facebook Events 63

h. Twitter

i. Instagram

j. Radio Ad

k. Other: ______

24. Do you regularly provide STEM educational programming to learning groups?

25. What groups did you provide STEM educational programming for in 2017? (you

may choose more than one)

a. Preschool

b. Elementary (K-2)

c. Middle (3-5)

d. Junior High (6-8)

e. High (9-12)

f. College

g. Scouts

h. 4-H

i. Adult Interest group

j. None

26. Approximately how many groups did you provide STEM programs for in 2017?

27. Do you align your current programs to the MS Science Framework?

28. Are you willing to create new programs with the help of teachers, scout leaders,

and/or individuals in your community?

29. Are you willing to collaborate with other similar STEM centers in the state to

create new curriculum, help them create curriculum, etc.?

30. What types of programs are you interested in/ willing to create (you may choose

more than one)?

a. Nature walks

b. Guided tours

c. Self-guided tours

d. Camps

e. Teacher Training

f. Informal education

g. Community- open classes

h. Citizen science

i. Touring exhibits

j. Virtual tours/learning

k. Handy capable/inclusive programming

l. Mobile learning

m. Other: ______

n. My STEM Center isn’t interested in creating new programs right now.

31. What ages of students are you interested/willing to create programs for?

a. Parent and infant

b. Preschool

c. Elementary school

d. Middle School

e. Junior High

f. High School

g. Young adults

h. For teachers

i. For families (mixed age)

j. Senior Citizens

k. My STEM Center isn’t interested in creating new programs right now.

B.2 STEM clubs and organizations survey

Contact information

1. What is your club/group’s name?

2. Who is an available contact person you would like to remain on file for the MS

Science Celebration?

3. What is their work email?

4. What is their phone number?

5. What year was your club/group established in Mississippi?

6. How many participants do you estimate are in your club or group currently?

Outreach, impact, focus, and activities

7. Please identify your club/group type (you may choose more than one):

a. Nature-based interest

b. Hobby-based interest

c. STEM-based interest

d. Restoration/Conservation-based interest

e. Citizen Science Participation

f. Formal Education-focused

g. Informal Education-focused

h. Volunteer/Restoration-focused

i. Personal growth/Leadership

j. Professional Network

k. Professional Development

l. Woman-centered

m. Minority-centered

n. Facebook/Social media based

o. Other: ______

8. Please identify the age(s) that can participate in your club or group:

a. Baby and Parent

b. Preschool

c. Elementary Age

d. Middle School Age

e. Junior High/ High School Age

f. College Age

g. Adult

h. Teachers, specifically

i. Senior

j. Mixed Age/ Family

k. We are more of a network of other groups/people that represent physical

places than individuals

l. Other: ______

9. Please identify the times how often your club/group meets (you may choose more

than one):

a. More than weekly

b. Weekly

c. Bi-monthly

d. Monthly

e. Quarterly

f. Annually

g. Biannually

h. We do not meet formally in person

i. We are social-media based, thus we can be in constant contact

j. Other: ______

10. Please identify the times of the year that your club or organization meets:

a. School year

b. Year round

c. Spring

d. Summer

e. Fall

f. Winter

g. We do not meet formally in person

h. We use social media, thus we are in constant contact

11. Does your group charge membership fees or do you require payment for

eligibility (ex: payment for classes to qualify to be a Master Naturalist)?

12. Is your group broken into chapters or regions?

Updates and information

13. Does your club/group have a website?

a. If so, please list the domain: ______

14. Does your club/group have a Facebook page or group?

a. If so, please list the name: ______

15. Does your club/group have a twitter account?

a. If so, please list your handle: ______

16. Does your club/group have an Instagram account?

a. If so, please list the account name: ______

17. Does your club/group have a YouTube page?

a. If so, please list the page name: ______

18. Does your club/group have an email newsletter?

a. If so, please explain how people sign up: ______

19. Does your club/group have a paper newsletter?

a. If so, please explain how people sign up: ______

20. Does your club/group use any other sort of social media to communicate with the

public?

a. If so, please list: ______

Events and participation

21. Can members of the public join your club/group?

a. Yes

b. No

22. How can members of the public join your club/group (you may choose more than

one)?

a. Register online

b. Must be invited

c. Must meet requirements of club/group

d. Physical location to sign up

e. Added on Facebook

f. Show up to a meeting or event

g. No registration required

h. Other: ______

23. Does your club or organization ever host events for the public that are STEM-

related?

24. Does your club or organization raise money for a STEM-related charity?

25. Does your group ever take trips, conduct meetings, or hold conferences in

Mississippi educational or recreational facilities (ex: state parks, museums,

educational farms)?

26. Do Mississippi educational and recreational facilities offer programs, learning

opportunities or experiences that are useful for your club or organization?

27. Would your club or organization visit Mississippi educational or recreational

facilities more if they offered programs, learning opportunities, or experiences

that were more useful for your club or organization?

28. Would your club/group leaders be willing to collaborate with Mississippi

educational and recreational facilities to help them create new curriculum?

29. Would your club/group members be willing to collaborate with Mississippi

educational and recreational facilities to help them create new curriculum?

B.3 STEM educators

Teaching Experience

1. What is the name of your school district?

2. What is the zip code of your school?

3. What grade(s) do you teach currently?

4. What subject(s) do you teach?

5. How long have you been teaching?

STEM Field trips

6. Do you regularly take your class on STEM-related filed trips?

7. If you do not, please briefly explain why (you may choose more than one reason).

a. Students are too old

b. Lack of funding

c. Lack of chaperones

d. No places to go (nearby)

e. No relevant programs at local places

f. No time in schedule

g. Administrative permissions

h. Doesn’t fit my curriculum

i. They aren’t worth the work to plan

j. I provide in-class informal learning opportunities that take the place of

field trips

k. I do not teach a STEM related subject

l. Other:

8. What type of content do you most want your students to experience on a field

trip?

a. Botany

b. Paleontology

c. Zoology

d. Astronomy

e. Robotics

f. Geology

g. Chemistry

h. Physics

i. Other

j. I don’t want to take my students on field trips

9. What type of field trip do you enjoy best?

a. Museum

b. Botanical garden

c. Zoo

d. Nature park/Outdoor learning center

e. Educational farm

f. Institution of Higher Learning

g. Other:

h. I do not enjoy field trips

10. If you are a math teacher: Do you feel as though Math is underrepresented in

terms of informal learning opportunities?

11. If you go on a field trip, do you ever create post-trip activities to be completed

back at school?

12. Would you be willing to work with local STEM centers to help them create

program curriculum for your class/classes like yours?

13. Would you be more willing to plan a field trip to a local STEM center if trip and

post-trip curriculum was provided for you?

14. How well do you feel that current locally available programs fit into your lesson

plans?

15. How well do you feel that current locally available programs fit into Mississippi’s

State Science Standards?

Virtual Field Trips

16. Have you ever held a virtual field trip (VFT) in your classroom?

17. Do you hold VFTs in your classroom on a regular basis?

APPENDIX C

SURVEY RESULTS

C.1 STEM Education Centers

Table C.1A Identifying and Contact Information

Phone Name Address Email Est. Identify Type Number Educational Farm, 3312 W. Adeline St ardsdairyfarm Ard's Dairy Farm 601-606-8418 Environmental Education Hattiesburg MS 39402 @hotmail.com Center, Working Dairy Farm Environmental Education Batesville Center, State Protected Land, 2017 Mounds Pre-Contact Native American Archaeological Site Buccaneer State 1150 South Beach Blvd, buccaneer@md 228-467-3822 State Protected Land Park Waveland, MS 39576 wfp.state.ms.us Bull Bottom 1641 Sayles Rd Duck info@bullbotto 662-614-5746 2010 Educational Farm Farms Hill, MS 38925 mfarms.com Central 442 N. 6th Ave., Laurel, info@centralcr Institution of Higher Learning, 601-580-8773 2017 Creativity MS 39440 eativity.com Regional Education Center 336 Fort Adams Pond Clark Creek Rd. Woodville, MS 601-888-6040 1978 State Protected Land Natural Area 39669 Clinton 617 Dunton Road, edcoordinatorc Environmental Education Community 601-926-1104 1997 Clinton, MS 39056 [email protected] Center, Privately Protected Land Nature Center DeSoto National 654 W. Frontage Dr., No general Forest DeSoto 601-528-6180 1937 Federally Protected Land Wiggins, MS 39577 email address Ranger District Dunn-Seiler Museum, Dunn-Seiler Geosciences, Box 5448, Museum, Institution of Higher n/a 662.325.3915 1945 Museum Mississippi State, MS Learning 39762 Grand Bay National Environmental Education 6005 Bayou Heron Road Estuarine 228-475-7047 1999 Center, State Protected Land, Moss Point, MS 39562 Research Federally Protected Land Reserve (NERR) jcumpton@hattiesburg. jcumpton@hatt (601) 740- Zoo/Wildlife Rehabilitation Hattiesburg Zoo 1950 org iesburg.org 1284 Center 219 S. Industrial Road, healthworks@n (662) 377- Museum, Health Education HealthWorks 2009 Tupelo, MS 38801 mhs.net 5437 Center 731 Milam Road Cedar johnnywray17 (662) 295- High Hope Farm 1980 Farm Bluff, MS 39741 @gmail.com 3986 Holly Springs 1000 Front Street, 662-236-6550 1935 Federally Protected Land National Forest Oxford, MS 38655 Homestead 402 Lake Valley Rd. thehomestead Educational Farm, 662694-0124 2011 Education Center Starkville, MS 39759 [email protected] Environmental Education Center INFINITY Science PO Box 580 Pearlington, guestservices@ (228) 533- Museum, Nonprofit 2012 Center MS 39572 visitinfinity.com 9025 Organization, Science Center 2918 West Capitol Jackson Zoo/Wildlife Rehabilitation Street Jackson jacksonzoo.org 601-352-2580 1919 Zoological Park Center Mississippi 39209 John W. Kyle 2400 Hwy 315 Scenic 662-563-4531 Federally Protected Land State Park Route Sardis, MS 38666 Lake Lowndes 3319 Lake Lowndes Rd 662-328-2110 1960's State Protected Land State Park Columbus, MS 39702 Lake Thoreau 118 College Drive, Box Mike.Davis@us Environmental 5018, Hattiesburg, MS 601-520-1038 2011 Environmental Education Center m.edu Center 39406 Leroy Percy State 1400 Highway 12 West, leroypercy@md 662-827-5436 National Land Park Hollandale, MS 38748 wfp.state.ms.us 75

Table C.1A (continued)

Phone Name Address Email Est. Identify Type Number Maritime & P.O. Box 1907, Biloxi, outreach@maritimemu Seafood Industry 228-435-6320 1986 Museum MS 39533 seum.org Museum 21500 Otis Cooper Rd. middletonfarms@gmail. Middleton Farms 2517092001 2013 Educational Farm Moss Point, MS 39562 com Mississippi Educational Farm, Agriculture and 1150 Lakeland Drive, [email protected] Museum, Environmental 6014324500 1983 Forestry Jackson, MS 39216 s.gov Education Center, Museum Horticultural Garden Box 9775, Clay Lyle Mississippi Entomology Bldg., Museum, Institution of Entomological 662-325-2990 1980 Mississippi State, MS Higher Learning Museum 39762 Mississippi Industrial PO Box 5031, Meridian, soulelivesteam@comca 601-693-9905 2002 Museum Heritage MS 39302-5031 st.net Museum, Inc. Mississippi Museum, Environmental 2148 Riverside Dr. Museum of 601-576-6000 1932 Education Center, State Jackson, MS 39202 Natural Science Protected Land Museum of the 1608 Highway 82 West www.museumofthemis 662-453-0925 Museum Mississippi Delta Greenwood, MS 38930 sissippidelta.com Natchez State 230 B Wickcliff Rd. [email protected]. 601-442-2658 1985 State Protected Land Park Natchez, MS 39120 ms.us Natchez Trace 2680 Natchez Trace [email protected] (800) 305- Federally Protected Land, Parkway Visitor Parkway, Tupelo, MS 1938 v 7417 National Park Service Center 38804 Pascagoula River 5107 Arthur Street, (228) 475- Environmental Education [email protected] 2006 Audubon Center Moss Point, MS 39563 0825 Center, Botanical Garden Percy Quin State 2036 Percy Quin Drive [email protected] 601-684-3938 Park McComb, MS 39648 e.ms.us Museum, Environmental Education Center, Plymouth Bluff 2200 Old West Point Federally Protected Land, Environmental Road; Columbus, MS [email protected] 662-241-6214 1996 Institution of Higher Center 39701 Learning, Conference and Retreat Center Rankin County Institution of Higher NA Extension Center Learning Roosevelt State 2149 Highway 13 South, [email protected] 601-732-6316 1940 Recreational Park Park Morton, MS. 39117 .ms.us S.T.E.M. PO Box 3067 Laurel, MS [email protected] (601) 335- 2016 Educational Services Discoveries, LLC 39442 o 8277 Sam D. Hamilton Noxubee 13723 Bluff Lake Road, Federally Protected Land, [email protected] 662-323-5548 National Wildlife Brooksville MS 39739 Visitor Center Refuge 228-938-6612 Scranton P.O. Drawer 908 naturecenter@cityofpa early or 228-938- Museum Museum Pascagoula, MS 39568 scagoula.com 80's 2356 603 Watts Avenue PO Scranton Nature naturecenter@cityofpa (228) 938- Museum, Zoo/Wildlife Drawer 908 Pascagoula, 1998 Center scagoula.com 6612 Rehabilitation Center MS 39568 Seward Farms Educational Farm 214 N. Critz Street, Stone County Suite A, Wiggins, MS [email protected] 601-928-5286 Extension Office Extension Office 39577

Table C.1A (continued)

Phone Name Address Email Est. Identify Type Number Tallahatchie 2776 Sunset Drive, Federally Protected National Wildlife N/A 662-226-8286 1991 Grenada, MS 38901 Land Refuge PO Box 880, Tishomingo State Tishomingo, MS [email protected] 662-438-6914 1939 State Protected Land Park 38873 6052 Hwy 15, Tombigbee (662) 285- Federally Protected Ackerman, MS 1935 National Forest 3264 Land 39735 Tombigbee State 264 Cabin Dr, [email protected] 662-842-7669 State Protected Land Park Tupelo MS, 38804 2139 Faulkner Rd. Trace State Park [email protected] 662-489-2958 1984 State Protected Land Belden Ms. 38826 One River Park Dr (662) 357- Tunica River Park Robinsonville, MS [email protected] 2003 Museum 0050 38664 2272 North Coley Educational Farm, Tupelo Buffalo (662) 844- Road Tupelo MS [email protected] 2001 Zoo/Wildlife Park and Zoo 8709 38801 Rehabilitation Center 2415 Highway 1 Winterville North/ Greenville, [email protected] 662 334 4684 2000 Museum Mounds MS 38703

Table C.1B Program Information

Times Fee for Name Experiences Offered Ages offered Programs Programs are Admission School Offered Groups Baby and Parent, Mixed Age/Family, Preschool, Elementary Age (K-2), Ard's Dairy Guided Tours, Camps Middle School Age (3-5), Year Round Yes Yes Farm Junior High Age (6-8), High School Age (9-12), College Age, Adult, Senior Batesville Camps, Nature Walks, Informal No No Mounds Education Buccaneer Nature Walks Year Round Yes Yes State Park Baby and Parent, Mixed Age/Family, Preschool, Elementary Age (K-2), Bull Bottom Guided Tours, Self-Guided Tours Middle School Age (3-5), Spring, Fall Yes Yes Farms Junior High Age (6-8), High School Age (9-12), College Age, Adult, Senior Virtual Tours/Learning, Handy capable/Inclusive Programming, School Year, Mobile Learning (Ex: Lab One Day Preschool, Elementary Age experiments brought to Event(s), Central (K-2), Middle School Age classrooms), Camps, Teacher Weekend Yes Yes Creativity (3-5), Junior High Age (6- Training, Informal Education, Event(s), Week- 8), High School Age (9-12) Community-Open Classes, Citizen Long Event(s), Science (Community Research Summer Opportunities), Field Trips 77

Table C.1B (continued)

Times Fee for Name Experiences Offered Ages offered Programs Programs are Admission School Offered Groups We do not offer age-focused Clark Creek programming/Everyone Nature Walks Yes Yes Natural Area receives same or similar program Guided Tours, Handy Baby and Parent, Mixed capable/Inclusive Year Round, Age/Family, Preschool, Programming, Self-Guided One Day Clinton Elementary Age (K-2), Tours, Camps, Teacher Training, Event(s), Community Middle School Age (3-5), No Yes Nature Walks, Informal Weekend Nature Center Junior High Age (6-8), High Education, Community-Open Event(s), Week- School Age (9-12), College Classes, Nature Connection, Long Event(s) Age, Adult, Senior Homeschool Classes Mixed Age/Family, We do not offer age-focused Most Self-Guided Tours, Nature programming/Everyone educational DeSoto Walks, Informal Education, receives same or similar programs are National provide requested information program, Preschool, requested by Forest DeSoto No No and tours to schools, colleges Elementary Age (K-2), the public and Ranger and community groups, smoky Middle School Age (3-5), can be available District bear outreach Junior High Age (6-8), High when staff are School Age (9-12), College available Age, Adult, Senior Mixed Age/Family, Guided Tours, Self-Guided Year Round, Elementary Age (K-2), Tours, Informal Education, One Day Dunn-Seiler Middle School Age (3-5), Fossil outcrop collecting Event(s), No No Museum Junior High Age (6-8), High opportunities, some e- Spring, School Age (9-12), College resources Summer, Fall Age School Year, Guided Tours, Mobile Learning Year-Round, Grand Bay (Ex: Lab experiments brought Mixed Age/Family, One Day National to classrooms), Teacher Elementary Age (K-2), Event(s), Estuarine Training, Nature Walks, Middle School Age (3-5), Weekend No No Research Informal Education, Junior High Age (6-8), High Event(s), Reserve Community-Open Classes, School Age (9-12), College Spring, (NERR) Citizen Science (Community Age, Adult, Senior Summer, Fall, Research Opportunities) Winter Mixed Age/Family, Guided Tours, Handy Preschool, Elementary Age capable/Inclusive Hattiesburg (K-2), Middle School Age (3- Programming, Camps, Informal Year Round Yes Yes Zoo 5), Junior High Age (6-8), Education, off-site outreach High School Age (9-12), program College Age, Adult, Senior Guided Tours, Handy capable/Inclusive Mixed Age/Family, Year Round, Programming, Mobile Learning Preschool, Elementary Age One Day (Ex: Lab experiments brought (K-2), Middle School Age (3- Event(s), HealthWorks to classrooms), Self-Guided Yes Yes 5), Junior High Age (6-8), Weekend Tours, Camps, Teacher Training, High School Age (9-12), Event(s), Week- Informal Education, College Age, Adult Long Event(s) Community-Open Classes, Touring Exhibits We do not offer age-focused High Hope Self-Guided Tours, Informal programming/Everyone No No Farm Education receives same or similar program

Table C.1B (continued)

Times Fee for Name Experiences Offered Ages offered Programs Programs are Admission School Offered Groups We do not offer age- Holly Springs focused Self-Guided Tours, Camps, National programming/Everyone Year Round Yes Yes Nature Walks Forest receives same or similar program Homestead Virtual Tours/Learning, Camps, Education Community-Open Classes, Mixed Age/Family Year Round Yes Center retreats, events Guided Tours, Self-Guided Tours, Teacher Training, Nature School Year, INFINITY Walks, Informal Education, Elementary Age (K-2), may offer at Science Citizen Science (Community Middle School Age (3-5), other times of Yes Yes Center Research Opportunities), Junior High Age (6-8) the year as Touring Exhibits, homeschool well, it varies. programs, family classes Virtual Tours/Learning, Mobile Learning (Ex: Lab experiments Preschool, Elementary Age Jackson brought to classrooms), Self- (K-2), Middle School Age (3- Zoological Year Round Yes Yes Guided Tours, Camps, Teacher 5), Junior High Age (6-8), Park Training, Nature Walks, Informal High School Age (9-12) Education, Touring Exhibits Guided Tours, Self-Guided School Year, John W. Kyle Tours, Nature Walks, Informal Mixed Age/Family, Adult One Day No No State Park Education Event(s), Spring We do not offer age- focused Lake Lowndes Camps, Nature Walks programming/Everyone Yes Yes State Park receives same or similar program Guided Tours, Mobile Learning (Ex: Lab experiments brought to Mixed Age/Family, classrooms), Self-Guided Tours, Elementary Age (K-2), Lake Thoreau Camps, Teacher Training, Middle School Age (3-5), Environmental Year Round No Yes Nature Walks, Informal Junior High Age (6-8), High Center Education, Community-Open School Age (9-12), College Classes, training workshops for Age, Adult, Senior environmental professionals Leroy Percy Nature Walks Yes Yes State Park Mixed Age/Family, Guided Tours, Handy Maritime & Preschool, Elementary Age capable/Inclusive Programming, Tours Year Seafood (K-2), Middle School Age (3- Self-Guided Tours, Camps, Round, camp in Yes Yes Industry 5), Junior High Age (6-8), Informal Education, Touring the Summer Museum High School Age (9-12), Exhibits College Age, Adult, Senior Guided Tours, Mobile Learning Preschool, Elementary Age Middleton (Ex: Lab experiments brought to Spring, (K-2), Middle School Age (3- Yes Yes Farms classrooms), Self-Guided Tours, Summer, Fall 5), Senior Teacher Training Baby and Parent, Mixed School Year, Age/Family, Preschool, One Day Mississippi Guided Tours, Handy Elementary Age (K-2), Event(s), Agriculture capable/Inclusive Programming, Middle School Age (3-5), Weekend Yes Yes and Forestry Self-Guided Tours, Informal Junior High Age (6-8), High Event(s), Week- Museum Education, Touring Exhibits School Age (9-12), College Long Event(s), Age, Adult, Senior Spring, Fall

Table C.1B (continued)

Fee for Times Programs Name Experiences Offered Ages offered Programs Admission School are Offered Groups Mixed Age/Family, Elementary Age (K-2), Mississippi Guided Tours, Self-Guided Middle School Age (3-5), Entomological Year Round No No Tours, Research Junior High Age (6-8), High Museum School Age (9-12), College Age, Adult, Senior Mixed Age/Family, Middle Mississippi Guided Tours, Meridian Mini School Age (3-5), Junior Industrial Multiple Day Maker Faire, Soule' Live Steam High Age (6-8), High School Yes Yes Heritage Events Festival Age (9-12), College Age, Museum, Inc. Adult, Senior Guided Tours, Handy capable/Inclusive Programming, Mobile Learning (Ex: Lab Mixed Age/Family, experiments brought to Mississippi Preschool, Elementary Age classrooms), Self-Guided Tours, Museum of (K-2), Middle School Age (3- Camps, Teacher Training, Year Round Yes Yes Natural 5), Junior High Age (6-8), Nature Walks, Informal Science High School Age (9-12), Education, Community-Open College Age, Adult, Senior Classes, Citizen Science (Community Research Opportunities), Touring Exhibits Year Round, Museum of Guided Tours, Self-Guided One Day Junior High Age (6-8), High the Tours, Informal Education, Event(s), School Age (9-12), Adult, Yes Yes Mississippi Community-Open Classes, Weekend Senior Delta Touring Exhibits Event(s), Summer Natchez State Junior High Age (6-8), High Self-Guided Tours, Nature Walks Year Round Yes Yes Park School Age (9-12), Adult Guided Tours, Virtual School Year, Tours/Learning, Mobile Learning Mixed Age/Family, Year-Round, (Ex: Lab experiments brought to Preschool, Elementary Age One Day Natchez Trace classrooms), Self-Guided Tours, (K-2), Middle School Age (3- Event(s), Parkway No No Camps, Teacher Training, 5), Junior High Age (6-8), Weekend Visitor Center Nature Walks, Informal High School Age (9-12), Event(s), Spring, Education, Community-Open College Age, Adult, Senior Summer, Fall, Classes Winter Guided Tours, Virtual Tours/Learning, Handy capable/Inclusive Programming, Baby and Parent, Mixed School Year, Mobile Learning (Ex: Lab Age/Family, Preschool, Year-Round, Pascagoula experiments brought to Elementary Age (K-2), One Day River classrooms), Self-Guided Tours, Middle School Age (3-5), Event(s), Yes Yes Audubon Camps, Teacher Training, Junior High Age (6-8), High Weekend Center Nature Walks, Informal School Age (9-12), College Event(s), Week- Education, Community-Open Age, Adult, Senior Long Event(s) Classes, Citizen Science (Community Research Opportunities), Touring Exhibits Percy Quin

State Park One Day Virtual Tours/Learning, Self- Plymouth Event(s), Fall, Guided Tours, Camps, Teacher Bluff High School Age (9-12), Winter, some Training, Nature Walks, Informal No Yes Environmental College Age, Adult programs done Education, Community-Open Center by other Classes, Touring Exhibits departments 80

Table C.1B (continued)

Fee for Times Programs Name Experiences Offered Ages offered Programs Admission School are Offered Groups Mixed Age/Family, School Year, Elementary Age (K-2), Rankin County Year-Round, One Camps, Community-Open Middle School Age (3-5), Extension Day Event(s), No No Classes Junior High Age (6-8), High Center Spring, Summer, School Age (9-12), College Fall, Winter Age, Adult, Senior We do not offer age- focused Roosevelt Camps, Nature Walks programming/Everyone Year Round Yes Yes State Park receives same or similar program Mobile Learning (Ex: Lab experiments brought to Elementary Age (K-2), S.T.E.M. classrooms), Camps, Teacher Middle School Age (3-5), Discoveries, Year Round No Yes Training, Informal Education, Junior High Age (6-8), High LLC Community-Open Classes, School Age (9-12) Birthday Parties Sam D. We do not offer age- Hamilton Self-Guided Tours, Informal focused Year Round, Noxubee Education, Interpretive signage programming/Everyone when staff is Yes No National and static exhibits, educational receives same or similar available Wildlife video program Refuge We do not offer age- focused Scranton Guided Tours, Touring Exhibits programming/Everyone Yes Yes Museum receives same or similar program Guided Tours, Handy capable/Inclusive Programming, Mixed Age/Family, Year Round, One Scranton Self-Guided Tours, Camps, Elementary Age (K-2), Day Event(s), Yes Yes Nature Center Nature Walks, Informal Middle School Age (3-5), Weekend Education, Community-Open Adult Event(s) Classes, Touring Exhibits Elementary Age (K-2), Seward Farms Informal Education Fall Yes Yes Middle School Age (3-5) Baby and Parent, Mixed Age/Family, Preschool, Stone County Elementary Age (K-2), School Year, Extension Middle School Age (3-5), Year-Round, One No No Office Junior High Age (6-8), High Day Event(s) School Age (9-12), Adult, Senior Mixed Age/Family, Guided Tours, Self-Guided Tallahatchie Elementary Age (K-2), Tours, Teacher Training, Nature National Middle School Age (3-5), Walks, Paddling (kayak, canoe), Year Round No No Wildlife Junior High Age (6-8), High Classroom programs Refuge School Age (9-12), College (PowerPoint, live animals) Age, Adult, Senior Tishomingo Yes Yes State Park We do not offer age- Tombigbee focused Self-Guided Tours, Camps, National programming/Everyone Year Round Yes Yes Nature Walks Forest receives same or similar program

Table C.1B (continued)

Fee for Times Programs Name Experiences Offered Ages offered Programs Admission School are Offered Groups Mixed Age/Family, Preschool, Elementary Age Tombigbee (K-2), Middle School Age (3- Camps, Nature Walks Year Round Yes Yes State Park 5), Junior High Age (6-8), High School Age (9-12), College Age, Adult, Senior Trace State Nature Walks, Jr. Ranger Mixed Age/Family Year Round Yes Yes Park program Mixed Age/Family, Preschool, Elementary Age Self-Guided Tours, Nature Tunica (K-2), Middle School Age (3- Walks, Informal Education, Year Round Yes Yes Riverpark 5), Junior High Age (6-8), Touring Exhibits High School Age (9-12), Adult, Senior We do not offer age- Tupelo focused Buffalo Park Guided Tours, Touring Exhibits programming/Everyone School Year Yes Yes and Zoo receives same or similar program Guided Tours, Self-Guided Preschool, Elementary Age Tours, Teacher Training, Nature Winterville (K-2), Middle School Age (3- Walks, Informal Education, Year Round No No Mounds 5), Junior High Age (6-8), Community-Open Classes, High School Age (9-12) Touring Exhibits

Table C.1C Social Media and Marketing Information

Regular Facebook Youtube Email Paper Programming Name Website Twitter Instagram Page Page Newsletter Newsletter for School Groups www.ards Ard's Ard's Dairy Ard's Dairy ardsdairyf dairyfarm. Dairy Yes Farm Farm arm com Farm Batesville

Mounds Buccaneer

State Park bullbotto Bull Bottom Bull Bottom mfarms.c Yes Farms Farms om https://ww https://w http://ww http://ww w.facebook ww.instag Central w.centralc w.centralcr .com/centr ram.com/ Yes Creativity reativity.c eativity.co alcreativity centralcre om m/ / ativity/ MDWFP Clark Creek Clark Natural Creek Area Natural Area

Table C.1C (continued)

Regular Facebook Youtube Email Paper Programming Name Website Twitter Instagram Page Page Newsletter Newsletter for School Groups http://ww Clinton Clinton w.clinton Community Community naturecen Yes Nature Nature ter.org/ho Center Center me.aspx DeSoto National National Forest Forests in Yes DeSoto Mississippi Ranger District https://w ww.geosci ences.mss Dunn-Seiler tate.edu/ Yes Museum dunn- seiler- museum/ Grand Bay National www.gran Grand give us Estuarine Grand Bay giving us dbaynerr. Bay their Yes Research NERR their email org NERR address Reserve (NERR) They only need to contact us or sign up on one of Hattiesburg zoohatties Hattiesburg our social HBurgZoo Yes Zoo burg.com Zoo media posts. Once they give us their email address we list them. link on website www.heal healthwor HealthWor healthwork HealthW http://ww thworkski ksnorthm Yes ks snorthms orksMS w.healthwo dsms.org s rkskidsms.o rg/ www.high High Hope High Hope hopefarm. No Farm Farm com Holly https://w National Springs ww.fs.usd Forests in No National a.gov/mis Mississippi Forest sissippi Homestead Thehomes Education teadcente Center r.org INFINITY www.visiti INFINITY '@Visit_I '@Visit_In Science nfinity.co Science Yes nfinity finity Center m Center

Table C.1C (continued)

Regular Facebook Youtube Email Paper Programming Name Website Twitter Instagram Page Page Newsletter Newsletter for School Groups Jackson the zoo jacksonzoo Zoological Jackson membershi Yes .org Park zoo p John W. usace.arm Sardis Lake Kyle State Yes y.mil Field Office Park Lake Www.mdw Lowndes fp.com/sta No State Park teparks Lake https://ww Thoreau usm.edu/t w.faceboo sign up at Yes Environme horeau k.com/Lak the Center ntal Center eThoreau/ Leroy WWW.MD Percy State MDWFP No WFP.COM Park Maritim The e & Maritime Email www.marit Maritime Seafood & Seafood visit_msi outreach@ imemuseu & Seafood Industry Yes Industry m maritimem m.org Industry Museum Museum useum.org Museum Biloxi, MS www.midd Middleton Middleton letonfarmt Yes Farms Farms ours.com Mississippi www.faceb Agriculture www.msag ook.com/ MsAgMu MsAgMus and museum.o Yes msagmuse seum eum Forestry rg um Museum http://miss Mississippi issippiento Mississippi Entomolog mological Entomolog No ical museum.o ical Museum rg.msstate. Museum edu/ www.faceb ook.com/s ouleliveste am; www.soule Mississippi www.faceb livesteam.c Newsletter Industrial ook.com/i om; is provided Heritage ndustrialhe No www.meri to Museum, ritagemuse dianmakerf supporters. Inc. um; aire.com www.faceb ook.com/ makerfaire meridian;

Table C.1C (continued)

Regular Facebook Youtube Email Paper Programming Name Website Twitter Instagram Page Page Newsletter Newsletter for School Groups https://visit or.r20.cons tantcontact .com/mana ge/optin?v =001AAPQ afplpnJyM9 fnaekKDhkk https:// Qc9eOfGJg www.yo XNmb38W https://ww https://t https://w Mississippi http://ww utube.co gqw5KO_c4 w.faceboo witter.co ww.instag Museum w.mdwfp.c m/chann DFV_51IL6I k.com/msn m/MSSci ram.com/ Yes of Natural om/museu el/UCJm dtWZXdrw aturalscien enceMu msscience Science m y0a8O_e WfzHfokiL5 ce/ seum museum/ vm1iFS- MjIPC1BLIp h4mAiw yESEXoiOB Ry_99zPj4s 7fHdfmMY XgdSXmq8 DZchMS5G bpfl2BjPoL qf8FqExvgn sCao- O4CIw Museum education museumof of the @museum themississi No Mississippi ofthemissis ppidelta Delta sippidelta Natchez www.mdw No State Park fp.com Natchez www.faceb Trace ook.com/N www.nps.g Parkway atchezTrac Yes ov/natr Visitor eParkwayN Center PS link at the bottom of https://ww Pascagoula pascagoul each page pascagoula w.faceboo River ariveraud of our river.audu k.com/pas Yes Audubon uboncent website or bon.org cagoula.ce Center er in person at nter/ our front desk Percy Quin

State Park Plymouth Plymouth Bluff plymouthb Bluff No Environme luff.com Environme ntal Center ntal Center Rankin Rankin County rankin@m County No Extension sstate.edu Extension Center Service Roosevelt Friends of MDWFP No State Park Roosevelt

Table C.1C (continued)

Regular Programmi Facebook Youtube Email Paper Name Website Twitter Instagram ng for Page Page Newsletter Newsletter School Groups Sign up for S.T.E.M. www.facebo www.stemdis updates Discoveries, ok.com/stem Yes coveries.co through LLC discoveries website Sam D. Hamilton https://www https://www.f Noxubee .facebook.co ws.gov/refuge Yes National m/Noxubee /noxubee/ Wildlife NWR Refuge Scranton www.cityofpa No Museum scagoula.com http://cityofp Scranton ascagoula.co Nature m/199/Scrant No Center on-Nature- Center Seward Seward Farms Yes Farms Stone County Call the No Extension office Office https://www.f ws.gov/refuge /tallahatchie/ Tallahatchie https://www.f National ws.gov/refuge No Wildlife /dahomey/ Refuge https://www.f ws.gov/refuge /coldwater_ri ver/ Tishomingo www.mdwfp.c No State Park om Tombigbee https://www.f National National s.usda.gov/mi Forests in No Forest ssissippi Mississippi Tombigbee MDWFP.co MDWFP No State Park m Trace State MDWFP.com MDWFP No Park Tunica tunicariverpar tunica No Riverpark k.com Riverpark Tupelo tupelo tupelobuffalo Buffalo Park buffalo park No park.com and Zoo and zoo https://www http://www.m .facebook.co dah.ms.gov/n Winterville m/Wintervill ew/visit/winte No Mounds e-Mounds- rville- 1131765020 mounds/ 70391/

Table C.1D Anonymized survey responses

Willing to Willing to make new make new Align with MS Types of Programs interested in Ages willing to create programs programs Science Framework? creating programming for with with other teachers? centers? Guided Tours, Virtual Tours/Learning, Parent and infant, Mobile Learning (Ex: Lab experiments Preschool, Elementary I am unsure of what brought to students), Camps, Teacher Definitely School (K-2), Middle School the MS Science Definitely yes Training, Nature Walks, Informal yes (3-5), Junior High (6-8), High Framework is. Education, Community-Open Classes, School (9-12), Teachers, Citizen Science (Community Research Families/Mix Age Opportunities), Touring Exhibits I am unsure of what Might or Might or the MS Science Self-Guided Tours Families/Mix Age might not might not Framework is. Guided Tours, Self-Guided Tours, Preschool, Elementary I am unsure of what Definitely Teacher Training, Nature Walks, School (K-2), Middle School the MS Science Probably yes yes Informal Education, Community-Open (3-5), Junior High (6-8), High Framework is. Classes, Touring Exhibits School (9-12) Parent and infant, Seniors, Preschool, Elementary I am unsure of what School (K-2), Middle School the MS Science Probably yes Probably yes Guided Tours, Self-Guided Tours (3-5), Junior High (6-8), High Framework is. School (9-12), College, Teachers, Families/Mix Age I am unsure of what Preschool, Elementary Might or Guided Tours, Self-Guided Tours, the MS Science Probably yes School (K-2), Families/Mix might not Nature Walks Framework is. Age Guided Tours, Handy Seniors, Elementary School capable/Inclusive Programming, I am unsure of what (K-2), Middle School (3-5), Definitely Mobile Learning (Ex: Lab experiments the MS Science Probably yes Junior High (6-8), High yes brought to students), Nature Walks, Framework is. School (9-12), College, Community-Open Classes, Touring Teachers, Families/Mix Age Exhibits I am unsure of what Definitely the MS Science Definitely yes Self-Guided Tours, Nature Walks All ages yes Framework is. My STEM Center isn't I am unsure of what My STEM Center isn't interested in Might or Might or interested in creating the MS Science creating innovative programs right might not might not innovative programs right Framework is. now. now. Parent and infant, Seniors, Preschool, Elementary I am unsure of what Handy capable/Inclusive Definitely School (K-2), Middle School the MS Science Definitely yes Programming, Informal Education, yes (3-5), Junior High (6-8), High Framework is. Community-Open Classes School (9-12), College, Teachers, Families/Mix Age Handy capable/Inclusive I am unsure of what Definitely Programming, Community-Open Middle School (3-5), Junior the MS Science Probably yes yes Classes, Citizen Science (Community High (6-8), Families/Mix Age Framework is. Research Opportunities) I am unsure of what Preschool, Elementary Self-Guided Tours, Nature Walks, the MS Science Probably yes Probably yes School (K-2), Middle School Junior Ranger Program Framework is. (3-5), Junior High (6-8) I am unsure of what Might or Might or the MS Science Self-Guided Tours Families/Mix Age might not might not Framework is.

Table C.1D (continued)

Willing to Willing to make new make new Align with MS Types of Programs interested in Ages willing to create programs programs Science Framework? creating programming for with with other teachers? centers? Guided Tours, Self-Guided Tours, Preschool, Elementary I am unsure of what Definitely Teacher Training, Nature Walks, School (K-2), Middle School the MS Science Probably yes yes Informal Education, Community-Open (3-5), Junior High (6-8), High Framework is. Classes, Touring Exhibits School (9-12) Guided Tours, Handy capable/Inclusive Programming, Parent and infant, Seniors, Mobile Learning (Ex: Lab experiments Preschool, Elementary Definitely brought to students), Self-Guided School (K-2), Middle School Maybe Definitely yes yes Tours, Camps, Teacher Training, (3-5), Junior High (6-8), High Nature Walks, Informal Education, School (9-12), College, Community-Open Classes, Touring Teachers, Families/Mix Age Exhibits Might or Other: Citizen Science (Community Maybe Probably yes Families/Mix Age might not Research Opportunities) Maybe, I am unsure Preschool, Elementary of what the MS Self-Guided Tours, Informal School (K-2), Middle School Probably yes Probably yes Science Framework Education, Touring Exhibits (3-5), Junior High (6-8), High is. School (9-12) Might or Might or No might not might not Might or Might or No Informal Education Families/Mix Age might not might not Seniors, Junior High (6-8), Self-Guided Tours, Camps, Nature No Probably yes Probably yes High School (9-12), College, Walks, Informal Education Teachers, Families/Mix Age Middle School (3-5), Junior Definitely Teacher Training, Informal Education, No Probably yes High (6-8), High School (9- yes Community-Open Classes 12), College Guided Tours, Self-Guided Tours, Definitely Junior High (6-8), High No Definitely yes Camps, Teacher Training, Nature yes School (9-12), Teachers Walks My STEM Center isn't My STEM Center isn't interested in interested in creating No Probably not Probably not creating innovative programs right innovative programs right now. now. Self-Guided Tours, Camps, Teacher Training, Informal Education, Middle School (3-5), Junior No Probably yes Probably yes Community-Open Classes, Citizen High (6-8), High School (9- Science (Community Research 12) Opportunities), Touring Exhibits No Probably yes Probably yes Guided Tours, Self-Guided Tours No Probably yes Seniors, Elementary School Guided Tours, Self-Guided Tours, (K-2), Middle School (3-5), Nature Walks, Informal Education, No Probably yes Definitely yes Junior High (6-8), High Community-Open Classes, Touring School (9-12), College, Exhibits Families/Mix Age No Seniors, Middle School (3- Self-Guided Tours, Camps, Nature 5), Junior High (6-8), High No Probably yes Probably yes Walks School (9-12), College, Families/Mix Age No Probably yes Probably yes Families/Mix Age

Table C.1D (continued)

Willing to Willing to Align with MS make new make new Ages willing to create Science programs programs Types of Programs interested in creating programming for Framework? with with other teachers? centers? No, I am unsure Elementary School (K-2), Mobile Learning (Ex: Lab experiments of what the MS Might or Might or Middle School (3-5), Junior brought to students), Camps, Nature Walks, Science might not might not High (6-8), High School (9- Community-Open Classes Framework is. 12), Families/Mix Age No, I am unsure Guided Tours, Virtual Tours/Learning, Self- of what the MS Might or Might or Guided Tours, Nature Walks, Community- High School (9-12), College Science might not might not Open Classes Framework is. Guided Tours, Virtual Tours/Learning, Handy capable/Inclusive Programming, Mobile Seniors, Preschool, Learning (Ex: Lab experiments brought to Elementary School (K-2), Definitely Definitely students), Self-Guided Tours, Camps, Yes Middle School (3-5), Junior yes yes Teacher Training, Informal Education, High (6-8), High School (9- Community-Open Classes, Citizen Science 12), College, Teachers (Community Research Opportunities), Touring Exhibits Guided Tours, Handy capable/Inclusive Parent and infant, Seniors, Programming, Self-Guided Tours, Camps, Preschool, Elementary School Probably Teacher Training, Nature Walks, Informal (K-2), Middle School (3-5), Yes Probably yes yes Education, Community-Open Classes, Citizen Junior High (6-8), High School Science (Community Research (9-12), College, Teachers, Opportunities), Nature Connection Families/Mix Age Virtual Tours/Learning, Handy capable/Inclusive Programming, Mobile Elementary School (K-2), Learning (Ex: Lab experiments brought to Middle School (3-5), Junior Definitely Definitely Yes students), Self-Guided Tours, Camps, High (6-8), High School (9- yes yes Teacher Training, Informal Education, Citizen 12), College, Teachers, Science (Community Research Families/Mix Age Opportunities), Touring Exhibits Guided Tours, Virtual Tours/Learning, Handy capable/Inclusive Programming, Mobile Seniors, Preschool, Learning (Ex: Lab experiments brought to Elementary School (K-2), Definitely Definitely students), Self-Guided Tours, Camps, Middle School (3-5), Junior Yes yes yes Teacher Training, Nature Walks, Informal High (6-8), High School (9- Education, Community-Open Classes, Citizen 12), College, Teachers, Science (Community Research Families/Mix Age Opportunities), Touring Exhibits Guided Tours, Virtual Tours/Learning, Handy capable/Inclusive Programming, Mobile Parent and infant, Seniors, Learning (Ex: Lab experiments brought to Preschool, Elementary School Definitely Definitely students), Self-Guided Tours, Camps, (K-2), Middle School (3-5), Yes yes yes Teacher Training, Nature Walks, Informal Junior High (6-8), High School Education, Community-Open Classes, Citizen (9-12), College, Teachers, Science (Community Research Families/Mix Age Opportunities) Preschool, Elementary School (K-2), Middle School (3-5), Definitely Definitely Virtual Tours/Learning, Camps, Teacher Yes Junior High (6-8), High School yes yes Training, Touring Exhibits (9-12), College, Teachers, Families/Mix Age Preschool, Elementary School Definitely Definitely Mobile Learning (Ex: Lab experiments (K-2), Middle School (3-5), Yes yes yes brought to students), Teacher Training Junior High (6-8), High School (9-12), Teachers Place all detailed caption, notes, reference, legend information, etc here

Table C.1D (continued)

Willing to Willing to Align with make new make new Ages willing to create MS Science programs programs Types of Programs interested in creating programming for Framework? with with other teachers? centers? Parent and infant, Guided Tours, Handy capable/Inclusive Seniors, Preschool, Programming, Mobile Learning (Ex: Lab Elementary School (K-2), experiments brought to students), Self-Guided Middle School (3-5), Yes Definitely yes Definitely yes Tours, Camps, Teacher Training, Nature Walks, Junior High (6-8), High Informal Education, Community-Open Classes, School (9-12), College, Citizen Science (Community Research Teachers, Families/Mix Opportunities), Touring Exhibits Age Preschool, Elementary Virtual Tours/Learning, Mobile Learning (Ex: School (K-2), Middle Yes Definitely yes Definitely yes Lab experiments brought to students), Teacher School (3-5), Junior High Training, Informal Education (6-8), High School (9-12) Yes Probably yes Probably yes Preschool, Elementary Virtual Tours/Learning, Mobile Learning (Ex: School (K-2), Middle Lab experiments brought to students), Camps, School (3-5), Junior High Yes Definitely yes Definitely yes Teacher Training, Informal Education, (6-8), High School (9-12), Community-Open Classes, Self-guided tours Teachers, Families/Mix Age Handy capable/Inclusive Programming, Mobile Elementary School (K-2), Yes Definitely yes Definitely yes Learning (Ex: Lab experiments brought to Middle School (3-5), students), Informal Education Families/Mix Age Parent and infant, Preschool, Elementary Might or Might or Guided Tours, Teacher Training, Nature Walks, School (K-2), Middle

might not might not Informal Education School (3-5), Junior High (6-8), High School (9-12), Families/Mix Age My STEM Center isn't Might or Might or My STEM Center isn't interested in creating interested in creating

might not might not innovative programs right now. innovative programs right now. Preschool, Elementary Might or Probably yes Informal Education School (K-2), Middle might not School (3-5)

C.2 STEM clubs and organizations

Table C.2A General and Registration Information

What Can How do # How often times of the members Name Partici- Identify Club Type Ages in Club do you year do Fees public join your pants meet? you join? club? meet? Nature based, Online Hobby based, registration, Elementary age STEM based, must meet (K-2), Middle Conservation requirement Andrew School age (3- based, Informal s of club or Jackson 5), Junior High Weekly, Bi- Education Year organization, Council, 4600 age (6-8), High monthly, Yes Yes focused, Personal round Physical sign Boy Scouts School age (9- Monthly growth/ up location of America 12), Adults, Leadership and day, Mixed focused, Show up to a ages/Families Professional meeting or Development event Nature based, Hobby based, STEM based, Restoration based, College age, Conservation Adults, Mississippi based, Research Professionals in Master Online 250 based, Informal a field, Biannually Fall Yes Yes Naturalist registration Education Teachers, Program focused, specifically, Professional Seniors Network, Professional Development Nature based, Hobby based, Restoration based, High School age Conservation (9-12), College Physical sign based, Research Pascagoula age, Adults, up location based, Informal River Professionals in School and day, 45 Education Weekly Yes Yes Audubon a field, year Show up to a focused, Personal Center Teachers, meeting or growth/ specifically, event Leadership Seniors focused, Professional Development Nature based, Hobby based, Elementary age STEM based, (K-2), Middle Online Conservation School age (3- registration, Girl Scouts based, Informal 5), Junior High Monthly, Year must meet of Greater 9,000 Education age (6-8), High Yes Yes Annually round requirement Mississippi focused, Personal School age (9- s of club or growth/ 12), Adults, organization Leadership Seniors, Girls focused, Woman- only Centered

Table C.2A (continued)

What Can How do How often times of # Partici- Identify Club the members Name Ages in Club do you year do Fees pants Type public join your meet? you join? club? meet? We do not meet formally in person, I Nature based, host council Hobby based, Elementary age events which STEM based, (K-2), Middle are open to Online Girl Scouts Personal School age (3- all members registration, School Heart of the 7,363 growth/ 5), Junior High of our Yes Yes Physical sign year South Leadership age (6-8), High council to up location focused, School age (9- register for and day Woman- 12), Adults and attend. Centered Some months have more programs than others. Middle School Must meet age (3-5), requirements Nature based, Junior High age of club or Mississippi Hobby based, (6-8), High organization, Gem and Year Informal School age (9- Monthly Yes Yes Show up to a Mineral round Education 12), College meeting or Society focused age, Adults, event, Mail Seniors, Mixed in application ages/Families and fee We meet for two months Nature based, for basic Central MS Conservation training. Online Master 60 based, Informal Adults From there it Spring Yes Yes registration Naturalists Education is individuals focused volunteering on their own. Restoration We do not We do Adults, Online Wildlife based, meet not meet 900+ Professionals in Yes Yes registration, Mississippi Conservation formally in formally a field by mail based person in person Nature based, Bear College age, Online Restoration Education 20 - 30 Adults, registration, based, and attend Professionals in show up to a Conservation Restoration meetings, a field, Biannually Spring No Yes meeting or based, Research Group of email list Teachers, event, no based, Informal Mississippi 100+ specifically, registration Education (BEaR) Seniors required focused Online Nature based, College age, registration, Conservation Adults, Physical sign based, Research Mississippi Professionals in up location based, Informal Bat Working 30 a field, Annually Winter No Yes and day, Education Group Teachers, Show up to a focused, specifically, meeting or Professional Seniors event, mail in Network registration 92

Table C.2A (continued)

What Can How do How often times of # Partici- Identify Club the members Name Ages in Club do you year do Fees pants Type public join your meet? you join? club? meet? Elementary Nature based, age (K-2), Hobby based, Middle School STEM based, age (3-5), Pushmataha Conservation Junior High Must meet Area based, Informal age (6-8), Year requirements Council, Boy 800 Weekly Yes Yes Education High School round of club or Scouts of focused, Personal age (9-12), organization America growth/ College age, Leadership Adults, focused Professionals in a field Nature based, Hobby based, We use Research based, Professionals We use Mississippi social- Informal in a field, social Fossils and media; Education Mixed media; thus, Added on Artifacts 890 thus, we No Yes focused, ages/Families, we are in Facebook fakebook are in Professional Anyone on constant group constant Network, social media contact contact Facebook/Social Media Based Hobby based, STEM based, Must meet Mississippi Formal Education Juniors and requirements Governor's 100 focused, Personal Seniors in Annually Summer No No of club or School growth/ High School organization Leadership focused, Other: Place all detailed caption, notes, reference, legend information, etc here

Table C.2B Social Media Information

Other Email Paper methods Name Website Facebook Page Twitter Instagram Newsletter Newsletter of Contact Andrew Jackson www.bsa- Andrew Jackson Council, Boy E-blast jackson.org Council BSA Scouts of America http://mastern Mississippi Master https://www.faceb aturalist.extensi Faceboo Naturalist ook.com/MSMaste on.msstate.edu k Program rNaturalists/ / pascagoul https://www.faceb on our Pascagoula River pascagoulariver ariveraud ook.com/pascagoul website or Audubon Center .audubon.org uboncent a.center/ in person er contact Girl Scouts of Girl Scouts of '@gsgm Customerc Greater www.gsgms.org gsgms Greater Mississippi s are@gsgms Mississippi .org Table C.2B (continued) 93

Other Facebook Email Paper Name Website Twitter Instagram methods of Page Newsletter Newsletter Contact Girl Scouts http://www. Girl Scouts Become a '@GirlScouts Heart of the girlscoutshs. Heart of the Girlscoutshs registered HS South org/ South volunteer become a Mississippi member of Become a Gem and missgems.or the club and member of Mineral g pay extra for the club Society the paper newsletter http://maste Central MS Mississppi rnaturalist.e Master Master xtension.mss Naturalists Naturalists tate.edu/ Each membership Wildlife www.wildlife Wildlife gets four Mississippi miss.org Mississippi magazines annually Bear Education and Restoration msbear.org Group of Mississippi (BEaR) Mississippi Mississippi Bat Working msbats.org Bat Working Group Group Pushmataha Area Council, www.pushm Pushmataha

Boy Scouts ataha.org Area Council of America Mississippi Fossils and Mississippi Artifacts fossils & Facebook artifacts group Mississippi http://web3. Governor's muw.edu/go School vschool There were no YouTube pages associated with clubs and organizations, so the question was omitted from the chart.

Table C.2C Anonymized Survey Questions

Would your club Would Do MS STEM visit MS Would Does your club leaders help educational/recreati educational/recre members help Does your hold meetings MS STEM onal facilities offer ational facilities MS STEM club raise in MS STEM educational programs, learning more if they educational/re money for a educational/rec /recreation opportunities, or offered programs creational STEM Charity? reational al centers experiences that are that were more centers make facilities? make new useful for your club? useful for your new programs? programs? club? Definitely No No Definitely yes Definitely yes Definitely yes yes Yes, at least Might or might Might or No Might or might not Probably yes yearly not might not Yes, at least Definitely No Definitely yes Definitely yes Definitely yes yearly yes Yes, at least Might or might Might or Might or might No Probably yes yearly not might not not Yes, at least Might or might Probably No Might or might not Definitely yes yearly not yes Yes, at least Might or might Definitely No Might or might not Definitely yes yearly not yes Yes, at least Might or Might or might No Might or might not Probably yes yearly might not not Definitely No Yes, often Probably yes Probably yes Definitely yes yes Definitely No Yes, often Definitely yes Definitely yes Definitely yes yes Definitely No Yes, often Definitely yes Definitely yes Definitely yes yes Probably No Yes, often Definitely yes Probably yes Probably yes yes Probably No Yes, often Definitely yes Definitely yes Probably not not Might or Might or might No Yes, often Definitely yes Probably yes might not not Place all detailed caption, notes, reference, legend information, etc here

C.3 STEM educators

Table C.3A Randomized Teacher Survey Responses

What Willing How well content do help Willing to Local do local Regular you want STEM plan field Program Post-Trip programs Regu- STEM your Centers trips if s fit into Ever Why not? Activities fit into lar Field students to make given MS Sci VTF? ? your VTFs? Trips? experience new curriculum Frame- curriculum on a field programs ? work? ? trip? ? Botany, Paleontology , Zoology, Administrat Astronomy, Most Probably Probably Very Yes ive Very well No No Robotics, times yes yes yes well permissions Geology, Chemistry, Physics Lack of funding, No Most Definitely Definitely Moderat Yes Any and all Slightly well No No time in times yes yes yes ely well schedule Lack of Botany, funding, No Zoology, Might or Probably Definitely Not well at Not well Yes No No place to go Robotics, might not yes yes all at all (nearby) Chemistry Paleontology , Zoology, No place to Astronomy, Most Definitely Probably Moderately Moderat Yes No No go (nearby) Robotics, times yes yes yes well ely well Geology, Chemistry No relevant programs at local places (programs Paleontology don't fit , Robotics, into my Most Might or Probably Slightly Yes Geology, Slightly well Yes No curriculum) times yes might not yes well Chemistry, , I provide Physics in-class opportuniti es that take the place of field trips No time in Most Definitely Probably Moderat Yes Geology Slightly well No No schedule times not yes yes ely well No time in schedule, Most Might or Might or Very Yes Administrat Zoology Very well No No times not might not might not well ive permissions

Table C.3A (continued)

What Willing How well content do help Willing to do local Local Regular you want STEM plan field Regu Post-Trip programs Programs Ever STEM your Centers trips if -lar Why not? Activities fit into fit into MS VTF Field students to make given VTFs ? your Sci Frame- ? Trips? experience new curriculum ? curriculum work? on a field programs ? ? trip? ? No time in schedule, Administrati ve permissions Zoology, Definitely Might or Definitely Yes , I provide Very well Very well Yes No Geology yes might not yes in-class opportuniti es that take the place of field trips Yes Robotics, Definitely Definitely Definitely Extremely Extremely Yes Yes No Physics yes yes yes well well Paleontolog y, Zoology, Astronomy, Most Probably Definitely Extremely Extremely Yes No No Robotics, times yes yes yes well well Geology, Physics Botany, Definitely Definitely Definitely Slightly Slightly Yes Zoology, Yes No yes yes yes well well agriculture Yes I am unaware I don't and lack take my time to find Robotics, students nearby field Definitely Definitely Not well at Moderatel No Chemistry, on No No trip options. yes yes all y well Physics regular I am not field from where trips. I am teaching. I provide in- class Astronomy, opportuniti Geology, Definitely Definitely Definitely No Very well Very well Yes No es that take Chemistry, yes yes yes the place of Physics field trips Lack of Most Probably Probably No Robotics Very well funding times not yes yes Lack of Most Definitely Definitely Extremely Extremely No Chemistry No No funding times yes yes yes well well Lack of Definitely Definitely Probably Moderatel No Botany Very well No No funding yes yes yes y well Lack of Chemistry, Most Probably Might or No No No funding Physics times not not might not Robotics, Lack of Definitely Definitely Definitely Not well at Not well at No Chemistry, Yes No funding yes yes yes all all Physics Place all detailed caption, notes, reference, legend information, etc here

Table C.3A (continued)

What Willing How well content do help Willing to do local Local Regula you want STEM plan field Regu Post-Trip programs Programs Ever r STEM your Centers trips if -lar Why not? Activities fit into fit into MS VTF Field students to make given VTFs ? your Sci Frame- ? Trips? experience new curriculum ? curriculum work? on a field programs ? ? trip? ? Paleontolog y, Zoology, Lack of Definitely Definitely Definitely Moderatel Moderatel No Astronomy, No No funding yes yes yes y well y well Chemistry, Physics Lack of Definitely Definitely Might or Not well at Not well at No Any and all No No funding yes yes might not all all Astronomy, Lack of Might or Might or Probably Not well at Not well at No Chemistry, No No funding might not might not yes all all Physics Lack of Zoology, funding, Robotics, Definitely Definitely Definitely Moderatel Moderatel No No No Administrativ Chemistry, yes yes yes y well y well e permissions Physics I don't take my Lack of Earth, space, students funding, life and Definitely Definitely Moderatel Extremely No on No No Administrativ physical yes yes y well well regular e permissions science field trips. Lack of Botany, funding, No Astronomy, Most Definitely Definitely Moderatel Moderatel No Yes No place to go Chemistry, times yes yes yes y well y well (nearby) Physics Lack of funding, No place to go (nearby), No relevant Robotics, Definitely Definitely Definitely Slightly Moderatel No programs at Chemistry, No No yes yes yes well y well local places Physics (programs don't fit into my curriculum) Lack of funding, No relevant I don't programs at take my local places students Definitely Definitely Moderatel Moderatel No (programs Chemistry on No No yes yes y well y well don't fit into regular my field curriculum), trips. No time in schedule Lack of funding, No Astronomy, time in Geology, Definitely Definitely Definitely Moderatel No Very well No No schedule, Chemistry, yes yes yes y well Administrativ Physics e permissions 98

Table C.3A (continued)

What Willing How well content do help Willing to Local Regul do local you want STEM plan field Programs -ar Post-Trip programs Regu- your Centers trips if fit into Ever STEM Why not? Activities fit into lar students to make given MS Sci VTF? Field ? your VTFs? experience new curriculu Frame- Trips? curriculum on a field programs m? work? ? trip? ? Astronomy, Lack of Robotics, funding, Most Definitely Definitely Slightly No Geology, Slightly well No No Administrative times yes yes yes well Chemistry, permissions Physics Lack of Astronomy, funding, Robotics, Administrative Definitely Definitely Definitely Not well at No Chemistry, No No permissions, yes yes yes all Physics, time to find Math them Lack of funding, Administrative permissions, I provide in- Robotics, Might or Definitely Definitely Not well No Slightly well No No class Chemistry might not yes yes at all opportunities that take the place of field trips Lack of Botany, funding, I Paleontology provide in- , Astronomy, class Definitely Definitely Definitely Moderately No Robotics, Very well Yes Yes opportunities yes yes yes well Geology, that take the Chemistry, place of field Physics trips Lack of funding, I provide in- Paleontology class Definitely Probably Definitely No , Chemistry, Very well Very well Yes Yes opportunities yes yes yes Physics that take the place of field trips Botany,Paleo Lack of ntology,Zool I don't funding, Lack ogy,Astrono take my of Probably Probably Slightly No my,Robotics, students Very well No No chaperones, yes yes well Geology,Che on regular Administrative mistry,Physic field trips. permissions s Lack of funding, Lack of Robotics, chaperones, Definitely Definitely Definitely Moderately No Chemistry, Very well No No No place to go yes yes yes well Physics (nearby),No time in schedule Place all detailed caption, notes, reference, legend information, etc here 99

Table C.3A (continued)

What Willing How well content do help Willing to Regula do local Local you want STEM plan field Regu -r Post-Trip programs Programs Ever your Centers trips if -lar STEM Why not? Activities fit into fit into MS VTF students to make given VTFs Field ? your Sci Frame- ? experience new curriculum ? Trips? curriculum work? on a field programs ? ? trip? ? Lack of funding, Lack of chaperones, I don't No relevant take my programs at students Definitely Definitely Not well at Not well at No local places Biology on No No yes yes all all (programs regular don't fit into field my trips. curriculum),N o time in schedule Lack of Botany, funding, Lack Astronomy, of Most Might or Definitely Moderatel No Robotics, Very well No No chaperones, times yes might not yes y well Chemistry, No time in Physics schedule Lack of funding, Lack of Botany, chaperones, Astronomy, Definitely Might or Probably Slightly Moderatel No No No No time in Robotics, yes might not yes well y well schedule, Chemistry Administrativ e permissions Lack of funding, Lack of I don't chaperones, Robotics, take my No time in Chemistry, students schedule, Might or Probably Moderatel No Physics, on Very well No No Administrativ might not yes y well Physical regular e Science field permissions, trips. They aren't worth the work to plan Lack of funding, No Botany, place to go Paleontolog (nearby),I y, Zoology, provide in- Astronomy, Most Probably Probably Moderatel Moderatel No Yes No class Robotics, times yes yes yes y well y well opportunities Geology, that take the Chemistry, place of field Physics trips

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Table C.3A (continued)

What Willing content do How well help Willing to Regula you want do local Local STEM plan field Regu -r your Post-Trip programs Programs Ever Centers trips if -lar STEM Why not? students Activities fit into fit into MS VTF make given VTFs Field to ? your Sci Frame- ? new curriculum ? Trips? experience curriculum work? programs ? on a field ? ? trip? Lack of funding, No place to go (nearby),No relevant Robotics, Most Might or Definitely Slightly No programs at Chemistry, No No times yes might not yes well local places Physics (programs don't fit into my curriculum) Lack of funding, No place to go (nearby),No relevant Astronomy programs at , Might or Definitely Definitely Not well at Slightly No local places No No Chemistry, might not yes yes all well (programs Physics don't fit into my curriculum),N o time in schedule Lack of funding, No place to go (nearby),No relevant programs at Zoology, Might or Definitely Definitely Not well at Not well at No local places Robotics, No No might not yes yes all all (programs Physics don't fit into my curriculum),N o time in schedule Lack of funding, No relevant programs at Zoology, Might or Might or Definitely Not well at Not well at No local places Astronomy No No might not might not yes all all (programs , Robotics don't fit into my curriculum) Lack of Robotics, funding, No Physics, Most Probably Probably Slightly Moderatel No No No time in Engineerin times yes yes yes well y well schedule g

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Table C.3A (continued)

What Willing How well content do help Willing to Regula do local Local you want STEM plan field Regu -r Post-Trip programs Programs Ever your Centers trips if -lar STEM Why not? Activities fit into fit into MS VTF students to make given VTFs Field ? your Sci Frame- ? experience new curriculum ? Trips? curriculum work? on a field programs ? ? trip? ? Lack of Botany, funding, No Definitely Probably Probably Slightly Slightly No Robotics, No No time in yes yes yes well well Physics schedule Lack of funding, No Zoology, time in Most Might or Might or Moderatel Moderatel No Environment No No schedule, times yes might not might not y well y well al Administrativ e permissions I don't Lack of take my funding, No students time in Astronomy, Probably Probably Not well at Not well at No on No No schedule, Geology yes yes all all regular Administrativ field e permissions trips. Lack of funding, No time in Botany, Most Definitely Might or Moderatel Moderatel No No No schedule, Astronomy times yes yes might not y well y well Administrativ e permissions I don't take my students No place to Probably Probably Moderatel Slightly No Life, space on No No go (nearby) yes yes y well well regular field trips. Astronomy, No place to Definitely Probably Definitely No Robotics, No No go (nearby) yes yes yes Biology I don't take my students No place to Chemistry, Might or Definitely Moderatel Moderatel No on Yes No go (nearby) Physics might not yes y well y well regular field trips. I don't take my students No place to Zoology, Definitely Definitely Moderatel Slightly No on No No go (nearby) Physics yes yes y well well regular field trips. No place to go (nearby), Zoology, Most Probably Definitely No District is Very well Very well No No Chemistry times yes yes yes focused on testing

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Table C.3A (continued)

What Willing How well content do help Willing to do local Local Regular you want STEM plan field Reg programs Programs STEM your Post-Trip Centers trips if Ever u-lar Why not? fit into fit into MS Field students to Activities? make given VTF? VTFs your Sci Frame- Trips? experience new curriculum ? curriculu work? on a field program ? m? trip? s? Botany, No place to Zoology, go Might or Astronomy, Might or Probably Slightly No (nearby),Ad might Slightly well No No Robotics, might not yes well ministrative not Chemistry, permissions Physics No place to go (nearby),Ad ministrative Botany, permissions Zoology, Most times Probably Definitely No , I provide Astronomy, Very well Very well No No yes yes yes in-class Geology, opportuniti Chemistry es that take the place of field trips No place to go Most times Probably Probably Moderate Moderately No (nearby),No No No yes yes yes ly well well time in schedule No place to go (nearby),No time in Botany, Definitely Definitel Definitely Not well No Slightly well No No schedule, Physics yes y yes yes at all Administrati ve permissions No real Botany, knowledge Zoology, of Robotics, Most times Definitel Definitely Slightly No Slightly well No No opportuniti Geology, yes y yes yes well es around Chemistry, me Physics No relevant programs at local places Most times Definitel Definitely Moderate Moderately No (programs Chemistry No No yes y yes yes ly well well don't fit into my curriculum) No relevant programs at I don't take Robotics, local places my Chemistry, Definitel Definitely Not well Not well at No (programs students on No No Physics, y yes yes at all all don't fit regular Design into my field trips. curriculum)

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Table C.3A (continued)

What Willing How well content do help Willing to Local Regul do local you want Post- STEM plan field Programs Eve Reg ar programs your Trip Centers trips if fit into r u-lar STEM Why not? fit into students to Activitie make given MS Sci VTF VTFs Field your experience s? new curriculu Frame- ? ? Trips? curriculu on a field program m? work? m? trip? s? No relevant programs Most at local places Robotics, Probably Definitely Slightly No times Very well No No (programs don't fit Physics yes yes well yes into my curriculum) No relevant programs at local places Definitel Definitel Definitely Moderate Moderat No Botany No No (programs don't fit y yes y yes yes ly well ely well into my curriculum) No relevant programs at local places Zoology, Might or (programs don't fit Astronomy, Probably Definitely Not well Not well No might No No into my Robotics, yes yes at all at all not curriculum),Administr Geology ative permissions I don't take my students Might or Might or Moderate Moderat No No time in schedule Biology on might No No might not ly well ely well regular not field trips. Genetics, Ecology ,I do not want to Definitel Definitel Definitely Extremely Extremel No No time in schedule No No take my y yes y yes yes well y well students on field trips. I don't take my Astronomy, students Robotics, Probably Might or Not well Slightly No No time in schedule on No No Chemistry, yes might not at all well regular Physics field trips. Robotics, Most Definitel Definitely Moderate Moderat No No time in schedule Chemistry, times No No y yes yes ly well ely well Physics yes I don't Zoology, take my No time in schedule, Robotics, students Might or Probably Not well Slightly No Number of students in Geology, on might No No yes at all well school Chemistry, regular not Physics field trips. Botany, No time in schedule, Paleontolo Definitel Definitel Might or Extremely Extremel No Administrative gy, No No y yes y yes might not well y well permissions Zoology, Geology

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Table C.3A (continued)

What content do Local you want Willing Willing to How well Programs Regular your help STEM plan field do local Regu- Why Post-Trip fit into Ever STEM Field students Centers trips if programs lar not? Activities? MS Sci VTF? Trips? to make new given fit into your VTFs? Frame- experience programs? curriculum? curriculum? work? on a field trip? No No No No No No No No No No

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APPENDIX D

INTERNAL REVIEW BOARD APPROVAL

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Protocol ID: IRB-17-443

Review Type: EXEMPT

Principal Investigator: Renee Clary

You are receiving this inactivation notification for one of the two following reasons:

Exempt Determinations:

This protocol is has been granted an exemption determination. Based on this exemption, and in accordance with Federal Regulations which can also be found in the MSU HRPP Operations Manual, your research does not require futher oversight by the HRPP.

Therefore, this study has been inactivated in our system. This means that recruitment, enrollment, data collection, and/or data analysis can continue, yet amendments to this study are no longer required. If at any point, however, the risk to participants increases, you must contact the HRPP immediately.

Non-Exempt Approvals (Expedited or Full Board):

A request to inactivate (with the submission of a final report) your non-Exempt protocol was submitted and approved. If this is the case, there should be no further data collection or data analysis conducted under this protocol.

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