Annual Review 2018 a Forum for Natural History
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Impacts of a Comprehensive Public Engagement Training and Support Program on Scientists’ Outreach Attitudes and Practices
International Journal of Science Education, Part B Communication and Public Engagement ISSN: 2154-8455 (Print) 2154-8463 (Online) Journal homepage: http://www.tandfonline.com/loi/rsed20 Impacts of a comprehensive public engagement training and support program on scientists’ outreach attitudes and practices Cathlyn Stylinski, Martin Storksdieck, Nicolette Canzoneri, Eve Klein & Anna Johnson To cite this article: Cathlyn Stylinski, Martin Storksdieck, Nicolette Canzoneri, Eve Klein & Anna Johnson (2018): Impacts of a comprehensive public engagement training and support program on scientists’ outreach attitudes and practices, International Journal of Science Education, Part B, DOI: 10.1080/21548455.2018.1506188 To link to this article: https://doi.org/10.1080/21548455.2018.1506188 Published online: 31 Aug 2018. Submit your article to this journal View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=rsed20 INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, PART B https://doi.org/10.1080/21548455.2018.1506188 Impacts of a comprehensive public engagement training and support program on scientists’ outreach attitudes and practices Cathlyn Stylinski a, Martin Storksdieck b, Nicolette Canzonerib, Eve Kleinc and Anna Johnson c aUMCES, University of Maryland Center for Environmental Science Appalachian Laboratory, Frostburg, MD, USA; bCenter for Research on Lifelong STEM Learning, Oregon State University, Corvallis, OR, USA; cInstitute for Learning Innovation, Seattle, WA, USA ABSTRACT ARTICLE HISTORY Scientists are increasingly being called upon to play a more prominent role Received 1 November 2017 in the interface of science and society by contributing to science literacy in Accepted 24 July 2018 ways that support two-way exchanges with the public. -
Mothers in Science
The aim of this book is to illustrate, graphically, that it is perfectly possible to combine a successful and fulfilling career in research science with motherhood, and that there are no rules about how to do this. On each page you will find a timeline showing on one side, the career path of a research group leader in academic science, and on the other side, important events in her family life. Each contributor has also provided a brief text about their research and about how they have combined their career and family commitments. This project was funded by a Rosalind Franklin Award from the Royal Society 1 Foreword It is well known that women are under-represented in careers in These rules are part of a much wider mythology among scientists of science. In academia, considerable attention has been focused on the both genders at the PhD and post-doctoral stages in their careers. paucity of women at lecturer level, and the even more lamentable The myths bubble up from the combination of two aspects of the state of affairs at more senior levels. The academic career path has academic science environment. First, a quick look at the numbers a long apprenticeship. Typically there is an undergraduate degree, immediately shows that there are far fewer lectureship positions followed by a PhD, then some post-doctoral research contracts and than qualified candidates to fill them. Second, the mentors of early research fellowships, and then finally a more stable lectureship or career researchers are academic scientists who have successfully permanent research leader position, with promotion on up the made the transition to lectureships and beyond. -
Female Fellows of the Royal Society
Female Fellows of the Royal Society Professor Jan Anderson FRS [1996] Professor Ruth Lynden-Bell FRS [2006] Professor Judith Armitage FRS [2013] Dr Mary Lyon FRS [1973] Professor Frances Ashcroft FMedSci FRS [1999] Professor Georgina Mace CBE FRS [2002] Professor Gillian Bates FMedSci FRS [2007] Professor Trudy Mackay FRS [2006] Professor Jean Beggs CBE FRS [1998] Professor Enid MacRobbie FRS [1991] Dame Jocelyn Bell Burnell DBE FRS [2003] Dr Philippa Marrack FMedSci FRS [1997] Dame Valerie Beral DBE FMedSci FRS [2006] Professor Dusa McDuff FRS [1994] Dr Mariann Bienz FMedSci FRS [2003] Professor Angela McLean FRS [2009] Professor Elizabeth Blackburn AC FRS [1992] Professor Anne Mills FMedSci FRS [2013] Professor Andrea Brand FMedSci FRS [2010] Professor Brenda Milner CC FRS [1979] Professor Eleanor Burbidge FRS [1964] Dr Anne O'Garra FMedSci FRS [2008] Professor Eleanor Campbell FRS [2010] Dame Bridget Ogilvie AC DBE FMedSci FRS [2003] Professor Doreen Cantrell FMedSci FRS [2011] Baroness Onora O'Neill * CBE FBA FMedSci FRS [2007] Professor Lorna Casselton CBE FRS [1999] Dame Linda Partridge DBE FMedSci FRS [1996] Professor Deborah Charlesworth FRS [2005] Dr Barbara Pearse FRS [1988] Professor Jennifer Clack FRS [2009] Professor Fiona Powrie FRS [2011] Professor Nicola Clayton FRS [2010] Professor Susan Rees FRS [2002] Professor Suzanne Cory AC FRS [1992] Professor Daniela Rhodes FRS [2007] Dame Kay Davies DBE FMedSci FRS [2003] Professor Elizabeth Robertson FRS [2003] Professor Caroline Dean OBE FRS [2004] Dame Carol Robinson DBE FMedSci -
The State of Inclusive Science Communication: a Landscape Study
The State of Inclusive Science Communication: A Landscape Study Katherine Canfield and Sunshine Menezes Metcalf Institute, University of Rhode Island Graphics by Christine Liu This report was developed for the University of Rhode Island’s Metcalf Institute with generous support from The Kavli Foundation. Cite as: Canfield, K. & Menezes, S. 2020. The State of Inclusive Science Communication: A Landscape Study. Metcalf Institute, University of Rhode Island. Kingston, RI. 77 pp. Executive Summary Inclusive science communication (ISC) is a new and broad term that encompasses all efforts to engage specific audiences in conversations or activities about science, technology, engineering, mathematics, and medicine (STEMM) topics, including, but not limited to, public engagement, informal science learning, journalism, and formal science education. Unlike other approaches toward science communication, however, ISC research and practice is grounded in inclusion, equity, and intersectionality, making these concerns central to the goals, design, implementation, evaluation, and refinement of science communication efforts. Together, the diverse suite of insights and practices that inform ISC comprise an emerging movement. While there is a growing recognition of the value and urgency of inclusive approaches, there is little documented knowledge about the potential catalysts and barriers for this work. Without documentation, synthesis, and critical reflection, the movement cannot proceed as quickly as is warranted. The University of Rhode Island’s Metcalf -
Science Festivals and Fun: Promoting Science and Community Partnerships
Running head: Science Festivals and Fun 1 Science Festivals and Fun: Promoting Science and Community Partnerships University of North Georgia Macey Jarrard and Anthony Sacchitello – Middle Grades Education Faulty Mentors: Gina Childers, Donna Governor, and Lesley Simanton-Coogan Science Festivals and Fun 2 Introduction and Problem Statement Science festivals are informal learning experiences intended to engage the public in science. They provide an opportunity for scientists and the public to connect and interact and are ideal for engaging the public in science by increasing interest, creating a dialogue between scientists and the public, and providing social context for science issues (Jensen & Buckley, 2014). The National Research Council proposes that participation in these type of events can improve science literacy and, “lead to further inquiry, enjoyment, and a sense that science learning can be personally relevant and rewarding” (NRC, 2009, p.12). Building public interest in science, an important desired outcome of informal science education, can result in participants developing an identity, or sense of belonging, as part of the science community (NRC, 2010). Science festivals are planned events, bringing together science experts, local businesses and organizations, and people within the community to provide a physically, socially, and intellectually stimulating environment for informal science learning. On average, approximately 5% of an individual’s life is spent in the formal classroom and only a small fraction of that on science education (Falk & Dierking, 2010). Because of this, informal science learning through science festivals is essential for fostering a scientifically literate community and encouraging youth to pursue science related careers and promoting a sense of community ownership. -
GLOCAL Ization and Sustainability of Science Education Research And
e c i t c a r P d n a h c r a e s e R n o i t a c u d E e c n e i c S f o y it il b a in ta s u S d an n io at Liz CA GLO 11130 Sunrise Valley Drive | Suite 350 | Reston, Virginia 20191 | USA www.narst.org | [email protected] | 703.234.4138 | fax 703.435.4390 Saturday, April 22, 2017 NARST 2017 Annual International Conference Abstracts Pre-Conference Workshop #1: Equity and Ethics Committee (Free – 90 participants max) Glocalization and Sustainability of Science Education Research and Practice 8:00am – 11:45am, Hyatt Lone Star F Organizers: Enrique Lopez Nam-Hwa Kang Tasneem Anwar Senetta Bancroft Phillip Boda Tamra-Kay Alisa Francis Deniz Saribas Azam Saiqa Sheron Mark, University of Louisville ABSTRACT: Globalization and sustainability in science education has increasingly received attention among educators, researchers, and policymakers. Cultivating a scientifically literate citizenry has been tied to the concepts of globalization and sustainability. As highlighted in NARST’s conference theme description, glocalization represents a dual perspective which combines the ideals of globalization with the importance of localization. Pre-conference workshop participants will engage in constructive and meaningful dialogue with leading science education scholars about the influences of glocalization on educators, researchers, and policymakers’ efforts to build and sustain scientific literacy within local contexts for a global citizenry. Through an equity and ethics lens, this workshop will pay special attention to understanding the concepts of glocalization, sustainability, and scientific literacy; exploring how these concepts have been used within science education practice, research, and policy; and critiquing the benefits and limitations glocalization and sustainability offer the science education community. -
The Library and Community Guide to Citizen Science
The Library and Community Guide to CitizenUnderstanding, p lanning,Science and sustaining ongoing engagement in citizen science at your library. EDITORS: Darlene Cavalier School for the Future of Innovation in Society at ASU, SciStarter Caroline Nickerson SciStarter Robin Salthouse Maricopa County Library District, Adult Services Supervisor, Southeast Regional Library, Gilbert, November 2019 Arizona Dan Stanton Arizona State University Library, SciStarter ADVISORS: Kelli Ham Master of Library and Information Studies, Community Engagement Librarian, National Network of Libraries of Medicine Pacific Southwest Region Theresa Schwerin Master of Library and Information Science, Institute for Global Environmental Strategies The Librarian’s Guide to Citizen Science was made possible with support from: (IGES) The Institute of Museum and Library Services, under grant number LG-95-17-0158-17. IMLS is the DESIGNER: primary source of federal support for the nation’s libraries and museums. IMLS advances, supports, Emily Maletz and empowers America’s museums, libraries, and related organizations through grantmaking, research, and policy development. Their vision is a nation where museums and libraries work SPECIAL THANKS TO: together to transform the lives of individuals and communities. To learn more, visit www.imls.gov. Cynthia Randall Executive Director of Cornerstones of Science, Developed resources reported are supported by the National Library of Medicine (NLM), National for providing the foundation for this Guide and Institutes of Health, under Cooperative Agreement number UG4LM012341 with the UCLA Louise for her professional guidance in supporting M. Darling Biomedical Library. The content is solely the responsibility of the authors and does not public libraries as vibrant community hubs for necessarily represent the official views of the National Institutes of Health. -
Part I Officers in Institutions Placed Under the Supervision of the General Board
2 OFFICERS NUMBER–MICHAELMAS TERM 2009 [SPECIAL NO.7 PART I Chancellor: H.R.H. The Prince PHILIP, Duke of Edinburgh, T Vice-Chancellor: 2003, Prof. ALISON FETTES RICHARD, N, 2010 Deputy Vice-Chancellors for 2009–2010: Dame SANDRA DAWSON, SID,ATHENE DONALD, R,GORDON JOHNSON, W,STUART LAING, CC,DAVID DUNCAN ROBINSON, M,JEREMY KEITH MORRIS SANDERS, SE, SARAH LAETITIA SQUIRE, HH, the Pro-Vice-Chancellors Pro-Vice-Chancellors: 2004, ANDREW DAVID CLIFF, CHR, 31 Dec. 2009 2004, IAN MALCOLM LESLIE, CHR, 31 Dec. 2009 2008, JOHN MARTIN RALLISON, T, 30 Sept. 2011 2004, KATHARINE BRIDGET PRETTY, HO, 31 Dec. 2009 2009, STEPHEN JOHN YOUNG, EM, 31 July 2012 High Steward: 2001, Dame BRIDGET OGILVIE, G Deputy High Steward: 2009, ANNE MARY LONSDALE, NH Commissary: 2002, The Rt Hon. Lord MACKAY OF CLASHFERN, T Proctors for 2009–2010: JEREMY LLOYD CADDICK, EM LINDSAY ANNE YATES, JN Deputy Proctors for MARGARET ANN GUITE, G 2009–2010: PAUL DUNCAN BEATTIE, CC Orator: 2008, RUPERT THOMPSON, SE Registrary: 2007, JONATHAN WILLIAM NICHOLLS, EM Librarian: 2009, ANNE JARVIS, W Acting Deputy Librarian: 2009, SUSANNE MEHRER Director of the Fitzwilliam Museum and Marlay Curator: 2008, TIMOTHY FAULKNER POTTS, CL Director of Development and Alumni Relations: 2002, PETER LAWSON AGAR, SE Esquire Bedells: 2003, NICOLA HARDY, JE 2009, ROGER DERRICK GREEVES, CL University Advocate: 2004, PHILIPPA JANE ROGERSON, CAI, 2010 Deputy University Advocates: 2007, ROSAMUND ELLEN THORNTON, EM, 2010 2006, CHRISTOPHER FORBES FORSYTH, R, 2010 OFFICERS IN INSTITUTIONS PLACED UNDER THE SUPERVISION OF THE GENERAL BOARD PROFESSORS Accounting 2003 GEOFFREY MEEKS, DAR Active Tectonics 2002 JAMES ANTHONY JACKSON, Q Aeronautical Engineering, Francis Mond 1996 WILLIAM NICHOLAS DAWES, CHU Aerothermal Technology 2000 HOWARD PETER HODSON, G Algebra 2003 JAN SAXL, CAI Algebraic Geometry (2000) 2000 NICHOLAS IAN SHEPHERD-BARRON, T Algebraic Geometry (2001) 2001 PELHAM MARK HEDLEY WILSON, T American History, Paul Mellon 1992 ANTHONY JOHN BADGER, CL American History and Institutions, Pitt 2009 NANCY A. -
Encountering Science in America
ENCOUNTERING SCIENCE IN AMERICA A REPORT FROM THE PUBLIC FACE OF SCIENCE INITIATIVE THE PUBLIC FACE OF SCIENCE ENCOUNTERING SCIENCE IN AMERICA american academy of arts & sciences Cambridge, Massachusetts © 2019 by the American Academy of Arts and Sciences All rights reserved. isbn: 0-87724-125-2 This publication is available online at http://www.publicfaceofscience.org. Suggested citation: American Academy of Arts and Sciences, Encountering Science in America (Cambridge, Mass.: American Academy of Arts and Sciences, 2019). The views expressed in this volume are those held by the contributors and are not necessarily those of the Officers and Members of the American Academy of Arts and Sciences. Please direct inquiries to: American Academy of Arts and Sciences 136 Irving Street Cambridge ma 02138-1996 Telephone: 617-576-5000 Email: [email protected] Web: www.amacad.org Twitter: @americanacad CONTENTS Preface v Top Three Takeaways vii Introduction 1 SECTION 1: Building a Conceptual Framework 4 Science Communication and Engagement: To What End? 4 Overview of the Participants 4 Motivations for Communicating and Engaging 6 Outcomes of Science Communication and Engagement 8 Discussion 10 Resources on Science Engagement 11 SECTION 2: How People May Encounter Science 12 Visiting Science 12 Attending Science Events 14 Participating in Science 16 Engaging with Science Online 18 Discussion 20 SPECIAL SECTION: Science in Everyday Life 21 General News Outlets are a Common Source of Science News 22 Science Posts are Commonly Seen on Social Media 23 A Majority -
Liquid Crystalline Polymers: Second Edition A
Cambridge University Press 978-0-521-58001-4 - Liquid Crystalline Polymers: Second Edition A. M. Donald, A. H. Windle, and S. Hanna Frontmatter More information LIQUID CRYSTALLINE POLYMERS SECOND EDITION The new edition of this authoritative guide on liquid crystalline polymer (LCP) science has been produced in response to the wealth of new material recently generated in the field. It takes the reader through the theoretical underpinnings to real-world applications of LCP technology in a logical, well-integrated manner. A chapter on liquid crystalline biopolymers has been introduced, whilst the in-depth discussion on applications describes not only maturing fields of high strength structural LCPs, but also a detailed analysis of the developing area of functional materials. The in-depth coverage and detailed glossary establish this as an indispensable text for graduate students and researchers in the polymer field, as well as being of interest to those working in chemistry, physics and materials science. A THENE D ONALD became Professor of Experimental Physics at the University of Cambridge in 1998 after many years as a lecturer and then reader. She was elected as Fellow of the Royal Society in 1999. She is the author of over 200 papers in the general field of soft matter physics, with interests spanning from synthetic to biologically relevant polymers. A LAN W INDLE is Professor of Materials Science at the University of Cambridge, Fellow of Trinity College, Cambridge, and Fellow of the Royal Society. He is the author of around 200 papers on polymer structure, LCPs and carbon nanotubes. He has previously held positions as head of the Materials Science department in Cambridge and director of the Cambridge MIT Institute. -
Smutty Alchemy
University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2021-01-18 Smutty Alchemy Smith, Mallory E. Land Smith, M. E. L. (2021). Smutty Alchemy (Unpublished doctoral thesis). University of Calgary, Calgary, AB. http://hdl.handle.net/1880/113019 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Smutty Alchemy by Mallory E. Land Smith A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN ENGLISH CALGARY, ALBERTA JANUARY, 2021 © Mallory E. Land Smith 2021 MELS ii Abstract Sina Queyras, in the essay “Lyric Conceptualism: A Manifesto in Progress,” describes the Lyric Conceptualist as a poet capable of recognizing the effects of disparate movements and employing a variety of lyric, conceptual, and language poetry techniques to continue to innovate in poetry without dismissing the work of other schools of poetic thought. Queyras sees the lyric conceptualist as an artistic curator who collects, modifies, selects, synthesizes, and adapts, to create verse that is both conceptual and accessible, using relevant materials and techniques from the past and present. This dissertation responds to Queyras’s idea with a collection of original poems in the lyric conceptualist mode, supported by a critical exegesis of that work. -
The Effect of a Science Festival for Special Education Students on Communicating Science Hyeran Park1, Youngmin Kim2* and Seongoh Jeong3
Park et al. Asia-Pacific Science Education (2019) 5:2 Asia-Pacific Science Education https://doi.org/10.1186/s41029-018-0029-0 ORIGINAL RESEARCH ARTICLE Open Access The effect of a science festival for special education students on communicating science Hyeran Park1, Youngmin Kim2* and Seongoh Jeong3 * Correspondence: [email protected] Abstract 2Pusan National University, Busandaehakro, 63 bun-gil 2, Busan Science festivals have been reported as an effective way to communicate science 46241, Republic of Korea between scientists and the public; however, only a few studies have examined Full list of author information is systematically and consistently how the festivals effect the public’s conceptions of available at the end of the article science. Moreover, few studies about science festivals for special education students are conducted. This study is based on findings from five years of reflective writings and drawings on Seullim Science Festivals collected by the Busan Institute of Science Education in Korea. Seullim Science Festival aims to give opportunities for Special Education students to engage in a variety of science experiments and to enjoy the basic rights of science for all students. The rich qualitative data were analyzed using a ground theory and categorized by the themes. The findings presented in this paper show the impressions of the special education students on the festivals and their pride in being a participating member. Additionally, the festivals gave opportunities for non-special education students to become more insightful understanding to special education students and to engage in science. The authors of the current study hope other science festival organizers and science educators find the information useful.