Although
most of previous posts on engaging teen audiences have focused on art
and humanities museums, science museums across the country have been
working with teens for years. With the nation’s renewed emphasis on
science, technology, engineering, and math (STEM) education and careers,
science museums can be key players in science learning and teaching
outside of the classroom. As John H. Falk and Lynn D. Dierking note in “The 95 Percent Solution,”
the vast majority of science learning takes place outside of formal
schooling. They argue that one of the major contributors to the
achievement gap between low-income students and their more privileged
counterparts is the opportunity for learning outside of school time,
such as through summer camps, travel, service projects, independent
research, and museum visits. Teenagers are also in one of the age groups
least like to partake of out-of-school science learning (eg: field
trips are less likely in high school than elementary school). Museums
and other institutions of informal learning can and should be active
supporters of STEM education for teenagers, provoking and supporting
their natural curiosity. This post looks at one museum that has done
just that.
Since 1986, the New York Hall of Science (NYSCI) has sought to engage teenagers of diverse backgrounds and interests and encourage careers in the sciences, through the Science Career Ladder
(SCL). The museum recruits college and high school students to work as
Explainers, with potential to advance and become leaders of the program
and at the museum. At the same time, Explainers are exposed to and
encouraged to explore a variety of STEM-related careers. The SCL also
partners with Queens College to encourage science majors to pursue
science teaching and with other universities and organizations. The
program has been successfully disseminated to and implemented in science
museums around the country.
In this report on SCL,
NYSCI outlines and evaluates the program, which has evolved over time
in response to multiple evaluations and expansions. In the program’s
current incarnation, interested high school students complete an
application and participate in a group interview. The museum does not
base selection on grades and actually seeks out students working below
their full potential, who have perhaps become disengaged from school or
are shy. In this way, the program engages adolescents who have some
interest in science, but might otherwise fall through the cracks or
never realize their aptitude or passion for science, teaching,
communication, or leadership. SCL can be a tremendous opportunity for
these often overlooked students, especially since the program emphasizes
mentorship.
Participants
enter the program as Explainer Volunteers, assisting with public
programs and special events. Some may have already been involved at
NYSCI, in elementary and middle school as after-school Science Club
Members, though many have no prior affiliation. By passing through
stages of training and receiving good performance reviews, participants
may move up to be paid Explainer Interns and then Explainers, at which
point they receive more intensive training and begin interpreting
exhibits and demonstrations, one weekend day a week and summer weekdays.
Explainers that demonstrate leadership potential may become Explainer
Floor Captains, and eventually, Program Explainers, aiding in the
overall management of the program and its special projects. Explainers
can even continue advancing after high school, which is especially
crucial considering the dearth of meaningful museum programming for
older teens and young adults, as noted in a previous post.
There are real opportunities for growth in all stages of the program,
and participants are often encouraged to apply for other positions at
the museum.
Through
the Explainer program teenagers develop their scientific thinking and
teaching skills, while building their confidence, sense of leadership,
and scholarly ambitions. The program aims to accomplish this development
by making the Explainers full members of the museum community, giving
them real responsibilities, providing professional development, holding
them to high expectations, and listening to their ideas. Participants
are taken seriously. As noted in our earlier post,
many teens are eager to work and gain a sense of independence, but the
quality of such work is crucial to the positive development of the teen
and the impact the work experience will have on future career progress.
According to the report, multiple evaluations of the program have noted a
sense of peer camaraderie and mentorship, such that older participants
motivate younger ones to pursue their goals. As noted earlier,
fidelity and identity formation are critical in adolescence. The fact
that the program encourages supportive peer-to-peer and adult mentoring
helps ensure the confidence, positive development, and success of the
teen Explainers.
The
impact of the program’s structure and values are evident in its
measurable success. For example, the high school graduation rate of
participants is five times higher than that of other New York City
students in the same diverse demographic groups. Even more dramatically,
98% of SCL’s over 2500 alumni have graduated college, well above local
and national averages. The fact that this program targets underserved
high school students not necessarily performing at their full potential
makes these statistics even more dramatic.
The
Science Career Ladder is indeed just that: a ladder. Many of the people
now running the program and holding other high level positions at the
museum actually started as Explainers. This alumni are key leaders at
the museum and can use their own experiences in the program to continue
to shape it, evaluate it, and prioritize it. In addition, over 60% of
participants have gone into other STEM careers, at least partially as a
result of the opportunities SCL provides to explore career options and
tap into its alumni network. Many have also gone into teaching, helping
to continue the cycle of learning. Meanwhile, NYSCI has helped other
science museums implement similar programs. In all these ways, NYSCI
does indeed appear to be contributing to Falk and Dierking’s “95%
solution.”
Additional articles on and reviews of SCL:
“Explainer
Program, New York Hall of Science: Engaging Young People in Science
Education and Stimulating Interest in STEM Careers” from The Opportunity Equation
“The Science Career Ladder” from Change the Equation
Sickler, Jessica (2009). “New York Hall of Science Science Career Ladder Retrospective Impact Study Final Report.” from Informal Science
A sampling of other museums that have also implemented career ladder programs:
--Yale Peabody Museum of Natural History - SciCORPS (Science Career Orientation & Readiness Program for Students)
--Pacific Science Center - Discovery Corps
--Thinktank Birmingham Science Museum - Science and Heritage Career Ladder
Showing posts with label museums. Show all posts
Showing posts with label museums. Show all posts
Tuesday, November 27, 2012
Tuesday, November 20, 2012
Teacher Workshops
The primary
focus of this blog has been on partnerships between museums and schools and
meeting the wants and needs of school age children. In that vein, we have
decided the best course of action would be to offer an article on how museums
support teachers in their roles as educators.
One of the
most universal and successful ways museums support teachers is by offering
teacher workshops. These workshops can fit seamlessly into teachers’ schedules
by utilizing the break automatically built into the school year. Many museums
offer weeklong workshops in the summer and some, like the Philadelphia Museum
of Art, have shorter workshops available during shorter recesses like the
winter break school schedule. Many workshops are held over the weekend and rang
anywhere from half-day to two day workshops. The National Gallery of Art has a
program called “After-School Weekday Sessions,” which works within the teachers’
work-week schedule.
Beyond workshops, some museums
offer in-service days during which the museum staff travels to schools to
provide costume workshops. Often, these in-service sessions are only offered to
schools located within a specific distance from the museum. This means that
in-service sessions are not available to all schools and teachers; in fact, the
services are actually quite limited. This is unfortunate because the in-service
sessions are often the most customizable and, for that reason, may prove to be
the most useful to teachers. Logistically it makes sense, but museum staff
should strive to reach the teachers beyond the limit of the in-service sessions
in unique ways in order to overcome this obstacle.
Other ways that museums try to
reach out to teachers is by offering professional and/or graduate school credit
for attending their workshops. To offer credit, the museums most be approved as
credit providers by the state. For museums in areas that are easily accessible
to people from multiple states, it is beneficial to be approved as a credit
provider in multiple states. For example, the Philadelphia Museum of Art provides
professional credit in both Pennsylvania and New Jersey. It is also important to note that the number
of credits provided per workshop is easily located on the museum’s website and
on the handouts related to the teacher workshops.
Museums appeal to teachers by
highlighting what makes the individual museum unique and by offering ways to
harness this uniqueness in the classroom. Many museums offer workshops on a
wide variety of topics and disciplines.
The Philadelphia Museum of Art offers workshops beyond those structured
for art teachers. For example, they have workshops on “Art and Autism: Social
Stories,” “Looking to Write: Narrative Writing” and “The Narrative Life of
Frederick Douglas,” a workshop that is meant to assist teachers who celebrate
Black History Month. In addition, the
Rock and Roll Hall of Fame conducted a workshop on using popular music in
special education classes and workshops on using the spoken word and slam
poetry in the classroom.
Marketing the workshops to teachers
is an important step in making the workshops successful. Museums have the
privilege of providing workshops on a wide variety of interesting topics that
are meant to appeal to the classroom teachers. The Abraham Lincoln Presidential
Library & Museum offers the following workshops: “Political Cartoons in the
Classroom” and “This Damned Old House: Abraham Lincoln and the White House.” The
National Gallery of Art has a workshop called, “Can We Talk?! – Facilitating Conservations
with Works of Art.” Each of these workshops is easily marketable and is meant
to spark the interest of educators.
Aligning the needs of classroom
teachers with the offerings of the museums is the most critical step of making
a successful workshop. Luckily, there are a vast number of museums who offer
highly unique workshops to teachers.
Teachers have many opportunities to find something that might work in
their classroom. Museums have mastered the teacher workshop; they offer
workshops that work with teacher’s schedules, provide professional credit,
highlight the uniqueness of the museum and are appealing and interesting to the
teacher.
But they also offer an example that
goes beyond the workshop, a model in which the museum educators are the
experts. This might be a way to better welcome the classroom teachers in museums.
The future goals of museums should be to make a true partnership between the
classroom teacher and the museum educator. Hopefully, this relationship can be
extended into both the museum and the classroom. I found two examples of
museums striving to breakout of the teacher workshop model by offering
“Research Colloquiums” and “Roundtables.”
The Abraham Lincoln Presidential
Library & Museums has a workshop titled “Research Colloquiums” that consist
of teachers working with the museum education department to learn how best to
use primary sources and object-based teaching in the classroom. The museum
educators show the teachers the tools used in the museum field, such as how to
navigate the digital collections and the Presidential Library. The teachers get
to experience first hand what it is like to work in a museum and the resources
that are available. On the second day of the session, the teachers and the
museums educator work to make a personalized lesson plan for the teacher. By the end of the session the teachers have a
fully workable lesson plan that they made using the resources of the museum.
The regular and award-winning
“Education & the Arts Roundtables” offer a truly unique spin on teacher
workshops. These roundtables allow for a partnership between several museums, such
as the Natural History Museum of Los Angeles County, the Page Museum at the La
Brea Tar Pits, and the William S. Hart Park and Museum, as well as selected schools
in Los Angeles County, art organizations and artists. The “Education & the
Arts Roundtables” strive to “foster deep,
interdisciplinary classroom learning, and give artists and educators joint
responsibility and authority over their Museum interactions.” The mission of
the “Education & the Arts Roundtables” is one that all museums should
strive towards when forming museum and school partnerships. It is truly a
partnership between museums, teachers, students, and the community where no
single member is the expert.
Links:
Education & the Arts Roundtables
Abraham Lincoln Presidential Library & Museums
National Gallery of Art
Rock and Roll Hall of Fame
The Philadelphia Museum of Art
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