The Museum Education Research Group is interested in conducting research in several areas related to learning in and with museums.
Science Museum Educators’ Levels of Self-Efficacy, Sense of Community, and Professional Development Needs
We validated a survey to assess science museum educators’ levels of self-efficacy related to various parts of their job. Based on an earlier study, this survey asks museum educators to rate how skillful they believe they are at completing various tasks such as teaching multigenerational groups, assessing prior knowledge, or teaching online. Along with our colleague in the statistics department, we are currently conducting a factor analysis to better understand how these various skills are related and in what areas educators feel the need for more professional learning. We have also recently conducted a survey assessing museum educators’ sense of community and organizational commitment to better understand how we can help support their wellbeing and retention. Additionally, we are currently exploring informal educators’ perceptions of, access, and barriers to professional development opportunities.
EcoCivic Engagement
Funded by the Thoreau Foundation, the Thompson Earth Systems Institute and collaborators are providing undergraduate students the opportunity to gain experience in environmental research, outreach, and civic engagement. Fellows attend seminars featuring environmental experts, receive mentoring, network with peers, and participate in a multi-day field experience focused on environmental challenges across Florida. Fellows work with a community organization on a project that contributes to research, education, or civic engagement on a salient environmental issue. Learn more about our project here. I also have projects supporting informal educators as they facilitate civic engagement projects for the environment with youth funded by the North American Association for Environmental Education.
Broadening Participation through Broader Impacts
We are conducting research on how scientists engage in broader impacts. This work aims to support the Scientist in Every Florida School program by allowing us to better understand how scientist-teacher partnerships are created and sustained. You can learn more about this work in our article in the Journal of STEM Outreach. Additionally, our work explores how to ensure scientists are using best practices for engaging with diverse audiences. We are also conducting research related to scientist engagement with the public in the museum. The results of these studies are forthcoming.
Framing Climate Change Communication
To better understand the long term impacts of the climate change message framing work done by the National Network for Ocean and Climate Change Interpretation, we conducted a retrospective study of the inaugural class of museum educators trained in strategic message framing funded by an eeBlue Grant. Additionally, we are examining strategic message framing surrounding wetland restoration and climate change along with our colleagues at Chapman University. We are conducting research on ways to improve communication about climate change impacts on wetlands for audiences in the Florida Everglades and the California Delta. We are also testing new messaging around extreme weather events and climate change. You can read more about framing climate change communication in our open access publication on framing climate change in the Gulf of Maine.
Past Research
Previous work has examined best practices for supporting the science interests and career aspirations of historically excluded students through museum-based family science programs. I have also conducted research examining how museums engage audiences through online learning particularly as a result of COVID-19 closures.You can learn more about this work in this open access literature review, this open access article, and in my blog post for AAM.