We Can Update our Own Stories: Trans*-Informed Principles for Gender-Inclusive Science Teaching.

Across the United States, Anti-LGBTQ curriculum laws are being passed in staggering numbers, impacting an estimated 25 million children. At a time where a majority of LBGTQ students report feeling unsafe at school, a significant education challenge is how to meet the needs of these students while addressing and dismantling the way the institution of science education continues to uphold systems of oppression. While there have been waves of LGBTQinclusive science education reform, these movements have been stymied by a lack of cohesive guidelines for practice and are generally limited in their inclusion of considerations that attend to the needs of trans* and gender creative students. In order to address the epistemic erasure of trans* voices and perspectives in LGBTQinclusive science education reform, this dissertation explored the gender-inclusive teaching practices of 10 trans*-identified science teachers with the purpose of learning from their experiences creating trans*-inclusive science curriculum. Using a qualitative research design, this dissertation collected three sources of data (interviews, instructional materials samples, and reflective teaching statements) in order to answer the research questions. Emergent in the data was the overarching theme of trans*-informed science education pedagogy which encompassed the central philosophies and practices employed by the teacher participants. First, participant interview data revealed that teachers’ trans* experiences impacted the development of their teaching motivations, desires to be visible trans* role models, and shaped their epistemological relationships to science as well as to science teaching and learning. Second, the triangulation of teaching materials and reflective statements with interview data led to the identification of three teaching practices including interrogating and accessing power, resisting essentialism, and embracing experiential knowledge and personal epistemologies. Together, these philosophies and practices lay the theoretical and conceptual foundation for a set of teaching principles that can guide teachers in implementing gender-inclusive science teacher through a trans*-informed lens. These recommendations implore teachers to Teach with Continuity and Authenticity, Center Epistemic Justice, Affirm Diversity, Embrace Scientific Complexity, Emphasize Experiential Knowledge and Personal Epistemologies, and Critically Assess Provenance and Validity when selecting gender-inclusive teaching materials. The findings of this dissertation are valuable to the science education community because they amplify and center the experiential knowledge of teachers whose voices are critically absent from conversations surrounding LGBTQ-inclusive science education practice. Moreover, the principles derived from trans* teachers’ experiences can be used to guide other educators in making their science classrooms more trans*-inclusive

Synergies: University-Museum Collaborations

The purpose of this report is to provide documentation of the University-Museums Synergies Initiative between a Department of Marine, Earth, and Atmospheric Sciences and a Museum of Natural Sciences. The goals of this initiative were to 1)identify specific projects and opportunities might be developed to strengthen the collaboration between institutions and 2) gain a better understanding of MEAS researchers’ and Museum employees\u27 perspectives on university-museum partnerships

The Next Generation of Science Educators: Museum Volunteers

There is a growing need for science educators and communicators who can support public understanding of complex science issues. Furthermore, little is known about how to nurture career aspirations for teaching science. This study examined the influence of youth volunteer experiences on career aspirations through a lens of science identity. Twenty-one participants were interviewed about high school volunteer experiences at a science museum. Data were coded for factors related to science identity (recognition, competence, and performance) and career aspirations. Results showed that the museum program contributed to the development of youth volunteers’ science identities through experiences that bolstered individuals’ science recognition, science competence, and science performance. Further analyses revealed the program’s impact on the development of individuals’ career interests in the areas of science communication and teaching. The results showed that after participating in the volunteer program, individuals indicated increased interests in communicating science to the public, teaching in informal science settings, and teaching in K-12 settings. These findings suggest that museum volunteer programs with an explicit focus on communicating science to the public may be optimal places to cultivate the next generation of science educators and communicators

TURNING TEENS INTO FOSSILPHILES: CITIZEN SCIENCE AND ADVANCED VISUALIZATION OF PALEONTOLOGY COLLECTIONS

In 2016, the North Carolina Museum of Natural Sciences (NCMNS) received funding from NSF’s Collections in Support of Biological Research Program to launch a new citizen science initiative—FossilPhiles—aimed at improving publically accessible natural history specimen data. The FossilPhiles project supported NCMNS’ ongoing efforts to digitize paleontology collections and provide STEM opportunities for historically underrepresented student populations by engaging middle and high school students in authentic data collection. Five students were chosen from area schools with underserved populations to digitize highly significant or visually impactful vertebrate, invertebrate, and paleobotanical fossil specimens (e.g., type specimens, rare collections, specimens of high public interest). Students were trained in specimen handling, collections data, and archiving. They collected standard measurement data, photographed specimens in 2D, and constructed 3D photorealistic models using photogrammetry. Over a period of six months, students took over 13,000 photos, documenting 176 specimens in 2D and 137 in 3D. Of these, 124 photos have already been uploaded to the NCMNS’ open-access collections database, accessible through the NCMNS’ website, GBIF, VertNet, and iDigBio. Future project plans include creation of a publicly accessible, interactive portal of the 3D specimen models. Throughout their internships, FossilPhiles students were provided training and opportunities to communicate their experiences with the broader community. The entirety of the FossilPhiles project took place within the glass-walled Paleontology Research Lab (PRL) in the Nature Research Center of the NCMNS, on view to NCMNS’ ~1 million annual visitors. Additionally, students were regularly engaged with communicating about the project in real-time via social media outlets (e.g., Twitter, blogs), sharing photos of fossils they worked on, facts and skills that they learned, and challenges they overcame. FossilPhiles students also partnered with peers engaged in non-STEM museum internships to promote cross-learning. They collaborated with the NCMNS’ Teen Newsroom program to produce a video interview about their evolving impressions on what it means to be a scientist

The Privilege of Low Pay: Informal Educators’ Perspectives on Workforce Equity and Diversity

Despite attempts to diversify the informal science education workforce, institutions like museums, zoos, and aquariums continue to be places of privilege where few can afford to make education a life-long career. This exploratory study examined informal science educators’ perspectives on workforce equity, diversity, and professionalization. Through a nationwide survey and selective interviews, educators (n = 132) were asked about their career motivations and personal and professional challenges faced before and during the COVID-19 pandemic. Results show that 59% of informal science educators surveyed were considering academic or career changes, citing workplace practices and cultures that perpetuate overwork and underpay and that have contributed to the marginalization of educators who have been historically excluded from working in the field. Our goal is to amplify educators’ voices and encourage reflection on how museums and other institutions have upheld oppressive structures that prevent goals of equity, diversity, and inclusion from being holistically achieved

Accelerating high school students’ science career trajectories through non-formal science volunteer programs

Extensive research shows that non-formal science education programs effectively build and sustain long-term interest and persistence in science careers. Framed by expectancy-value theory, this study examined the academic and career outcomes of students who participated in a multi-year volunteer program at a science museum. Twenty-one participants were interviewed about their motivations for volunteering and the impact of participation on their science career trajectories. Data were coded for factors related to expectancy-value including goals, motivations, previous non-formal science experiences, and family attitudes towards science and STEM. Results showed participants of the volunteer program pursued science careers at higher rates than the national average, adding evidence to show how non-formal science education programs extend the longevity of science career interests. This study also documented a newly emergent phenomenon of acceleration of participant science career trajectories. Museum volunteer programs such as the one studied may help high school students gain knowledge and skills central to science career development earlier than is typical. The implications of this type of program for students with already established science interests and science career motivations is discussed from an equity perspective

Leveraging the epistemic emotion of awe as a pedagogical tool to teach science

Awe is a complex emotion theorised to impact science learning and practice. In science education, awe has the potential to motivate explanation-seeking, promote conceptual change, and instill feelings of connectedness to the natural world. This exploratory study examined teachers’ experiences with awe as well as their uses of awe in their science instruction. Thirty-four elementary (grades 4-5; n =14) and middle school (grades 6-7; n = 20) teachers completed a survey of awe perceptions and experiences and participated in a semi-structured interview. Results showed that science teachers report using awe-invoking classroom experiences in a variety of science disciplines with the intention of leveraging the emotional response in ways that facilitate learning outcomes and inspire long-term science interest. Teachers also reported numerous dispositional factors they perceived as being influential in governing awe experiences in science instruction including age, prior experiences, interest, curiosity, and the presence of co-occurring emotions. This study adds to the developing body of work around awe and science instruction, supports the findings from other fields related to the epistemic and self-transcendent nature of awe, and suggests that awe can be used to enhance science teaching and learning