When thinking about creating outreach for a public audience, who should the target audience be? What types of questions can you ask yourself to help determine this information? If is ok to knowingly exclude certain age groups when you are designing an outreach activity? What setting is best for my outreach setting? How many entry or exist points should my activity have? Should there be a take-away thing or just a take-away message? How long should the outreach activity run? How long will people stay once my activity is completed? What types of materials are ok to use with a public audience? For example is there anything I should avoid like peanuts? Am I allowed to touch the people doing the activity to help them put something on to complete the activity? What types of things need to be watched in between each activity to avoid spreading germs? How much information should I “give away” about the topic being presented? What type of questions should I ask the participants in regards to the activity or information around the activity? How much assumed knowledge can I assume the audience has about the topic? Where do I find this information out? What are some creditable resources for creating research based educational activities?

These are some of the questions that I was asked today during a Pre-college Program outreach meeting by another graduate student who works with me on OSU’s Bioenergy Program. Part of our output for this grant is to create and deliver outreach activities around Bioenergy. We plan on utilizing the connections among SMILE, Pre-college Programs and Hatfield Marine Science Center since there are already outreach opportunities that exist within these structures. As we were meeting, it dawned on me that someone who has not ever been asked to create an outreach activity as part of their job may see this task as overwhelming. As we worked through the questions, activities and specific audience needs of the scheduled upcoming outreach, it was both rewarding and refreshing to hear the ideas and thoughts of someone new to the field of outreach.

What are some questions you have when creating outreach? What are some suggestions about creating outreach to the general public verse middle school students verse high school students? Do you have any good resources you can share? What are your thoughts?

A new partnership with the Philomath (pronounced fill-OH-muth for you out-of-town readers) High Robotics Engineering Division (PHRED) helped the HMSC Free-Choice learning lab overcome a major information design hurdle. An on-going challenge for our observation system is recording usage of small, non-electronic moveable exhibit components – think bones, shells, levers, and spinning wheels.

PHRED mentors Tom Health and Tom Thompson will work with students to develop tiny, wireless microprocessor sensors that can be attached to any physical moving exhibit component and report its use to our database. The team will be using the popular Arduino development tool that has been the technological heart of the Maker movement.

This is a great partnership – the PHRED team has all the skills, enthusiasm, and creativity to tackle the project and build successful tools – not to mention gaining the notoriety that comes from working on an NSF-funded project. Oregon Sea Grant gains more experience integrating after school science clubs into funded research projects, while meeting the ever-challenging objective of engaging underserved communities.
Thanks to Mark for this update. 

Well the data collection for my research has been underway for nearly 2 months now, how time flies! For those of you new to this project, my research centers on documenting the practice of science center docents as they interact with visitors. Data collection includes video observations of voluntary docents at HMSC using “visitor-mounted” looxcie cameras, as well as pre- and post-observation interviews with those participating docents.

“Visitor-eye view using the looxcies”

My current focus is getting the video observations of  each of the 10 participating docents collected. In order to conduct a post observation interview (which asks docents to reflect on their practice), I need to get about 10-15 minutes of video data of each of the docents interacting with the public. This doesn’t sound like much, but when you can’t guarantee a recruited family will interact with a recruited docent,  and an actual interaction will likely only last from 30 seconds to a few minutes, it takes a fair few families wearing cameras to get what you need. However, I’m finding this process really enjoyable both in getting to know the docents and meeting visitors.

When I first started this project I was worried that visitors would be a little repelled about the idea of having their whole visit recorded. What I’m actually finding is that either a) they want to help the poor grad student complete her thesis, b) they think the cameras are fun and “want a go” or c) they totally want one of the HMSC tote bags being used as an incentive (what can I say, everyone loves free stuff right?!) The enthusiasm for the cameras has gone as far as one gentleman running up to a docent, jumping up and down and shouting “I’m wearing a camera, I’m wearing a camera!” Additionally, and for those star trek fans out there, a number of visitors and colleagues alike have remarked how much wearing a looxcie makes a person look like a borg (i.e. cyborg), particularly with that red light thing…

Now how, may you ask, does that not influence those lovely naturalistic interactions you’re supposed to be observing? Well, as many of us qualitative researchers know, that unless you hide the fact you are observing a person (an element our IRB process is not particularly fond of) you can never truly remove that influence, but you can assume that if particular practices are observed often enough, they are part of the landscape you are observing. The influence of the cameras may alter how naturalistic that interaction may be, but that interaction is still a reflection of social behaviors taking place. People do not completely change their personality and ways of life simply because a camera is around; more likely any behavior changes may simply be over- or under-exaggerated normative actions. And I am finding patterns, lots of patterns, in the discourse and action taking place between docents and visitors.

However, I am paying attention to how visitors and docents react to the cameras. When filtering the footage for interactions, I look out for any discourse that indicates camera influence is an issue. As examples, the docent in the “jumping man” footage reacts surprised to the man’s sudden shouting, open’s his eyes wide and nervously laughs – to which I noted on the video that the interaction from then on may irregular. In one clip I have a docent talking non-stop about waves seemingly without taking a breath for nearly 8 minutes – to which I noted seemed unnatural in comparison to their other shorter dialogue events. Another clip has a docent bursting out laughing at a visitor wearing one of the looxices attached to his baseball cap using a special clip I have (not something I expected!) – to which I noted would have likely made the ability for the visitor to forget about the looxcie less possible.

All in all, however, most visitors remark they actually forget they are wearing the camera as they visit goes on, simply because they are distracted by their actual visit. This makes me happy, as the purpose of incorporating the looxcies was to reduce the influence of being videod as a whole. Visitors forget to a point where, during pilots, one man actually walked into the bathroom wearing his looxcie, and recorded some footage I wasn’t exactly intending to observe… suffice to say, I instantly deleted that video and and updated my recruitment spiel to include a reminder not to take the cameras in to the bathroom. Social science never ceases to surprise me!

Last weekend a number of us headed off to the Oregon coast for the FCL annual retreat. This year it was at William H. Tugman state park near Winchester Bay, OR. As true Oregonians, we stayed in yurts and ran our activities outdoors. Although a little chilly (hey, it IS the Oregon coast!), the weather was beautiful and good times were had by all.

 

The FCL retreat is a student-led professional development opportunity involving a number of grad student and social-centered activities. It’s also an opportunity for us to get to know each other a little better, and enjoy some hang-out time for community-building across the FCL-related programs at OSU.  Over 20 people attended this year, including Dr. Rowe, Dr. John Falk and Dr. Lynn Dierking, as well as partners, dogs and babies, which made for an academic as well as all-round family atmosphere! The annual retreat was started last year at the Oregon Hatchery Research Center in Alsea, OR, and we are hoping it will become a tradition for years to come.

 

Activities were centered on a variety of topics, and included

  • Team building
  • Grant writing
  • Sensory drawing
  • Principles of interpretation
  • Working with culturally and linguistically diverse populations
  • Irish dancing
  • Night hiking
  • Yoga
  • Health

Plus, a couple of extra fun campfires and lots of eating! A big thank you to everyone who helped organize and/or participated in the retreat. Some the highlights included creating interpretive sculptures with modeling clay, watching everyone try to dance in unison during Irish dancing whilst falling over their own feet, and learning some crazy new things we never knew about each other in Dr. Dierking’s icebreaker game. We also discovered Laia is amazing at cooking chili over a fire, and Dr. Rowe makes a mean burger!

Check out our photos here. You will also find them on our facebook page.

 

 

Regarding this story from the Times:

How do we emphasize the importance of rigorous, often tedious work while acknowledging the potential for great achievement? Are we setting our children up to fail with unrealistic expectations, or loading down our college freshmen with theory divorced from its natural context?

“Studies have found that roughly 40 percent of students planning engineering and science majors end up switching to other subjects or failing to get any degree. That increases to as much as 60 percent when pre-medical students, who typically have the strongest SAT scores and high school science preparation, are included, according to new data from the University of California at Los Angeles. That is twice the combined attrition rate of all other majors.”