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California Academy of Sciences Elizabeth Babcock, Moe Flannery, Puja Dasari How do you reconcile the drive to be a best-in-class research operation with the drive to be the most innovative public engagement operation, when there are just not enough research scientists to participate in all of the programs? Given that, how do you pick the most effective/powerful tools/programs to scale the scientific impact of the education and engagement experiences? The ways weve chosen to leverage research for engagement are: 1.Project Lab 2.Citizen Science 3.Science in Action 4.Nightlife 5.Lectures 6.Field based programs 7.Student Science Fellows 8.Field Guides 9.Digital Engagement from the field Project Lab Host, Earl Herald, interviews local fair first prize winner Carl Edward McLaughlin. Mclaughlin and his tic- tac-toe computer went on to win second place in the National Science Fair that year. >240 programs with scientists and the public in the summer of 2011 Bringing scientists and the public together to do science Courtesy of the California Academy of Sciences Archives. "Science in Action # 265 1957 Science Fair

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AUSTRALIAN MUSEUM, SYDNEY Dr Lynda Kelly, Manager Online, Editing and Audience Research KEY ISSUES Sustainability Recognising and serving the needs of communities Meaning something and being relevant Tell it like it is" without fear or favour Taxonomy a key underpinning idea, but how to excite people? Scientific practice, research and results being attacked: how can we explain and defend science and scientists w/out being attacked too? EDUCATION Natural History Museums are a key part of demonstrating what and how we know about the world in an easily digestible way BUT we need to find ways to make this more engaging for visitors Meeting new modes of learning, esp. mobile technologies / social networking NOTE: Id like to thank the variety of AM staff contributors to this slide JURASSIC LOUNGE: where art, music, science and museum comes together. Tuesday nites @austmus. @missiexox@missiexox The jurassic lounge was so much fun! Alcohol was good, band sounded amazing, dj was cool and the dinosaurs were freaking awesome! @skygirrl@skygirrl Just smelt stick insect (Phasmid) poo. Like eucalyptus. How often so you get to say that in the city? @kymtje@kymtje Tonight I stroked a python, smooched a diprotodon and snorgled a Goliath stick insect. Epic amount of awesome. @hellocarmel@hellocarmel Going through Hyde Park after #jurassiclounge OH: Look there's a possum. Hey we've just seen your skeleton! And your brother, who's extinct! The future of learning: scrolling, swiping, viewing, interacting, mashing-up

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Alaska Museum of Natural History Bronwyn Jones and Kerri Jackson Challenges Keeping exhibits and education programs relevant to visitors day to day lives by presenting the information in a way which allows them to come to their own conclusions. Keeping exhibits up to date with technology and science. Bridging cross cultural views and beliefs on science. Presenting exhibits to non-English speaking visitors. Practice We believe what makes our Museum unique is the touchable nature of our exhibits. Easily 1/3 of our displays are designed to be touched, picked up and examined by both children and adults. Our exhibit space is small but we have many returning visitors who come back because of the hands on exhibits. This practice challenges the stereotype that Natural History Museum exhibits are for viewing only. Description Museums are places for people to ponder and understand life and the world around them. We are not only faced with the challenge of how to present scientific information to our visitors, but with what information to present because the field of natural history is so vast.

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Clemson University Parks, Recreation and Tourism Management Department Rob Bixler Biggest Challenges Facing Natural History Museums (from someone who does not work in a natural history museum): Moving from teaching to experiencingrecognizing and embracing that museum visits are leisure experiences Competition for peoples leisure time particularly from sports Looking inward instead of acknowledging and then facilitating natural history experiences among and between many organizations that already do or could provide direct and ancillary natural history experiences. Stated differently, keeping people engaged with natural history across the lifespan is probably near impossible for one organization. Need to robustly explore non-natural sciences gateways into appreciating natural history through anthropology, arts, humanities and religion. Linking science and education practice: High cost of visitor studies research for small institutions Finding good matches between skill sets and interests of researchers/evaluators and needs/wants of institutions Too much focus on research to make generalizations and not enough on conducting evaluations to accumulate results (realist paradigm). Hard to locate research and evaluation results conducted internally or by for-profit consultants. Evaluations are not easily published in journals. Essentially lack of access to much existing research. I am attempting to understand how people develop interest in nature, natural history, the outdoors, and the environment across life stages through informal familial and formal institutional transactions and serendipitous events. My work is pragmatic/realist, less focused on theory building and more on informing practice. Heart comes before head --Ken Finch

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National Audubon Society Nature Centers Dave Catlin and Bob Petty We can use technology as a tool to encourage exploration in nature.... What values can be derived from nature centers? Staff and community members have different answers to this question.... But how do we ensure that technologies enhance experiences with nature rather than replace them?

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Yale Peabody Museum Jane Pickering & Chris Norris How do we build closer partnerships and shared understanding between educators and collections staff? For example, many educators come to museums with extensive experience with public audiences (e.g. schools) but little or no knowledge about the activities going on in the collections, and the daily life of collections staff. As part of their training, could they spend an afternoon a week helping with collections activities? EVOLUTIONS is an after school program for a diverse group of teens focused on science literacy and college preparation. The students spend many hours in the Museum in classes, internships, and learning about science communication by presenting activities in the galleries. They have become part of the museum staff community and have worked with many collections staff and faculty. Icaronycteris, a 50 million year old specimen of one of the earliest known bats. This rare and delicate specimen typifies the sort of material that is not usually available for education purposes

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MUSEUM OF NATURE AND SCIENCE, DALLAS Steve Hinkley, Vice President of Programs Tony Fiorillo, Chief Curator of Earth Sciences Statement of challenge: Learning science in formal settings (e.g., schools) has typically evolved into a process by which facts are isolated from experience and emphasized to a disproportionate degree. Many formal institutions adopted a learning process that ignores the importance of learning environments and student interest. Museums are uniquely situated to provide a direct alternative through offerings of exciting spaces, active and fun learning experiences, and actual materials (fossils, etc.) that imbue content with context. Museums must engage young audiences who want and need these experiences. MNS Beer & Bones: Beer and Bones is a thematic adults-only program held quarterly. As adults circulate through the museum, there is opportunity to conduct science experiments, observe collections not normally on display or, listen to a short lecture about a science topic while enjoying a glass of beer or wine. The events feature a DJ and are developed around a central theme (e.g. Dinosaurs, Engineering. Etc.). The event attracts a diverse audience of approximately 300 individuals per evening. Beer & Bones Event: Over time our museum moved away from what was once a robust set of adult-only programs. We have re-engaged adults and found their passion for learning to be equal to the thirst for learning by younger children.

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OAKLAND MUSEUM OF CALIFORNIA Douglas Long and Don Pohlman Challenge: Framing natural history in ways that include humans within the system. Question: Is content delivery really our most important and effective role? Practice: In various ways, we are trying to incorporate community voices within our gallery to model and inspire a deeper sense of place in our visitors. Museum I by Ikka Halso

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Lincoln Park Zoo Steve Thompson & Leah Melber Whats the Problem? Challenges to Effect Science & Education Collaborations Young Researchers Collaborative Young Researchers Collaborative is a multi-contact program, conducted over the course of a school year, focused on building students science literacy. Specifically, the program helps middle school students develop research skills by leading them through an original research project in the area of either ethology or biodiversity. How do we overcome old notions of collaboration & information sharing to better connect with audience Internal Survey Results: 60% Researchers 20% Educators 20% Animal Care Top Responses: Fiscal & Logistical Considerations Ironically NOT: Robust Treatment of Topic or Communicating w/ a Common Language Why Try Even Harder? A united message [to audience] is a stronger message

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Museum of Science, Boston Andrea Durham, Anna Lindgren-Streicher 21 st Century Challenge: Finding ways to connect the human-made and natural worlds in which our visitors exist in relevant ways. The Firefly Watch program is a web- based citizen science project that invites people across the nation to observe and record firefly activity. By using technology to link the process of science to a sentimental creature in their own backyards, participants engaged in memorable experiences that connected them to scientific research and the broader natural world. Picture of a firefly on a blade of grass, a creature for which there is much sentimental attachment and which can connect people to scientific research Participant quotes: I recently purchased vacant land in order to recreate firefly habitat But I most enjoyed the "excuse" to get out in the early evening to just look around and appreciate our planet I liked the idea that my observations could help scientists understand the current state of fireflies and how they are impacted by light pollution.

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Natural History Museum, London CHALLENGES Explaining the major natural world issues to multiple audiences Engagement with natural science progression into science careers; Being heard within changing patterns of information consumption multiple information channels; time deficit; authority vs conversation TRICKIEST QUESTIONS Developing Scientists as engagers: communication skills; recognition of communication practice Distilling authenticity of authentic process into content and activities that will captivate and engage multiple audiences Keeping ourselves relevant Increasing commitment to out of classroom learning from current government; limitation of time and funding PROGRAMMES AND PRACTICE Using an arsenal of approaches for learning from virtual to face to face, based on audience knowledge and drawn from authentic museum research procedures and results: The award winning multiple media twin screen experience on evolution and human origins. A practical workshop delivered by Science Educators extracting microfossils from clay, based on a museum micropalaeontological procedure. A daily programme of science communication, Nature Live initial results of a PhD to explore the learning impact of a conversation with a scientist Multiple approaches to learning

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LYON ARBORETUM Heejoon R. Sears and Reiko Trow Natural History Museums must meet the needs of their diverse audiences to address 21 st Century issues: Biological and cultural conservation/preservation Sustainability Water and food security Societal disconnect with natural world Increased dependence on technologY Health and nutrition Natural History Museums must meet the needs of their diverse audiences to address 21 st Century issues: Biological and cultural conservation/preservation Sustainability Water and food security Societal disconnect with natural world Increased dependence on technologY Health and nutrition Lyon is collaborating with the Hawaiinuikea School of Hawaiian Knowledge, Papa Loi o Knewai, Waikk Aquarium, and Mnoa Heritage Center on the Welina Mnoa Project. We aim to interpret our bio-cultural sites, collections, and research from a Native Hawaiian perspective. This will bridge the historical gap between Western and Indigenous knowledge systems, bolstering each other in this 21 st Century. To add to the thousand words already spoken by this photo, it is the children of Hawaii who hold the promise of the future. Their experiences here will resonate throughout their lives. Natural sciences such as horticulture, hydrology, botany, conservation biology, and ecology, will be a living part of their memories, associated with sights, smells, sounds and emotions. These educational experiences will inform their life choices.

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BURKE MUSEUM Diane Quinn and Kirsten Rowell Challenges: Community building Inoculating younger generations Developing unique & personal experiences for diverse audiences Enabling and engaging citizens in their practice of natural history Funding for collections & programs Inspire deeper exploration and sustainable stewardship for the natural world Trickiest question: What is the most eloquent and effective way to interface between our resources and constituents? Program Highlight: Salish Bounty exhibit Based on original museum research Emphasizes community collaboration Involves interdisciplinary stories of natural history, culture, & science Features local interpretive lens with broad global relevance Engages multiple learning styles Salish Bounty exhibit graphic, museum specimen (traditional fishnet weight), and object loaned from the community (commodity food ration).

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Canadian Museum of Nature Anne Botman & Maggie Kilian Biggest Challenges Revenue generation & funding Changing expectations/roles How to enable great social experiences Sticky/Tricky How do we get beyond current rhetoric and inspire the public with science and natural history? Trading Post Kids bring their own natural history collections to the museums Trading Post where they can get help identifying specimens, accumulate points, and exchange them for new treasures! Reflections on our strengths and challenges for the future.

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SAN DIEGO NATURAL HISTORY MUSEUM Erica Kelly & Nan Renner In linking science and education practice, we face the sticky/tricky truth that our work would be easy if we were creating exhibits and programs for ourselves. But our charge is to create them for others. The Golden Rule: Treat others how you would want to be treated. The Platinum Rule: Treat others how they would want to be treated. Thats where it gets hardand thats where we have to go. 140 characters or less to describe object photo or cartoon How do children integrate action and perception as they explore objects and ideas in the exhibit environment? Through analysis of behavior, we want to understand relationships among the designed environment, multimodal interaction, and consequences for learning. We face the challenge of overcoming PERCEPTIONS: Of science (its inaccessible) Of nature (its scary) Of museums (theyre boring, and not for me) Of ourselves (I am not a science person).

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denver museum of nature & science kirk johnson (chief curator) & kathleen tinworth (chief voyeur) Ask this guy about Snowmastodon! PS: Thats Kirk! visitor & community photo studies tracking and timing the entire visitor experience through their eyes Not us! TRUST Preservation Historical Scientists Real Discovery Precise Smart Accurate Necessary Responsible Presentation Current Everyone Relevant Accessible Digestible Fun Exciting Engaging Compelling Safe RESPECT EQUITY FRIENDSHIP

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National Zoo Ed Bronikowski and Judy Tasse New at the Zoo: Our Bird Plateau renovation will be a unique major exhibit engaging visitors in the story of migration and the science behind it. In the future, we will use technology alongside authenticity to get people closer to the natural world. Our Challenges on the Outside: Increase science literacy Combat misinformation Work within culture of instant answers Our Challenges on the Inside: Conquer feeling of hopelessness Commit serious resources to this endeavor

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Charles Eldermire & Rhiannon Crain Biggest Challenges Opportunities facing N. H. Museums Rethinking physical relevancy with increasingly deeply digital resources. Rethinking physical relevancy with increasingly deeply digital resources. Long view science Long view science Supporting informal learning writ large (beyond that which takes place in the museum) Supporting informal learning writ large (beyond that which takes place in the museum) Program 7 Million/Year Website Visitors 7 Million/Year Website Visitors 200,000 Participating Citizen Scientists 200,000 Participating Citizen Scientists 112 Million N.H. Observations 112 Million N.H. Observations Arguably, the Cornell Lab engages quite a lot of people in natural history informal learning in entirely virtual venueswhat does that mean?

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New Mexico Museum of Natural History and Science Albuquerque, NM Alicia Borrego Pierce, Deputy Director and Justin Spielmann, Geoscience Collections Manager GREATEST CHALLENGES: Scientific literacy amongst the general public AND Communicating complex scientific ideas to the general public HIGHLIGHTED PRACTICE: Commitment to provide bilingual, exhibit content that is easy to read and understand by the general public NMMNHS Visitor interpreting exhibit content in our Dawn of the Dinosaurs Hall.

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Oklahoma City Zoo Teresa Randall & Stacey Sekscienski Biggest Challenges: Creating those Instant Connections for our guests and calling them to action in a short amount of time Stickiest/trickiest Question: How can we strike a balance between science, education, and entertainment while also giving them a realistic call to action? Citizen Science Programs: These programs are unique opportunities that allow researchers to work with K-12 students, teachers and community members while furthering their own research. Interactive experiences with animals not only reach people of all ages, but they are great venues for making those instant connections with visitors. With the litigious and bacteria phobic society we live in today, it seems more and more of these interactive experiences are fewer and far between. This adds more pressure on our educators to come up with unique and effective teaching strategies. Many folks that eventually work with animals and/or nature have had one of these moments in their lives which probably made a lasting impression and changed how they viewed the animal/natural world. And for some, these intimate interactions probably have led many folks to professions in the sciences. Fall Monarch Tagging Summer Zoo Lake Turtle Census

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Florida Museum of Natural History Bruce J. MacFadden & Betty A. Dunckel Challenge: Fostering understanding of and appreciation for the value of natural history collections in addressing 21 st Century challenges. Fossils in the Cloud: Engaging amateur paleontology groups in iDigBio as a model for other amateur groups. Data and images for millions of biological specimens are being made available in electronic format for the natural history research community, government agencies, students, educators and the general public.

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The Chicago Academy of Sciences and its Peggy Notebaert Nature Museum Rafael Rosa and Steve Sullivan Challenge Growing disconnect from real experiences because of the perceived realness of virtual experiences Linking Science and Education How do you provide learning experiences for a variety of audiences that want/need real examples while protecting and preserving valuable scientific collections? Practice Over 20,000 students each year participate in guided workshops at the Museum. While most are object- based, we have often used models instead of real items due to cost, difficulty attaining and maintaining of real natural objects. This year we have made an active effort to convert all such models with positive results on student enthusiasm and knowledge. [INSERT OBJECT PHOTO OR CARTOON HERE.] The view from our rooftop prairie Teaching about the natural world in an urban environment

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Carlyn S. Buckler, PhD - Richard A. Kissel, PhD Practice Natural history museums are social institutions that stand at the intersection of scientific research and education. PRI presents a collections- and systems-based approach to science education, with geology, biology, anthropology, and other disciplines integrated into the single, larger, and more relevant conversation of Earth systems science. Such conversations incorporate inquiry-based instruction and the nature of science, and they are designed to promote not only on-site learning but productive curiosity beyond. Informal science venues can and should also provide credible, timely information for local populations when issues involving Earth systems science (e.g., drilling for natural gas) impact their daily lives and decision making. Challenges & Linking Areas of Practice Considering visitors prior knowledge, misconceptions, and worldviews within program and exhibition development Embedding how we know what we knowthe process of scienceto encourage exploration and counter misunderstandings Providing those sticky moments that visitors remember, expect, and want from natural history museums. Empowering learners to become teachers Within an institution, researchers can feel that ISE providers are dumbing down science, making collaborations difficult; consensus is challenging. The goal is collaboration with scientists to nurture visitors skills, enabling them to read an environment, contextualize that to the broader Earth system, and to assimilate this experience into their everyday actions.

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c Demonstrating value of informal education in a structured, metric outcome- driven world. Pacific Grove Museum of Natural History Lori Mannel, Executive Director Annie Holdren, PhD, Exhibitions Curator Transformational Evolving Multi-Generational Dynamic Inspirational Sensory Kevin T. Karlson 2008 Free public programs featuring open-ended, hands-on science investigations multi-generational participation Museum partners

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Putnam Museum Christine Chandler & Kara Fedje Preserve, Educate, CONNECT has become our mantra here, with CONNECT being the anchor in innumerable ways. The publics insatiable appetite for the newest, fastest, most real experiences technology can supply has distanced them from the physical world. Even with all the emphasis on STEM, current school standards often exacerbate the problem in that they rarely include environmental or natural science topics. This disconnect may ultimately have disastrous results. As naturalist Robert Michael Pyle (2005) put it, What is the extinction of a condor to a child that has never seen a wren? Natural history museums need to use their unique position (real objects, real scientists) to re-connect the public to the physical world and re-instill a love and respect for nature. The Smithsonian Community Reef, a Satellite of the worldwide Hyperbolic Crochet Coral Reef Project created by Margaret and Christine Wertheim of the Institute For Figuring in Los Angeles, is an exciting, new exhibition that combines math, natural science, and art. The Reef engages diverse audiences in conversation about sustainable practices, hyperbolic geometry, and community art projects. At our institution we have a coral cart that utilizes fiber art forms to discuss higher math, classes that will help students learn about how the coral reef was assembled, and real corals that are shown in comparison to the crocheted reef. The Reef demonstrates the motivation of over 700 individuals that donated over 4,000 pieces of hand crocheted corals to the Smithsonian. The Reef traveled to the Putnam Museum in Aug of 2011 and has already reached school groups, science fairs, and community members throughout the area. [INSERT OBJECT PHOTO OR CARTOON HERE.]

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Integrate virtual exhibits, scientific datasets, and the authentic world to enhance learning in museums. Bridge scientific and visitor understanding. Research visitor learning [INSERT OBJECT PHOTO OR CARTOON HERE.] Life On Earth (LOE) integrates macro and micro-level evolution concepts in an exploratory interactive multi-touch Tree of Life exhibit. Life on Earth will be installed in five museums across the U.S. in 2013. All life on Earth is related Descent with modification Biodiversity Build A Tree DeepTree FloTree Life On Earth Chia Shen, Judy Diamond, Margaret Evans, Michael Horn Harvard University, University of Nebraska, University of Michigan, Northwestern University DRL-1010889

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Josh Gutwill Challenges for NHMs: Satisfy peoples psycho- spiritual needs for understanding origins of life and the human position within biological and ecological contexts. Communicate scientific creation stories. Reduce the polarization around science. Help people think about systems and build their observation skills. One of our projects: Science of Sharing: Exhibits and activities exploring cooperation, competition, and social interdependence. Build visitors skills for thinking about Climate Change & other Resource issues via Social Psychology, e.g.: Tragedy of Commons Prisoners Dilemma

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Grace Kimble Research Learning at the Natural History Museum; Past, present and Future(2009) Key conclusion: Perceived risk dominates current teacher preparations for visits Recommendation: Increased integration of pre/post activities using technology, to facilitate teachers integrating learning around museum visits. Implementation: Use of NHM NaturePlus social media site to create schools activity groups around fieldwork events e.g. Costa Rica 02.12 Museums dont hold knowledge anymore, google has meant the situation above is no longer an issue! However, opportunities to be inspired by developing skills in authentic settings (interpreting real specimens, taking part in outdoor experiences, observing living species) are unique to natural history settings. How can technology be leveraged to focus visitors attentional spotlight on relevant natural history, in ways that blend onsite and offsite learning? Bringing Natural History to life Question: (Doctoral research in progress ) Habitat exploration, natural history workshops and animal shows are accepted methods for pupils to learn about habitats and adaptation. How does childrens learning vary in these settings? Pilot study Focus: habitat exploration and specimen workshops for pupils age 9, in London Initial Conclusion In both groups, children increased in skills more than they increased in knowledge. Habitat explorers reported discovery skills such as how to find an animal- being patient, being quiet, knowing what it looks like. Specimen workshop participants described observing, and increased in knowledge of types of science- the departments of handling. Attitudes show that there is a spectrum of preferred ways to learn, from the computer to real exploring. Need to develop Ecological literacy assessment as a baseline for study Challenges (opinions from researchers at IOE, Kings College London and Leicester University) -inspiring next generation of scientists with a realistic image of science careers -civilised nature/ wilderness? -What counts as nature. Who does it belong to? -integrating peoples perspectives Linking science and education practice -what should be the level of involvement of scientists in education activities? authentic role models need time to research. -addressing origins of collection with pupils -positioning natural history collections as relevant dynamic contexts for learning about science -position of education for sustainability and education for sustainable development

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Natural History Museum of Utah Randy Irmis, Becky Menlove, and Madlyn Runburg It may be that whats most challenging for natural history museums is what we are, in fact, uniquely situated to do: effectively communicate with diverse audiences our research and institutional knowledge about global/climate change and biodiversity loss. While our collections hold historical data from which it is possible to reconstruct past conditions, analyze current conditions, and predict and mitigate for more favorable future conditions, it can be tricky to quickly and smoothly transfer knowledge about these complex topics and difficult issues. To remain credible and authentic to our audiences, its essential that we build trust both inside and outside our institutions. Scientists and those who interpret science need an open and honest exchange of information. A clear and precise lexicon of readily understood terms and their meanings is needed to avoid confounding the sometimes highly charged dialogue. And strategies for identifying and engaging with varied audiences are needed in order to make the processes and outcomes of natural science research truly accessible. Engaging the broadest possible audiences in the enterprise of science, through holistic, interdisciplinary approaches, is what NHMU programs and exhibits are all about. For example, through NHMU School Programs, every 4th grade classroom in Utahs 500 public elementary schools receives one of three programs--Museum on the Move, Junior Science Academy or Youth Teaching Youth--at least once every three years. Many receive programs every year. Each of these programs provides specimen rich, inquiry-based activities that are facilitated by museum educators on a class- by-class basis. This approach, a departure from previous iterations more heavily focused on content, evolved to include inquiry-based methods and has since shifted to a focus on science processes. As students engage in science they are encouraged to wonder, to observe, to infer. And as students engage in these new ways, our methods for reflecting on our practice have also evolved. Weve recently developed tools for classroom teachers and museum educators to assess learning in terms of science process skills. [INSERT OBJECT PHOTO OR CARTOON HERE.] At a recent retreat, staff members visualizes our mission: to illuminate the natural world and the place of humans within it.