Scientists and public outreach

Participation, motivations, and impediments

Elisabeth Andrews, Alex Weaver, Daniel Hanley, Jeffrey A Hovermill, Ginger Melton

Research output: Contribution to journalArticle

67 Citations (Scopus)

Abstract

Public funding agencies are increasingly requiring βroader impact" components in research grants. Concurrently, national educational leaders are calling for scientists to partner with educators to reform science education. Through the use of survey and interview data, our study examined the participation of researchers, faculty members, and graduate students from federal research laboratories and a Research I university, who were involved in K-12 and public outreach activities. W e found that scientists were often recruited into K-12 outreach activities by local departmental liaisons, colleagues, or professors. Scientists most frequently gave presentations, tutored, and organized or judged science fairs. Outreach participation varied by career stage, job type, and gender. The strongest motivating factors were a desire to contribute and enjoying their outreach experiences. For graduate students and researchers, a third motivating factor was the chance to improve their teaching and communication skills. Scientists of all types, however, viewed outreach as a form of volunteer work that was auxiliary to their other responsibilities. Time constraints due to other, higher priorities, the lower value placed on outreach by departments, and a lack of detailed information about outreach opportunities were significant barriers to participation. Even so, only a few scientists viewed their outreach experiences negatively, mostly due to classroom management, logistical, or organizational problems, or a lack of outreach skills.

Original languageEnglish (US)
Pages (from-to)281-293
Number of pages13
JournalJournal of Geoscience Education
Volume53
Issue number3
StatePublished - May 2005

Fingerprint

participation
student
teaching
gender
education
communication
graduate
lack
public participation
science
communication skills
grant
experience
university teacher
funding
career
educator
leader
public
classroom

ASJC Scopus subject areas

  • Earth and Planetary Sciences(all)

Cite this

Scientists and public outreach : Participation, motivations, and impediments. / Andrews, Elisabeth; Weaver, Alex; Hanley, Daniel; Hovermill, Jeffrey A; Melton, Ginger.

In: Journal of Geoscience Education, Vol. 53, No. 3, 05.2005, p. 281-293.

Research output: Contribution to journalArticle

Andrews, E, Weaver, A, Hanley, D, Hovermill, JA & Melton, G 2005, 'Scientists and public outreach: Participation, motivations, and impediments', Journal of Geoscience Education, vol. 53, no. 3, pp. 281-293.
Andrews, Elisabeth ; Weaver, Alex ; Hanley, Daniel ; Hovermill, Jeffrey A ; Melton, Ginger. / Scientists and public outreach : Participation, motivations, and impediments. In: Journal of Geoscience Education. 2005 ; Vol. 53, No. 3. pp. 281-293.
@article{a0a9bb72ca8f48669fd363af72abe9d5,
title = "Scientists and public outreach: Participation, motivations, and impediments",
abstract = "Public funding agencies are increasingly requiring βroader impact{"} components in research grants. Concurrently, national educational leaders are calling for scientists to partner with educators to reform science education. Through the use of survey and interview data, our study examined the participation of researchers, faculty members, and graduate students from federal research laboratories and a Research I university, who were involved in K-12 and public outreach activities. W e found that scientists were often recruited into K-12 outreach activities by local departmental liaisons, colleagues, or professors. Scientists most frequently gave presentations, tutored, and organized or judged science fairs. Outreach participation varied by career stage, job type, and gender. The strongest motivating factors were a desire to contribute and enjoying their outreach experiences. For graduate students and researchers, a third motivating factor was the chance to improve their teaching and communication skills. Scientists of all types, however, viewed outreach as a form of volunteer work that was auxiliary to their other responsibilities. Time constraints due to other, higher priorities, the lower value placed on outreach by departments, and a lack of detailed information about outreach opportunities were significant barriers to participation. Even so, only a few scientists viewed their outreach experiences negatively, mostly due to classroom management, logistical, or organizational problems, or a lack of outreach skills.",
author = "Elisabeth Andrews and Alex Weaver and Daniel Hanley and Hovermill, {Jeffrey A} and Ginger Melton",
year = "2005",
month = "5",
language = "English (US)",
volume = "53",
pages = "281--293",
journal = "Journal of Geoscience Education",
issn = "1089-9995",
publisher = "National Association of Geoscience Teachers Inc.",
number = "3",

}

TY - JOUR

T1 - Scientists and public outreach

T2 - Participation, motivations, and impediments

AU - Andrews, Elisabeth

AU - Weaver, Alex

AU - Hanley, Daniel

AU - Hovermill, Jeffrey A

AU - Melton, Ginger

PY - 2005/5

Y1 - 2005/5

N2 - Public funding agencies are increasingly requiring βroader impact" components in research grants. Concurrently, national educational leaders are calling for scientists to partner with educators to reform science education. Through the use of survey and interview data, our study examined the participation of researchers, faculty members, and graduate students from federal research laboratories and a Research I university, who were involved in K-12 and public outreach activities. W e found that scientists were often recruited into K-12 outreach activities by local departmental liaisons, colleagues, or professors. Scientists most frequently gave presentations, tutored, and organized or judged science fairs. Outreach participation varied by career stage, job type, and gender. The strongest motivating factors were a desire to contribute and enjoying their outreach experiences. For graduate students and researchers, a third motivating factor was the chance to improve their teaching and communication skills. Scientists of all types, however, viewed outreach as a form of volunteer work that was auxiliary to their other responsibilities. Time constraints due to other, higher priorities, the lower value placed on outreach by departments, and a lack of detailed information about outreach opportunities were significant barriers to participation. Even so, only a few scientists viewed their outreach experiences negatively, mostly due to classroom management, logistical, or organizational problems, or a lack of outreach skills.

AB - Public funding agencies are increasingly requiring βroader impact" components in research grants. Concurrently, national educational leaders are calling for scientists to partner with educators to reform science education. Through the use of survey and interview data, our study examined the participation of researchers, faculty members, and graduate students from federal research laboratories and a Research I university, who were involved in K-12 and public outreach activities. W e found that scientists were often recruited into K-12 outreach activities by local departmental liaisons, colleagues, or professors. Scientists most frequently gave presentations, tutored, and organized or judged science fairs. Outreach participation varied by career stage, job type, and gender. The strongest motivating factors were a desire to contribute and enjoying their outreach experiences. For graduate students and researchers, a third motivating factor was the chance to improve their teaching and communication skills. Scientists of all types, however, viewed outreach as a form of volunteer work that was auxiliary to their other responsibilities. Time constraints due to other, higher priorities, the lower value placed on outreach by departments, and a lack of detailed information about outreach opportunities were significant barriers to participation. Even so, only a few scientists viewed their outreach experiences negatively, mostly due to classroom management, logistical, or organizational problems, or a lack of outreach skills.

UR - http://www.scopus.com/inward/record.url?scp=22244465915&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=22244465915&partnerID=8YFLogxK

M3 - Article

VL - 53

SP - 281

EP - 293

JO - Journal of Geoscience Education

JF - Journal of Geoscience Education

SN - 1089-9995

IS - 3

ER -