Science Literacy – Youth & Family Area of Expertise Logic Model
Outputs/Activities / Learning Outcomes / Action Outcomes / Condition Outcomes/ImpactScience Literacy - Youth & Family Area of Expertise Team Logic Model
October 1, 2015 - Sept 30, 2016 Logic Model Template for Program Business Planning
Citizens that can competently utilize scientific, technical, and communication skills are critical to developing a national workforce to address the daunting challenges confronting our nation. The Congressional report, Rising Above the Gathering Storm[1], states that building a workforce literate in science, technology, engineering and mathematics (STEM) is crucial to maintaining America’s competitiveness in a rapidly changing global economy. These skills are also necessary to advance cutting-edge research and to promote enhanced resource management. A scientifically literate person is someone who has a fundamental understanding of the systems of the natural world, the relationships and interactions between the living and non-living environment and the ability to understand and utilize scientific evidence to make informed decisions regarding science-based issues. Unfortunately, several studies indicate that both adults and children in New Hampshire lack the necessary science literacy to qualify for that workforce or make scientifically-informed decisions. A study published by Dr. Jon Miller of Michigan State University found that only about 28 percent of American adults are capable of understanding scientific concepts and terms similar to those found in articles in the science section of the New York Times or an episode of the PBS program “NOVA.”2 Also, the 2010-2011 New England Comprehensive Assessment Program Statewide Science Summary for New Hampshire found that about half of grade 4 students and about two-thirds of grade 8 and grade 12 students are partially to substantially below proficient in science. 3
In response to this need, the University System of New Hampshire pledged to double the number of STEM graduates by 2025. In addition, the New Hampshire Business community formed a coalition to examine STEM programming in the state, and encourage state and local government to address the challenge. In response, Governor Hassan established a task force to study the status of STEM education in the state and develop recommendations. That task force will release its recommendations in November of 2014, and it is anticipated that those recommendations will focus on both formal and informal education responses. The establishment of the STEM Discovery Laboratory at UNH Manchester will provide the opportunity for Cooperative Extension, and others, to create engaging programming for youth and critical professional development programs for both formal and informal educators.
Adult and youth programming addressing science literacy is a necessary component in the response to this need. A recent article in the Journal of Extension indicates that high school students who participate in 4-H are more likely to take more science classes and more advanced science classes. 4 A study by Dr. Robert Tai published in Science (2006) 5 indicates that youth who are engaged in science early, and who expect to go into science careers, are more likely to graduate from college with degrees in science. These findings suggest that it is critical to engage youth in science at an early age and that doing so increases the likelihood that they will pursue upper level degrees in science. Adult programming that can address this need includes citizen science opportunities that engage adults in issue-based monitoring, restoration, or conservation activities, or volunteer opportunities that both address those contexts in a hands-on manner, but may also provide educational outreach as well.
UNH Cooperative Extension is in a valuable position to help address these science literacy needs through quality programming, volunteer training, and education outreach. For example, “out of school-time” programming through 4-H clubs and after school programs are well positioned to offer experiential education that can excite and engage youth in STEM subject matter leading to in-depth understanding. Professional development workshops for STEM educators provide valuable training in promising instructional practices and the newly released Next Generation Science Standards (Lead States NGSS, 2013).6 Volunteer education programs like the UNH Marine Docent program can introduce science to adults and students in an engaging context. Implementation of these programs by Cooperative Extension field and state specialists applies the research and outreach capacity of the University to directly address this pressing societal need.
Outputs/Activities / Learning Outcomes / Action Outcomes / Condition Outcomes/Impact /Volunteer Management - Recruitment, Support, Supervision & Recognition
· Recruit, and screen Volunteers
· Recognize volunteers
· Support volunteers
· Design and support middle management volunteer system
EDUCATIONAL PROGRAMS OR EVENTS FOR YOUTH, ADULTS AND/OR FAMLIES: includes development, promotion, implementation and evaluation (could be in person or on-line)EDevelopment & implementation of educational programs or events for youth, adults, and/or families – primarily for youth and families
· Curriculum and educational resource development and implementation (e.g., 4-H science events,
· Inquiry Science,
· ECC,
· Stream Safari,
· STEM Discovery Lab programs,
· Ocean Discovery Day,
· Docent Sea Treks,
· SeaPerch,
· STEM Docent Programs,
· SPIRALs)
· Workshops/clinics
· Fairs
· 4-H camp
· Contests/quiz bowls/animal shows
· Teen Conference/Council and other youth leadership, youth-adult partnership activities
· State and County Activities Days
· National Awards/Trips and Career Days
· Eastern States (multistate)
· Ocean Discovery Day
· Docent Sea Treks
· Sea Perch program
· STEM Discovery Lab programs
· HERO Program and other opportunities
·
Curriculum and educational resource development - creation or update of printed or on-line educational material – including:
· Developing and maintaining web page content
· Curriculum Development for:
o PD/PLEY online access to seminal and current research-based curriculum materials and interactive/networking vehicles
o SPIRALS
o Docent Sea Treks
o Inquiry Science course
o Ecosystem Computing Challenge
o 4-H National Youth Science Day
o Non-Docent based marine education
o Stream Safari
Public Relations/marketing/communications
· Develop and disseminate: Newsletters-electronic, mail, Social media messages, News release, radio, cable TV, YouTube videos
· National 4-H Week, Volunteer Week, National Science Experiment
· Recruitment of new members
· Recognizing youth for achievements
· Recognizing volunteers for service
Financial Resource Development & Grant Writing - Researching, pursuing, or managing: cost recovery, fees, fundraising, grant development, etc.
· County/State 4-H Foundation events and activities
· Club fund raising events/activities
· Fee for service to support UNHCE cost recovery
· Grant development and submission
WORKSHOPS OR TRAININGS FOR EDUCATORS, PROFESSIONALS, AND/OR VOLUNTEERS: includes program development, promotion, implementation, and evaluation (could be in person or on-line)
Trainings & Technical Assistance – Primarily for professionals, staff and volunteers
· Orientation of new volunteers
·
· Develop and deliver volunteer training through multiple delivery
· methods (face-to-face, electronic, etc.) Topics may include: positive youth development, club management, subject matter, life skill development, etc.
· Marine Docent training
· Professional Development, technical assistance and consultation for youth development practitioners and policy makers (After school providers, 4-H leaders, teachers, staff and state/community agency staff, policy makers)
· After school orientation and training for certification (NH Afterschool Professional Development System)
· Develop and host NPASS trainings statewide
· Stream Safari/PLT/Project WET/Project WILD
· Offer Inquiry Science Methods course
· Training teachers and afterschool professionals in SPIRALS curriculumeducational programs
· PUBLIC RELATIONS/ MARKETING/COMMUNICATIONS: includes general social media, newsletter, event and webpage development (i.e, not connected specifically to one program)
· National 4-H Week, Volunteer Week, National Science Experiment
· Recruitment of new members
· Recognizing youth for achievements
· Recognizing volunteers for service
·
VOLUNTEER MANAGEMENT: - Recruitment, Support, Supervision & Recognition
· Recruit, and screen Volunteers
· Recognize volunteers
· Support volunteers
· Design and support middle management volunteer system
· Collaborate on PD efforts for Ecosystem Computing Challenge
TECHNICAL ASSISTANCE TO PROGRAMS, COALITIONS, OR ORGANIZATIONS
Facilitating collaborations & communities of practice – Establish, lead or be a key member of an intentional group of colleagues, stakeholders, professionals or practitioners
· Establish PYD/PLEY Practice Group – regionally and/or locally (face-to-face and/or virtually (e.g. Google+)
· UNH-based advisory group
· Work with science education organizations – NHSTA, NELSM, NH BOOST (e.g. “unconference” model summit, meeting with industry groups around science and technology
· STEM NH Coalition facilitation and development
· UNH STEM Ed Learning Community / 4-H VolunteersSTEM educators (formal and non-formal) increase their knowledge and comfort level in teaching science content
Adults Participants increase capacity to acquire, understand, and interpret data
Adults Participants increase capacity to analyze scientific information for accuracy, validity, relevancy, and importance
4-H Volunteers increase their knowledge and comfort level in teaching science content
AdultsParticipants increase capacity to find relevant scientific information and data
Organizations increase collaboration skills
Organizations increase content and skills applicable to science programs
Organizations learn the capacities of potential collaborators
Organizations increase grant writing skills
Increased capacity of youth to acquire, understand, and interpret data
Increased youth capacity to analyze scientific information for accuracy, validity, relevancy, and importance
An increase in youth expressing an interest in and enjoyment of science
Increased youth capacity to find relevant scientific information and data / Adults Participants show increased and improved scientifically- and data-based decision-making
Increased involvement of adults participants in citizen science activities or projects
Increased collaboration among providers
Increased collaborative grant applications/projects
Improved student performance in science
Increased youth involvement in citizen-based science opportunities
Increased engagement in science-based learning opportunities / ADULT EDUCATION
An informed Science literate citizenry utilizing scientifically-based, data-driven decision-making to address societal issues
Increased science literacy for NH youth
Increased collaboration among NH science literacy providers
More NH youth enrolled in science and technology degree programs and pursuing science based careers
Impact Indicators that related to the above outcomes (to be measured 20154-165):
SL 1: Increased number of volunteers providing science literacy programming as a result of increased science literacy trainingPercent increase in youth STEM educators trained through UNHCE professional development programs. (Direct Measure)
SL 2: The UNH Marine Docent Program will offer at least one 3 – 6 week SeaTrek Program session at the STEM Lab reaching up to 60 youth from the Greater Manchester Area
SL 3: Increase science literacy of volunteers STEM educators (formal and non-formal) in discreet STEM programming or content (pre/post or survey)
Impact Indicators that related to the above outcomes (to be measured in the future):
SL Future 1: Increased capacity of volunteers STEM educators to apply best practice pedagogical approaches to science literacy/programming (pre/post or survey)
Impact Indicators that related to the above outcomes (to be measured 2014-15):
SL 4: Develop Sustain 6 significant partnerships for STEM education (Education Department, EPSCoR-involved scientists, Sea Grant, SDL, AcrossNH, NH Afterschool Network, Leitzel Center, etc.) (Direct measure)
Impact Indicators that related to the above outcomes (to be measured in the future):
SL Future 2: Increased collaborative activity of STEM providers and "success” (Survey and/or ripple mapping or other collaborative measurement method).
Impact Indicators that related to the above outcomes (to be measured 2014-15):
SL 5: Increase the number of STEM programs offered through the 4-H program, as well as after-school and informal education offerings by 25%.
SL 6: Increase the number of 4-H volunteer-taught science projects by 15%.
SL 7: Youth reporting or demonstrating increased knowledge about STEM concepts and/or NGSS science and engineering practices embedded in programs
SL 8: Youth reporting or demonstrating increased engagement in STEM activities
Impact Indicators to be measured to be measured Oct 2015 – Sept 2016:
SL 1 - Percent increase in youth STEM educators trained through UNHCE professional development programs.
SL 2 - The UNH Marine Docent Program will offer at least one 3 – 6 week SeaTrek Program session at the STEM Lab reaching up to 60 youth from the Greater Manchester Area
SL 3 - Increase science literacy of STEM educators (formal and non-formal) in discreet STEM programming or content
SL 4 - Sustain 6 significant partnerships for STEM education (Education Department, EPSCoR-involved scientists, Sea Grant, SDL, AcrossNH, NH Afterschool Network, Leitzel Center, etc.) (Direct measure)
SL 5 - Increase the number of STEM programs offered through the 4-H program, as well as after-school and informal education offerings by 25%.
SL 6 - Increase the number of 4-H volunteer-taught science projects by 15%.
SL 7 - Youth reporting or demonstrating increased knowledge about STEM concepts and/or NGSS science and engineering practices embedded in programs
SL 8 - Youth reporting or demonstrating increased engagement in STEM activities
Possible future indicators:
· Increased capacity of STEM educators to apply best practice pedagogical approaches to science literacy/programming (pre/post or survey)
· Increased collaborative activity of STEM providers and "success” (Survey and/or ripple mapping or other collaborative measurement method).
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National Academy of Sciences, 2010: http://www.nap.edu/catalog.php?record_id=12999
2 Michigan State University (2007, February 27). Scientific Literacy: How Do Americans Stack Up?, Science Daily. Retrieved November 20 (http://www.sciencedaily.com/releases/2007/02/070218134322.htm)
3 2010 – 2011 NECAP Statewide Summary, N.H. Department of Education
4 4-H Participation and Science Interest in Youth, Katherine E. Heck, Ramona M. Carlos, Cynthia Barnett, Martin H. Smith. JOE, April 2012 // Volume 50 // Number 2
5 Planning Early for Careers in Science, Tai R.E., Liu C.Q. Maltese A.V., Fan X., Science Vol. 32 May 2006.
6 NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
Professional Development Needs: What new skills and knowledge will field and campus-based specialists need to build in order to be successful in carrying out the plan and what potential sources of professional development are available?
· Ripple mapping or other method for measuring collaborative impact
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