In the Community and at the Zoo: Sustained Engagement With Science Learning Programs (Poster 3)

• In Event: State of the Ever-Changing Field: Understanding Justice-Centered Efforts Across Informal STEM Learning Institutions

Abstract

Objectives/Purpose
In support of conservation leadership and lifelong science learning, a zoological institution’s informal science education program suite strives to provide relevant, learner-centered engagement at the zoo and in the community.

Perspective/Framework
We reflect on and encourage dialogue about the following guiding discussion questions:
Which equity frameworks support informal science learning?
What are prerequisites to informal science learning supportive of a readiness to learn? How do prerequisites support equity?
What are intersections among science interest and identity and science knowledge and practice? How can intersections center equity?
Perspectives are informed by asset-focused (e.g., Habig, Gupta, & Adams, 2021), belonging (e.g., Authors, 2020; Dawson, 2014), cultural and science capital (e.g., Archer, Dawson, DeWitt, Seakins, & Wong, 2015; Elmesky & Tobin, 2005), and science identity (e.g., Bell et al., 2018; Authors, 2010; NRC, 2009) theoretical frameworks.
Techniques
The Association of Zoos and Aquariums (AZA)-accredited institution operates a zoological park in a suburb of a large United States city. Drawing upon the Zoo’s prior community-focused efforts (Federally-funded Project NUMBER; Author (redacted), Abstract Author, & Author (redacted), 2019) and aforementioned theoretical frameworks, the science education programs foreground relevance, long-term community and participant engagement, and trust- and community-building.

Structures
A program for teenagers takes place primarily at the Zoo plus a community-based city hub. With various pathways to successful program completion, participants engage the public through interpretation; attend 21st century skills, career preparation and college readiness, STEM, and conservation leadership courses; and complete leadership portfolios. Programs for families and youth occur in community-based locations and offer multi-generational engagement. Programs value and support participants’ science identities and assets and offer learner-centered choices. Participants may connect with the program suite free of charge at any age. Children may remain connected to the program through their high school graduation and beyond.

Arguments
The authors acknowledge equity-work is ongoing and the program suite’s approach and scope has limitations. The authors argue, however, program suite features including participant choice, structures providing various pathways to success, community-building, sustained participant engagement, and efforts to foreground participant assets align with equity-based perspectives.

Significance
A diversity of contextually-appropriate informal science institution community engagement models is likely needed to support equity in the various places and spaces in which zoos and museums function. Learnings about and identification of transferable elements and key features may be supported by reflective practice, research, and dialogue.

Authors

• Lisa-Anne D. Kelly, Chicago Zoological Society
  Presenting Author

• Christopher Conner, Chicago Zoological Society
  Presenting Author

• Graig Mason, Chicago Zoological Society
  Presenting Author

• Kevin Conley, Chicago Zoological Society
  Presenting Author