Science Literacy - Area of Expertise Team Logic Model
October 1, 2015 - Sept 30, 2016
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 Storm1, 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.
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Science Literacy – Area of Expertise Logic Model
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
EDUCATIONAL PROGRAMS OR EVENTS FOR YOUTH, ADULTS AND/OR FAMLIES:
includes development, promotion, implementation and evaluation (could be in
person or on-line)
STEM educators
(formal and nonformal) increase their
knowledge and
comfort level in
teaching science
content
Participants
show
increased and
improved
scientificallyand databased
decisionmaking
An informed
Science literate
citizenry
utilizing
scientificallybased, datadriven
decisionmaking to
address
societal issues










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 OR TRAININGS FOR EDUCATORS, PROFESSIONALS, AND/OR
VOLUNTEERS: includes program development, promotion, implementation, and
evaluation (could be in person or on-line)
Participants increase
capacity to acquire,
understand, and
interpret data
Participants increase
capacity to analyze
scientific information
for accuracy, validity,
relevancy, and
importance

Orientation of new volunteers

Develop and deliver volunteer training through multiple delivery

Marine Docent training
Participants increase
capacity to find
relevant scientific
information and data

Professional Development for youth development practitioners (After school
Organizations
Increased
involvement
of participants
in science
activities or
projects
Increased
collaboration
among
providers
Increased
collaborative
grant
applications/p
Increased
science literacy
for NH youth
Increased
collaboration
among NH
science literacy
providers
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Science Literacy – Area of Expertise Logic Model
Outputs/Activities
providers, 4-H leaders, teachers, staff and state/community agency staff,)

After school orientation and training for certification (NH Afterschool
Professional Development System)

Stream Safari/PLT/Project WET/Project WILD

Inquiry Methods course

Training teachers and afterschool professionals in educational 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
TECHNICAL ASSISTANCE TO PROGRAMS, COALITIONS, OR ORGANIZATIONS

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
Learning Outcomes
Action
Outcomes
increase collaboration
skills
rojects
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
Improved
student
performance
in science
Increased
youth
involvement
in citizenbased science
opportunities
Condition
Outcomes
More NH youth
enrolled in
science and
technology
degree
programs and
pursuing
science based
careers
Increased
engagement
in sciencebased learning
opportunities
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
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Science Literacy – Area of Expertise Logic Model
Outputs/Activities

UNH STEM Ed Learning Community
Learning Outcomes
Action
Outcomes
Condition
Outcomes
information and data
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).
_________________________________________
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
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Science Literacy – Area of Expertise Logic Model
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.
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