Navigating the intersection of agency & urgency: Meghan Groome on New York Academy of Science’s civic science portfolio of projects

Questions of the Day (QOTD) Host Fanuel Muindi talks with Meghan Groome, the Senior Vice President for Education at the New York Academy of Sciences (NYAS). She has over 20 years of experience as a science educator and oversees a portfolio of science education programs that aim to engage students and build enthusiasm for science. A core part of NYAS’s theory of change is on using a collective impact model that focuses on activating its vast network of scientist members who participate in various science education initiatives. They employ a service learning model where scientists not only serve as mentors, but they also gain valuable skills in communication, pedagogy, and mentoring. The programs are designed to give teachers and students agency in driving projects based on their interests and needs. Groome discusses strategies for scaling science education initiatives such as building capacity through partnerships with aligned organizations, utilizing technology to reduce administrative burden, and providing training for scientists on public engagement. She emphasizes the importance of discovering student and teacher motivations, ensuring the experience is fun and meaningful. The conversation provides insights into NYAS’s experiential science education programs and their efforts to drive engagement, access, and scale through service learning models and strategic partnerships.

Suggested citation for this conversation: Groome, M., & Muindi., FJ. Navigating the sweet spot between agency and urgency through the New York Academy’s science education and public engagement programs. (Video) Civic Science Television Network. April 28, 2024.

Useful Links NYAS: https://www.nyas.org/ Meghan Groome Bio: https://www.nyas.org/person/meghan-groome-phd/

Additional Readings How do undergraduate STEM mentors reflect upon their mentoring experiences in an outreach program engaging K-8 youth?

https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-017-0057-4 A Theoretical Framework on Reflection in Service Learning: Deepening Reflection Through Identity Development. https://www.frontiersin.org/articles/10.3389/feduc.2020.604997/full More to come!

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Support for this segment was made possible by the New York City Economic Development Corporation (NYCEDC)

Fanuel Muindi

Fanuel Muindi is a former neuroscientist turned civic science scholar-journalist and entrepreneur. He is a Professor of Practice in the College of Arts, Media, and Design at Northeastern University where he leads the Civic Science Media Lab. Dr. Muindi received his Bachelor’s degree in Biology and PhD in Organismal Biology from Morehouse College and Stanford University respectively. He completed his postdoctoral training at MIT.