@article{peterman_chesnut_gathings_martin_maier_evia_chavez_harris_busch_stover_et al._2024, title={Becoming the change we want to see: Aspirations and initial progress with diversity, equity, access, and inclusion practices to create welcoming environments and center community in informal science institutions}, volume={3}, ISSN={["2151-6952"]}, DOI={10.1111/cura.12621}, abstractNote={AbstractThis study focuses on the diversity, equity, access, and inclusion (DEAI) practices of informal science institutions (ISI) that are part of a statewide grants program. Data were collected to understand how ISIs interpret and implement DEAI in thought and action in their efforts to create more welcoming spaces for members of communities that are often underrepresented or marginalized in informal learning spaces. Modeled after the Cultural Competence Learning Institute's (CCLI) Framework, survey data were collected to understand DEAI practices being used to create welcoming environments. Interview data were collected 2 years later to understand how ISIs collaborate with others to center communities in their work. Results indicated that while DEAI was considered a high priority, strategies were limited. A positive relationship was found between the number of strategies used and perceived success. ISIs' stories of collaboration focused most often on transactional relationships with organizational partners. Those working with communities directly collaborated in needs‐based or reciprocal ways. Results are interpreted in relation to the CCLI Framework's potential to provide benchmarks for both individual institutions and groups like our statewide grants program to use as comparison points for their own DEAI practice.}, journal={CURATOR-THE MUSEUM JOURNAL}, author={Peterman, Karen and Chesnut, Lynn and Gathings, M. J. and Martin, Keshia and Maier, Allison Black and Evia, Jane Robertson and Chavez, Regina Ayala and Harris, Maren and Busch, K. C. and Stover, Darrell and et al.}, year={2024}, month={Mar} }
 @article{gibson_busch_stevenson_chesnut_cutts_seekamp_2024, title={Conceptualizing community-level environmental literacy using the Delphi method}, volume={8}, ISSN={["1469-5871"]}, url={https://doi.org/10.1080/13504622.2024.2397595}, DOI={10.1080/13504622.2024.2397595}, abstractNote={As environmental challenges increase in scope and scale, new conceptualizations for environmental literacy are needed. Specifically, notions of environmental literacy must move from those at the individual level to those at the group, or community, level. However, the concept of community level environmental literacy is underdeveloped. In this paper, we present the results of a Delphi method survey of experts, gathered to both conceptualize community level environmental literacy as well as address considerations for its measurement.}, journal={ENVIRONMENTAL EDUCATION RESEARCH}, author={Gibson, Lauren and Busch, K. C. and Stevenson, Kathryn and Chesnut, Lynn and Cutts, Bethany and Seekamp, Erin}, year={2024}, month={Aug} }
 @article{busch_chesnut_stevenson_larson_black-maier_yelton_stover_2023, title={Collaborative capacity-building for collective evaluation: a case study with informal science education centers}, volume={5}, ISSN={["2154-8463"]}, url={https://doi.org/10.1080/21548455.2023.2216340}, DOI={10.1080/21548455.2023.2216340}, abstractNote={ABSTRACTABSTRACTThis paper reports on the results of a research-practice partnership that included a U.S. university research team and a state-funded grants program that supports informal science education. The goal of the 2-year partnership was to develop an empirically-tested model for collaboration and capacity-building (CCB) in support of collective evaluation. The model was implemented with 23 informal science education (ISE) organizations across one U.S. state. A comparison of pre and post-surveys indicate that the goals of the CCB model were attained. Participants reported an (1) increased perception of a common agenda, (2) increased capacity for conducting evaluation, and (3) increased peer-peer engagement. Participants also highlighted ongoing barriers to collective evaluation and suggested specific supports to overcome these barriers. This collaborative capacity-building model, although tested with ISE providers, is generalizable to other collective evaluation efforts.KEYWORDS: Evaluationcollective impactinformal science education AcknowledgmentsWe would like to thank all the participating ISE educators and institutions, who so enthusiastically engaged in evaluation with us and each other.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics statementThe study design was approved by the North Carolina State University Institutional Review Board (IRB Protocol #20486). Only those who consented to participate are included in this study. Participants were informed that their data would be used for research purposes and for publication. Participant identity is confidential.Additional informationFundingThis research was supported with a grant from the Institute of Museum and Library Services [grant number MG-70-19-0019-19].Correction StatementThis article has been corrected with minor changes. These changes do not impact the academic content of the article.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT}, publisher={Informa UK Limited}, author={Busch, K. C. and Chesnut, Lynn and Stevenson, Kathryn and Larson, Lincoln and Black-Maier, Allison and Yelton, Charles and Stover, Darrell}, year={2023}, month={May} }