A dynamic framework for making sense of partnerships between universities and informal education providers.

We present a conceptual framework rooted in the practices and experiences of nine collaborative partnerships between universities and informal science education organizations. Our analysis and resulting framework aim to support those brokering, designing, and evaluating partnerships in making sense of the dynamism of interorganizational efforts to collaborate in achieving broader impacts of research. We highlight the critical role of brokers in modulating attentions between interorganizational, intraorganizational, and networked dimensions of their collaborations to maintain partnership health and continue progress toward shared goals.

Broadening participation in science through arts-facilitated experiences at a cultural festival.

A key broadening participation challenge for science communication is to reach non-traditional audiences beyond those already interested in science. In this study we test a "Guerilla Science" approach that blends elements of access, by removing barriers to participation, with those of inclusion, by designing participant-centered activities, for reaching an art-interested adult audience at the FIGMENT art festival in New York City. Our results show that participants at Guerilla Science were similar to festival goers overall in their connection to and interest in science, indicating the effectiveness of the approach for engaging non-traditional audiences and those who might not self-select into science activities.

Recent research on the social network concept and cancer.

PURPOSE OF REVIEW: This review covers articles in 2018 and early 2019 that employed the concept of networks and social interactions in research on how patients with cancer cope, receive and respond to medical treatment and allied support. The use of social aspects, and more formally the method of social network analysis for research on social aspects of cancer is quite new. Although we paid special attention to articles that used formal social network analysis, we noted that those articles cover just over a quarter of the material we reviewed. Most articles that incorporated social aspects of cancer did not intend to formalize those aspects but treated the network concept as a way to characterize social support, social influence, or social responsibilities. RECENT FINDINGS: We identified 74 recent articles that mentioned the network concept for research about cancer, excluding gene interaction networks. Of those 74 articles, 21 measured specific relationships between individuals or organizations and/or attributes of those individuals or organizations connected to participants or to others. Primary foci of the network analysis and nonnetwork analysis studies were breast cancer, social support for patients, and they usually at least considered sex and age of the cancer patients/survivors. Social media received some attention, and there were some studies considering quality of life and mental health. Among network analysis studies, size of network and number of people providing emotional/informational/instrumental support occurred in more than a couple studies but not the majority. There was little similarity among studies - whether using network analysis or not - suggesting that theory building and methodological development are in early stages. SUMMARY: Implications of the review include opportunities for more systematic research using the network concept to understand people's experience of cancer as well as research on cancer. Researchers can make considerable contributions at this stage in the field's development, and practitioners can help develop interventions that make fuller use of the insights of social network analysis.

How Social Networks May Influence Cancer Patients' Situated Identity and Illness-Related Behaviors.

Little research is currently available that captures variation in the degree to which individuals who have, or had cancer in the past (but are in remission) integrate their cancer experience into their sense of self or their cancer-associated identity. Such research should cover how those identities shape personal narratives within existing or new social networks so that, ultimately, we understand the implications for treatment choices and health outcomes. Particularly understudied are the social factors influencing the incorporation of cancer into identity, learning, and behavior. Social network analysis captures specific relationships, what they offer, and the structure or constellation of these relationships around someone who has cancer or has had cancer. Some studies point to potential cultural differences in ethnic or social groups in how social influences on the cancer experience play out in terms of individual coping strategies. In some populations, social cohesion or tight networks are common and of particular importance to individuals and include social institutions like church communities. Social status might also generate social pressures not typically noticed or experienced by other groups. We will discuss how social network analysis can be used to elucidate these factors and, conversely, how the specific context of cancer diagnosis can be used through social network analysis to better understand the role of community in helping individuals address situations of severe adversity.

Unveiling Impact Identities: A Path for Connecting Science and Society.

We propose a thoughtful process for scientists to develop their "impact identity", a concept that integrates scholarship in a scientific discipline with societal needs, personal preferences, capacities and skills, and one's institutional context. Approaching broader impacts from a place of integrated identity can support cascading impacts that develop over the course of a career. We argue identity is a productive driver that can improve outcomes for scientists and for society. Widespread adoption of the concept of impact identity may also have implications for the recruitment and retention of a more diverse range of scientist.

Patient-centered communication between adolescent and young adult cancer survivors and their healthcare providers: Identifying research gaps with a scoping review.

OBJECTIVE: To conduct a scoping literature review to identify practices or programs that promote AYA patient-centered communication. METHODS: Between January and May of 2016, we applied standard scoping review methodology to systematically review articles. We considered peer-reviewed, English language articles written at any phase of intervention research. Both qualitative and quantitative studies were eligible, and no additional search restrictions were applied. We retained articles that included explicit or implicit outcomes for one of the six functions of patient-centered communication in cancer care. At least two independent reviewers assessed the articles. RESULTS: We screened a total of 4072 titles and abstracts, retaining 27 for full-text review. Ultimately, eight titles met the review's inclusion criteria. We categorized each publication by the action or setting used to improve patient-centered communication, resulting in five categories. Most studies were not included because they did not include a patient-centered communication outcome. CONCLUSION: This area of research is still emerging, as indicated by the small number of eligible studies and predominance of qualitative, descriptive, pilot, and feasibility studies with small sample sizes. PRACTICE IMPLICATIONS: Our results suggest a clear need to develop and evaluate interventions focused on improving patient-centered communication between AYA survivors and their healthcare providers.

Learning science from museums.

This article provides an overview of current understandings of the science learning that occurs as a consequence of visiting a free-choice learning setting like a science museum. The best available evidence indicates that if you want to understand learning at the level of individuals within the real world, learning does functionally differ depending upon the conditions, i.e., the context, under which it occurs. Hence, learning in museums is different than learning in any other setting. The contextual model of learning provides a way to organize the myriad specifics and details that give richness and authenticity to the museum learning process while still allowing a holistic picture of visitor learning. The results of a recent research investigation are used to show how this model elucidates the complex nature of science learning from museums. This study demonstrates that learning form museums can be meaningfully analyzed and described. The article concludes by stating that only by appreciating and accounting for the full complexities of the museum experience will a useful understanding of how and what visitors learn from science museums emerge.

Learning science from museums / Museus e o aprendizado da ciência

This article provides an overview of current understandings of the science learning that occurs as a consequence of visiting a free-choice learning setting like a science museum. The best available evidence indicates that if you want to understand learning at the level of individuals within the real world, learning does functionally differ depending upon the conditions, i. e., the context, under which it occurs. Hence, learning in museums is different than learning in any other setting. The contextual model of learning provides a way to organize the myriad specifics and details that give richness and authenticity to the museum learning process while still allowing a holistic picture of visitor learning. The results of a recent research investigation are used to show how this model elucidates the complex nature of science learning from museums. This study demonstrates that learning from museums can be meaningfully analyzed and described. The article concludes by stating that only by appreciating and accounting for the full complexities of the museum experience will a useful understanding of how and what visitors learn from science museums emerge.

Este artigo oferece uma visão geral das maneiras pelas quais se concebe o aprendizado da ciência associado a visitas a museus que operam como ambientes onde é possível a livre escolha do que se vai aprender. As melhores evidências indicam que se se quiser compreender o aprendizado no nível de indíviduos inseridos no mundo real, o aprendizado difere funcionalmente conforme as condições, isto é, o contexto em que ocorre. Assim, aprender em museus não é a mesma coisa que aprender em qualquer outro ambiente. O modelo contextual de aprendizado fornece meios de organizar um sem-número de detalhes que confere riqueza e autenticidade ao processo de aprendizado em museus, sem impedir uma apreensão holística de parte do vistante. O presente artigo procura demonstrar que, somente quando levamos em conta a complexidade da experiência museal, alcançamos a verdadeira compreensão do que aprendem os visitantes a respeito da ciência, e de como o fazem.