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Identifying the Foundational Structures of Informal Physics Programs to Support Program Leaders and Their Volunteers
Identifying the Foundational Structures of Informal Physics Programs to Support Program Leaders and Their Volunteers
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151128
- ISBN
- 9798382261126
- DDC
- 530
- 저자명
- Stanley, Bryan.
- 서명/저자
- Identifying the Foundational Structures of Informal Physics Programs to Support Program Leaders and Their Volunteers
- 발행사항
- [Sl] : Michigan State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 227 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
- 주기사항
- Advisor: Hinko, Kathleen.
- 학위논문주기
- Thesis (Ph.D.)--Michigan State University, 2024.
- 초록/해제
- 요약Physicists, physics students, and community members engage with each other through a variety of informal physics programs. These programs differ in format, such as after school programs, public lectures, planetariums, summer camps, and other non-formal classroom environments. These programs also differ in the physics topics they cover, activities, audience demographics, frequency of events, and involved personnel. While studies have found that these programs have positive impacts on audiences and volunteers, we do not fully understand the organizational and programmatic structures of these programs or their impacts on those involved with these programs.In this work, I apply an organizational theory framework to understand and analyze six functional aspects of informal physics programming: Assessment, Audience, Institution, Personnel, Program, and Resources. One finding is that the personnel have a central role in the functionality of these programs, however, program leaders often experience challenges because most of the responsibilities are placed on a single person. Program leaders state they want to do more assessment of their programs, but lack the time, resources, or experience to do so. Building off of my findings, I developed an empirical framework of key components. This framework identifies 12 key components of informal physics programming that program leaders have control over and that are important to the program's functionality. Identifying these components lays the groundwork for developing tools and resources that program leaders can use to support and improve their programs. Multiple of these components are centered around the recruitment and support of volunteers. Since these are voluntary positions, understanding the motivations of volunteers can help program leaders to better support their personnel. I interviewed alumni who had volunteered in informal physics programs as university students. I applied a volunteerism framework to understand their motivations for volunteering in the first place and the impacts that volunteering had on their career pursuits. The findings of these studies help to identify the aspects of informal physics programs that are crucial for program functionality and how some of these aspects impact those who facilitate these learning spaces.
- 일반주제명
- Physics
- 일반주제명
- Educational leadership
- 일반주제명
- Educational sociology
- 일반주제명
- Science education
- 일반주제명
- Education
- 키워드
- Outreach
- 키워드
- Program leaders
- 키워드
- Volunteers
- 기타저자
- Michigan State University Physics - Doctor of Philosophy
- 기본자료저록
- Dissertations Abstracts International. 85-10A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211151128
■006m o d
■007cr#unu||||||||
■020 ▼a9798382261126
■035 ▼a(MiAaPQ)AAI31147362
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a530
■1001 ▼aStanley, Bryan.▼0(orcid)0000-0002-5951-3834
■24510▼aIdentifying the Foundational Structures of Informal Physics Programs to Support Program Leaders and Their Volunteers
■260 ▼a[Sl]▼bMichigan State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a227 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-10, Section: A.
■500 ▼aAdvisor: Hinko, Kathleen.
■5021 ▼aThesis (Ph.D.)--Michigan State University, 2024.
■520 ▼aPhysicists, physics students, and community members engage with each other through a variety of informal physics programs. These programs differ in format, such as after school programs, public lectures, planetariums, summer camps, and other non-formal classroom environments. These programs also differ in the physics topics they cover, activities, audience demographics, frequency of events, and involved personnel. While studies have found that these programs have positive impacts on audiences and volunteers, we do not fully understand the organizational and programmatic structures of these programs or their impacts on those involved with these programs.In this work, I apply an organizational theory framework to understand and analyze six functional aspects of informal physics programming: Assessment, Audience, Institution, Personnel, Program, and Resources. One finding is that the personnel have a central role in the functionality of these programs, however, program leaders often experience challenges because most of the responsibilities are placed on a single person. Program leaders state they want to do more assessment of their programs, but lack the time, resources, or experience to do so. Building off of my findings, I developed an empirical framework of key components. This framework identifies 12 key components of informal physics programming that program leaders have control over and that are important to the program's functionality. Identifying these components lays the groundwork for developing tools and resources that program leaders can use to support and improve their programs. Multiple of these components are centered around the recruitment and support of volunteers. Since these are voluntary positions, understanding the motivations of volunteers can help program leaders to better support their personnel. I interviewed alumni who had volunteered in informal physics programs as university students. I applied a volunteerism framework to understand their motivations for volunteering in the first place and the impacts that volunteering had on their career pursuits. The findings of these studies help to identify the aspects of informal physics programs that are crucial for program functionality and how some of these aspects impact those who facilitate these learning spaces.
■590 ▼aSchool code: 0128.
■650 4▼aPhysics
■650 4▼aEducational leadership
■650 4▼aEducational sociology
■650 4▼aScience education
■650 4▼aEducation
■653 ▼aInformal physics programs
■653 ▼aOutreach
■653 ▼aPublic engagement
■653 ▼aProgram leaders
■653 ▼aVolunteers
■690 ▼a0605
■690 ▼a0449
■690 ▼a0515
■690 ▼a0714
■690 ▼a0340
■71020▼aMichigan State University▼bPhysics - Doctor of Philosophy.
■7730 ▼tDissertations Abstracts International▼g85-10A.
■790 ▼a0128
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160868▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
