A Community-University Research Partnership
@ TELUS World of Science
Andrew Scott Baron, Ph.D. Assistant Professor
Department of Psychology University of British Columbia
Living Laboratory Concept
Community – University partnership
Universities practice science
Museums translate science
Living Laboratory Concept
Platform for researchers - share and conduct research
- all working hours of museum Enhanced educational opportunities
- web, pod & video casts, workshops, staff training, Q&A, internships
Living Lab @ Science World
Partnership btwn UBC Psychology & Science World Also facilitate other labs/departments conducCng research
Noise -‐ babies, kids, adults, staff, animals, shows, loud speakers
Distance -‐ far from campus, lack staff support solely for researchers
Space -‐ smaller, less control over use, lower tech
Why Science Centers and Children’s Museums?
SubstanCally improves research potenCal
-‐ faster (5 Cmes a normal university lab) -‐ beOer generalizaCon (SES, culture, educaCon, etc.)
-‐ supports broader studies of development (infantsà adults) -‐ enhanced student training (knowledge translaCon)
Benefits to Science
Benefits to the Public
Museum Mission: Promoting understanding
- daily access to experts in cognitive development
- expanded educational programming
- enhanced transparency of research
Benefits to the Public
Museum Mission: Developing leadership
- science and education training
- Living Laboratory internship program
Living Lab @ Science World
January 2010: reached out to museum staff March 2010: set target of June as official test period April - June 2010: trained students, developed signage
Living Lab @ Science World
June - August 2010: students working 5 days a week September 2010 - onward: present 7 days a week
Living Lab @ Science World
January 2011: applied for federal grant to support LL June 2011: grant funded August - September 2011: construction of permanent
LL space December 2011: new space open to public
ARtudes and Stereotypes about STEM
Children express gender stereotypes about STEM from age 7-‐8 on. InvesCgaCng ways to change children’s beliefs about who can
excel in STEM -‐ includes a research collaboraCon with Super Science Club
How do parents influence children’s aRtudes toward STEM?
Example Research