IN THIS ISSUE
July/August 2011

Faced with the challenges resulting from the worldwide economic crisis, science centers and museums must work diligently and creatively to maintain financial viability. Many science centers are diversifying their income sources, both by adhering to time-tested best practices of fundraising and by pursuing new methods and opportunities. Especially in these difficult times, successful science centers must follow sound financial practices, carefully prioritize their spending, and above all, deepen their commitment to their missions and their communities. In this issue, we explore trends, best practices, and strategies for thriving in tough situations.

Contents

• The State of the Science Center, by Katherine I. Goodall
• Strategies for Financial Health, by Charlie Trautmann and Lara Litchfield-Kimber
• Reducing Expenses While Increasing Value, by Gerardo Ibarra Aranda
• Rebuilding After a Natural Disaster in the Philippines, by May Pagsinohin
• Building a Strong Membership Program, by Shannon Schumacher
• How to Ask For (and Get) Major Gifts, by Simone P. Joyaux
• Great Opportunities Through Active Corporate Partnerships, by Larry Dubinski
• Guidelines for Planning Grant-Funded Projects, by Robert L. Russell

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By Katherine I. Goodall
From Dimensions
July/August 2011

There is no question that recent years have been extraordinarily challenging for those responsible for the financial well being of science centers and museums. Since the global economic downturn began in 2008, every revenue stream has been under threat. Some organizations have been forced to make huge cuts, while at the same time serving increasingly broad populations (AAM, 2011). Yet for many, the economic crisis has been a chance to think strategically, refocus, strengthen branding and core support, and explore new opportunities.

As ASTC’s director for institutional advancement, I’ve had the opportunity to talk about these challenges and opportunities with professionals in large and small science centers and museums worldwide. This article is by no means an exhaustive investigation of the recession’s impact on science centers, nor is it intended to suggest that every institution’s experience has been the same in the last three years. Rather, it provides a high-level overview of the complex subject of financial viability. For a deeper look at many of the topics touched on here, see the other articles in this issue.
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By Larry Dubinski
From Dimensions
July/August 2011

U.S. nonprofit organizations have long benefitted from the largesse of the for-profit sector. In 2009, corporations donated more than $14 billion to U.S. charitable causes, and the corporate sector has proven especially fruitful for science centers. Many centers—including the Franklin Institute (TFI) in Philadelphia, where I oversee external affairs—have long counted on their region’s leading utility, technology, and pharmaceutical companies to be among their top donors.
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IN THIS ISSUE
May/June 2011

Many science centers are deeply involved in providing professional development and support to teachers; in fact, 84 percent of ASTC’s science center and museum members offer teacher workshops or institutes. With their emphasis on active, inquiry-based learning and real-life experiences, science centers can help teachers deepen their own understandings of science and discover creative, flexible strategies for engaging their students in science learning. In this issue, we explore some exemplary teacher professional development and support programs, and offer frameworks and best practices for engaging teachers.

Contents

• Informal Science Institutions and Teachers: Partners in Education, by the CAISE Formal-Informal Partnerships Inquiry Group
• Practical Learning Opportunities for Primary Science Teachers, by Celeste Chariandy
• Museum Schools: Up to the Standards, by Joelle Seligson
• Changing the Culture of Science Teaching, by Nicole Kowrach
• A Framework to Help Teachers Maximize Field Trip Learning, by Jennifer DeWitt
• Small Center, Big Ambition: System-wide Professional Development, by William Katzman
• Shedd Navigators: A Model for Professional Development, by Joy Kubarek-Sandor and Lorrie Beaumont
• The OSR Portal: Shared Resources for Formal and Informal Education, by Kati Tyystjärvi
• Listening to Teachers’ Needs, by Cristina Trecha
• The Role of Science Centers in Professional Development, by Francis Q. Eberle

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By Joelle Seligson
From ASTC Dimensions
May/June 2011

A few days before the 2011 Super Bowl became the most watched television program in U.S. history, President Barack Obama delivered his own live broadcast. His State of the Union address touched on the big game, but in relation to a very different goal. “We need to teach our kids that it’s not just the winner of the Super Bowl who deserves to be celebrated, but the winner of the science fair,” he stated.

Among the objectives outlined that evening is to train 100,000 teachers in science, technology, engineering, and math (STEM) fields. But in U.S. public schools, teachers’ priorities (and curricula) are largely driven by the need for students to score well on standardized, math- and literacy-oriented tests, in order to avoid government-mandated consequences. In an age when both national and individual success increasingly depend on STEM skills that go far beyond basic math, how can teachers prepare themselves to prepare students for the future?
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