This is an extended discussion of the question that appears in the Viewpoints department of the January/February 2012 issue of Dimensions magazine.

Science centers and museums should adopt overarching gift acceptance and ethical fundraising policies that should be approved by their governing boards.  In addition, in order to ensure accountability and informed decision-making regarding corporate sponsorships, institutions should develop written and board-approved policies and procedures to protect their assets and reputation and to guide institutional actions consistent with their mission. The American Association of Museums (AAM) has developed a document on this topic: Guidelines for Museums on Developing and Managing Business Support, which is available on the AAM website; the Association of Fundraising Professionals provides additional resources, including the Donor Bill of Rights; and Board Source provides sample policies and a variety of white papers related to this topic.

Erik G. Pihl, vice president for development, Pacific Science Center, Seattle

Unlike philanthropic donors, corporate sponsors exchange funds for benefits that advance their marketing objectives. Inherently, the goals of the sponsor and the institution will be different, but they don’t have to be in opposition. From my experience, there are countless ways to fulfill sponsor benefits without surrendering a museum’s integrity or control over its content.

Experienced sponsors respect a “content firewall” that prevents even the appearance of their intrusion into the substance of museum exhibitions or programs. Indeed, most sponsors acknowledge the “value” of working with a museum is maximized when such a barrier is discussed, understood, and carefully expressed in a sponsor agreement. This does not require the creation of new ethical guidelines for sponsorships, especially as most museums already have an ethics statement guiding employee behavior and all its programs.

Charles L. Katzenmeyer, senior vice president for external affairs, Adler Planetarium, Chicago

At Sciencenter, we recognize that corporate relationships and sponsorships serve as an important source of support for our mission-based educational activities.  We also feel strongly that our sponsor relationships must support the core values of our organization.  Thus, we have in place a board-adopted policy that establishes guidelines for such relationships to ensure that Sciencenter maintains independence, acts with ethical integrity, and avoids actions that could compromise its relationships with members, donors, the media, and the public.  Our policy not only includes a description of our process for entering into a sponsorship arrangement, but also specifically spells out how we manage potential conflicts of interest, priorities and exclusions, sponsor recognition, documentation procedures, public accountability and legal, tax, and accounting issues.

Lara Litchfield-Kimber, deputy director, Sciencenter, Ithaca, New York

Many years ago, the Center for Science in the Public Interest (CSPI) published a white paper accusing science centers of being little more than shills for corporate marketing interests.  It caused quite a stir!  The next ASTC annual conference was devoted to discussing the subject, and the CSPI author came to debate the issue.  After the conference, many ASTC members created or revised guidelines for sponsorship in order to create more distance between exhibit content and the sponsor’s interests.

Science centers need corporate partners, for intellectual as well as financial support.  Many of these companies believe strongly in our mission, and many are doing important work that can form the basis for great exhibits.  Precisely because that is true, we need to make sure that we have clear and unambiguous guidelines in place, and that we know how far we are willing to go to adjust content in response to donor concerns.

Chuck Howarth, vice president, Gyroscope, Inc., Oakland, California

This is an extended discussion of the question that appears in the Viewpoints department of the November/December 2011 issue of Dimensions magazine.



Yes, we should. Science and technology raise controversial topics, and as institutions that promote civil engagement, we should present these topics as part of our responsibility to society. (Pictured: Bloomfield’s Peace Labyrinth exhibition.)

Maya Halevy, director
Bloomfield Science Museum Jerusalem, Israel

I don’t think that there’s any question that we should be presenting the science behind issues that might be socially or politically controversial (e.g., stem cells, climate change, evolution), but we should not portray them as scientifically controversial. The science is what the science is, mostly settled, with little disagreement based on evidence.

I think that the question is not whether, but how; in particular, should science centers teach the science and let people make up their own minds, or should we advocate for action on a particular social or political point of view?

Elizabeth Stage, director
Lawrence Hall of Science, University of California, Berkeley

We have a role for sharing the genuine debates and disagreements between scientists on the interpretation of the data or evidence that they obtain. The route from information to knowledge-with-understanding can be a long and contentious one, and scientists would be the last to make claims of certainty when research evidence and methodologies are open to challenge or reinterpretation.

Certainly we should not go down the route of advocating (or even giving space to) some kind of “balanced” approach which has—to take an extreme example—a creationist exhibit on one page and an evolution one on the next. The Ecsite position statement (PDF, 57 KB) on this issue is worth noting.

Colin Johnson, recipient of the 2011 ASTC Fellow Award for Outstanding Contribution
Cardiff, Wales, United Kingdom

Yes. I think science centers have a very important role in developing exhibits and other kinds of educational strategies on controversial topics. Science is a social practice, and as educational institutions, we have a strong responsibility in helping citizens understand the relationship between science and technology and social, ethical, and political issues. This will enable them to develop their own criteria to make personal decisions and also to participate in political scenarios, where science has a role that will affect their lives.

Sigrid Falla, director of research and development
Maloka, Bogota, Colombia

There are many reasons for museums to exhibit controversial themes: to attract visitors, to help educate them, to raise issues on the international and local agenda, and more.

MadaTech’s experience with the Body Worlds exhibition demonstrated that controversy creates media coverage and stimulates public discussion, putting the subject on the local agenda; increases visitor numbers; and draws new and varied audiences, of all ages and backgrounds, to the museum.

Moreover, preparations for the controversial exhibition forged new ties with diverse elements in the community, strengthened existing ones with local and national authorities, and stimulated new collaborations with senior members of the medical profession.

The after-effects of Body Worlds persist, as we build on the brand name created and heightened regard, by both community and decision makers.

Irit Wertheim, director of education and visitor services
MadaTech, Israel National Museum of Science, Technology, and Space, Daniel and Matilde Recanati Center, Haifa

Yes, we have a very strong role, I’d say a mission, to play in both developing and hosting exhibitions on “controversial” topics. One problem is that not all issues are controversial to everyone. There may be just be a lack of understanding of the science. For developers and museum directors, there may also be trepidation about responses to these exhibitions.

For example in the early 1990s, there was a consortium of museums formed to develop an exhibition on HIV/AIDS (What About AIDS?). We developed the exhibition and ASTC began to travel it with some concerns about how it would be received outside of New York City and Philadelphia, its inaugural sites. To our surprise and relief, there were no overt problems. Sure, probably some visitors with children avoided the area about sexual transmission of the virus, and others may have pointedly avoided the exhibition entirely, but on the whole there were no real issues. The “controversial” exhibition was well received and traveled in three copies. I know that we at the New York Hall of Science took our experience as a lesson that exhibitions on “controversial” issues are OK and necessary.

Museum visitors look to us as authorities for exhibitions and programs on real science, science behind the news, science behind the issues. How else with the decline in newspaper coverage of science and the sparse coverage on nightly news shows is the public going to get to understand issues in science that are challenging or challenged? And enjoy themselves while learning!

We can provide the means for understanding and appreciating the science behind issues like evolution, climate change, stem cell research, genetic control of plants and animals for foods, and understanding of human diseases and HIV/AIDS. I would encourage us to push, and push hard, on these and other “controversial” issues. I also argue that it is in our individual missions and ASTC’s mission to confront the attacks on the integrity of science by presenting the very science under attack. No comments about the naysayers necessary. As the old beef advert said, “Where’s the controversy?”

Martin Weiss, science interpretation consultant
New York Hall of Science, Queens

I like to think that science centers are like the cafés in the main squares of Spanish villages: places where citizens meet the mayor, the physician, or the pharmacist, and chat with them more frankly than in the city council, the hospital, or the pharmacy. In this sense, I am quite sure that science centers and museums are suitable places in which to speak about controversial scientific matters. In fact, one of our more successful programs consists of presenting to the public the science behind the news.

Francisco J. Franco del Amo, technical manager
Aquarium Finisterrae-Museos Científicos Coruñeses, A Coruña, Spain

I think science centers and museums play an important role in helping our audiences understand controversy by understanding good science. As scientific research and knowledge continues to grow, our many publics need the skills and confidence to question the science in a way that leads to greater understanding.

During my early years in the museum profession and as a public school educator, I was a teacher of Human Sexuality and Growth and Development. I found that by being aware and respectful of different viewpoints, I was able to share current knowledge with a scientific base to both children and adults in a meaningful way. Exhibits can do the same thing; present accurate, scientific information; demonstrate the dynamic nature of scientific discovery; and provide the information and interactions in a respectful and meaningful way so that the museum visitor develops an informed opinion.

Bev Sanford, president/CEO
SciWorks, Winston-Salem, North Carolina

Yes, we have an important role. We are an essential part of cultural change. Controversial topics should be approached seriously so that the population will be able to make informed decisions. Explora developed an exhibition about HIV/AIDS a little more than 10 years ago, and it has been very successful.

Gerardo Ibarra Aranda, director of educational services/project director
Centro de Ciencias Explora, León, Mexico

From our Facebook page:

Absolutely. We have such a unique opportunity to present such topics, and it is our responsibility to take advantage of that opportunity.

Damon Gibbs, youth program manager
Connecticut Science Center, Hartford

Of course! These topics give visitors a conversation piece and encourage discussion.

Monae Verbeke, seminar series support officer
Public Engagement in Science Education, University of Warwick, England, United Kingdom

This is an extended discussion of the question that appeared in the Viewpoints department of the September/October 2011 issue of Dimensions magazine.

We make time to celebrate successes! It’s important to focus on the impact our institution has on its visitors and how each staff person contributes to this impact. Additionally, we continue to have an Activities Team to develop time and space for staff to engage in fun activities during and outside of work hours. From chili cook-offs to baseball games, there are opportunities for staff to get to know each other and take their minds off of work from time to time. (Pictured: A staff-intern outing to a food festival in downtown Chicago.)

Joy Kubarek-Sandor, student and teacher programs manager
John G. Shedd Aquarium, Chicago

We share problems and ask for solutions from all staff and the board.

Maya Halevy, director
Bloomfield Science Museum Jerusalem, Israel

Among other things, the museum has weekly “free coffee” sessions Friday mornings in the Atrium at 9:00 a.m. (We open officially at 9:30 a.m.) At our bimonthly all-staff meetings, we have contests and reward prizes like “free parking for a month,” etc., to staff.

Kat Stein, director, public relations and communications
The Franklin Institute, Philadelphia

“The need sharpens the wit,” says a popular Spanish proverb. In fact, in our museum, the current economic crisis is acting as a stimulus to test new, creative, cost-effective solutions, and everybody in this business knows that this means a lot of fun. For instance, we turn our main design efforts from expensive exhibitions to state-of-the-art activities.

Francisco J. Franco del Amo, technical manager
Aquarium Finisterrae-Museos Científicos Coruñeses, A Coruña, Spain

The National Museum of Emerging Science and Innovation (Miraikan) has science communicators involved in reaching out to the public with precise and scientific knowledge. We engage in multiple methods of science communication with the general public. Their many responses suggest that the issues are “alive,” and that encourages us. Plus, Miraikan continues to train, advise, and acknowledge each staff person’s efforts, thereby providing a base of respect, recognition, and sense of accomplishment within the entire Miraikan family. This results in a strong sense of belonging and a strong sense of teamwork. We share all feedback and take a positive learning approach to achieve open and innovative communication.

Yuko Okayama, science communicator
Miraikan: National Museum of Emerging Science and Innovation, Tokyo, Japan

The economic difficulties have been an impetus to fight “against all odds,” ensuring that El Museo de los Niños de Caracas continues to help children “learn by playing.”

Mireya Caldera Pietri, director
El Museo de los Niños de Caracas, Venezuela

It is increasingly difficult to sustain staff morale and more importantly to retain staff in these tough economic times. Our science centers face the challenge that they are not widely recognized or funded, and there are no clear career paths for staff. We hope that the 6th Science Centre World Congress in Cape Town in September 2011 will help to bring our centers into the forefront of public thought and support.

Derek Fish, director
Unizul Science Centre, Richards Bay, South Africa

While we have not been able to offer raises in this economy, our senior management has made a point of advocating for continued investment in staff through avoiding pay cuts, adding staff positions to ease workload if needed, and providing additional professional development opportunities. Staff is encouraged to attend professional conferences and workshops. We have also instituted a “Brown Bag” training program that educates staff from all functions of the organization on different aspects of our operations—exhibit development, animal training, science programs, and personal health.

Rachel Meyer, executive director
CuriOdyssey, San Mateo, California

Because of the kind of institution that Maloka is (we must be a self-sustaining institution in a Latin American country), we are used to working in difficult economic conditions. I think difficult times are the moments when morale must be higher; they are the times when you as a professional are working for a community facing its greatest challenges, and it might inspire you. Motivation is something very personal, so the best I can do is to show the staff the opportunities that a time of crisis gives to us and let them participate in the design of new solutions.

Sigrid Falla, director of research and development
Maloka, Bogota, Colombia

Every year, all the employees of Technopolis go on a day trip together to another tourist attraction or science center. During a real team-building day, they catch a glimpse of how other tourist institutions are working and handling things.

Twice a year, a meeting with all Technopolis employees reviews the status of our current activities and reveals the future plans of the science center for the next half year.

Every year, in September, all Technopolis employees (public workers, technicians, office employees, etc.) clean the exhibition room, the cafeteria, the offices…together. This also is a sort of team building and a way to create some involvement for everyone.

Technopolis believes it is important to set up inspiring projects that are highly appealing to the media. For example, in February 2011, Technopolis broke the world record of the largest chemistry lesson with 526 students. The positive vibes of the event and the accompanying media attention gave a good feeling to everyone and was a boost for staff morale.

Steven Vols, marketing and communication director
Technopolis, the Flemish Science Center, Mechelen, Belgium

Over the past year, I’ve been fortunate enough to serve on our museum’s Rewards and Recognition Committee. The purpose of the program was not necessarily to raise morale, but to reward and recognize staff in nonmonetary ways. The goals of the program are to

• recognize employees whose efforts make a difference
• recognize individual team members equally for their efforts
• build a spirit of teamwork and cooperation among co-workers
• demonstrate that employees’ work is valued and appreciated.

The committee members are museum employees from all departments and serve for a term of one year. The first task for the committee was to conduct an employee survey to establish a baseline for future metrics and gather ideas from staff on what they would like to see as part of the program. From that, we put together an action plan of potential programs to implement throughout the year. The plan was reviewed and approved by our senior management team. Some of the new programs the committee initiated are

• raffles held during monthly all-staff meetings
• a peer recognition program where staff can recognize their peers for small achievements
• a reciprocal pass with local museums and attractions to provide free admission for employees (+1 guest) to participating organizations
• pins and lanyards to recognize staff service milestones
• a staff variety show to showcase staff talent
• lunchtime professional development programs for staff.

Based on annual survey results, staff found Rewards and Recognition to be a great program and appreciates the effort the museum is taking to recognize staff. For year two of Rewards and Recognition, we will continue to support ongoing initiatives and are looking to add new programs based on feedback from staff, such as a staff break room, a summer picnic for staff and their families, and a staff weekend at one of our residential outdoor school sites.

Nate Lesiuk, program developer
The Oregon Museum of Science and Industry, Portland

From our Facebook page:

I’ve found that giving people ownership over small projects really helps. Most of my staff members are part-time and they have qualifications to be full-time, but the institution cannot afford it.

However, if they feel they can contribute a program to the whole institution, it increases the value they feel in the job. It also helps that part-timers know that we tend to hire from within for full-time jobs, so they have opportunities to advance.

Sarah Schoenlaub, physical science gallery leader
Saint Louis Science Center, Missouri

This is an extended discussion of the question that appeared in the Viewpoints department of the July/August 2011 issue of Dimensions magazine. 

 Chabot Space & Science Center has proudly become the local source for environmental science education. Our newest exhibition, Bill Nye’s Climate Lab, increases climate literacy through engaging, solutions-based activities. Chabot’s 50,000+ school field trip visitors receive a captivating demonstration on how to create a “zero waste lunch” (pictured), helping us integrate our aggressive recycling and composting program. Even our Full Circle Café utilizes locally sourced products, which our discerning community demands.

Robert Ade, communications and media coordinator
Chabot Space & Science Center, Oakland, California

As a small science center and native animal zoo, we are building our identity around the value of the small scale experience to provide a sustained learning experience. Over the past year, we went through an extensive rebranding effort that led to a new institutional name. The new name better reflects the experience visitors will find when they participate in our programs and play with our exhibits—up close and personal experiences to explore the natural world—and speaks more effectively to our target audience (children and their families). In the coming year, we will focus on building close partnerships with local schools in order to become more integrated with our local community and be seen as an “anchor” institution in our community.

Rachel Meyer, executive director
CuriOdyssey (formerly Coyote Point Museum), San Mateo, California

The Franklin Institute has not only continued its groundbreaking educational outreach programs, which include professional teacher development, but in 2006 started a magnet high school with the School District of Philadelphia. The Science Leadership Academy was named one of the “Top 10 Most Amazing Schools in the Country” by Ladies Home Journal in 2010, and has quickly garnered a national standing for its innovative teaching practices and 1-to-1 laptop ratio. Additionally, a few years ago we began a hugely popular Community Night, with free admission, which is aimed at bringing in families from economically disadvantaged backgrounds for a museum experience. And finally, in April 2011, we organized the citywide Philadelphia Science Festival, with over 50 partners and 120 events in every neighborhood of the city.

Kat Stein, director of public relations and communications
The Franklin Institute, Philadelphia

We have created councils composed of staff and our learners (i.e. teachers, institution members, and community organizations) to collaborate with us in creating relevant learning experiences. These councils are instrumental in staying connected with our community and maintaining our relevance. We also use social media as an outlet for our visitors to communicate with us and each other.

Joy Kubarek-Sandor, student and teacher programs manager
John G. Shedd Aquarium, Chicago

Miraikan believes and teaches that science has a direct, daily impact on every individual on our planet, and science is also an integral part of culture. Therefore, science is very relevant to every person. Miraikan also shares state-of-the-art knowledge and innovation of science with the entire society as part of enriched human culture. Our mission is to provide the general public with valid and reliable information so they can make fully informed decisions. We provide immediate information on topics of immediate concern to our public.

Here is a concrete example. On March 11, Japan was confronted with unprecedented disasters from the combination of earthquakes, tsunamis, and radiation—human technology that caused a major problem. Miraikan offered informative, understandable, trustworthy explanations, based upon scientific fact with the following three steps:

1. To answer concerns, we set up a Q&A webpage.
2. To offer clear explanations on earthquakes, tsunamis, and other science topics, we collaborated with researchers.
3. We will continue these activities through our reopening, with special events and exhibitions.

Yuko Okayama, science communicator
Miraikan: National Museum of Emerging Science and Innovation, Tokyo, Japan

In order to maximize our relevancy to our community, we try to talk regularly to community members and leaders and to let them help us keep our feet on the ground. Thus, for example, we have avoided exhibits on flight, as our visitors never see an airplane in the sky, focusing instead on cars, which are commonplace.

Derek Fish, director
Unizul Science Centre, Richards Bay, South Africa

Our museum’s name, A.C. Gilbert’s Discovery Village, pays homage to the toy inventor who was born and raised in Salem, Oregon. Keeping his memory alive—and promoting his philosophy that “playing is essential to learning”—is one way the museum demonstrates relevance to its community. Our newest exhibition, The Oregon Room, allows visitors to explore the entire state while learning about geology, topography, local wildlife, and points of interest. From the rock and gem display from a local geology club to a slideshow produced by area schoolchildren to the animatronic cow donated by the Marion County Dairy Women, the exhibition illustrates the web of community support that helps us thrive.

Stephanie Lenox, promotions director
A.C. Gilbert’s Discovery Village, Salem, Oregon

At Science North, we are consciously moving toward creating opportunities for our visitors to take part in local current science. We have tailored a number of workshops and exhibit experiences to offer our visitors the opportunity to locally take part in citizen science projects such as Monarch Watch and Frog Watch. We’ve invited local scientists into the center to offer our visitors the chance to be a part of their studies. We’ve also recently delivered two successful Science Cafés where members of the community learned about local research projects through engaged discussion with a panel of experts.

Jenny Fortier, staff scientist
Science North, Sudbury, Ontario, Canada

Our Teacher Support Program help teachers use the museum as a tool in their work. In our workshops, we show teachers everything the museum offers them as a teaching tool. We advise teachers on how they can use our interactive exhibits to complement and reinforce science and technology learning in the classroom. So far, we also offer two additional workshops, which focus on protection of the ozone layer and on global warming. These workshops give teachers more tools to teach children and improve the educational level in Venezuela.

The more than 5,000 teachers who have attended our workshops can bring their students to the museum at a reduced rate. This has become a widely used resource for schools attended by poor children.

Mireya Caldera Pietri, director
El Museo de los Niños de Caracas, Venezuela