This is an extended discussion of the question that appeared in the Viewpoints department of the January/February 2013 issue of

“If they had more special exhibitions, then we’d get a membership and come more often.”
—Science Museum of Minnesota visitor, August 2011

Our most recent audience survey, conducted in 2011 (n=830), suggests that there are factors beyond immediate attendance to blockbuster exhibitions to consider. For instance, 85% of visitors responded that they would be more likely to visit the museum more frequently if they knew something was different or had changed. While visitors’ intentions do not necessarily lead to actions, blockbuster exhibitions may inform visitors’ perceptions of change at the museum and encourage repeat visits and new memberships.

Gayra Ostgaard, museum evaluator 2
Gretchen Haupt, museum evaluator 1
Al Onkka, museum evaluator 2
Science Museum of Minnesota, St. Paul

This is a complex question. I have been responsible for bringing traveling exhibitions into my respective institutions for over 20 years and I have researched both the marketing/product side as well as the financial aspects of this question. I have come to the following conclusions:

• Blockbuster exhibitions may not necessarily be as much of a huge “gate” revenue generator as you may think. After paying all of the costs, both direct and indirect, associated with bringing them in, your net profit may not be any larger than similar profits made from much less costly exhibitions. Careful research and planning are key.
• However, blockbuster exhibitions greatly expand your marketing reach, and we all know that first and foremost, traveling exhibitions are marketing tools. And we can’t forget about their power to generate greater amounts of spin-off revenue. Gate-take versus exhibition fees may yield a less than anticipated net revenue, but all those feet through the door mean higher membership sales and renewals, bigger retail and café sales, fee-based program and school field trip sales, and the like. Advice? The greater the potential of the exhibition to attract new audiences, the farther out you need to plan.
• Blockbuster exhibitions have the potential to backfire on you. Imagine all of those first time visitors now streaming through your door to see this fabulous thing—but what do they see when they leave the exhibition and wander through the rest of your institution? If they don’t like what they see, they won’t be back. And they’ll tell their friends, “Yes, the exhibition was great, but the rest of the place… (insert something unflattering here).” As Marilyn Hood wisely advised many years ago, “Get your current house in order before attempting to attract new audiences.” Considering that many, if not most, of us scrape together the funds needed to bring in a blockbuster at the expense of our core product, this puts us on a dangerous downward spiral. My advice? Make sure your entire institution shines when that blockbuster comes in. Then, those new audiences you caught will be audiences you keep. Yes, that adds a few more costly line items to your budget. But it’s money well spent.

Kim Hunter, senior director, exhibit development, Orlando Science Center, Florida

While visiting exhibitions can provide a short-term boost in public interest, revenue, and forwarding your core education mission, science centers and museums are best served by investing their resources in internal innovation, growth, and human capital. You’re best served by strengthening your institution for year-round attraction, innovation, and education for long-term sustainability.

Ben Cober, director of business development and research, PGAV Destinations, St. Louis, Missouri

There is no single, definitive answer. The variables are numerous—museum location; timing of venue; ability to market, staff, and maintain the exhibition; local competition; topic and presentation style of the exhibition; exhibition lease requirements; availability of sponsors; facility capabilities; expected/required outcomes; relationship to mission; museum personality, etc. Each institution must consider this long list of variables, calculate its willingness to take risks in view of the potential for popular and economic success, and make decisions based on its own circumstances.

Robert (Mac) West, president, Informal Learning Experiences, Denver

The above statements represent the opinions of the individual contributors and not necessarily the views of their institutions or of ASTC.

About the image: Visitors pack the lobby at the Orlando Science Center. Photo courtesy RF Photography

This is an extended discussion of the question that appeared in the Viewpoints department of the November/December 2012 issue of

My ideal museum experience is memorable. It requires only one cool exhibit experience where I spend significant time, engaged in a way that taps into previous interests and expands my thinking. It makes me wonder about something and allows me to explore an idea viscerally, using my hands—even my full body. Connecting with others (family, friends, or a museum educator) around the phenomenon is important, too, as it shapes and grows my own perspective. Yet I have to own the activity, by directing next steps and reflecting on what I did and learned. Ideally, I’ve embodied a concept, had my interest piqued, and am primed to explore further. In fact, my ideal museum experience is more than memorable. I’ve come to care.

Tracey Wright, senior researcher and developer, TERC, Cambridge, Massachusetts

The Smithsonian’s National Museum of Natural History is developing a 10,000-square-foot (929-square-meter) education space that is equal parts collections vault, lab, field station, and town square where visitors will build their own ideal museum experiences. With Slover-Linett Strategies, we asked our visitors what that meant to them. They told us that their ideal museum experiences are dynamic, immersive, personalized, relevant, one-of-a-kind, and surprising. We’ve built a process to develop experiences that deliver on these expectations and will constantly test them in the education space, learning with our visitors about ideal museum experiences and when we know we’re achieving them.

Shari Werb, director of education and outreach, and the Education Center Team, Smithsonian’s National Museum of Natural History

Affordable parking. Bathrooms that are easy to find. And plenty of floor staff who are knowledgeable and excited about the content while being committed to making the visitors comfortable in the museum.

Erika Kiessner, senior exhibit developer, Aesthetic Studios, Toronto

The key may be not to focus on federal mandates or broadly defined needs (though I know it’s difficult because they pay the bills) but rather to find out who your visitors are and what they say they want, and add your expertise and experience to interpret those needs. This may require the critical skill of being able to step out of the “professional” shoes and think about what each of us would want from a museum through the lens of our own consumer/learner experiences. We are not very different. Just pay attention to what drives your unique visitors in your unique institution. It doesn’t need to be complicated.

Hever Velázquez, research and evaluation associate, Oregon Museum of Science and Industry, Portland

The above statements represent the opinions of the individual contributors and not necessarily the views of their institutions or of ASTC.

About the image: At the Mobius Science Center in Spokane, Washington, visitors move a ball using only the power of their minds. Headbands equipped with metal sensors detect brainwaves, which become elevated with relaxation. Photo courtesy Hamilton Studios

This is an extended discussion of the question that appeared in the Viewpoints department of the September/October 2012 issue of

The central focus for science centers is serving the communities in their region. Many of the science festivals popping up in the United States are led by museums, reflecting the responsibility that science centers have to reach out to audiences that do not normally attend exhibitions. Science festivals enable this by hosting events and programs in places where the people in their communities naturally live, work, and play.

Many of the greatest successes of the science festivals I have seen are events that take place in unexpected venues (not in a museum facility or on a university campus). Bringing science, technology, engineering, and math (STEM) experiences into the public sphere creates immediacy and relevance for your message, and resonates with audiences you never would have connected with otherwise.

A central focus on exhibitions is ingrained in much of the field, including institutional business models that rely on attendance at a single facility. But there are many clear arguments for leaving your building behind to reach new audiences in new ways (including evidence that it can work as an attendance driver). If you acknowledge that it is our charge to serve the diverse communities in which we operate, it follows that there must be diverse methods we employ to achieve our goals.

Ben Wiehe, manager, Science Festival Alliance, MIT Museum, Cambridge, Massachusetts

 
Absolutely, in my opinion. I think that the museum’s language of communication is museology, and the exhibition is the channel of that kind of communication. Of course, museums can develop other complementary activities, but the exhibition is always the star. Otherwise, museums would be abandoning their proper role in society and in the world of popular science teaching.

Guillermo Fernández, science museums consultant, science museology professor, IDEC Universitat Pompeu Fabra, Barcelona, Spain

Simply, no. For me, the main focus of science centers and museums should be the visitor—engaging them in as many ways as are relevant to them. Exhibitions represent just one important tool in the arsenal organizations can use to communicate with their audiences.

Over the past few decades, science museums and science centers have positioned themselves as multiexperiential communication hubs for STEM. The public has come to expect more than just exhibits. Experiences such as events, programming, and those on the web have greatly contributed to the sustainability of institutions and kept them relevant, I think ensuring the survival of many museums. Also, some of the best exhibitions are those that are augmented by compelling public engagement through programs or other nonexhibit means. All of these tools—including programs, events, web-based experiences, and exhibitions—need to be given equal focus in order to offer a holistic, high-quality experience for visitors. We, as a field, and our public have moved beyond the museum as a simple showcase for exhibits, and I think this is a good thing.

I have developed quite a few exhibitions, and hope to continue to do so, but no exhibit exists in a vacuum. Exhibitions can be compelling experiences, but they exist in a context of many other ways to communicate. It is exciting that we are working at a time where so many ways to talk to our audiences exist. If engaging the public with messages that are important to them and through means that are meaningful to them guide our work and are our main points of focus, then no single tool, such as exhibitions, should get more attention than any other.

Ben Dickow, consultant, Center for the Advancement of Informal Science Education, Venice, California

A number of colleagues across the United States are working to shift galleries to “maker”-type content. We know our science center visitors love Maker Faires and turn out for them in droves. But we don’t seem to have experience, let alone actual studies, informing us as to whether visitors learn content at the same levels as they do with exhibits, or whether maker galleries will be compelling enough to drive return visits and associated memberships. In addition, although we have—as a field—a lot of experience with the costs of building and maintaining exhibitions using different business models (volunteer, in-house staff, out-of-house), we need to develop this experience with building and maintaining maker spaces. Does a successful festival a successful 12-month experience make? We really don’t know, but there is a huge experiment underway in the field right now.

Marilyn Hoyt, nonprofit consultant, Riverside, Illinois, founding staff, New York Hall of Science, Queens

 
The prevailing winds from this year’s Ecsite (European Network of Science Centres and Museums) Annual Conference are that science centers’ focus should be on science communication across a wider audience and in new forums. This includes exhibits, but ones that are more connected to the outside world.

Eli Kuslansky, founding partner, chief strategist, Unified Field, New York City

Not only should exhibitions be what all types of museums, including science centers, focus on, but the authentic objects and experiences embedded in those social environments are what truly set the best exhibitions apart from any other creative medium.

Paul Orselli, president and chief instigator, Paul Orselli Workshop (POW!), Baldwin, New York

 
Experiences, rather than exhibitions, should be central. That emphasis places the focus more directly on engaging learners and encourages thinking more broadly than any one particular approach.

David Ucko, president, Museums + more, Washington, D.C.

The above statements represent the opinions of the individual contributors and not necessarily the views of their institutions or of ASTC.

This is an extended discussion of the question that appeared in the Viewpoints department of the July/August 2012 issue of

Groupon and LivingSocial are neither good nor bad for museums. However, they are a tool that must be used with great care. As museum professionals, we must ask: What is the value to the museum for each patron generated by a deal of the day promotion over the life of that patron’s relationship with the museum? Will the patron spend money on food and retail? Will they become members and renew? Will they return for more visits once they have experienced our offerings? Will they send their children to summer camps? Will they make philanthropic gifts to the museum? Ultimately, these services deliver new patrons to our doors. We must be prepared to deepen the relationship once they arrive. If we can do that effectively, these services are a boon. Otherwise, we’ve just had a deeply discounted transaction with a one-time visitor, and that is a bust.

Jeff Hill, director of external relations, Morehead Planetarium and Science Center, University of North Carolina at Chapel Hill

Ultimately, deal of the day services hurt museums and all businesses. First of all, they publicize us for one day. That does not equal the amount of discount they require. For us, a ticket of $8 becomes income of $2. Just not worth it. Worse yet, people come to expect that they will get such discounts and then refuse to pay full price. It subsequently causes deflation, which hurts museum organizations. Bad, bad, bad, all the way around. Finally, they couldn’t give two figs about our mission and whether we are solvent or not; we are just another company trying to launch an IPO. Shameful!

Lon Smith, executive director, Kansas Aviation Museum, Wichita

We did our first Groupon deal in 2010 and have tried several similar offerings since then. With all of these, we offered a Family Day Pass at a discounted rate. Our biggest worry before doing our first one was that it would give existing customers a cheaper way to visit without any benefit to us. We did an informal survey of visitors using the Groupon passes and found that most had not visited in the previous three years (many had never been) and came specifically because of the deal. We have plans to continue offering these deals at random times through the next year.

T. Woody Sobey, education director, Discovery Center of Idaho, Boise

We have been very selective about running these offers. I think each market and each museum has to see how it will affect them in the long run. Our region has many deal of the day options. I have chosen to keep with the local TV and magazine vehicles, not using Groupon or LivingSocial. Timing is also very important. For example, we ran an offer during spring break to be at the top of people’s minds, because we do not do any advertising. This was a huge success. As a new twist on this, we will soon try offering a discount for a specific event. We will see how that works.

Charlotte McCoy, marketing/special events director, Discovery Center of Springfield, Missouri

The above statements represent the opinions of the individual contributors and not necessarily the views of their institutions or of ASTC.

About the image: Morehead Planetarium and Science Center is considering a Groupon-style offer for its planetarium shows with a local online advertiser to boost summer attendance. Photo courtesy Morehead Planetarium and Science Center

This is an extended discussion of the question that appeared in the Viewpoints department of the May/June 2012 issue of

There are more ways in which a science center can be seen to be advocating a position than by just saying it outright. If you call yourself a science center, for example, your audience is likely to draw a conclusion as to where you stand in the evolution/creationism debate. The International Centre for Life leases space to a cutting-edge stem cell research lab, and however much we may hold debates on the ethics of stem cell research, by doing this we are clearly implicit supporters of the research

Ian Simmons, science communication director, International Centre for Life, Newcastle upon Tyne, England, United Kingdom

Yes, science centers should advocate for reality- and fact-based approaches and positions on political and controversial issues. ASTC-affiliated institutions are expected by the public they serve not to cave in to ideology, political correctness, and wishful thinking. They should develop experiential-based education and awareness activities and exhibits that get at the scientific questions underlying political and controversial issues. They need to encourage questioning and to have staff/volunteers with the interests and resources to objectively address those questions.

Joe Andrade, director, Visual Values, and science advisor, the Leonardo, Salt Lake City, Utah

Taking a position is appropriate when it is based on the preponderance of scientific evidence, and the issue is framed in sensitive ways that respond to and respect different perspectives. Effective advocacy acknowledges that information by itself does not change a person’s mind but may instead reinforce an existing point of view.

David Ucko, president, Museums + more, Washington, D.C.

Scientific facts are often the missing component in political discussions on a whole range of topics from pollution to population growth. Museums and science centers should never shy away from presenting the facts out of “political” concerns. We serve the public, not the corporations or politicians we might obtain funding from.

Erich Rose, owner, Erich Rose Design, Austin, Texas

Advocacy is a tough one. On one side, no one wants to be preached at when they’re digesting the evidence. Conversely, some issues seem so important and the evidence so clear that you’re a fool to hold your tongue. Generally, it’s best to err on the side of evidence and allow for human judgment to take its course.

Charlie Carlson, senior scientist, Exploratorium, San Francisco

As advocates of change to suboptimal status quos, it is incumbent on all science center and museum personnel to voice their stance on tough issues. Not doing so is anathema to our values as thoughtful, literate, and vibrant members of the Illuminati. Every voice enriches dialogue, cogent dissenters and debaters alike. In this light, every voice matters and every voice increases the conversation’s worth. To remain mum on controversial or sensitive political topics is irresponsible. Even more, it’s a hypocritical digression from the very nature of free thinking, creativity, and empiricism we so ardently engender our visitors and students to undertake and contemplate throughout their lives. Accordingly, we must speak up in support of, or disagreement with, issues of import.

Christopher Wirkkala, placement manager, NRG! Exhibits, Kirkland, Washington

When we talk about the theory of evolution to our audiences, we are relaying an overwhelming scientific consensus that has resulted from some 200 years of observation, research, and the rigors of the scientific method. We come to the public with the science and, through our collections and exhibitions, show the evidence that supports our conclusions—the science behind the theory. By telling and showing the public how the world works, we describe and give evidence for evolution.

Today, informal science education (ISE) providers find themselves with an increasingly difficult challenge. For many of the compelling issues that society is facing today—particularly with regard to energy transitions—we don’t have the scientific research and therefore consensus needed to tell us how much of it “works.” As a result, our responsibility to the public is to say, “This is the Earth science behind the issue, but there are many things that we don’t yet understand or have the data for.” Much of the research that would shed light on the ramifications of the processes is yet to be done, so we can’t deliver all the scientific facts that might help the public make educated decisions. In fact, we wind up having to tell them that the situation is much more complicated than they imagine.

All the ways of procuring energy that we have in place right now are not sustainable. None are “good” in a carbon footprint sense. So, the second most difficult thing about education and outreach on energy transitions is the bottom line: We, as a species, have to reduce our energy consumption by, depending on which method of calculation one uses, 60–80%—or reduce our population by roughly the same—if we are to mediate climate change and reach a point where we might live sustainably. That is the issue, and it’s a tough fact to swallow for most.

This is not what the public wants to hear. They want to know, black or white, “Which energy source should we use? Which is best?” They want science to tell them what to do. As an industry, ISE providers need to keep in mind that science tells us how the world works; it does not tell us what society should do.

Truly, the most positive (and, we would argue, the most effective) action ISE providers can take is to be the facilitators within our communities—to educate the public on the science behind the issues, and foster civil discourse about these topics. Natural history museums (and science centers, nature centers, and other ISE providers) are the perfect venues to host these types of discussions with the public because (1) many venues have scientists on staff who are involved in doing the research that can shed light on the issues; (2) we have the collections to show empirical evidence; (3) we have venues across the nation—in rural, suburban, and urban settings—to host such conversations and offer educational programming; (4) we have staff that are particularly trained to communicate science to the public; and (5) we have the integrity amongst our public that we are the experts in the field on Earth science issues. These larger discussions also open the door to discussions of the nature of science, thereby increasing our visitors’ understanding of science as a process and, as a result, empowering them to more critically evaluate situations and make evidence-based conclusions and decisions.

Within communities of many opinions, ISE providers have the opportunity to be the rational place for the public to learn and consider the facts available, to promote civil discourse about the ramifications of the options based on the available data, and to be clear on what information is still needed. As ISE providers, we can—and do—facilitate an understanding of how the world works so the public can make informed decisions. Being a good facilitator is no easy job. However, as we venture into the 21st century and face the issues of climate change, biodiversity loss, and other challenges to our species, few others are as equally suited to carry out this much-needed outreach. And, if we don’t, who will?

Carlyn S. Buckler, senior education associate, and Richard A. Kissel, director of teacher programs, Paleontological Research Institution and its Museum of the Earth, Ithaca, New York

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I think the real question is whether we should do so deliberately rather than passively, or by default.

Alexander Zwissler, executive director/CEO, Chabot Space & Science Center, Oakland, California

The above statements represent the opinions of the individual contributors and not necessarily the views of their institutions or of ASTC.

About the image: Stem cell work at Newcastle University’s Institute of Genetic Medicine, which leases space from the International Centre for Life. Photo courtesy Centre for Life/Newcastle University

This discussion was originally published in the Viewpoints department of the March/April 2012 of

Along with traditional measures of financial performance and customer satisfaction, a successful science center needs to show how it achieves its mission of engaging the public in science and technology. An innovative approach would be to convert evaluation studies into measures that account for the quality of the visitor learning experience, and to include these measures in the museum’s organizational scorecard.

Chantal Barriault, co-director of science communication and senior scientist, research and evaluation, Science North, Sudbury, Ontario, Canada

We have recently developed a logic model based on a 21st-century skills framework (PDF, 2.15 MB, see page 3), which we are now using to inform and evaluate all of our exhibits and programs. We can better assess how engaged visitors are with the content, so that we’re not just measuring our success by how many people we served, or whether they went away knowing a single fact. Instead, we try to find out if our visitors have increased critical thinking, decision-making, and problem-solving skills that they can take with them and apply to other situations.

Erika C. Shugart, deputy director, Marian Koshland Science Museum of the National Academy of Sciences, Washington, D.C.

A science center’s success should be measured by its impact on people, on the community where it exists, and on the economic status of its community. Its overall success should be anchored to its achievement in the development and/or promotion of science culture.

Dexter Bautista, science research specialist, National Academy of Science and Technology, Taguig, Metro Manila, Philippines

When I was with the Austin Children’s Museum, we looked at repeat visitorship as a measure of success. For many years, the museum measured each year by total attendance and number of memberships. These are the two big numbers most museums would strive to grow. To achieve this, we tried to create an environment, exhibits, and programs that made folks want to come back again and often.

Erich Rose, Erich Rose Design, Austin, Texas

In the end, the measure of success has to be about learning—broadly defined to encompass both cognitive and noncognitive outcomes, such as engagement, interest, attitudes, behaviors, and skills. We need researchers and evaluators to continue to improve the means to capture these often elusive impacts.

David Ucko, president, Museums + more, Washington, D.C.

The above statements represent the opinions of the individual contributors and not necessarily the views of their institutions or of ASTC.

This is an extended discussion of the question that appeared in the Viewpoints department of the January/February 2012 issue of

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

The above statements represent the opinions of the individual contributors and not necessarily the views of their institutions or of ASTC.

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

The above statements represent the opinions of the individual contributors and not necessarily the views of their institutions or of ASTC.

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

The above statements represent the opinions of the individual contributors and not necessarily the views of their institutions or of ASTC.

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

 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

The above statements represent the opinions of the individual contributors and not necessarily the views of their institutions or of ASTC.