This domain describes competencies related to an institution’s impact. Professionals can progress from understanding the intended and achieved impact of an institution’s programs and products to influencing and contributing to the articulation, implementation, and study of the ways institutions interact with and contribute to society.
A note about competency levels: There is no prescribed, or “right”, level a person should achieve to be effective in a specific position. Nor is it necessary for everyone to aspire to the highest level of all competencies! Individual and institutional priorities, goals, and contexts should guide the development of any learning path. The proficiency level or expertise in each area will be influenced by unique circumstances, preferences, and opportunities.
| Domain Categories | Competency Level 1 | Competency Level 2 | Competency Level 3 |
|---|---|---|---|
| Audiences refer to the individuals, groups, and communities that engage with informal STEM learning (ISL) organizations. Competent professionals identify outcomes for their work that align with an informed understanding of audiences (Level One). Some professionals may identify intended and achieved outcomes for their institution (Level Two), or for the field (Level Three), that align with an understanding of informal STEM learning (ISL) audiences and of society. | Identify intended and achieved outcomes for my area of work that align with an understanding of audiences. | Identify intended and achieved outcomes for my institution that align with an understanding of my community and of the ISL field. | Identify intended and achieved outcomes for the ISL field that align with an understanding of society and of the ISL field. |
| Role refers to the ways that institutions interact with and impact society. Competent professionals understand the role of ISL institutions in society and the history of their institution within their community (Level One). Professionals can also influence and contribute to the role of their institution (Level Two) and advance the aspirations and capacity of the ISL field to impact society (Level Three). | Understand the role of ISL institutions in society and the history of my institution within my community. | Influence and contribute to the impact, reputation, and value of my institution. | Advance the aspirations and the capacity of the ISL field to impact society. |
| Equity & Diversity refers to the characteristics of an equitable and culturally responsive work environment. Competent professionals demonstrate these competencies through their interactions and ongoing responsibilities (Level One). Professionals can also contribute to equitable and responsive actions within their institution (Level Two) or they may advance the role of the ISL field in building an equitable and diverse society (Level Three). | Understand and support the characteristics of an equitable and culturally-responsive work environment. | Influence and contribute to equitable and responsive practices within my institution and the ISL field. | Advance the role of ISL institutions in building an equitable and vibrant society. |
| Evaluation & Research refers to the practice of engaging in systematic inquiry. Competent professionals understand the processes, purpose, and general results of research and evaluation in ISL (Level One). Professionals might also influence and contribute to the use of research and evaluation within their institution (Level Two) or the ISL field (Level Three). | Understand the processes, purpose, and results of research and evaluation within my area of work. | Influence and contribute to the use of research and evaluation within my institution. | Influence and contribute to the use of research and evaluation within the ISL field. |
This material is based upon work supported by the National Science Foundation under Grants 2215274 (active), 1514815, 1514884, 1514890, and 1515315. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.