As we’ve learned in earlier units, STEM programs that incorporate informal science learning techniques are appealing and engaging to a wide spectrum of the adult population. However, there may be people in your community who do not even entertain the idea of attending a program that includes mention of STEM topics. This unit will help you develop strategies to broaden the reach of library STEM programs in your community.

• • When you announce that the library will be having a program for adults about STEM topics, do you get reactions that indicate hesitancy about (or even outright aversion to) science?

• • “I’m too old to learn about science.”

• • “I’m not interested in experiments and labs.”

• • “Science is just too complex.”

• “Science is boring.”

Where do these types of reactions come from?

As you listened to Andrew Maynard discuss factors that may contribute to someone’s hesitancy about science programs, did you recognize any of these factors or influences in discussions you have with adults in your community?

• Share your experiences in the Community of Practice by participating in the discussion thread, “Unit Nine: STEM Program Hesitancy in My Community”. After you participate in the discussion, return to this unit.

Now that you have a better understanding of the reasons why someone may avoid a library STEM program, what can you do to alleviate these concerns or offset the hesitancy? From the material covered in earlier units of this professional development series, we know that informal science learning techniques address some of these issues.

There are many videos and other resources that incorporate aspects of the ISL learning principles and best practices in science communication that we’ve been exploring through the first eight Units of this professional learning series. As you listen to this behind-the-scenes peek into how the Pushing the Limits program videos were designed and created, see if you can identify concepts and principles we’ve discussed.