Kate Flinner

Biographic Data

ID4258378
NAMEKate Flinner
GIVEN NAMESKate
FAMILY NAMEFlinner
SIGNATUREFLINNER K
AFFILIATIONSNew Knowledge Organization, New York, NY, USA
ORCID0000-0003-3936-2108
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS5
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2017
LATEST PUBLICATION YEAR2026
H-INDEX1

  • How science careers are made

    Open AccessKate Flinner, Kelly Keena et al.ARTICLEHumanities and Social Sciences…2026

    Internships are a key part of the transition from undergraduate education to graduate programs and the workforce. However, systems in both higher education and professional settings marginalize and harm the prospects of students whose identities lie outside of those of the dominant groups. This study’s purpose was to understand the experiences of marginalized young people applying for and working in STEM internships—and how those experiences shap…

  • Seeing the Forest, Not the Trees – Crowdsourced Data Collection Methods for Sector-Wide Research

    John Voiklis, Kate Flinner et al.ARTICLEVisitor Studies2023

    Research that involves a large and broad sample of museums can produce a representative picture of the entire museum sector and lead to global insights that may not be attainable through a more local lens. However, many museum research projects use a small sample of museums, meant to represent the entire field. We propose a research method that distributes data collection across a broad swath of museums to provide local detail that can be used to…

  • Multi-Site Case Studies About Zoo and Aquarium Visitors’ Perceptions of the STEM Learning Ecology

    Rupanwita Gupta, John Fraser et al.ARTICLEVisitor Studies2019

    Informal learning institutions like zoos, aquariums, science centers, and botanic gardens are popular among the American public. Many offer science-related activities, suggesting an “ecology” of sites varying in degree with regards to science and STEM (science, technology, engineering, math) learning in general. Understanding public perceptions of the STEM learning ecology can inform decisions about increasing STEM literacy in the United States. …

  • The Environment as a Pathway to Science Learning for K–12 Learners—A Case Study of the E-STEM Movement

    Open AccessRupanwita Gupta, Nicole LaMarca et al.ARTICLEEcopsychology2018

    Recent trends in the environmental education field have recognized the value of using the environment as a pathway for STEM (science, technology, engineering, and math) learning, or E→STEM. Research has highlighted that nature-focused outdoor lessons can support students' science knowledge development, yet little is known about the mechanisms through which learning occurs. Moreover, a focus on content knowledge limits understanding of students' d…

  • Collaborative tool and training design for social action

    Rebecca Joy Norlander, John Anderson et al.ARTICLEMuseums & Social Issues2018References: 3

    Informal science education institutions (ISEIs) often work in isolation, or even in competition, with one another. However, addressing large social issues becomes more tractable when ISEIs are able to pool ideas, perspectives, and resources. Collaboration across ISEIs has high potential for developing exhibitions, programming, and professional development opportunities that effectively address social issues in a variety of contexts. The ISEI fiel…

  • Catalyzing Public Engagement With Climate Change Through Informal Science Learning Centers

    Open AccessNathaniel Geiger, Janet K Swim et al.ARTICLEScience Communication2017Cited by: 5References: 41

    Using the head, heart, and hands model, we examined a training program designed to catalyze national public engagement with climate change through informal science learning centers (e.g., aquariums, zoos). Survey data were collected from visitors ( N = 7,285) observing 1,101 presentations at 117 U.S. institutions before and after presenters participated in communication training. Visitors who attended posttraining (vs. pretraining) presentations …