Mad Scientist Union Local 1314 was formed at the turn of the century to combat the world wide misunderstanding
of Mad Scientist.
The Mad Scientist Union Local # 1314 promotes any type of science that encourages and motivates students to
pursue careers in the STEM fields. These types of activities can be of a formal or informal nature.
The Mad Scientist Union Local 1314’s definition of a mad scientist is: A mad scientist is a stock
character of popular non-fiction or fiction, specifically science fiction. The mad scientist may be villainous or antagonistic,
benign or neutral, and whether insane, eccentric, or simply bumbling, mad scientists often work with technology in order to
forward their schemes, if they even have a coherent scheme. Alternatively, they fail to see the potential objections to their
work. Not all mad scientists are evil or villains. Some may have benevolent or good spirited intentions, even if their actions
are dangerous or questionable, which can make them accidental villains. In the same relation, some are protagonists (or at
least positive forces).
Mad Scientist Union Local 1314 does not discriminate on the basis of sex, color, religion,
race, species or planet of origin.
The Mad Scientist Union Local # 1314 promotes any type of science that encourages
and motivates students to pursue careers in the STEM fields. These types of activities can be of a formal or informal nature.
A formal science education is typically found in a classroom setting.
The following is the position of local
1314 on informal science education.
Local 1314 Position Statement:
Informal Science Education
1314 recognizes and encourages the development of sustained links between the informal institutions and schools. Informal
science education generally refers to programs and experiences developed outside the classroom by institutions and organizations
• children’s and natural history museums, science-technology centers, planetariums, zoos and
aquaria, botanical gardens and arboreta, parks, nature centers and environmental education centers, and scientific research
• media, involving print, film, broadcast, and electronic forms
• community-based organizations
and projects, including youth organizations and community outreach services
A growing body of research documents the
power of informal learning experiences to spark curiosity and engage interest in the sciences during school years and throughout
a lifetime. Informal science education institutions have a long history of providing staff development for teachers, and enrichment
experiences for students and the public. Informal science education accommodates different learning styles and effectively
serves the complete spectrum of learners: gifted, challenged, non-traditional, and second language learners.
strongly supports and advocates informal science education because we share a common mission and vision articulated by the
National Science Education Standards:
• Informal science education complements, supplements, deepens, and enhances
classroom science studies. It increases the amount of time participants can be engaged in a project or topic. It can be the
proving ground for curriculum materials.
• The impact of informal experiences extends to the affective, cognitive,
and social realms by presenting the opportunity for mentors, professionals, and citizens to share time, friendship, effort,
creativity, and expertise with youngsters and adult learners.
• Informal science education allows for different
learning styles and multiple intelligences and offers supplementary alternatives to science study for non-traditional and
second language learners. It offers unique opportunities through field trips, field studies, overnight experiences, and special
• Informal science learning experiences offer teachers a powerful means to enhance both professional and
personal development in science content knowledge and accessibility to unique resources.
• Informal science education
institutions, through their exhibits and programs, provide an effective means for parents and other care providers to share
moments of intellectual curiosity and time with their children.
• Informal science institutions give teachers and
students direct access to scientists and other career role models in the sciences, as well as to opportunities for authentic
• Informal science educators bring an emphasis on creativity and enrichment strategies to their teaching
through the need to attract their noncompulsory audiences.
• Local 1314 advocates that local corporations, foundations,
and institutions fund and support informal science education in their communities.
• Informal science education
is often the only means for continuing science learning in the general public beyond the school years.
by the Board of Directors
July 1929 ....