OS23A-1279 1340h
The ARMADA Project: Bridging Research and K-12 Education
The ARMADA Project (www.armadaproject.org) is a five-year effort led by the University of Rhode Island's Office of Marine Programs in collaboration with the URI's Graduate School of Oceanography, the Joint Oceanographic Institutions, the Consortium for Oceanographic Research and Education, and the JASON Foundation for Education. At the heart of the ARMADA Project is the development of a unique system for fostering sustainable partnerships between ocean science researchers, teachers, and professional scientist/educators. The ARMADA Project is designed to establish a model framework for facilitating the involvement of a national "ARMADA" of K-12 teachers in active ocean, polar, and environmental science research and mentoring experiences. Further, the project cultivates ongoing relationships with existing successful ocean and earth science research projects, educational programs, and marine science information outlets to effectively disseminate research results and products, relevant standards-based classroom activities, and associated science content to thousands of science, mathematics, and technology teachers nationwide. There are two primary goals for the ARMADA Project: 1) to foster science teacher retention and renewal through pedagogy and content training, research experiences, and mentoring activities, and 2) to advance and sustain the integration of the geoscience research enterprise with the K-12 education community. The second goal directly impacts the scientific community as it fosters the broader impacts of its research, Currently in its second year, the ARMADA Project has placed 26 US master teachers and one Swedish teacher in research experiences around the world - literally from pole to pole. These master teachers have directly spread the impacts of their experiences to 38 mentees. The project is designed to assist the geoscience community with satisfying broader impact goals. There are several levels through which scientists may collaborate with ARMADA teacher teams. This presentation offers a vehicle for designing and implementing an effective education and outreach effort for a scientific research program. It provides a practical solution as well as a model for collaboration and assistance from the ARMADA Project staff. ARMADA Project successes and options for involvement will be discussed.
OS23A-1280 1340h
Teachers at Sea with the ARMADA Project
Two science teachers accompanied an international scientific party of the Integrated Ocean Drilling Program on a 6-week expedition to the high Arctic Ocean this summer. Kathy Couchon, a middle school science teacher from Narragansett, RI, was sponsored by the NSF-funded ARMADA Project (www.armadaproject.org), directed by the Office of Marine Programs at the University of Rhode Island. Erik Zetterberg, a high school teacher from Sweden, was sponsored by the Swedish Polar Research Secretariat. The purpose of the expedition was to collect rock and sediment cores in order to reconstruct environmental and climatic conditions in the polar region over the past 60 million years. The $12.5M expedition involved over 200 people from more than 10 countries, three icebreakers, and two helicopters. Cores collected on one vessel were transferred to a laboratory on another, where 20 scientists analyzed microfossils as well as sedimentology, chemistry, and lithology. The teachers participated early in all aspects of the expedition, including coring operations, helicopter flights for ice reconnaissance, laboratory work, and science meetings. Formal education, such as learning how to prepare sediment samples for micropaleontological analysis, was complemented by informal education during one-on-one conversations with scientists over meals, or in social gatherings. The teachers posted reports regularly on websites (e.g., http://tea.rice.edu tea_cuchonfrontpage.html) and participated in a teleconference via Iridium satellite phone. When asked to compare preconceived notions with actual experience, the teachers noted the following: (1) there are many things that scientists don't know (and they are often the first to admit this); (2) the excitement of scientific exploration and discovery does not diminish with age and experience; (3) teamwork among the scientists was greater than expected, and competition among individuals was not observed; and (4) much in the natural world is unknown and opportunities exist to make major discoveries (in other words, science isn't dead). The scientists made the following observations regarding participation by the teachers: (1) they assisted in the laboratory, and got a taste of scientific research; (2) conversations revealed what they know, and how they convey it to students, and thus how scientists may assist in the educational process; (3) the teachers did not hesitate to ask basic questions, a healthy exercise, because it required the scientists to re-examine and re-explain some of their fundamental assumptions; (4) the presence of the teachers encouraged the scientists to describe their results in a manner that is more accessible to a wider audience; and (5) the teachers increased awareness among the scientists by reminding them about their responsibilities to the broader world, beyond their particular subdisciplines. Suggestions for enhancing the experience, for both the teachers and the scientists, will be presented.
OS23A-1281 1340h
Opportunities in Education and Public Outreach for Scientists at the School of Ocean and Earth Sciences and Technology
The School of Ocean and Earth Sciences and Technology (SOEST) at the University of Hawaii at Manoa is home to twelve diverse research institutes, programs and academic departments that focus on a wide range of earth and planetary sciences. SOEST's main outreach goals at the K-12 level are to increase the awareness of Hawaii's schoolchildren regarding earth, ocean, and space science, and to inspire them to consider a career in science. Education and public outreach efforts in SOEST include a variety of programs that engage students and the public in formal as well as informal educational settings, such as our biennial Open House, expedition web sites, Hawaii Ocean Science Bowl, museum exhibits, and programs with local schools. Some of the projects that allow for scientist involvement in E/PO include visiting local classrooms, volunteering in our outreach programs, submitting lessons and media files to our educational database of outreach materials relating to earth and space science research in Hawaii, developing E/PO materials to supplement research grants, and working with local museum staff as science experts.
http://www.soest.hawaii.edu/SOEST_News
OS23A-1282 1340h
Ocean Instruments Web Site for Undergraduate, Secondary and Informal Education
An Ocean Instruments web site has been developed that makes available information about ocean sampling and measurement instruments and platforms. The site features text, pictures, diagrams and background information written or edited by experts in ocean science and engineering and contains links to glossaries and multimedia technologies including video streaming, audio packages, and searchable databases. The site was developed after advisory meetings with selected professors teaching undergraduate classes who responded to the question, what could Woods Hole Oceanographic Institution supply to enhance undergraduate education in ocean sciences, life sciences, and geosciences? Prototypes were developed and tested with students, potential users, and potential contributors. The site is hosted by WHOI. The initial five instruments featured were provided by four WHOI scientists and engineers and by one Sea Education Association faculty member. The site is now open to contributions from scientists and engineers worldwide. The site will not advertise or promote the use of individual ocean instruments.
http://www.whoi.edu/science/instruments
OS23A-1283 1340h
Engaging Ocean Science Researchers and Middle School Teachers in Excellent Ocean Science Curriculum Development: Ocean Science Education Institute (OSEI)
The New England Center for Ocean Sciences Education Excellence (NE-COSEE) has been involved in developing models for sustainable involvement of ocean science researchers in the enhancement of K-12 education. Our Ocean Science Education Institute (OSEI) has been refined over two years with a focus on engaging ocean scientists to work closely with middle school science teachers in sustainable curriculum development. Several lessons learned have provided not only the framework for positive interactions between teachers and researchers, but have dramatically increased the probability of success towards continued use of ocean science curriculum: 1.) Promote mutual respect of the two professions (researcher, teacher). 2.) Incorporate the needs of all participants into the design of the interactions. 3.) Create a sustainable supportive learning community. 4.) Provide clear goals and expectations. 5.) Work with whole districts, not individual teachers. 6.) Include curriculum development professionals. 7.) Focus, focus, focus. OSEI has worked for 2 years with 5 districts to establish several models of interaction. Integration of external evaluation into all aspects of planning, implementing, and assessing these efforts was essential to efficient use of resources. Lessons learned and their application in the development of these models will be presented.
OS23A-1284 1340h
A Successful Collaborative: Scientists and Middle School Teachers!
This NSF/ONR-NOPP/NOAA-Sea Grant funded Center for Ocean Sciences Education Excellence:Central Gulf Of Mexico (COSEE:CGOM) presentation will review "best practices" and lessons learned in a successful ocean sciences and science education based graduate course, offered in a face-to-face and online format. Implementation strategies which will be discussed include: participant recruitment, the "face to face" and online graduate course infrastructure, as well as teachers-to-sea, website development, and cognitive and affective formation and summative evaluations. This COSEE:CGOM effort is helping research scientists meet the "broader impact" requirement being mandated by many funding agencies. Various URLs will also be provided to attendees.
OS23A-1285 1340h
Achieving Broader Impacts Through Partnering in a Digital World
The NSF Broader Impacts review criterion has many possible dimensions: advance discovery and understanding while promoting teaching, training, and learning; broaden participation of under-represented groups; enhance infrastructure for research and education; broad dissemination to enhance scientific and technological understanding; and benefits to society (NSF OPP Advisory Committee). To effectively achieve and demonstrate broader impacts of a research project, it is essential to form meaningful partnerships among many stakeholders: scientists (i.e. content specialists) teachers/faculty, creators of educational resources, students, journalists, policy makers, institutions (e.g. schools, colleges and universities; museums, aquariums, parks), agencies (local, state and federal), and professional societies. Such partnerships are readily supported through digital information technologies and communication networks. The Science Education Resource Center (http://serc.carleton.edu) provides a number of on-line programs that are available for you to participate and contribute in a variety of E&O activities. Exemplars are in development to demonstrate effective ways to integrate research and education. The Using Data in the Classroom portal disseminates data sources, tools, activities and examples. The On the Cutting Edge professional development program will convene a workshop in July 2005 on "Teaching About the Ocean System Using New Research Techniques: Data, Models and Visualizations". The Microbial Life Education Resources digital library is in development and will focus on life in extreme environments this year, and life in the ocean system will be our emphasis in the second year. There is a registry of geochemical analytical instruments to help students and faculty gain access to instrumentation, and geophysical and geospatial analysis facilities will be added in the near future. There are also a wide range of pedagogical resources available to support E&O projects including Research on Learning; Developing Effective On-Line Educational Resources in the Geosciences; Teaching Geoscience with Visualizations: Using Images, Animations, and Models Effectively; and Tips on Assessment, Dissemination, and Partnering. Working group listservs and web-authoring services are available to support collaborations. We invite you to contribute to these collections and services to meet your broader impact goals.
http://serc.carleton.edu
OS23A-1286 1340h
Scientists as Communicators: Inclusion of a Science/Education Liaison on Research Expeditions
Communication of research and scientific results to an audience outside of one's field poses a challenge to many scientists. Many research scientists have a natural ability to address the challenge, while others may chose to seek assistance. Research cruise PIs maywish to consider including a Science/Education Liaison (SEL) on future grants. The SEL is a marine scientist whose job before, during and after the cruise is to work with the shipboard scientists to document the science conducted. The SEL's role is three-fold: (1) to communicate shipboard science activities near-real-time to the public via the web; (2) to develop a variety of web-based resources based on the scientific operations; and (3) to assist educators with the integration of these resources into classroom curricula. The first role involves at-sea writing and relaying from ship-to-shore (via email) a series of Daily Logs. NOAA Ocean Exploration (OE) has mastered the use of web-posted Daily Logs for their major expeditions (see their OceanExplorer website), introducing millions of users to deep sea exploration. Project Oceanica uses the OE daily log model to document research expeditions. In addition to writing daily logs and participating on OE expeditions, Oceanica's SEL also documents the cruise's scientific operations and preliminary findings using video and photos, so that web-based resources (photo galleries, video galleries, and PhotoDocumentaries) can be developed during and following the cruise, and posted on the expedition's home page within the Oceanica web site (see URL). We have created templates for constructing these science resources which allow the shipboard scientists to assist with web resource development. Bringing users to the site is achieved through email communications to a growing list of educators, scientists, and students, and through collaboration with the COSEE network. With a large research expedition-based inventory of web resources now available, Oceanica is training teachers and college faculty on the use and incorporation of these resources into middle school, high school and introductory college classrooms. Support for a SEL on shipboard expeditions serves to catalyze the dissemination of the scientific operations to a broad audience of users.
http://oceanica.cofc.edu/
OS23A-1287 1340h
Adult-Rated Oceanography Part 1: A Project Integrating Ocean Sciences into Adult Basic Education Programs.
Busy scientists seek opportunities to implement education and outreach efforts, but often don't know where to start. One easy and tested method is to form collaborations with federally-funded adult education and adult literacy programs. These programs exist in every U.S. state and territory and serve underrepresented populations through such major initiatives as adult basic education, adult secondary education (and GED preparation), and English language acquisition. These students are workers, consumers, voters, parents, grandparents, and members of every community. They have specific needs that are often overlooked in outreach activities. This presentation will describe the steps by which the Oregon Ocean Science and Math Collaborative program was developed. It is based on a partnership between the Oregon Department of Community Colleges and Workforce Development, Oregon State University College of Oceanic and Atmospheric Sciences, Oregon Sea Grant, and the OSU Hatfield Marine Science Center. It includes professional development through instructor institutes; teachers at sea and informal education opportunities; curriculum and web site development. Through the partnership described here, instructors in adult basic education programs participate in a yearlong experience in which they develop, test, and adapt innovative instructional strategies to meet the specific needs of adult learners. This, in turn, leads to new prospects for study in the areas of ocean science and math and introduces non-academic careers in marine science to a new community. Working directly with instructors, we have identified expertise level, instructional environment, instructor background and current teaching strategies used to address science literacy and numeracy goals of the adult learners in the State of Oregon. Preliminary evaluation of our ongoing project in meeting these goals will be discussed. These efforts contribute to national goals of science literacy for all, by providing learning activities that link ocean sciences with real-life issues relevant to employment, environment and economic concerns.
http://literacyworks.org/ocean
OS23A-1288 1340h
Adult-Rated Oceanography Part 2: Examples from the Trenches
We will share experiences and specific examples from an ongoing Ocean Science and Math Collaborative Project between OSU faculty and Community College instructors from the Oregon system of adult education and workforce development. The participants represent such diverse instructional programs as workforce training, workplace education (cannery workers), adult basic education, adult secondary education (GED preparation), English to Speakers of Other Languages, Family Literacy, and Tribal Education (Confederated Tribes of the Siletz Indians). This collaborative project is designed to integrate ocean sciences into the science, math, and critical thinking curriculum through the professional development activities of adult educators. Our strategy is to tailor new and existing ocean science resources to the needs of adult education instructors. This project provides a wide range of opportunities in time and effort for scientist involvement. Some scientists have chosen to participate in short interviews or conversations with adult educators, which give added value through real-world connections in the context of the larger project. Other participating scientists have made larger time investments, which include presentations at workshops, hosting teacher-at-sea opportunities and leading project planning and implementation efforts. This project serves as an efficient model for scientists to address the broader impact goals of their research. It takes advantage of a variety of established educational outreach resources funded through NSF (e.g. the national COSEE network and GeoEducation grants), NOAA (e.g. SeaGrant education and Ocean Explorer) as well as State and Federal adult education programs (e.g. The National Institute for Literacy Science and Numeracy Special Collection). We recognize the value and creativity inherent in these resources, and we are developing a model to "tune" their presentation, as well as their connection to new oceanographic research, in a manner that fits the needs of the adult education community.
OS23A-1289 1340h
The Importance of Communication: Having Your Message Heard and Understood
Communications: what is it all about and why is it important? How can learning simple communications techniques increase understanding of your work, while not taking up more of your time and limited resources? Can better communications lead to improved interactions with public audiences? Given the recent focus on ocean issues by the U.S. National Commission on Ocean Policy, and increased coverage in the media on ocean science and discovery (see this summer's cover story in Newsweek, for example), better communication skills in the scientific community are more important than ever. As experts, scientists are being asked to help the American public make important decisions that will impact the ocean, the scientific community, and the public. At the same time, scientists want an informed public to value their work and the scientific process. A recent opinion poll conducted by Edge Research of American attitudes toward the ocean found that the American public trusts scientists a great deal - in fact, scientists are the most trusted group to convey information about the oceans. Interestingly, though, over half (61%) of those polled believed that citizens and scientists disagreed on the issues facing the ocean. More disturbing, a plurality (42%) said that government should focus on citizens' concerns rather than those of scientists (37%). Better communications can lead to greater understanding and acceptance of ocean sciences. This presentation will offer participants specific examples and techniques that are proven to improve communications - and make communicating less onerous. By constructing a simple "message box," scientists can learn to easily tailor their messages to specific audiences (media, policy makers, other scientists, teachers, students, and the public), simplify their messages and communicate their thoughts more clearly and easily with less effort. Additionally, examples of simple ways to effectively engage the media will also be presented. Learn how, with few resources, your important concepts can be conveyed to any audience and given a wider hearing by utilizing the power of the media.
OS23A-1290 1340h
Communicating Ocean Science
NSF's emphasis on educational outreach and the "broader impact" of research has led to a number of programs designed to help scientists share their knowledge and skills in K-12 classrooms. Communicating Ocean Sciences (COS) is a new course being developed as one of the initiatives of the California Center for Ocean Sciences Education Excellence (COSEE). Goals of COS are (1) to promote collaborations between scientists and science educators that help scientists do effective educational outreach, (2) to increase the amount of ocean sciences taught in K-12 classrooms, (3) to provide diverse college role models for K-12 students, especially under-represented students, and 4) to ensure that future scientists are prepared to be effective teachers and to address the broader impacts of their research programs. COS is designed to be co-taught by a research scientist and a science educator or master teacher. The target students for the course are science majors interested in obtaining teaching experience. The course is intended to be offered as part of undergraduate and graduate science programs (at UC Berkeley COS is co-listed by the Departments of Integrative Biology and Earth and Planetary Science). Undergraduate and graduate students are introduced to inquiry-based science teaching and learning theory through activities that focus on ocean sciences content. Pairs of students then apply what they learn by teaching six ocean sciences lessons in K-12 classrooms. Five of the lessons are derived from existing ocean sciences curriculum materials (e.g. MARE curriculum developed by Lawrence Hall of Science). One lesson is developed by the students themselves using the principles and approaches learned in the course. Graduate students receive additional curriculum development and teaching experience to prepare them for likely future roles in university education. COS is in its trial test phase. It was taught for the first time this past spring at UC Berkeley and will be taught at three additional institutions in 2004-2005. We are currently recruiting colleges, universities and organizations with educational programs (e.g. museums, aquaria) for additional field tests of the course. This past June we held an informational workshop for teams interested in teaching the course and will offer another workshop in June 2005.
http://cacosee.net/collegecourse/
OS23A-1291 1340h
Scientists and Educators: Joining Forces to Enhance Ocean Science Literacy
The need for scientists to work with educators to enhance the general public's understanding of science has been addressed for years in reports like Science for All Americans (1990), NSF in a Changing World (1995), Turning to the Sea: America's Ocean Future (1999), Discovering the Earth's Final Frontier, A U.S. Strategy for Ocean Exploration (2000), and most recently, the U.S. Commission on Ocean Policy Report (2004). As reported in The National Science Foundation's Center for Ocean Science Education Excellence (COSEE) Workshop Report (2000), "The Ocean Sciences community did not answer (this) call, even though their discovery that the ocean was a more critical driving force in the natural environment than previously thought possessed great educational significance." It has been further acknowledged that "rapid and extensive improvement of science education is unlikely to occur until it becomes clear to scientists that they have an obligation to become involved in elementary- and secondary-level science (The Role of Scientists in the Professional Development of Science Teachers, National Research Council, 1996.) This presentation will focus on teachers' perceptions of how scientists conduct research, scientists' perceptions of how teachers should teach, and some misconceptions between the two groups. Criteria for high-quality professional development for teachers working with scientists will also be presented, along with a brief overview of the National Oceanic and Atmospheric Administration's Ocean Exploration program efforts to bring teachers and ocean scientists together to further ocean science literacy at the national level through recommendations put forth in the U.S. Commission on Ocean Policy Report (2004).
http://oceanexplorer.noaa.gov
OS23A-1292 1340h
Scientists Interacting With University Science Educators
Scientists with limited time to devote to educating the public about their work will get the greatest multiplier effect for their investment of time by successfully interacting with university science educators. These university professors are the smallest and least publicized group of professionals in the chain of people working to create science literate citizens. They connect to all aspects of formal and informal education, influencing everything from what and how youngsters and adults learn science to legislative rulings. They commonly teach methods of teaching science to undergraduates aspiring to teach in K-12 settings and experienced teachers. They serve as agents for change to improve science education inside schools and at the state level K-16, including what science content courses are acceptable for teacher licensure. University science educators are most often housed in a College of Education or Department of Education. Significant differences in culture exist in the world in which marine scientists function and that in which university science educators function, even when they are in the same university. Subsequently, communication and building relationships between the groups is often difficult. Barriers stem from not understanding each other's roles and responsibilities; and different reward systems, assumptions about teaching and learning, use of language, approaches to research, etc. This presentation will provide suggestions to mitigate the barriers and enable scientists to leverage the multiplier effect saving much time and energy while ensuring the authenticity of their message is maintained. Likelihood that a scientist's message will retain its authenticity stems from criteria for a university science education position. These professors have undergraduate degrees in a natural science (e.g., biology, chemistry, physics, geology), and usually a master's degree in one of the sciences, a combination of natural sciences, or a master's including about eighteen hours in a natural science. Their doctorates in science education include in-depth understanding of how people construct basic science concepts and ways to mitigate conceptions not consistent with current science. They have learned ways to transform scientific information to various audiences enabling learners to construct meaningful understanding of science phenomena, the nature of science, and its historical and philosophical underpinnings. Lessons learned from current and past innovations will be presented.
OS23A-1293 1340h
Engaging Students and Scientists through ROV Competitions
The Marine Advanced Technology Education (MATE) Center's network of regional and national remotely operated vehicle (ROV) competitions for students provide a unique and exciting way for the scientific community to get involved in education and outreach and meet broader impact requirements. From Hawaii to New England, MATE's ROV competitions also facilitate collaborations among the scientific community, professional societies, government agencies, business and industry, and public aquaria. Since 2001, the MATE Center and organizations such as the Marine Technology Society (MTS), NOAA's Office of Ocean Exploration, and the Birch Aquarium at Scripps Institution of Oceanography, among others, have challenged 1,000+ students to design and build ROVs for underwater tasks based on science and exploration missions taking place in the real world. From the Monterey Bay Aquarium Research Institute to Woods Hole Oceanographic Institution (WHOI), more than 60 scientists, engineers, and their organizations have supported the students participating in these events and, in doing so, have contributed to E&O and increased the awareness and impact of their work. What does it take to get involved with this E&O effort? That depends on the time, technical expertise, facilities, equipment, building materials, and/or funds that you can afford to contribute. Examples of how scientists and their institutions have and continue to support MATE's ROV competitions include: -Serving as technical advisors, judges, and competition-day technical assistants. -Sharing time and technical expertise as mentors. -Providing access to facilities and equipment. -Donating building materials and supplies. -Hosting the event at your institution. In addition to helping you to become involved in E&O and meet broader impact requirements, benefits to you include: -Exposing yourself to technologies that could support your science. -Getting ideas for creative and inexpensive solutions to challenges that you may face while doing your work. -Recruiting students to your institution. -Heightening your and your institution's visibility within the scientific community -Building a positive image within your own local community. -Networking with other scientists and research and academic institutions as well as professional societies, industry, government, and other organizations such as aquaria. Whether or not you use ROVs to support your work is not important. What is important are the knowledge and skills that you do use to accomplish your research goals. In the case of the competition, ROVs are the vehicle to teach concepts such as physics, oceanography, math, science, and engineering - the same concepts that you understand and apply when doing your science. By sharing your time and expertise, you can help students solidify what they are learning as they design and build their ROVs and make the connection to how it can be applied to other disciplines.
http://www.marinetech.org/rov_competition/index.php
OS23A-1294 1340h
Scientific Inquiry for Scientists: Professional Development Needs and Resources for Scientists Working With K-12 Education
As science educators based in institutional outreach programs, we work with many scientists on education and outreach projects involving teachers, students, and the public. While our scientist colleagues bring varied disciplinary interests, educational expertise, and communication skills to their education work, one strength that all scientists bring to these collaborations is their profound knowledge of the inquiry process. We have begun to develop a program of professional development for scientists that focuses on scientific inquiry in the classroom. Inquiry is the appropriate topic of focus for an initial professional development experience for scientists, because it is a crucial and broadly applicable part of national science education goals, and because all scientists understand it in a deep and personal way. As articulated in the National Science Education Standards, inquiry is both a recommended strategy for learning and teaching scientific concepts, and a content area in its own right, with the aim that students understand the process of science and can conduct scientific investigations. We will describe our multi-faceted program, which includes professional development workshops, development and sharing of resources, and a research-with-evaluation study to examine the readiness, response, and needs of the scientific community for professional development to further its education work. We will discuss ways in which scientists can apply their understanding of inquiry to their education work as well as identify other needs that must also be addressed. While inquiry is not the only thing that "busy scientists need to know," it is a good topic for starting fruitful conversations among scientists, K-12 educators, and those who bridge these communities.
http://cires.colorado.edu/~k12
OS23A-1295 1340h
So You Want to Get Involved in K-12 Education? Here's What You Ought to Know Before Getting Started.
This presentation will offer a brief overview of current policies and realities of the U.S. K-12 education system that will have an impact on any scientist's involvement in that arena. Appropriate methods for meeting broader impacts criteria will be offered. A few specific partnership opportunities within the formal K-12 education system will be identified including points of access for scientist's involvement at local, state and national levels will be illustrated and "do's" and dont's" for developing successful and sustainable partnerships.
OS23A-1296 1340h
LiMPETS: Scientists Contributions to Coastal Protection Program for Youth
In the West Coast National Marine Sanctuaries' LiMPETS (Long-term Monitoring Experiential Training for Students), scientists have partnered with local sanctuaries to develop an educational and scientifically-based monitoring program. With different levels of commitment and interest, scientists have contributed to developing protocols that youth can successfully use to monitor coastal habitats. LiMPETS was developed to address the gap in marine science education for high school students. The team of sanctuary educators together with local scientists collaborate and compromise to develop scientifically accurate and meaningful monitoring projects. By crossing the border between scientists and educators, LiMPETS has become a rich program which provides to teachers professional development, monitoring equipment, an online database, and field support. In the Sandy Beach Monitoring Project, we called on an expert on the sand crab Emerita analoga to help us modify the protocols that she uses to monitor crabs regularly. This scientist brings inspiration to teachers at teacher workshops by explaining how the student monitoring compliments her research. The Rocky Intertidal Monitoring Project was developed by scientists at University of California at Santa Cruz with the intention of passing on this project to an informal learning center. After receiving California Sea Grant funding, the protocols used for over 30 years with undergraduates were modified for middle and high school students. With the help of teachers, classroom activities were developed to train students for fieldwork. The online database was envisioned by the scientists to house the historical data from undergraduate students while growing with new data collected middle and high school students. The support of scientists in this program has been crucial to develop a meaningful program for both youth and resource managers. The hours that a scientist contributes to this program may be minimal, a weeklong workshop or even a part-time job. The framework of resource protection agencies partnering with scientists can be replicated to monitor other natural habitats. Through LiMPETS, scientists are helping to develop scientifically literate youth who are engaged in environmental monitoring.
http://limpets.noaa.gov
OS23A-1297 1340h
A Community-based Education Project: Intertidal Surveys With Student and Adult Volunteers
The Fidalgo Learning about the Intertidal Project (FLIP) brought together scientists, educators, students and adult volunteers (20-30 total individuals) to conduct studies of the intertidal zone of a section of Fidalgo Island, Wa. in 2003 and 2004. The project goals were to: 1) obtain basic data on diversity and abundance of intertidal species in different habitats, 2) promote public awareness and appreciation of the intertidal zone, and 3) develop a model program for volunteer participation in scientific surveys. The 2-week program began with 2 days of workshops on local intertidal organisms to teach the FLIP participants how to classify and identify the different organisms and substrates they were likely to encounter in the surveys. We provided general lectures on intertidal habitats and on the importance of the intertidal zone to coastal resources. The FLIP participants worked together on identifying organisms, practicing the use of quadrats and data collection before the surveys began. Following 4 days of field surveys, the participants signed up for workshops that included compilation and analysis of the data, photography, nature writing and algae pressing. The final activity was a public tour of the intertidal day held at a local park. 50-60 people of all ages participated. The goal was to educate the public in plant and animal identification and habitat variability as well as "beach etiquette." Successful model program elements included self-selected volunteers and attention to the composition of each survey team, with one scientist/leader per team and one adult and two students or two adults and one student per team (4-5 teams, each completing one transect per site). Program flexibility was also crucial; FLIP volunteers were not required to attend every single day and post-survey workshops were optional. Volunteers participated to different extents and for different lengths of time depending on their abilities and interests. Project ownership was important to the success. Volunteers participated in all aspects - data collection, data analysis, and review of the final scientific report. The capstone event was having FLIP volunteers serve as the leaders in a public intertidal tour. The volunteers shared their newfound knowledge and taught public participants proper beach etiquette. The main benefit gained from the FLIP project was the forging of new partnerships in the local community among students, adult citizens, educators, and scientists. Remaining tasks include developing outreach public display materials with the help of the student volunteers and developing some of the elements for class use, with input from local teachers.
OS23A-1298 1340h
Making Waves--When Scientists Work with Educators
Scientists and educators working with the South East Atlantic Coastal Ocean Observing System (SEACOOS) have teamed together to develop a poster and website to introduce teachers and precollege students to ocean waves. This poster and website present examples of ocean wave data collected by moored buoys and offer explanations and graphical examples of the complex terminology scientists use to describe ocean waves and sea swells. A key component of this outreach effort is the ocean wave data collected by the moored buoys of the National Weather Service (NWS) National Data Buoy Center (NDBC) and affiliated SEACOOS partners. This data is displayed on the NDBC web site (www.ndbc.noaa.gov) after passing through a series of quality control checks. The NDBC web site displays information detailing wave height, direction, period, and steepness with additional data collected on sea swell height and period. This data is then displayed on the NDBC website on a real-time basis or users can request archived data for specific time periods and create graphs to illustrate the information. The NDBC and SEACOOS (www.seacoos.org) websites offer an expansive information source free of charge to the public. Teachers can create exciting and interactive learning activities for their students to investigate real-time wave characteristics in extreme weather events, such as hurricanes and nor'easters. However, there is an education and orientation process, which has to take place as understanding the terminology, data, and its wide range of potential applications is not intuitive to novices. To illustrate this point, the meaning of significant wave height is not readily accessible in a majority of general textbooks offering explanations of ocean waves. The technological operations, data algorithms, and deployment methods used to assemble wave information from ocean sensors on buoys, coastal platforms, and coastal radars are typical unknown to most teachers. By exposing teachers and students to in-depth explanations and examples via outreach posters and web exercises, many obstacles can be removed to bring this information into the classroom. This presentation will explore how the topic of waves was chosen, how the team developed, the pitfalls of technical jargon, the evolution of communication, and the eventual design of products. We will highlight how the accurate and interactive scientific application of the data to solving problems can provide relevant examples for student inquiry and how these student experiences in ocean sciences can increase the number of students following this as a career track. Although this is the first effort in developing SEACOOS educational outreach materials, the continuing interaction between scientists and educators through the SEACOOS partnership have allowed new SEACOOS educator-scientist teams to emerge which are setting the stage for a series of collaborations on related ocean science subjects.
http://www.seacoos.org
OS23A-1299 1340h
Secondary Teachers and Their Students; Why you Need Them, Where to Find Them and How to Make Them Your Number One Audience!
Increased numbers of scientific researchers are developing education and outreach activities that promote "broader impacts" by engaging audiences outside the research community. High school teachers and their students offer a high return on researchers' investments of time, knowledge and resources. Numerous models have demonstrated that effective professional development can improve science teaching quality and student learning in college preparatory courses. This presentation offers practical steps, guidelines and mechanisms for engaging secondary science teachers through professional development or curriculum enhancement. Case studies from organizations like Joint Oceanographic Institutions and The University of Texas' Charles A. Dana Center will be examined. Finally, frameworks linking ocean science research methods, findings and data sets to applicable secondary science courses, national science standards and standardized testing objectives will be provided and discussed.
OS23A-1300 1340h
Involving Scientists in Outreach: Incentives, Barriers, and Recommendations from Research Findings
Public agencies that fund scientific research are increasingly requiring that researchers invest some of their funding in education or outreach activities that have a "broader impact." Yet barriers exist that inhibit scientists' motivation to participate in K-12 outreach. We will share findings from a quantitative and qualitative study that examined the motivations, rewards, and obstacles for scientists who participate in outreach. We found that most researchers became interested in doing outreach out of a desire to contribute and an expectation of having fun and enjoying the experience. They typically gave outreach presentations away from work, acted as a resource for school teachers, or helped with teacher professional development. However, scientists viewed outreach as a form of volunteer work that was auxiliary to their other responsibilities. Thus, time constraints, a lack of information about outreach opportunities, and the lower value placed on outreach by departments constituted significant barriers to their participation. Scientists involved in outreach typically found their efforts to be rewarding, but occasionally factors left a negative impression, such as poor audience response, classroom management difficulties, organizational problems, or demonstrations not going as planned. Based upon our findings, we offer recommendations on how scientists' participation and experiences in K-12 outreach can be improved, including how to successfully recruit scientists, create a positive outreach experience, and increase institutional support for outreach work.
http://cires.colorado.edu/~k12
OS23A-1301 1340h
Teachers working with your research team: Meeting the education and outreach criteria.
Teachers are the key to the science of the future. They can influence thousands of students over the course of their professional tenure. However, most are never exposed to research science. The field of environmental coastal/marine science provides an interesting template from which teachers can incorporate real-world science to the classroom. In an ongoing Teacher Research Fellowship program, teachers work with scientists for a summer and develop classroom lessons and activities based on their experiences. These lessons are presented at regional science/education conferences and are posted on a website for peer use. Scientists benefit by having high-quality, enthusiastic help for summer projects, an avenue of "getting the word out" about their studies, and an on-going link to K-12 education. We will present the ins and outs of involving teachers in your research program.
OS23A-1302 1340h
InterRidge Reaches Outside the Box and Asks: What's the Story?
Serious literacy gaps between scientific and nonscientific audiences often mean science knowledge races along while the press, policy-makers and the public struggle to keep pace and make sense of it all. Much of the problem is related to the lack of an effective communication pipeline between scientists and nonscientists. A good story is a springboard for effective learning, yet many great science stories go untold, or are told inaccurately. Busy scientists need to know two things: 1. a cost-effective communication pipeline does exist in the form of creative partnerships between science and media groups (inside and outside of academia), and 2. people will learn a great deal about science if science is told accurately through the vehicle of a good story. InterRidge (IR), an international organization dedicated to exploring spreading centers at the bottom of the ocean, recently teamed up with an educational media group (Future Vision: Educational Media Group) and other science organizations in a cost-effective plan to develop innovative print and video media products for formal and informal audiences. Funding is still pending. The idea is to join groups that traditionally do not work together - scientists, writers, educators, video producers, graduate students - in a common mission: to develop an educational video package including six half-hour programs that tell the compelling stories of ridge science. As the birthplace of new Earth crust, deep ocean spreading centers are replete with compelling, cross-disciplinary stories to be told. The goal is to execute a timely, standards-based program - available at no cost to teachers. The videos, aimed at the middle school level, will be useable by diverse groups including higher grades and informal science communities (e.g., aquaria, science centers). Innovative supporting materials will be included. Videos will feature teachers performing hands-on activities as part of a format that was pilot-tested in collaboration with a recently released IMAX film (Volcanoes of the Deep Sea). This presentation will include: a video demo that features the work of one deep ocean scientist; information on the time required of the scientist; how the video has since been used by various user groups; and tips for scientists on how to work effectively with print/video writers/journalists.
OS23A-1303 1340h
Participation of Scientists in Education and Communications
There is a very wide spectrum of education and communications efforts in which scientists and engineers can participate, in fact there are too many opportunities. How do scientists and engineers identify the ones that are most suited to them and their science/technology, and for which the most education value will result? This is not an easy question to answer. Fortunately, there are education professionals to whom the scientist or engineer can turn. These professionals can help identify local, regional and national education efforts that are already interested in using specific science and technology results and often are already partly funded to incorporate them into learning materials (e.g., programs, exhibits, professional development materials, curricula, etc). These professionals can also help identify high value, high quality education efforts that target specific education sectors where the scientist's and engineer's contributions are wanted and will be used. These high value, high quality efforts, like quality in any other endeavor, are not free. However, these education professionals are experts at devising cost effective solutions that yield quality results. How do scientists and engineers find these professionals? What are education sectors and what are the kinds of education efforts that exist in different parts of the country? Specific suggestions on how to find these professionals will be provided as well as suggestions of education efforts seeking contributions from scientists and engineers.