ED31B-01
Education and Professional Outreach as an Integrated Component of Science and Graduate Education
Education and Professional Outreach (EPO) is increasingly becoming a substantive and much needed activity for scientists. Significant efforts are expended to satisfy funding agency requirements, but such requirements may also develop into a mutually beneficial collaboration between scientists and K-16 educators with a minimal impact on science productivity. We focus here on two particularly high impact EPO opportunities, hosting of high school interns and the inclusion of an educational component to a graduate student's&pthesis work. We emphasize the importance of hands-on collaboration with teachers and teacher-educators, and the substantive benefits of highly leveraged customized internet-distribution. We will present two examples for how we integrated this K-12 EPO into our university-based science and education efforts, what types of products emerged from these activities, and how such products may be widely produced by any scientist and disseminated to the educational community. High school seniors offer a unique resource to university EPO because some of them can substantively contribute to the science, and they can be very effective peer-mentors for high and middle schools. Extended internships may be built easily into the schedule of many senior high school student programs, and we were able to involve such interns into a three-week seagoing expedition. The seniors were responsible for our EPO by maintaining a cruise website and video conferencing with their high school. They added substantially to the science outcome, through programming and participating in a range of shipboard science chores. Graduate theses may be augmented with an educational component that places the main theme of the thesis into an educational setting. We designed and supervised such a Master's graduate thesis with an educational component on the geochronology of hot spot volcanoes, including a high school lesson plan, enactment in the classroom and preparation of a wide range of web resources for K-12 education. While we feel that the process of EPO itself has been rewarding, it is particularly important enhance its impact by focusing on the production of high quality educational resources (illustrations, data or text) that can be (re-) used in other of educational applications. The Enduring Resources for Earth Science Education (ERESE) initiative offers such a method of archival in a digital library (NSDL) and dissemination of these materials through the use of resource matrices and rich metadata that allows discovery through web browsers. http://earthref.org/ERESE/
ED31B-02
Building Ocean Learning Communities: A COSEE Science and Education Partnership
The core mission of the Centers for Ocean Sciences Education Excellence (COSEE) is to promote partnerships between research scientists and educators through a national network of regional and thematic centers. In addition, the COSEEs also disseminate best practices in ocean sciences education, and promote ocean sciences as a charismatic interdisciplinary vehicle for creating a more scientifically literate workforce and citizenry. Although each center is mainly funded through a peer-reviewed grant process by the National Science Foundation (NSF), the centers form a national network that fosters collaborative efforts among the centers to design and implement initiatives for the benefit of the entire network and beyond. Among these initiatives the COSEE network has contributed to the definition, promotion, and dissemination of Ocean Literacy in formal and informal learning settings. Relevant to all research scientists, an Education and Public Outreach guide for scientists is now available at www.tos.org. This guide highlights strategies for engaging scientists in Ocean Sciences Education that are often applicable in other sciences. To address the challenging issue of ocean sciences education informed by scientific research, the COSEE approach supports centers that are partnerships between research institutions, formal and informal education venues, advocacy groups, industry, and others. The COSEE Ocean Learning Communities, is a partnership between the University of Washington College of Ocean and Fishery Sciences and College of Education, the Seattle Aquarium, and a not-for-profit educational organization. The main focus of the center is to foster and create Learning Communities that cultivate contributing, and ocean sciences-literate citizens aware of the ocean's impact on daily life. The center is currently working with volunteer groups around the Northwest region that are actively involved in projects in the marine environment and to empower these diverse groups including research scientists, formal and informal educators, business representatives, and non-profit groups to identify ocean-related problems, and develop solutions to share with their own communities. COSEE OLC practices and studies the skills of developing these collaborations. http://www.coseeolc.net
ED31B-03
Building Formal and Informal Partnerships Through a Land-Based, Hands-on Research Expedition for Earth and Ocean Science Teachers
Scientific Ocean drilling has a rich legacy which is largely responsible for our current understating of the complex linkages among the different parts of the Earth System. Relaying these understandings to Earth and ocean educators is a challenge that the Joint Oceanographic Institutes (JOI) Alliances has undertaken through sponsorship of the School of Rock (SOR). Building on the successful ocean-going, hands-on SOR (Leckie et al. 2006), the Integrated Ocean Drilling Program (IODP) – United States Implementing Organization (USIO) piloted a land-based, hands-on research expedition for Earth and ocean science teachers, the School of Rock Expedition II (SOR II). During this seven-day workshop, 18 educators from across the United States were hosted at the IODP Gulf Coast Repository at Texas A&M University where they were mentored and taught by scientists who are actively engaged in IODP research, shipboard technical staff, SOR I veteran teachers, and science educators. Teachers participated in a series of research experiences similar to those that take place on a scientific drilling research vessel or in a post-cruise research lab. These experiences allowed educators to increase their knowledge of IODP and scientific methods as demonstrated by the entire ocean drilling program (proposals, drilling, lab analysis, data acquisition, and post-cruise research). This case study describes the formal and informal partnerships developed through the SOR II with an emphasis on identifying and nurturing informal partnerships. http://www.joiscience.org/learning
ED31B-04
An Educator's Resource Guide to Earthquakes and Seismology
When a major seismic event occurs, millions of people around the world want to understand what happened. This presents a challenge to many classroom science teachers not well versed in Earth science. In response to this challenge, teachers may try surfing the Internet to ferret out the basics. Following popular links can be time consuming and frustrating, so that the best use is not made of this "teachable moment." For isolated rural teachers with limited Internet access, surfing for information may not be a viable option. A partnership between EarthScope/USArray, High Lava Plains Project (Carnegie Institution/Arizona State University, Portland State University, and isolated K-12 schools in rural SE Oregon generated requests for a basic "Teachers Guide to Earthquakes." To bridge the inequalities in information access and varied science background, EarthScope/USArray sponsored the development of a CD that would be a noncommercial repository of Earth and earthquake-related science resources. A subsequent partnership between the University of Portland, IRIS, the USGS, and Portland-area school teachers defined the needs and provided the focus to organize sample video lectures, PowerPoint presentations, new Earth-process animations, and activities on a such a large range of topics that soon the capacity of a DVD was required. Information was culled from oft-referenced sources, always seeking clear descriptions of processes, basic classroom-tested instructional activities, and effective Web sites. Our format uses a master interactive PDF "book" that covers the basics, from the interior of the Earth and plate tectonics to seismic waves, with links to reference folders containing activities, new animations, and video demos. This work-in-progress DVD was initially aimed at middle school Earth-science curriculum, but has application throughout K-16. Strong support has come from university professors wanting an organized collection of seismology resources. The DVD shows how the study of seismology advances our understanding of the Earth and how students and teachers can access seismic data from USArray stations to promote discussion about earthquakes worldwide. Instructions on how to view USArray data, as well as activities using data from EarthScope's vast array of monitoring equipment, are being generated and incorporated as they prove effective.
ED31B-05
Building a Model of Collaboration Between Historically Black and Historically White Universities
Despite increases over the last two decades in the degrees awarded to underrepresented students in science, technology, engineering, and mathematics (STEM) disciplines, enhancing diversity in these disciplines remains a significant challenge. This paper describes a strategic approach to this challenge via the development of a collaborative partnership model between two universities: the historically black Elizabeth City State University and the historically white University of New Hampshire. The alliance, built on a mutually-agreed upon set of partnership principles, strives to enhance opportunities for underrepresented students to pursue careers in STEM disciplines, specifically those in Earth system science and remote sensing. In examining the partnership, six promising practices that help advance its success come to the forefront. These practices include institutional commitment and faculty engagement, mutual respect and shared time commitment, identifying engaged leadership, engaging critical change agents, initiating difficult dialogues, and preparing for growth and evolution. In reality, these practices overlap and integrate with the partnership principles, forming the foundation for an effective working partnership.
ED31B-06
Education, Outreach, and Diversity Partnerships and Science Education Resources From the Center for Multi-scale Modeling of Atmospheric Processes
The need for improving the representation of cloud processes in climate models has been one of the most important limitations of the reliability of climate-change simulations. The new National Science Foundation- funded Center for Multi-scale Modeling of Atmospheric Processes (CMMAP) at Colorado State University (CSU) is a major research program addressing this problem over the next five years through a revolutionary new approach to representing cloud processes on their native scales, including the cloud-scale interactions among the many physical and chemical processes that are active in cloud systems. At the end of its first year, CMMAP has established effective partnerships between scientists, students, and teachers to meet its goals to: (1) provide first-rate graduate education in atmospheric science; (2) recruit diverse undergraduates into graduate education and careers in climate science; and (3) develop, evaluate, and disseminate educational resources designed to inform K-12 students, teachers, and the general public about the nature of the climate system, global climate change, and career opportunities in climate science. This presentation will describe the partners, our challenges and successes, and measures of achievement involved in the integrated suite of programs launched in the first year. They include: (1) a new high school Colorado Climate Conference drawing prestigious climate scientists to speak to students, (2) a summer Weather and Climate Workshop at CSU and the National Center for Atmospheric Research introducing K-12 teachers to Earth system science and a rich toolkit of teaching materials, (3) a program from CSU's Little Shop of Physics reaching 50 schools and 20,000 K-12 students through the new "It's Up In the Air" program, (4) expanded content, imagery, and interactives on clouds, weather, climate, and modeling for students, teachers, and the public on The Windows to the Universe web site at University Corporation for Atmospheric Research (UCAR), (5) mentoring programs engaging diverse undergraduate and graduate level students in CMMAP research through UCAR's Significant Opportunities in Atmospheric Research and Science (SOARS) Program, and (6) after school activities about clouds, climate and weather for underrepresented middle school students at the Catamount Institute. CMMAP is also enabling Windows to the Universe to continue its commitment to translate all new web pages into Spanish. This presentation will explain how resources emerging from CMMAP can be accessed and used by the entire Earth and Ocean Science educational outreach community.
ED31B-07
Meteorological Development Laboratory Student Career Experience Program
The National Oceanic and Atmospheric Administration's (NOAA) National Weather Service (NWS) provides weather, hydrologic, and climate forecasts and warnings for the protection of life and property and the enhancement of the national economy. The NWS's Meteorological Development Laboratory (MDL) supports this mission by developing meteorological prediction methods. Given this mission, NOAA, NWS, and MDL all have a need to continually recruit talented scientists. One avenue for recruiting such talented scientist is the Student Career Experience Program (SCEP). Through SCEP, MDL offers undergraduate and graduate students majoring in meteorology, computer science, mathematics, oceanography, physics, and statistics the opportunity to alternate full-time paid employment with periods of full-time study. Using SCEP as a recruiting vehicle, MDL has employed students who possess some of the very latest technical skills and knowledge needed to make meaningful contributions to projects within the lab. MDL has recently expanded its use of SCEP and has increased the number of students (sometimes called co- ops) in its program. As a co-op, a student can expect to develop and implement computer based scientific techniques, participate in the development of statistical algorithms, assist in the analysis of meteorological data, and verify forecasts. This presentation will focus on describing recruitment, projects, and the application process related to MDL's SCEP. In addition, this presentation will also briefly explore the career paths of students who successfully completed the program.
ED31B-08
Two Successful Outreach Programs at Storm Peak Laboratory: GRASP for Undergraduates and Partnership for 5th Grade Science Education
The Desert Research Institute operates a high elevation facility, Storm Peak Laboratory (SPL), located on the Steamboat Springs Ski Resort at an elevation 10,500 ft. SPL provides an ideal location for long-term atmospheric research. The SPL mission statement is to ensure that the laboratory will continue to integrate climate research and education by advancing discovery and understanding within the field of pollution, aerosol and cloud interactions. During the last year, SPL has created two successful outreach programs reaching very different audiences. First, to engage students from local elementary schools, SPL established a 5th grade climate education program. This program is based on a partnership between SPL and Yampatika's&penvironmental educators. Yampatika is a non-profit outdoor environmental education organization. The program spans three days for each school and includes five elementary schools. During the first day, educators from Yampatika visit each classroom to introduce the concepts of climate and weather as well as teach students how to use scientific equipment. During the field program on the second day, students measure and record information about temperature, pressure, relative humidity, wind speed, and particle concentration while they travel to SPL via the gondola (in winter) or Suburban (in fall). Once at the laboratory, students tour the facility, discuss SPL research activities, and explore application of these activities to their curriculum. Following the field trip, Yampatika educators and SPL scientists will visit the school for a follow-up to help children explore concepts, answer questions, and evaluate students" learning. The second program, Geoscience Research at Storm Peak (GRASP), was designed to engage students from underrepresented groups and created a partnership between three Minority Serving Institutions and the University of Nevada, Reno (UNR). Undergraduate students from Tennessee State University, Howard University, Colorado State at Pueblo, and UNR will gather at SPL in the summer of 2008, via funding from the National Science Foundation. Throughout the year-long GRASP program, students encounter the scientific process - from creating a hypothesis, collecting and analyzing data, and presenting their results. Beginning in April, GRASP students will be presented with a short course in atmospheric science at their local institutions. The students will then begin formulating research questions for their time at SPL. In June, students will travel to SPL and work in small groups measuring cloud properties and trace gases with the guidance of an individual instructor. Data collected will be the basis for continuing student research projects. GRASP students and mentors will communicate regarding the progress of student research projects during the fall semester. All GRASP participants will meet at the campus of Howard University the following winter for a reunion workshop. http://www.stormpeak.dri.edu