This summary brief captures highlights from the second year of the NSF-funded WaterMarks project. The technical evaluation report for this same project period can be found on the main project page. The purpose of this document is to communicate key updates (as observed by the evaluation team) in a less technical way with the many different audiences who have an interest in keeping up with WaterMarks.
This is the evaluation report for the second year of the NSF-funded WaterMarks project. It reflects a current summary of available evidence about the intended outcomes of program activities to date, as well as commentary on how the project is using (or could use) this information moving forward.
This summary brief captures highlights from the evaluation report for the first year of the NSF-funded WaterMarks project (also available on this page). The purpose of this document is to communicate key updates from evaluation in a less technical way with the many different audiences who have an interest in keeping up with WaterMarks.
This is the evaluation report for the first year of the NSF-funded WaterMarks project. It reflects an initial summary of available evidence about the intended outcomes of program activities to date, as well as commentary on how the project is using (or could use) this information moving forward. This report contains descriptions of embedded measures (i.e. anonymized drawings and reflections captured on a thematic postcard) included in community walks and analyses of secondary data (i.e., interviews conducted by other members of hte project team), as well as reflections emerging from the
WCS Education is committed to creating a diverse and inclusive movement of conservation advocates. We do this by creating equitable pathways to increased scientific literacy, engagement in conservation advocacy, and lasting connection with animals and nature.
One of the programs that incorporates all of these strategies is Project TRUE (Teens Researching Urban Ecology). Project TRUE is a partnership between WCS and Fordham University that is both a social science research study and a youth development program designed to support youth in STEM career pathways. Teams of high school students
Gateway National Recreation Area (Gateway), a unit of the National Park Service, and Brooklyn College are creating a citizen science field observation program called "Sentinels of Shoreline Change."The project will develop collaborative learning communities around monitoring the resilience of Jamaica Bay, an urban estuary. Participants will provide scientists and resource managers with measures of the bay's resilience to human activities and climate change. The project focuses on 7-12 grade pre-service and in-service teachers, and Brooklyn College undergraduate students, while fostering collaboration between faculty, rangers and staff from the partner institutions and the general public. Gateway is responsible for managing the vast array of cultural and natural resources in Jamaica Bay for the public benefit. They have a history of teacher professional development and collaborations with formal education partners that emphasize authentic science research within the park. Brooklyn College is an urban, public liberal arts college with a diverse student population. It has competitive NCATE certified science teacher education programs; a strong collaborative working relationship between the Earth and environmental sciences and science education departments; and a history of successful place-based science education projects. Science Education for New Engagements and Civic Responsibilities (SENCER) is the funding source for this project which is subcontracted under an NSF grant.
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TEAM MEMBERS:
Brooklyn College, CUNYJennifer AdamsBrett BrancoDan Meharg
This project develops an interdisciplinary and transformative in- and out of-school science education and technology program that engages high school aged youth and their teachers in 1) the production of food using hydroponics, and 2) the use of green energy technologies (solar, and wind) to power hydroponic systems. This distinctive program integrates food production, a novel model of parental outreach, a focus on green career development, and an authentic reason (growing their own produce for selling at a market) for learning how and why to use alternative energy technologies. The project creates an approach to sustainability in which students not only give back to their community, but are in a position to provide a continuous revenue stream to the school in order to operate their indoor urban garden indefinitely. The partnership with the Boston Youth Environmental Network provides youth opportunities for summer internships with green energy companies. The project builds upon a learning progressions model in which youth gradually learn about complex scientific systems and economic principles throughout their years in the program. Rather than a onetime experience, youth are engaged in a long-term experience building their knowledge and skills regarding science, economics, and college preparedness. This project has the potential to impact thousands of students informally and over 2000 students (in classrooms) directly with a minimum of 60 students receiving focused and in depth learning experiences during the summer and on weekends during the school year. With the passage of laws encouraging local schools to partner with local farms, the need for locally grown produce will increase; in that context, the program brings the farm to the school in a way that allows food to be grown year round. Thus, a model is developed that any school or informal learning center could adopt to grow their own food while simultaneously creating a living and learning laboratory for youth in their own program.
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TEAM MEMBERS:
George BarnettEric StraussDavid BlusteinCatherine WongElizabeth Bagnani