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resource project Professional Development, Conferences, and Networks
This workshop will develop a new, comprehensive, research-based framework for assessing environmental literacy. By bringing together, for the first time, experts in research, assessment, and evaluation from the fields of science education, environmental education, and related social science fields, this project will access and build its work on the literature and the insights of many disciplines. The North American Association for Environmental Education (NAAEE) will work with the leaders of the only two large-scale assessments of environmental literacy used in the U.S. to date (Programme for International Student Assessment [PISA] and the National Environmental Literacy Assessment [NELA]) to conduct the workshop. The project leaders will analyze PISA and NELA and use a multi-disciplinary search and review of the literature to prepare a draft framework. At the workshop, a diverse array of invited experts will critique that draft and provide suggestions for revision. Then, the leaders/organizers will produce a final Environmental Literacy Framework and disseminate it both electronically and at a nationally advertised event to a wide audience of assessment specialists, funding and policy-making agencies, and organizations working to develop assessments and achieve environmental literacy. Many institutions and agencies have noted the need to create an environmentally literate population, and government and private entities are investing hundreds of millions of dollars in projects aimed at enhancing environmental literacy. Given the scope and scale of these investments and the interest in this arena on the part of federal agencies, professional organizations, and corporations, assessments for gauging our progress in transforming our preK-12 education system to achieve that end are needed. The new Framework for assessing environmental literacy will provide a foundation for measuring the extent to which we are enabling all learners to acquire the knowledge, skills, dispositions, and behaviors vital for competently making decisions about local, regional, national and global issues.
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TEAM MEMBERS: Karen Hollweg Rodger Bybee Thomas Marcinkowski William McBeth
resource project Media and Technology
This project will produce a multi-part radio project including eight half-hour documentaries, 40-50 short radio features, an audio clearinghouse and a website on scientific research in the Polar Regions. The content of the programs support the goals of IPY. The project will be produced with four international radio partners: the science units of The Australian Broadcasting Co., the BBC World Service, Radio Deustche-Welle and Radio New Zealand. These international collaborators will look at issues such as the influence of conditions in Polar Regions on global climatic change, how animals adapt to rapid environmental change, survival in extreme environments and processes of change among native people in the Polar regions. The programs will reach a large audience in the United States as well as internationally through the collaborating partners. The clearinghouse/website will be designed to provide organized learning resources and an audio archive of the project's radio programs and archival interviews and sounds for use by both the general public and professional audiences. There will be both formative and summative evaluation of the programs and website.
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TEAM MEMBERS: Moira Rankin
resource project Media and Technology
This collaborative project aims to establish a national computational resource to move the research community much closer to the realization of the goal of the Tree of Life initiative, namely, to reconstruct the evolutionary history of all organisms. This goal is the computational Grand Challenge of evolutionary biology. Current methods are limited to problems several orders of magnitude smaller, and they fail to provide sufficient accuracy at the high end of their range. The planned resource will be designed as an incubator to promote the development of new ideas for this enormously challenging computational task; it will create a forum for experimentalists, computational biologists, and computer scientists to share data, compare methods, and analyze results, thereby speeding up tool development while also sustaining current biological research projects. The resource will be composed of a large computational platform, a collection of interoperable high-performance software for phylogenetic analysis, and a large database of datasets, both real and simulated, and their analyses; it will be accessible through any Web browser by developers, researchers, and educators. The software, freely available in source form, will be usable on scales varying from laptops to high-performance, Grid-enabled, compute engines such as this project's platform, and will be packaged to be compatible with current popular tools. In order to build this resource, this collaborative project will support research programs in phyloinformatics (databases to store multilevel data with detailed annotations and to support complex, tree-oriented queries), in optimization algorithms, Bayesian inference, and symbolic manipulation for phylogeny reconstruction, and in simulation of branching evolution at the genomic level, all within the context of a virtual collaborative center. Biology, and phylogeny in particular, have been almost completely redefined by modern information technology, both in terms of data acquisition and in terms of analysis. Phylogeneticists have formulated specific models and questions that can now be addressed using recent advances in database technology and optimization algorithms. The time is thus exactly right for a close collaboration of biologists and computer scientists to address the IT issues in phylogenetics, many of which call for novel approaches, due to a combination of combinatorial difficulty and overall scale. The project research team includes computer scientists working in databases, algorithm design, algorithm engineering, and high-performance computing, evolutionary biologists and systematists, bioinformaticians, and biostatisticians, with a history of successful collaboration and a record of fundamental contributions, to provide the required breadth and depth. This project will bring together researchers from many areas and foster new types of collaborations and new styles of research in computational biology; moreover, the interaction of algorithms, databases, modeling, and biology will give new impetus and new directions in each area. It will help create the computational infrastructure that the research community will use over the next decades, as more whole genomes are sequenced and enough data are collected to attempt the inference of the Tree of Life. The project will help evolutionary biologists understand the mechanisms of evolution, the relationships among evolution, structure, and function of biomolecules, and a host of other research problems in biology, eventually leading to major progress in ecology, pharmaceutics, forensics, and security. The project will publicize evolution, genomics, and bioinformatics through informal education programs at museum partners of the collaborating institutions. It also will motivate high-school students and college undergraduates to pursue careers in bioinformatics. The project provides an extraordinary opportunity to train students, both undergraduate and graduate, as well as postdoctoral researchers, in one of the most exciting interdisciplinary areas in science. The collaborating institutions serve a large number of underrepresented groups and are committed to increasing their participation in research.
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TEAM MEMBERS: Tandy Warnow David Hillis Lauren Meyers Daniel Miranker Warren Hunt, Jr.
resource research Informal/Formal Connections
Following a 2011 report by the National Research Council (NRC) on successful K-12 education in science, technology, engineering, and mathematics (STEM), Congress asked the National Science Foundation to identify methods for tracking progress toward the report's recommendations. In response, the NRC convened the Committee on an Evaluation Framework for Successful K-12 STEM Education to take on this assignment. The committee developed 14 indicators linked to the 2011 report's recommendations. By providing a focused set of key indicators related to students' access to quality learning, educator's
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TEAM MEMBERS: National Research Council
resource research Professional Development, Conferences, and Networks
This guide provides effective practices for anyone — university faculty member, K–12 teacher, or administrator — who wants to create a project that partners science, technology, engineering, and mathematics (STEM) graduate students (Fellows) with K–12 teachers on a sustained basis. These recommendations come from the community of faculty members, graduate students, K–12 teachers, program managers, and evaluators who participated in the U.S. National Science Foundation (NSF) Graduate STEM Fellows in K–12 Education (GK–12) Program from its start in 1999 through 2012. The guide was written to
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TEAM MEMBERS: Kate Stoll Sonia Ortega Tim Spuck
resource project Media and Technology
Twin Cities Public Television will produce six new episodes for the Dragonfly TV GPS (Going Places in Science) series in order to inform a mass audience of children, adults and educators about the revolutionary advances taking place in nanoscience and nanotechnology. The new programs will shine the DragonflyTV GPS spotlight on the network of science museums in the NISE Network, showcasing the new nanoscience programs and exhibits that are currently being developed. DragonflyTV, a weekly science television series targeted at children ages 8-12, presents children engaged in inquiry-based investigations, on-location in science centers across America. Each investigation will demonstrate the direct connection between learning experiences in science centers and the application of those lessons in everyday life. Each Nanoworld episode will apply the Dragonfly "Real Kids . . . Real Science" model, communicating both the scientific process and basic concepts in nanoscience. The DragonflyTV GPS will involve collaboration with the NISE Network, led by the Museum of Science in Boston, the Exploratorium, and the Science Museum of Minnesota. The episodes will be distributed by PBS Plus. Ancillary products will include an Educator's Guide, a Nanoworld poster, and a website featured on pbskids.org/go. Multimedia Research and will conduct formative and summative evaluations of the television production. Inverness Research will evaluate the collaborative process between TPT and the museum partners, and identify specific lessons learned by each group.
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TEAM MEMBERS: Richard Hudson
resource project Media and Technology
The institution is The Ohio State University at Lima, the university partners are the University of North Carolina at Greensboro and Fayetteville State University. It's About Discovery is a unique partnership to engage students and teachers in critical thinking skills in STEM content areas. The Ford Partnership for Advanced Studies (PAS) new science curriculum is the foundation for the project which will include over 700 students and 20-25 teachers. While the primary focus is on students, throughout the life of the project all teachers will participate in professional development focusing on the PAS units to ensure the quality teaching and understanding of the content. Technology will be integrated throughout the program to enable students to create inquiry based projects across state lines and for teachers to continue their professional development opportunities. Community partners will serve as mentors, host field trips, and engage in on-line conversations with students. An interactive website will be created for both teachers and students. The focus is on 8th grade science as it relates to STEM careers, 9th grade physical science and 10th science and mathematics. We are implementing a new Ford PAS curriculum module, Working Towards Sustainability, which comprises of four modules: We All Run on Energy, Energy from the Sun, Is Hydrogen a Solution? and The Nuclear Revolution. Teachers across states will engage in a new professional development model. Students will create projects through on-line conversations. A website will be created for project participants and the ITEST community. These hands-on, inquiry-based learning experiences engage students and prepare and encourage them to pursue science, engineering, and technology in high school and beyond. All PAS curricula use real world experiences, open-ended problems and result in real world applications. Assessments are on-going and inquiry driven. Teamwork and on-line resources and research are built into the curriculum design. The evaluation consists of a multi-method pre-post design. Teachers complete a Pre Survey at the beginning of the program and then again at the end of the school year. Students complete a Pre Survey at the beginning of the school year and a post survey at the end of the school year. In addition, teachers share students' scores on curriculum assessments completed throughout the year, including student scores on the Comprehensive Adult Student Assessment System's (CASAS) Assessment of Critical Thinking in Science writing tasks.
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TEAM MEMBERS: Dean Cristol Christopher Andersen Lynn Sametz
resource project Media and Technology
The MyDome project will bring 3D virtual worlds for group interaction into planetaria and portable domes. Advances in computing have evolved the planetarium dome experience from a star field and pointer presentation to a high-resolution movie covering the entire hemispherical screen. The project will further transform the dome theater experience into an interactive immersive adventure. MyDome will develop scenarios in which the audience can explore along three lines of inquiry: (1) the past with archeological reconstructions, (2) the present in a living forest, and (3) the future in a space station or colony on Mars. These scenarios will push the limits of technology in rendering believable environments of differing complexity and will also provide research data on human-centered computing as it applies to inquiry and group interactions while exploring virtual environments. The project proposes to engage a large portion of the population, with a special emphasis on the underserved and under-engaged but very tech-savvy teenage learner. Research questions addressed are: 1. What are the most engaging and educational environments to explore in full-dome? 2. What on-screen tools and presentation techniques will facilitate interactions? 3. What are the limitations for this experience using a single computer, single projector mirror projection system as found in the portable Discovery Dome? 4. Which audiences are best served by exploration of virtual hemispherical environments? 5. How large can the audience be and still be effective for the individual learner? What techniques can be used to provide more people with a level of control of the experience and does the group interaction enhance or diminish the engagement of different individuals? 6. What kind of engagement can be developed in producing scientific and climate awareness? Does experiencing past civilizations lead to more interest in other cultures? Does supported learning in the virtual forest lead to greater connection to and understanding of the real forest? Does the virtual model space experience excite students and citizens about space exploration or increase the understanding of the Earth's biosphere? The broader impacts of the project are (1) benefits to society from increasing public awareness and understanding of human relationships with the environment in past civilizations, today?s forests and climate change, and potential future civilizations in space and on Mars; (2) increasing the appeal of informal science museums to the tech-savvy teenage audience, and (3) significant gains in awareness of young people in school courses and careers in science and engineering. The partners represent a geographically diverse audience and underserved populations that include rural (University of New Hampshire), minority students (Houston Museum of Natural Science) and economically-distressed neighborhoods (Carnegie Museum of Natural History). Robust evaluation will inform each program as it is produced and refined, and will provide the needed data on the potential for learning in the interactive dome environment and on the optimal audience size for each different type of inquiry.
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TEAM MEMBERS: Annette Schloss Kerry Handron Carolyn Sumners
resource project Professional Development, Conferences, and Networks
This pilot project establishes and implements a professional development model with teachers of Native American students by creating a culturally relevant science, technology, engineering and mathematics (STEM) teacher in-service model for 30 grade 4-6 teachers from schools from two nations in Utah. The in-service program relies on community advisory panels, current standards and best practices in science, mathematics and technology education, by implementing engineering and technology education activities as a means of teaching science and mathematics. The goal is to improve teacher preparation in science and mathematics for Native Americans by creating culturally relevant curriculum materials with the help of community advisory panels and providing each teacher participant with at least 100 hours of structured professional development. The long-range goal is to develop an in-service model that can be transported to other Native American nations and schools. STEM and education faculty, community teachers, parents and leaders, as well as, tribal elders are to work together to assure the professional development model and materials are developed in a culturally inclusive manner. The evidence-based outcome of this project is that Native American students effectively learn mathematics and science with the longer-term influence being improvement in student achievement.
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TEAM MEMBERS: Kurt Becker James Barta Rebecca Monhardt
resource research Public Programs
A paper inspired by the Summit on Assessment of Informal and Afterschool Science Learning organized by the National Research Council and the Program in Education, Afterschool, and Resiliency (PEAR) at Harvard University. This paper reflects the many ideas that emerged during the Summit and the further work and discussions we have had since with leaders in the field. While this report does not include a transcript nor attribute particular ideas to individuals, it does attempt to share ideas and perspectives that were presented at the Summit. We intended to create a paper that would be most
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TEAM MEMBERS: Ashima Shah
resource project Informal/Formal Connections
The "Salmon Research Team: A Native American Technology, Research and Science Career Exposure Program" is a three-year, youth-based ITEST project submitted by the Oregon Museum of Science and Industry. The project seeks to provide advanced information technology and natural science career exposure and training to 180 middle level and high school students. Mostly first-generation college-bound students, the target audience represents the Native American community and those with Native American affiliations in reservation, rural and urban areas. Students will investigate computer modeling of complex ecological, hydrological and geological problems associated with salmon recovery efforts. Field experiences will be provided in three states: Oregon, Washington and northern California. The participation of elders and tribal researchers will serve as a bridge between advanced scientific technology and traditional ecological knowledge to explore sustainable land management strategies. Students will work closely with Native American and other scientists and resource managers throughout the Northwest who use advanced technologies in salmon recovery efforts. Student participation in IT-dependent science enrichment and research activities involving natural science fields of investigation will occur year round. Middle school students are expected to receive at least 330 contact hours including a one-week summer research experience, a one-week spring break program, and seven weekends of residential programs during the school year. The high school component consists of 460 contact hours reflecting one additional week for the summer research experience. In addition to watershed and salmon recovery related research, students will be involved in other ancillary research projects. A vast array of partners are positioned to support the field research experience including, for example, the U.S. Department of the Interior, Redwood National State Park, College of Natural Resources and Sciences at Humboldt State University, Confederated Tribes of the Warm Springs, University of Oregon Institute of Marine Biology, University of Washington Columbia Basin Research project, the Northwest Center for Sustainable Resources at Chemeketa Community College and the Integrated Natural Resource Technology program at Mt. Hood Community College. The project is intended to serve as a model for IT-based youth science programs that address national and state education standards and are relevant to the cultural experience of Native American students. Two mentors will provide continued support to students: an academic mentor at the student's schools and a professional mentor from a local university or natural resource agency. Incentives will be provided for student participation including stipends and internships. Career exposure and work-related skills are integrated throughout the project activities and every program component. Creative strategies are used to encourage family involvement including, for example, salmon bakes and museum discounts.
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TEAM MEMBERS: Travis Southworth-Neumeyer Daniel Calvert
resource project Public Programs
The X-Tech program will bring together the Exploratorium and staff at five Beacon Centers to create an innovative technology program using STEM and IT activities previously tested at the Exploratorium. At each X-Tech Club, two Beacon Center staff and two Exploratorium Youth Facilitators will work with 20 middle school students each year for a total of 300 participants. Youth Facilitators are alumni of the Exploratorium's successful Explainer program and will receive 120 hours of training in preparation for peer mentoring. Each site will use the X-Tech hands-on curriculum that will focus on small technological devices to explore natural phenomenon, in addition to digital imaging, visual perception and the physiology of eyes. Parental involvement will be fostered through opportunities to participate in lectures, field trips and open houses, while staff at Beacon Centers will participate in 20 hours of professional development each year.
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TEAM MEMBERS: Vivian Altmann Darlene Librero Virginia Witt Michael Funk