OS22A-01 INVITED 10:20h
A New Architecture for the Interface between Society and the Earth-Ocean Sciences
A revolution is sweeping through scientific, technological, and educational communities. New and growing in-situ sensor networks will soon provide unprecedented real-time information about natural and human-generated processes interacting throughout the ocean basins and spilling over onto the continents. This sea change of sensing technologies, coupled to next-generation scientific investigations, can have profound ramifications for the manner in which scientists, engineers, and educators conduct their professional activities. The most far-reaching effects, however, will be the inevitable shift in public attitudes. Our societies will begin to perceive more directly and accurately the complexities of the interlinked planetary systems that sustain us and will better understand the importance of the global ocean as the environmental flywheel of our planet. A parallel may be drawn with changes in weather forecasting. Up until the 1960s, weather was a local phenomenon that was simply lived with. Now synoptic overviews from satellites, high-speed communications, and computationally sophisticated weather simulations provide an elegant means of anticipating the weather. A similar, but more profound shift is taking place as the new paradigm for "environmental sensing from within" unfolds its power to anticipate and understand cause and effect associated with multifaceted non-linear change across our planet. We are accumulating vast reservoirs of data, indexed in time and space, about how the terrestrial, oceanic, and atmospheric systems interact to support the health and biodiversity of our planet. Novel database architectures and data-mining strategies are required to cope with the flood of new data into these ever-expanding archives and to make vast amounts of diverse information decipherable by many users. As that shift occurs, human society will be in a historically unprecedented position: we will have a global-scale and rapidly growing archives of quantifiable time-space indexed information about the past, juxtaposed against an equally unprecedented flow of similar real-time data about the present. These data sets will enable entirely new forms of communication with global audiences via a "scientific CNN," where instantaneous comparisons between past and present conditions can be evaluated against predictions from models and simulations. Using innovative forms of data fusion and visualization, we will be able to share many facets of environmental complexity with the public. Not only will we have vastly enhanced knowledge, but appropriate networking will allow more fully informed decisions about dealing with detrimental change, as well as early evaluation of the effects of remedies applied. The public may come to understand the metaphor of an environmental flywheel.
http://www.orionprogram.org
OS22A-02 INVITED 10:35h
Implementing Successful Geoscience Education and Outreach Efforts
Successful geoscience Education and Outreach (E&O) efforts associated with a research program benefit from effective planning and a commitment by scientists/researchers to become more knowledgeable about and involved in education. Several suggested strategies have evolved based on experience in Earth science E&O with K-16 educators and students during the past 10 years. E&O programs and materials should be developed at appropriate levels ("start from where they're at") and utilize information, skills and topics that are most relevant to students and teachers. Hands-on and inquiry-based activities that teach or reinforce fundamental science understanding and skills, while introducing new topics, results and discoveries, are particularly effective. It is useful to design materials that can provide for a range of time commitment, level of technical skills, and effort, so that introductory to in-depth curriculum units can be implemented. Use of the Internet and working with teachers can be effective methods for dissemination and taking advantage of a "multiplying factor". Obtaining feedback and evaluation of the programs and developed materials, and connecting the materials to national or state education standards are also highly recommended. Most importantly, scientists should become more involved in the science education community. Attending and presenting papers at appropriate science education sessions or workshops, or state or national science teacher meetings (the annual National Science Teachers Association convention is an excellent place to start) can be a significant educational experience for the scientist/researcher. Effective geoscience E&O programs have significant potential for enhancing K-16 education and scientific literacy, and can help attract students to the sciences. Perhaps surprisingly, these efforts have substantial positive impact on the scientist/researcher as well.
OS22A-03 10:50h
Building Transformative Partnerships: Lessons Learned from Twenty Years of Work in Ocean Science Education
One effective way for scientists and educators to work together and bring research content and process into both formal and informal educational settings is to participate in a transformative collaboration or partnership. This presentation will review the characteristics of the helpful partnerships and programs with which the author has been associated during two decades as a successful 'hybrid' scientist-educator. Strategies for identifying affiliations likely to be of maximum benefit will be described. The presentation will also provide information on existing national programs that offer valuable expertise, helpful support structures and abundant opportunities for productive cross-disciplinary collaboration. These include the Centers for Ocean Sciences Education Excellence (COSEE) network and the National Ocean Science Bowl (NOSB) competition and associated activities for high school students. Future opportunities for ocean scientists to collaborate with educators (in both formal and informal settings) within the Ocean Research Interactive Observatory Network (ORION) and the Integrated Ocean Observing System (IOOS) frameworks will also be discussed.
http://www.coreocean.org
OS22A-04 11:05h
Community-Wide Education Outreach for the Ridge2000 Research Program
Ridge2000 is a multidisciplinary NSF sponsored research initiative to explore Earth's spreading ridge system as an integrated whole. The Ridge2000 community is comprised of scientists from universities and research institutions across the country. Building on existing exemplary outreach efforts (e.g., REVEL, Dive&Discover, Volcanoes of the Deep Sea IMAX), Ridge2000 education outreach has begun to develop community-wide education offerings - programs to which Ridge2000 scientists and others may contribute. Community-wide efforts offer the advantages of serving larger audiences of scientists as well as educators and students and providing avenues for scientists interested in education outreach but with limited time or experience. Coordination of researchers' educational efforts also better leverages the resources of the funding agency - NSF. Here we discuss an exciting Ridge2000 pilot program called SEAS - Student Experiments At Sea. SEAS is a web-based program for middle and high school students to learn science by doing science. SEAS students study the exciting, relatively unexplored world of hydrothermal vents and learn to ask questions about this environment just as researchers do. SEAS goes beyond "follow-along" outreach by inviting students to participate in research through formal proposal and report competitions. The program was concept-tested during the 2003-2004 academic year, with 14 pilot teachers and approximately 800 students. Five student experiments were conducted at sea, with data posted to the website during the cruise. Student reports as well as scientist comments are posted there as well (http://www.ridge2000.org/SEAS/). It was an exciting year! Over 20 Ridge2000 scientists contributed their time and expertise to the SEAS program in its first year. Scientists are invited to contribute in a variety of ways, all of which help satisfy the requirement's of NSF's Broader Impacts Criterion. They may help develop curriculum topics, consult on experimental design, review student proposals and final reports, and/or host student experiments during a research cruise. Many contributions require less than a day's effort. By sharing the load, no one scientist is burdened, nor expected to contribute additional funding. Even better, the Ridge2000 office assumes responsibility for the program development, funding, evaluation and dissemination. When we work together, the possibilities are endless.
OS22A-05 11:20h
Broadening the Impact of Your Science
The National Science Foundation encourages faculty in science, technology, engineering and mathematics fields to find ways to integrate their research and educational activities by funding programs that emphasize faculty development, undergraduate research opportunities, and informal science education. A joint presentation by program officers from the Directorate of Education and Human Resources (EHR) and the Directorate of Geosciences (GEO) at NSF will provide information about program goals, requirements, and the review process for a number of NSF programs relevant to geoscience faculty members, including the Course, Curriculum and Laboratory Improvement (CCLI), the Geoscience Education Program, COSEE, CAREER and Research Experience for Undergraduates (REU). Discussion will focus on program requirements and will include advice on successful project elements, and on how to prepare effective proposals that are responsive to these program solicitations, as well as to the Broader Impacts review criterion more generally.
http://www.geo.nsf.gov/adgeo/education.htm
OS22A-06 11:35h
High Return on Investments in Scientist-Educator Partnerships: Broader Impact Strategies That Endure and Propagate
Tackling the broader impact section of a research proposal need not be a dilemma that "rears its ugly head" with each proposal deadline. By investing in partnerships with informal science education (ISE) organizations, researchers can establish a foundation for efficient, high quality, research-based educational outreach (EO) that can help them fulfill their broader impact obligations for years to come. Just as an interdisciplinary research project requires collaboration among scientists from a variety of disciplines, a research project with exemplary EO requires partnerships with those who specialize in science education. By engaging in such partnerships scientists gain access to professionals who have expertise in translating research topics into concept-centered programs, exhibits and online resources, and to the diverse student, teacher and public audience reached through ISE. By leveraging the intellectual and material resources of researchers and educators, these potentially long-lived relationships provide an efficient and effective means for achieving broader impact. Ultimately, the efficacy of this investment strategy depends on relieving the researcher of the time consuming burden of seeking out appropriate partners, initiating partnerships and conferring with science educators on potential projects. Recognizing this barrier to scientists' participation, the California Center for Ocean Sciences Education Excellence (CACOSEE) has adopted a unique approach - one in which CACOSEE serves primarily as a catalyst and facilitator of researchers EO activities rather than as an EO provider. We have apprised ourselves of the programs, interests and needs of a carefully selected group of ISE organizations and used this information as the basis for creating a spectrum of EO opportunities for researchers. These options are flexible, scalable and easily customized to fit the research interests, time constraints and budgetary limitations of any researcher. Through e-mail and personal inquiry we actively recruit PIs who are contemplating or preparing proposals. We rapidly review the research proposed, assess the PIs' goals and preferences with respect to broader impact, and present them with a small number of well fitting options. PIs then indicate their preferences, and we make the necessary connections with individuals and organizations, write/edit the relevant proposal text, budgets, justifications, work plans, support letters, coordinate with the responsible business offices, and make sure that both the PIs and the education partners are happy with the final plan. Business is flourishing as are the scientist-educator partnerships catalyzed through COSEE. As the COSEE network matures, these catalytic activities are rapidly becoming a national network effort. An unanticipated outcome of our work is that our initial "brokering" sometimes ignites scientist-educator interactions that expand and propagate without additional effort on our part and in some cases even without our knowledge. So, while catalyzing long-lived partnerships has always been our goal, we are excited and motivated by this phenomenon that we hope will one day be a hallmark of a transformed academic culture in which scientists' investments in educational outreach have ever higher returns.
http://cacosee.ucsd.edu
OS22A-07 11:50h
Exhibits and More: How Scientists Can Partner with Aquariums and Science Centers
Informal science institutions include science museums, aquariums, zoos, nature centers and other institutions that offer the public opportunities for free-choice, voluntary, and self-directed learning. Less than 20% of our lives is spent in formal schooling, and even among schoolchildren only 20% of their waking hours are spent in the classroom. Informal science institutions can have a significant impact on what the public knows, believes, and cares about. These institutions reach very large audiences, and are considered trusted information sources by the general public. Informal science institutions offer a wide range of learning opportunities including exhibits, films, professional development for teachers, educational programs for children and adults, field trips, publications, websites, and more. Many informal learning centers are experienced in working with scientists as content experts, welcome their participation, make efficient use of their time, and are skilled at translating science for the general public. Several case studies will illustrate successful models for scientists engaging in development of exhibits, films, programs, and educational materials.
http://www.cosee.net
OS22A-08 12:05h
A Model for Developing and Institutionalizing Education and Outreach Projects
The Marine Science Institute at University of California, Santa Barbara has developed an integrated education and outreach program that reaches across departments and colleges, and collaborates with researchers, university programs, and local area schools. The goal of this program, called Oceans Alive!, is to provide an infrastructure which individual investigators can use in developing broader impact components of their research programs. As such, Oceans Alive! provides a model for augmenting individual outreach efforts at any scale. This presentation will describe aspects of Oceans Alive!, including K-12 programs, teacher professional development, undergraduate education, and graduate mentoring. The presentation will include discussion on departmental, institutional, and school partnerships and how these collaborations have provided opportunities for individual researchers interested in education and outreach. Specific examples from current externally funded marine science research projects will be used to demonstrate these efforts.