Broaden Your Impact A COSEE NOW Webinar Series Session A: Broader Impacts: An overview Hosted by Liesl Hotaling, COSEE NOW

Quick tour of Elluminate Upper left: List of participants in the session Below list, raise hand, laugh, express confusion, agree, disagree, vote for multiple choice response Middle left: Chat box, can send message to room or individual participants Lower left: Turn microphone on and off, adjust speaker volume Middle column: Whiteboard features

White board Question: Where are you from?

Introduction to Broaden Your Impact webinar series Session A: Broader Impact: An Overview Session B: Broader Impacts: What’s the big idea? Session C: Examples of Broader Impact: A panel discussion Session D: Broader Impact Project Evaluation

Hand raise question: Why are you interested in Broadening Your Impact? A.Involvement in public outreach is intrinsically rewarding. B.Increase number of graduate students interested in research field. C. Concerned by reports of science literacy in the U.S. D. It is a required portion of many proposals for research funding.

Scientists involvement in EPO COSEE NOW sponsored survey Annually 2004 –2008 n= 483 (R.R. 19%) %

Hand raise question: What is your area of research? A.Oceanography B.Limnology C.Education D.Other

Overview of what Broader Impacts means from the National Science Foundation prospective Bringing scientific research to the public continues to increase in importance. NSF’s current generic merit review criteria for project selection (“What is the intellectual merit of the proposed activity?” and “What are the broader impacts of the proposed activity?”) went into effect on October 1, 1997.

Overview of what Broader Impacts means from the National Science Foundation prospective Scientists are required to include broader impact activities to obtain or leverage funding, to bolster status within peer groups, to enhance professional development of graduate students, and often are interested in the simple pleasure of sharing their research with the world. The goal of our webinar series is to offer examples of broader impacts and assist participants in knowing how to address broader impacts criterion.

How NSF Panel Reviewers Evaluate Broader Impacts What are the broader impacts of the proposed activity? How well does the activity advance discovery and understanding while promoting teaching, training and learning? How well does the proposed activity broaden the participation of underrepresented groups (e.g., gender, ethnicity, disability, geographic, etc.)? To what extent will it enhance the infrastructure for research and education, such as facilities, instrumentation, networks and partnerships?

How NSF Panel Reviewers Evaluate Broader Impacts What are the broader impacts of the proposed activity? Will the results be disseminated broadly to enhance scientific and technological understanding? What may be the benefits of the proposed activity to society?

News of Note: In a bill introduced April 2010, applicants seeking funding from the National Science Foundation (NSF) and other governmental agencies will soon need to spell out how they plan to manage the data they hope to collect. This request is part of a broader move by NSF and other federal agencies to emphasize the importance of community access to data. The new policy, expected to roll out Fall 2010 would require a researcher to submit a data management plan as a two page supplement to any regular grant proposal and be an element of the merit review process.

Hand-raise question: How many of you have submitted National Science Foundation (NSF) proposals?

Hand raise question: How many were successfully funded?

Hand raise question: Have any participants successfully funded proposals with other agencies? A. National Oceanic and Atmospheric Administration (NOAA) B. National Aeronautics and Space Administration (NASA) C. Environmental Protection Agency (EPA) D. Office of Naval Research (ONR) E. Other

Whiteboard Question: What type(s) of education and outreach activities? A.Teach Science at College/University B.Contribute data to a web site C.Present at public meetings D.Advise media E.Judge science fairs F.Talk to K-12 students G.Develop educational programs/materials H.Present at K-12 teacher workshops I.Other

Which EPO activities? Scientist Survey ‘08: Scientist Involvement in EPO %

Discussion Question: Were the broader impact activities successful, why or why not? Please share/describe an activity and the level of success attained and lessons learned.

Multiple Choice question: What is your goal(s) when working with public audiences? Scientist Survey 08: Public Benefits to Scientists’ Involvement A.Increase understanding of science B.Providing accurate information C.Focus on environmental issues D.Assisting with decision making E.Increasing appreciation of science

Public Benefit %

Multiple Choice question: What is your greatest barrier to participating or leading Education and Outreach Activities? A.Lack of time B.Lack of financial support C.No acknowledgement of effort D.Lack of staff/support E.Not sure what is needed/ Not sure how

Greatest Barriers Science Survey ‘08: Barriers to EPO %

Multiple Choice question: What do you need to assist with increasing your involvement with education and outreach activities? A.More funding or help with funding B.More time C.Institutional recognition/support D.Match-making (finding an educational partner)

What do scientists (you) need? Scientists’ survey ‘08: Assistance Needed %

Discussion Question: What strategies could or have be used to overcome some of the obstacles mentioned? Which target audiences were effectively reached? Why or why not successful?

Support with NSF Criterion II Open with core objective (who and why) Link to major “educational player/partner” already involved in your aforementioned “who and why” Statement of uniqueness – relate to educational literature – how are you contributing to education needs of your target audience? Close with evaluation plan – how will you know you are successful. Please have a budget for your proposed work. coseenet/epo_guide2.pdf

Ocean Literacy - The Broad Concepts The COSEE Network promotes ocean literacy principles, a set of themed information sets, which if mastered would render a person ocean literate. The Earth has one big ocean with many features. The ocean and life in the ocean shape the features of the Earth. The ocean is a major influence on weather and climate. The ocean makes Earth habitable. The ocean supports a great diversity of life and ecosystems. The ocean and humans are inextricably interconnected. The ocean is largely unexplored.

Metrics of successful partnership for scientists: Find work more rewarding because a broader audience is interested and participating in their research. Positive impact on a scientist’s science (additional relevant data to incorporate through citizen science projects). Funding opportunities are improved. Increased sense of contribution to society (directly contributing to a more science literate public). Attract new students to the field of oceanography Recognized for service in the tenure and promotion process.

Metrics of successful partnership for educators: More engaged in science teaching and feel connected to the scientific enterprise. More confident in teaching the nature and process of science and are better equipped to connect students/youth to ocean careers. Use real time data and current research to improve ocean literacy in their classrooms and in informal settings.

“Homework assignment” How to define and craft a good broader impact statement Overview of what Broader Impacts means from the NSF prospective High-Quality EPO Project Plans: 1. Have specific, clearly stated goals. 2. Identify an appropriate audience, and address the needs of that audience. 3. Identify outcomes that are measurable. 4. Include a timeframe for accomplishing objectives. 5. Leverage or build on other EPO efforts rather than duplicate existing resources. 6. Involve professionals with appropriate scientific, technical, and pedagogical expertise. 7. Include a budget and funds to sufficiently complete the proposed work. 8. Include plans for sufficient staffing. 9. Create something of enduring value. 10. Include a plan to evaluate the success of the project

Discrete Opportunities These EPO efforts can be stand-alone activities or support larger, existing efforts. Interact with teachers at a professional development workshop. Consult with informal science center staff on the development of exhibits or public programs. Make a public presentation at your own or a nearby facility. Be interviewed by a journalist about your work.

Sustained Opportunities Sustained EPO efforts may allow you to develop more substantial relationships with the education community. Mentor a student for a science fair project. Host an educator or student in your lab, on a cruise, or in the field. Serve on an EPO-oriented advisory or review panel. Be a scientist-in-residence at a school, science center, museum, or aquarium.

Product Development You may contribute to the development of a tangible EPO product. Be a content expert on a curriculum-development team. Write a general-audience article about your work. Work with web designers and educators to produce online resources for non-scientists. Create visualizations tailored for classroom or educational program use.

Example 1: What do you think? Our goal is to facilitate the use of the general concepts and research developed in this study to serve as educational lessons that address the Ocean Literacy Principles on the middle school and high school level. These research-based lessons will promote critical thinking and analytical skills through the comprehension of basic scientific principles, as well as meeting state standards in science and mathematics. We will collaborate with XXXX on a series of informal and formal activities for students, teachers, and the general public. We plan to mentor and support a XXXX alumnus as an education consultant to develop a data oriented lesson plan for National Marine Educators Associations’ (NMEA) Bridge website (

Continued… This website is the most broadly used web resource for K-12 educators looking for marine and coastal lesson plans and demonstrations. Educators who have completed the XXXX program are experts in educating students in the geosciences, and are therefore ideal go-betweens to translate scientific research into concepts and lessons for students and the general public. As part of the presentation of this lesson plan on the XXXX and Bridge websites, we also plan to serve as an online “scientist in residence” to answer questions and hold discussions with educators using the online materials. We also plan to serve a similar function for the XXXX program as part of their teaching curriculum.

Example 2: What do you think? The core educational objective of this proposal is to develop a 12th grade ocean science module for the XXX Department of Education that meets the science Standards of XXX, the national Ocean Literacy Standards, and the NASA GLOBE project. A majority of the research data supporting this module will be coming from regional (XXXXX) and global ocean observations (ARGO, NASA). The ultimate goal is to have the module incorporated into the XXXXX 12th grade science curriculum and for the module to be disseminated nationally under the guidelines of NASA GLOBE. In addition, map visualizations that result from this project will be made available through a partnership with XXXXX in XXXX which serves several XXXX visitors per year. This is an aggressive educational objective that will require meaningful communication between XXX, NASA GLOBE, 12 th grade XXXX science teachers, me and my graduate students. Because of this need we are partnering with The Centers for Ocean Science Education XXXXX to facilitate the educational objective. We will work with the COSEE XXX evaluator to….

Example 3: What do you think? The overall goal of the education and outreach plan for the XXXXX effort will be to show the relevance and importance of science and the natural resources of the XXX River and Estuary in the everyday lives of people living, working, and traveling in the watershed and beyond. Design and create educational display about XXXX with access to real-time data from website through a computer kiosk with a beacon/lighthouse theme or appearance. Develop a public interface to help interpret the data, putting data into context for the general public. Provide a linkage between the current water quality conditions and key practices individuals can do to make a difference for water quality. Provide additional information at these “Beacons” to further educate visitors about the local ecology.

Please join us for a discussion of the examples on the COSEE NOW Broader Impact Forum: Be brave, consider posting one of your broader impact statements for discussion. If not a member, please consider joining:

Upcoming Broaden Your Impact Webinar Sessions Session B – Broader Impacts: What’s the big idea? Date: Wednesday, May 19, 2010 Time: 1 pm ET, 10 am PT Conveners: Dr. J. Britt Holbrook and Dr. Sharon Franks We will address the larger context of broader impacts and the spectrum of approaches PIs can take to creatively and effectively address broader impacts. Session C – Examples of Broader Impact: A panel discussion Date: Wednesday, May 26, 2010 Time: 1 pm ET, 10 am PT Conveners: Dr. Josh Kohut and Dr. Rick Keil We will discuss two excellent examples of well constructed and implemented BI activities. Session D – Broader Impact Project Evaluation Date: Wednesday, June 2, 2010 Time: 1 pm ET, 10 am PT Conveners: Chris Parsons What is BI project evaluation and what can it do for you? We will discuss and illustrate the evaluation process, from getting to know your audience to determining if your project worked. Chris Parsons of Word Craft and the COSEE NOW evaluator will share tips and techniques for developing and implementing an evaluation plan.

Thank you for attending! Liesl Hotaling