Experiences in Professional Development from the Nebraska Earth Systems Education Network (NESEN) Dave Gosselin, Director Nebraska Earth Systems Education Network University of Nebraska – Lincoln

Improve Linkages between K-12 Educators and Earth Science Resources –people, places and things. Nebraska Earth Systems Education Network (

 To improve teacher knowledge and understanding so that students become better informed about the complexities of the environment and its natural resources.  To promote and enhance K-12 earth systems education in Nebraska and surrounding region.  To enhance the transfer of earth-system information to the K-12 teaching community. Objectives

NESEN Growth

NESEN Membership

 Promote K-12 Professional Development Activities - Nebraska Association of Teachers of Science (NATS) Workshops.  NESEN Summer Workshops -Two day, active- learning workshops  Newsletter  NESEN Website (  Special Projects Strategies

Strategies (cont.)  Special Projects:  Integration of Earth System Science Research and Education: Involving Teachers in Scientific Research and Scientists in Inquiry-Based Learning - National Science Foundation  Process-Oriented Global Environmental Change Education – National Institute Global Environmental Change  Professional Development for Earth System Science and the Community (EARTHCOMM) – American Geological Institute  Electronic Communication Project – NASA  Drought Education – National Drought Mitigation Center

System Parts and Properties Input Output Organizational Structure Methods and Procedures People and Expertise Programs Philosophy/Mission Administrative Constituents Colleagues Funding Sources Assessment Publications Maps Programs Services Reputation Systems Modifications

What We Have Learned and Potential Applications to Biocomplexity Education  Process-Oriented Global Environmental Change Education Workshops Approach – Advisory Team - Multidisciplinary Teaching Teams - Four and half Day Workshop - National Science Education Standards-based Goals * Design activities related to GEC * Develop student science skills * Model skill of scientific inquiry * Interpret Data * Perspectives * Earth as a system - Meet local curriculum objectives

Process-Oriented Global Environmental Change Education - What we learned!  Workshop met objectives; Inquiry and interpretation exercises expanded scientific knowledge; Workshop materials useful in the classroom; provided great ideas for use with students.  Biased towards Science; Positive development teachers beginning to understand the challenges of interdisciplinary curriculum (perspectives).  Systems approach is important – “Everything is connected to everything else.”  Flexibility and collegiality are important.  Curriculum planning time critical. Professional development opportunities need to be at the school or district level. “it (the workshop) provided compensated time to work with a colleague in developing curriculum. This seldom if ever happens in our school setting.” – a satisfied customer

Process-Oriented Global Environmental Change Education – Recommendations for BC  Create an active learning environment in which the scientific process is modeled.  Provide opportunities to help teachers use technology in new ways.  Help teachers access current information and data that are relevant to their students.  Provide activities and opportunities that encourage teacher sharing, conversation, and knowledge and idea exchange. Creating a collegial environment is very important.  Use daily formative assessment to address participant’s concerns and thoughts. W4 – World Wide Web of Water Wisconsin Workshop

Process-Oriented Global Environmental Change Education – Recommendations for BC  Present the concept of systems as the framework necessary to look at biocomplexity with a broader focus. Recognize energy and mass exchange and feedback mechanisms.  Require teacher teams. They can support each other and model collaboration.  Provide significant planning time for teachers to work together.  Use the National Science Standards as the criteria for workshop development.  Develop activities to help boost teacher confidence in interpreting and using data in the classroom. Team Picture Wisconsin Workshop

What We Have Learned and Potential Applications to Biocomplexity Education  Integration of Earth System Science Research and Education: Involving Teachers in Scientific Research and Scientists in Inquiry-Based Learning Approach:– Advisory Team - Research Teams – scientist, pre-service teacher, and in-service teacher - Research Experience - Summer Workshops - Anecdotal and Qualitative Assessment

Integration of Earth System Science Research and Education: What We Learned!  Inquiry at the K-12 level  Expected a definitive beginning and end; Learned scientific inquiry is a journey without a specified final destination  Defining a research question or problem – biggest challenge  Research experience does not translate directly into inquiry- based curriculum  Pedagocical Practices at Research University  Scientists thought about how science is taught  Failed to recognize their role; jumped to K-12 curriculum  Collaborative Teams  Limited success. Some teams worked, others didn’t. Why?  Focused on WHAT the teams would work, but not HOW!

Integration of Earth System Science Research and Education: What We Learned! Collaboration = a working relationship that professionals chose to accomplish a goal they share (Shared Goal).

Integration of Earth System Science Research and Education Experiences: Recommendations for B.C.  Participant Profiles  Learning styles, personality traits, communication styles  Project Summaries  Clearly defines role of teacher; allows modifications of goals  Participant Statements  Scientist’s willingness  Educator skills  Pre-project Interview  Develop shared research and educational goals  Project Oversight  Assess and monitor collaboration  Opportunities for reflection Chinchorro Mummy Team

Where should NESEN go from here? All comments and suggestions are welcome!!

Additional Information  NESEN Website (  Gosselin, D.C., Levy, R.H., and Bonnstetter, R.J Using Earth science research projects to develop collaboration between scientists at a research university and K-12 educators: Insights for future efforts. Journal of Geoscience Education, v. 51, n. 1,  Gosselin, D.C., Lowery, S., and Meyer, S.J Process- oriented environmental change curriculum development workshops. Journal of Geoscience Education, v. 48,