1. Omolola Adedokun, Juli Bell, Wilella Burgess, Jamie Loizzo, J. Paul Robinson Purdue University

2. Presentation Purpose What is ?? (Hybrid EFT) Conceptual framework Technical Strategies Lessons learned Future Plans

3. Project Overview Funder: Howard Hughes Medical Institute (5 yrs) Partners: Purdue School of Veterinary Medicine Purdue Agriculture Discovery Learning Research Center at Purdue Indiana Higher Education Telecommunication System Indiana Public Broadcasting Stations Purdue Video & Multimedia Production—ITaP

4. Project Overview Format: Website, Flash videos, LIVE 45 min. broadcast

5. Project Overview Target Audience: Middle school students (6,7,8) Rural Schools - expanding Girls Learning Goals: (Comparative Biology, IN standards) Increase science interest Relevance of science in society Exposure to science careers

6. Defining Hybrid EFTs Use various forms of technology (web streaming, IP video, television) to provide an interactive experience between students in school and researchers in different locations Provides direct, synchronized communication Students can question science experts in real time

7. Conceptual Model Behavior Modeling & Observational Learning (Students see science career models “do” science) Social Persuasion & Social interaction (Verbal persuasion from scientists and interactive Q&A sessions) Cognitive Changes (Increased awareness & knowledge of science, scientists & science careers) Behavioral Changes (Enhanced interests, motivations, perceptions & attitudes to science, scientists & science careers ) Social Learning Theory (Albert Bandura) Social Cognitive Career Theory (Lent, Hackett, and Brown)

8. What the Research Says: Benefits of fieldtrips: Positive gains in attitudes towards science Knowledge and skills Experience with diverse people, places, and technologies Increased motivation for learning Provide alternative instructional strategies

9. Description of drawing -Wearing glasses -Weird hair -White male -Mixing Chemicals -Wearing a lab coat -Termed crazy Example of pre-participation DAST

10. Example of post-participation DAST Description of drawing -No glasses -Normal hair - Female -Not mixing chemicals -Regular clothing -No lab coat -Not “Crazy”

11. Pre-post differences in students’ perceptions of scientists Characteristics of students’ drawing of scientists Pre-%Post-% d Lab Coat 36.3 24.7 -11.6 Eyeglasses25.217.3 -7.9 Male only 80.273.5 -6.7 Facial Hair 7.8 4.8 -3.0 Caucasian only 99.798.2 -1.8 Middle age/elderly21.613.7 -7.9 Working in lab49.231.5 -17.7 Research Symbols73.952.1 -21.8 Mythic Stereotypes15.011.6 -3.4 Note: Pre/post% = Percentage of students describing scientists in terms of the listed variable pre/post-zipTrip; d = Pre%-Post%

12. Project Overview

13. Technical Strategies Schedules Studio, crew, fiber to LIVE location Delivery methods Satellite/fiber to PBS stations Web Streaming (Adobe Connect) IP video Expanding to different time zones

14. What we learned Focus on experience, not instruction Support classroom teaching Teachers give what, EFT gives why (relevance) Clear directions: Teacher’s Guide, connection information, help desk Interactivity

15. Project Schedule Grade 6 – We’re All Animals Pilot ProgramFall 2008—completed Full Program2009–10 academic year Grade 7 – Disease Detectives Pilot ProgramFall 2009 Full Program2010–11 academic year Grade 8 – (Genetics) Pilot ProgramFall 2010 Full Program2011–12 academic year

16. How can I participate?

17. Questions and Comments?