1. Implementing Successful Geoscience Education and Outreach Efforts Larry Braile, Purdue University AGU Meeting, San Francisco, December 14, 2004 braile@purdue.edu, www.eas.purdue.edu/~braile

2.  Outreach – Information for general public; generate interest in the program; disseminate results to interested people; informal education.  Education – Primarily for educators and students; used in classroom or other educational settings; lessons that can be used directly; background materials; educational resources, teaching modules/units. Geosciences E&O can be used to disseminate geoscience research results and generate interest in the geosciences, but also as a vehicle for infusing effective science education into schools. What is Education and Outreach?

3. Why Geoscience E&O? Future geoscientists Science literacy (students, general public, decision-makers) Enhance science education (K-16, graduate, informal) Benefit to scientist/researcher

4. The Committee on Science and Mathematics Teacher Preparation (NRC) report (2000) includes the following guiding principles and recommendations: CSMTP “guiding principles”: “1. The improvement of teacher education and teaching in science, mathematics, and technology should be viewed as a top national priority.” and, “4. Both individually and collectively, two- and four-year colleges and universities must assume greater responsibility and be held more accountable for improving teacher education.” Contribute to pre-service and in-service (professional development) education of teachers

5. Committee on Science and Mathematics Teacher Preparation, National Research Council, Educating Teachers of Science, Mathematics and Technology – New Practices for the New Millennium, National Academy Press, Washington, DC, 2000, 205 pp. (http://books.nap.edu/catalog/9832.html). “Many more scientists, mathematicians, and engineers must become well informed enough to become involved with local and national efforts to provide the appropriate content knowledge and pedagogy of their disciplines to current and future teachers.”

6. Science, mathematics and engineering faculties are encouraged to take more responsibility, in cooperation with science education faculty, in these efforts. For example, a recent report from the Commission on Undergraduate Science Education (1999) of the NRC states as one of its visions: “VISION 4: SME&T faculties would assume greater responsibility for the pre-service and in-service education of K-12 teachers.” Commission on Undergraduate Science Education, National Research Council, Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology, National Academy of Sciences, Washington, DC, 1999, 113 pp. (http://books.nap.edu/catalog/6453.html).

7. More than half of scientific professionals with a Ph.D. say their first interest in science came at age 5-10 (56% say that their science interest was influenced by a parent or teacher or by childhood experiences such as field trips or science fairs; USA Today statistics that shape our lives, September 10, 1998; data from the Bayer Corp. and the NSF). It is appropriate for E&O efforts to target all educational levels.

8. “Inquiry-centered science provides an experiential base that children can relate to information they are acquiring through other sources. Because an experiential base is crucial for learning, it is appropriate to place hands-on learning first, before other kinds of learning take place.” (National Science Resource Center, 2002) “Students whose teachers conduct hands-on learning activities out-perform their peers by more than 70% of a grade level in math and 40% of a grade level in science” [from 1996 NAEP 8th grade math and science assessments]. (Wenglinsky, H., 2000) National Science Resource Center, How children learn, California Journal of Science Education, Vol. 11, issue 2, Spring 2002, p. 19-32. Wenglinsky, H., How Teaching Matters – Bringing the Classroom Back into Discussions of Teacher Quality, Educational Testing Service, Princeton New Jersey, 2000, 36 pp. (www.ets.org/research/pic).

9. Effective E&O efforts  Teach the teachers (multiplying factor).  Develop materials that can be easily used directly, or modified and implemented by teachers.  Planning is important; commitment is critical (E&O doesn’t have to be a large part of a budget, but can’t be just an “add-on”).  Get some experience with K-16 education (attend state or national teachers association meetings).  Connect to National or State standards and standard curricula (Plate tectonics; Earth materials; Processes that shape the Earth; Natural hazards; Environment).

10.  Provide opportunities for in-depth study, discovery learning, hands-on activities, student and teacher research; short lesson to extensive unit.  Take advantage of existing materials and resources (Internet, lessons, software, activities, lesson plans that are already developed).  Emphasize fundamentals but provide opportunities to connect to the latest results and research.  Provide for effective dissemination effort (“If you build it, they will come” model doesn’t always work).

11. Become more involved in the science education community. Attend state, regional or national science education meetings, and present workshops at these meetings; gain experience with education and working with teachers! The regional or national NSTA meeting is a good place to start. National Science Teachers Association www.nsta.org

12. Take advantage of existing materials Making waves poster from SEACOOS website (http://seacoos.org/)

13. Connect materials to national and state standards for ease of access and use by teachers. Virtual Waves Classroom from SEACOOS website (http://seacoos.org/)

14. Connect your research results to related and relevant fundamental science concepts and topics. For example, for research involving mid ocean ridge processes: Develop or use activities on plate boundaries, composition of sea water, marine life at depth, hot springs and volcanic activity, convection, ocean basin bathymetry, ocean currents, ocean pollution, etc.

15.  Don’t forget evaluation and assessment.  You can have an impact! “In my end of the year evaluations, your earthquake building project is always the favorite project for my students. I can't thank you enough. How else can you teach drafting, engineering, composite technology, architectural design, seismology, construction economics, and have fun at the same time?” (quote from teacher; activity: http://www.eas.purdue.edu/ ~braile/edumod/building/building.htm )

16. Perhaps surprisingly, E&O efforts often have a significant positive effect on the scientist/researcher. (PowerPoint presentation available online at: www.eas.purdue.edu/~braile, click on What’s New.)