1. BNZ LTER Education and Outreach Elena Bautista Sparrow, Ph.D. International Arctic Research Center, and School of Natural Resources and Agricultural Sciences University of Alaska Fairbanks

2. LTER Outreach K-12 Education University Education Outreach to Communities Outreach to Agencies Outreach to the General Public Ties to other Long- Term Research Programs

3. K-12 Education Leveraged limited SLTER funding Partnered with other science education programs such as GLOBE, Partners in Science, Global Change Education Using Western Science and Native observations and the EPSCoR Alaska Rural Research Partnership Expanded SLTER activities to 8 schools in Fairbanks and 34 other schools outside Fairbanks

4. K-12 Education Conduct Professional Development workshops for K- 12 teachers, model best teaching practices, provide science content, educational materials and equipment Developed Phenology protocols and learning activities that are part of the Earth As a System Chapter in the GLOBE Teacher’s Guide Published on the web (www.globe.gov) and on CDwww.globe.gov K-12 students from 112 schools in 16 countries are using the phenology protocols and have entered their data on the GLOBE web site

5. Green-up Green-down

8. Table 1 Budburst by genus (Day of Year) Anchorage Year BetuPopu SalixAvg. 2001 124120----122 2002 135136137136 2003 120128129125 2004 123125125124 Avg.125127130127 Fairbanks YearBetuPopu SalixAvg. 2001135137138137 2002134135136135 2003125118118120 2004122125125124 Avg.129129129129

9. 2005 Birch Budburst in Fairbanks Area

10. K-12 Education LTER personnel help with science fairs or science symposium LTER PIs and grad students work with K-12 students in classrooms, and on science fair or symposium projects Students mentored by LTER scientists continue to compete at local, state and national science fairs, and win awards and scholarships Research Summer Internships for high school students

12. University Education BNZ research sites are used for UAF course field trips and lab exercises REU students as research assistants IGERT program for graduate student training that links ecological, economic, & cultural aspects of sustainability and resilience

13. Outreach to Communities Alaska Boreal Forest Council - information exchange Alaska Native Science Commission- help address concerns of native leaders re environmental changes, and their effects on subsistence and cultural activities Tanana Chiefs Conference

14. Outreach to Agencies Work with state & federal agencies (AK Div of Forestry, AK Div of Natural Resources, Alaska Fire Service, AK Dept of Fish & Game, National Park Services etc. Joint research programs, discussions of management issues, jointly organized seminars, training programs with agency staff Participation on Citizen’s Advisory Committee for Tanana Valley State Forest.

15. Outreach to General Public Website: www.lter.uaf.eduwww.lter.uaf.edu LTER Brochure Interviews aired on radio and television stations regarding growing national and international concerns about climate change Newspaper articles Seminars for the general public

16. Ties to Other Long-Term Research Programs Arctic LTER at Toolik Lake National Park Service to help design their Long Term Monitoring (LTEM) Program in Alaska U.S. Fish and Wildlife Service research programs on Arctic Wildlife Refuge and Kenai National Wildlife Refuge Ecological consulting Ecological monitoring on military bases

17. Ties to Other Long-Term Research Programs National Phenology Network NEON (National Earth Observatory Network) SEARCH (Study of Environmental Arctic Change)

18. Cross-site Activities LTER Executive Committee LTER Education Executive Committee- developed LTER ED strategic plan LTER Education, Outreach and Training Committee LTER Graduate Student Committee LTER cross-site synthesis project – E.Kane LTER ED cross-site proposal LTER Children’s Book Series for primary students

19. Education & Outreach EOT working groups suggests that an appropriate goal for LTER Education and Outreach efforts is to promote environmental literacy in students, teachers, and the general public. We define environmental literacy as having two dimensions: understanding environmental content (as defined by the LTER community) and scientific practices.

20. Ecosystem functioning 1  / 2  production, decomposition, nutrient cycling Biotic structure rank-dominance curves, life-history traits Human behavior (society, policy, economics) Ecosystem services food, pest/disease control, erosion control, soil fertility Long-term “press” e.g., N deposition, species invasions, temperature Short-term “pulse” e.g., fire, storms Understanding Science Content

21. Observation s (experiences,data, phenomena, systems and events in the world) Patterns in observations (generaliz- ations, laws, graphs, tables, formulas) Models (hypotheses, models, theories) Reasoning from models and patterns (application): Using patterns and models to describe, explain, predict, design Reasoning from evidence (inquiry): Finding patterns in observations and constructing explanations for those patterns Understanding Science Practice

22. A Role for LTER Research communities with long histories of interdisciplinary work on environmental issues. A network linking those research communities to one another and to educational systems through both personal contact and information technologies. Place-based, long-term, spatially distributed data sets and resources for acquiring data. Long-term ecological sites have 3 important assets that are essential to teaching for environmental literacy:

23. GOAL 1: Teaching and Learning Improve environmental literacy in K-16 and the general public. Create network-wide, multi-age communities of practice that involve scientists, local experts and the general public, present and future teachers, and students. Change perceptions about ecology, ecologists and other scientists and the way they work (e.g., collaboration).

24. GOAL 2: Research and evaluation on what we need to know to effectively reach a diverse audience Conduct cross-site comparisons of how people of different ages, cultures, socio-economic status, etc. learn and understand key concepts of environmental literacy Implement long-term evaluation of materials, practice, etc. using multiple measures Move beyond recruitment of a diverse student body to retention of a diverse workforce in environmental science

25. GOAL 3: Impacting the broader education system Contributing current science research knowledge and practice to education policy discussions and decisions; including state/national standards Infuse multi-site research into widely distributed teaching resources (e.g., textbooks, simulations, on-line supporting materials) Integrate research and education in future faculty development programs

26. Key Features & Immediate Goals Recognizes that developing an understanding of coupled human-ecosystem interactions is an appropriate goal both for science and for education. Takes advantage of existing knowledge and strengths of LTER education programs and national initiatives Can expand beyond existing network Begin with a large-scale study of environmental literacy, including moving beyond just offering opportunities to participate to being more strategic in our efforts to seek out and include diverse perspectives.

28. Date of leaf-out in Fairbanks (Chena Ridge) 1974-1998 Data courtesy of J. Anderson