DLESE Community Services Center: K-12 Activities 2005 Annual Report
DLESE Community Services Center: K-12 Activities -Year Two Annual Report
Prepared by: Ed Geary, UCAR Office of Programs, Boulder, Colorado Bryan Aivazian, Natrona County School District, Casper Wyoming
DLESE Community Services Center Goals:
During the past year, the DLESE (K-12) Community Services Center (DLESE CSC) has been engaged in three primary activities to achieve these goals: (a) creating and implementing the DLESE K-12 Ambassadors Program, (b) planning and initiating DLESE Exemplar Development, and (c) supporting DLESE project management in collaboration with the other Core Services and the DLESE Project Office (DPO). We have made significant progress on all of these activities. In our last year of the project (2005-2006) we will be scaling back our Exemplar development, project management, and travel activities to reflect the significant reductions that each of the DLESE core services experienced for their Year 3 budgets.
For information on the Higher Education outreach and development efforts of DLESE Community Services, please see the DLESE Community Core Services annual reports prepared by Dave Mogk, Montana State University and Cathy Manduca, head of SERC at Carleton College.
DLESE K-12 Ambassadors Program (in support of Goals 1 and 2): The primary goal of the DLESE K-12 Ambassador program is to increase use of and contribution to DLESE by K-12 educators and students. We are doing this by recruiting and training an initial cadre of DLESE K-12 ambassadors who in turn, are conducting DLESE workshops for other K-12 educators and administrators. To encourage workshop presentations, Ambassadors receive modest travel and stipend support.
This past year, the Ambassadors program has grown from 18 (July, 2004 annual report) to 71 participants (July 2005). This past year we conducted Ambassador professional development workshops at National Science Teacher Association (NSTA) meetings in (a) Indianapolis, Indiana (Nov. 2004), (b) Seattle, Washington (Nov. 2004), (c) Richmond, Virginia (Dec. 2005), and (b) Dallas, Texas (April 2005). We have also conducted Ambassador workshops in Berkeley, California (May 2005), and St. Petersburg, Florida (July 2005). Our goal is to have 90-100 DLESE ambassadors trained by the end of 2005.
One of the primary objectives of the past two years Ambassador efforts was to create a "critical mass" of knowledgeable DLESE educators in specific states who can support each other, support earth science education in general, and bring in new DLESE users and contributors. We now have ambassador cohort groups of 5 to 15 members in four educationally influential states: New York, Texas, California, and Florida. In addition, we have one or more Ambassadors in 25 other states. Collectively, these ambassadors have made 74 presentations since last year, reaching approximately 1200-1500 Earth science educators and administrators around the country.
In support of the K-12 Ambassadors program, we have created a website that allows ambassadors direct access to materials, Powerpoint presentations, meeting abstract templates, and scripts for use with different grade level audiences. It can be found at http://serc.carleton.edu/comm/k12/dlesek12ambassadors.html. The website also contains a state-by-state list of all DLESE K-12 Ambassadors.
In response to requests made at the 2004 DLESE Annual meeting, we also conducted a "General DLESE Ambassadors" workshop at the 2005 DLESE Annual meeting. This workshop allowed non-K-12 community members to learn more about our strategy for marketing DLESE and introduced them to the same presentation materials, messages, and teaching models available to our K-12 Ambassadors. The only difference for these General DLESE Ambassadors is that they will not receive any compensation for travel or workshop presentations related to DLESE.
In late 2005, we will train our final DLESE K-12 Ambassador cohorts in Southern California (Oct. 2005), Hartford, Connecticut (Oct. 2005), Chicago, Illinois (Nov. 2005), and Nashville, Tennessee (Dec. 2005).
Evaluation of the K-12 Ambassadors program is being done in collaboration with the DLESE Evaluation Core Service team. Formative evaluation results have already helped us to identify and meet initial Ambassador needs and to improve the workshop trainings. To help us understand both the reach and impact of these efforts, we have developed Ambassador workshop evaluation forms and participant sign-in sheets, both of which are downloadable from the website address given above.
DLESE K-12 Exemplars (in support of Goals 3 and 4)
Two "examples" of how DLESE is being used in the classroom to enhance teaching and learning are being developed at the K-12 level.
K-12 Exemplars: Exemplar 1: Using DLESE in Mainstream MS/HS classrooms
- In collaboration with the DWEL project, Evaluation Core Services, and Williamsburg-Jamestown Public Schools, we have been conducting research this past year on how DWEL/DLESE resources are used by mainstream teachers and students.
- Initial professional development training for elementary and secondary Williamsburg-Jamestown teachers occurred in October 2004
- Research on Classroom use by 14 teachers took place in participating classrooms throughout the 2004-05 school year.
- Collaboration with the ATLAS evaluation group at CU Boulder lead by DLESE Evaluation Core Service PI Lecia Barker and consultant Julie Naughton resulted in online, monthly journal submissions, classroom observations, and telephone interviews with participating teachers.
- Preliminary data on these Classroom Use studies were presented at the DLESE Annual meeting in St. Petersburg, Florida, July 2005.
- Publication of these initial Classroom Use Study results is planned during the third year of the project.
- Additional, follow-up Classroom studies with Jamestown-Williamsburg teachers are anticipated for the fall of 2005.
Exemplar 2: Creating State and Regional mini-DLESE collections
- In collaboration with Collection Services and the Science Teacher Association of New York State (STANYS), this exemplar is designed to demonstrate the efficacy of mobilizing state-educator groups to contribute high-quality, regional and place-based digital resources to DLESE.
- A workshop was held June 26-28, 2005 at the SUNY Oneonta campus. Sixteen New York State earth science teachers participated in this workshop. Teachers shared, reviewed, edited, and revised 57 teaching resources that they had each individually developed for use in their classrooms. Each resource was reviewed by at least 6 other teachers and editorial suggestions were developed to insure that the resources were scientifically accurate and educationally sound.
- Work is currently underway by these workshop participants to revise and improve their individual teaching resources. These 50+ enhanced resources will in turn become the foundation for a collection that will support Earth science teaching and learning in New York and elsewhere in the U.S. Initial resources can be viewed at: http://www.bedford.k12.ny.us/flhs/science/stevek/DLESEworkshop/
- A summary of this New York State community collection building activity will be written up and disseminate to the Earth science education community during the coming year.
DLESE Project Management During the past year, a great deal of time has been spent working with the other Core Service PIs and the DLESE Project office to develop a more effective integrated work plan. In consultation with the DLESE steering committee, we were also asked to integrate the results of the DLESE Quality Plan into current work efforts. This work was made even more challenging by NSF's request to convene a DLESE Visiting Committee in spring 2005 to examine DLESE's collective progress to date and make recommendations to NSF about its future.
Based on the DVC report and discussions with NSF, in Year 3 of the project we will focus on completion of our highest priority DLESE K-12 Community Core Service work objectives. Consequently, we will be scaling back significantly on our exemplar and project management efforts.