ESA DAvanzo NEON Education1

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Information about ESA DAvanzo NEON Education1
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Published on January 3, 2008

Author: Christian

Source: authorstream.com

NEON Education & Outreach:  NEON Education & Outreach Charlene D’Avanzo Education Tiger Team Leader Slide2:  Therefore we must work with decision makers, journalists, teachers, etc. - people who can translate what we learn from NEON into policy, effective media, better educated citizens . Vision: Provide the capacity to forecast future states of ecological systems for the advancement of science and the benefit of society. Education is critical to NEON’s success. Why? Slide3:  Ecology education - great progress in the last decade But no national, well funded, and sustained effort based on common goals, questions, and research NEON is an extraordinary opportunity for ecology education Slide4:  Thank you - Dave Schimel, Jim Collins, & Carol Brewer Topics:  Topics Education Mission Process to this point Tiger Team - who, what Examples- what NEON Education might be Particular questions & issues Education Mission:  Education Mission Prepare society and the scientific community to use NEON data, information, and forecasts in order to understand and effectively address critical ecological questions and issues. • Support public use of NEON • Prepare scientific community to use NEON to the fullest • Enhance science & education by enlarging and diversifying the research and education community Prior Process:  Prior Process Three meetings in ‘05-‘06 - 90 educators leading to the ISEP (Integrated Science & Education Plan) Established the Ed Tiger Team Feb. 2007 to prepare for PDR in May NEON Education Team :  NEON Education Team 1. Charlene D’Avanzo - Ecology education reform, TIEE 2 Sandra Henderson - former education director for GLOBE; Project BudBurst 3 Karen Hollweg - Pres. NAAEE; Director K-12 education National Academy of Science 4. Meg Lowman- VP Education and HR, ESA; JASON Project; Chief Exec. Director of Selby Gardens; “Life in the Treetops” 5. Dave Mogk - DLESE developer; Program Director at DUE; chair of education division of the GSA; EarthScope advisory board 6. John Moore - NREL Director, CO State; Northern Colorado 7. Larry Robinson- Florida A M Univ., Director, Env. Coop. Sci Center, NOAA - Educational Partnerships With Minority Serving Institutions 8. Jason Taylor - Executive Director, Utah Soc. Envir. Ed., Former Director of Education, ESA; SEEDS; BEN NSDL 9. Ali Whitmer - LTER Education - STF Planning Grant; Director of Education/Outreach, Marine Sci. Inst, UCSB: CDR team Areas of Expertise :  Areas of Expertise • K-12, National - Hollweg College, National - D’Avanzo Informal Education - Henderson, Lowman Grad Students - Moore, Mogk, Robinson Ecology research - Moore Cyberinfrastructure/Education - Mogk, D’Avanzo, Whitmer Underrepesented groups - Robinson, Moore, Taylor Relevant national programs - Henderson,Mogk, Lowman LTER education - Whitmer ESA education - Taylor Journalism - Lowman Tiger Team Process:  Tiger Team Process Began work in May Three meetings (AIBS, Boulder, SDSC) Implementation Plan by Sept. 2007 (program components, partners, timeline, management) Development of Education Plan - Input:  Development of Education Plan - Input Concept Design Review (CDR) critique Project Design Review (PDR) critique Review of Implementation Plan by NEON Board Question: What approaches best serve NEON education goals? :  Question: What approaches best serve NEON education goals? Must - Be anchored in NEON science, technology, & cyberinfrastructure Reflect NEON’s uniqueness generally Significantly influence ecology education nationally Informed by successful, well studied programs Based on education research Make excellent use of partners I. Support public use of NEON Example: Virtual Field Trip for Students :  I. Support public use of NEON Example: Virtual Field Trip for Students NEON education portal Focus on grand challenges but domain-specific Flexible - different learners Excite and motivate students Prepare them for specific activity Slide14:  Virtual Field Trip Ecology of Fire - Many Domains Slide15:  TX Tech Fire Ecology Center K-12 Trip leader Slide18:  Konza Prairie - Core Site Slide19:  Work with data Slide21:  Prepare K-12 students for hands-on lesson aligned with standards Partner - e.g. National Science Teachers Association (NSTA), LTER Schoolyard Ecology Which K-12 students? Slide22:  VIRTUAL FIELD TRIP College students - prepare them to work with fire data Partners ESA & Teaching Issues & Experiments in Ecology Yellowstone % cover - Turner et al. 2003 Which students? Slide23:  Focus on ‘scientific & ecological thinking’ • The kinds of questions NEON ecologists are interested in and why • Kinds of data NEON scientists are producing • They can understand, work with, and contribute data • Scale - temporal/spatial • Interactions - e.g. introduced species and fire Slide24:  Decision Makers? • Who would most benefit from NEON data and data products? • How do we find out what “they” really need? • How to effectively get data etc. to them? Model Environment Canada’s EMAN (Environmental Monitoring & Assessment) Program (Hague Vaugham), a network of partners & sites Slide25:  Citizen Science? Urban focus? Slide26:  MISSION #2 Research community use NEON to the fullest Types of Needs Analyze massive data sets Multi-scaled data in space & time - e.g. geostatistical approaches, hierarchical modeling Grad students - synthesis, continental scale, specialized training Workshops, short courses, internships Example Partners - NCEAS, NESCent, LTER, SDSC Slide27:  Use Cases Likely applications (“use cases”) that will guide the development of hardware, software, and programs to serve a wide range of purposes Slide28:  SCIENCE EDUCATION RESEARCH • Essential for NEON education • Great progress in last decade or so • Excellent research on students’ misconceptions in physics - constructivism • Theory, hypothesis testing, data … • Example questions: • Do students effectively learn about the nature of ecological research via the Virtual Field Trips? • What are students persistent misconceptions in ecology and how can NEON ed improve situation? • Would a high-profile presence (e.g. Weather Channel) help the public understand NEON science? • What does it mean for grad students to engage in “synthesis” and how best is this done? • How do we prepare grad students to eventually engage in NEON as researchers? NEON, Inc. Organizational Chart:  NEON, Inc. Organizational Chart

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