In an effort to increase the visibility of the National COSEE Network within target audiences, the National COSEE Office is working to establish an organized COSEE presence at various national science and education society conferences and meetings including:
Ocean Scientists - American Geophysical Union (AGU) and Ocean Sciences (AGU, ASLO, TOS)
Diversity (Students Underrepresented/Underserved in STEM Disciplines) - Society for Advancing Chicanos and Native Americans in Sciences (SACNAS)
Science Education - National Science Teachers Association (NSTA)
Posters and other conference presentation materials are displayed here.
Real-time data play an important role in science education by adding relevance to the learning experience, by enabling self-discovery and inquiry, and by providing opportunity for dialogue between students and researchers. Over the past decade, profiling floats (such as Argo) have proven to be excellent platforms for deployment of biogeochemical sensors.
Tapping into multimedia is a sensible way to broaden the impact of your science. But in a world awash with on air and online media, how do you produce content that both holds up and stands out?
In 2010-2011 we completed a rigorous field campaign to examine the impact of upwelled Modified Circumpolar Deep Water on the Ross Sea ecosystem. Fully integrated with this science plan was a comprehensive education program designed to introduce new audiences to the experience of Antarctic research and the AUV technology used.
New participatory courses in Marine Sciences are now a central component of the Rutgers undergraduate Marine Science curriculum. The courses use new datasets enabled by ocean observatories, in particular, the interactive exploratory capabilities of underwater gliders. The overall program is designed to increase repeated contact with students similar to the graduate experience.
COSEE NOW reviews their experience in using real-time data in this PowerPoint presentation and comments upon which tools are likely to become increasingly important to their lab in the coming years.
COSEE NOW is dedicated to supporting ocean scientists in successfully communicating the broader impacts (BI) of their research. We have created a suite of new online resources for scientists, which compliments and enhances our existing social networking portal that brings together researchers and educators from the ocean science community.
Rutgers University and Liberty Science Center partnered on the broader impacts of an NSF Antarctic Sciences Division funded mission. Ross Sea Connection, which ran from the summer of 2010 to May 2011, connected mission scientists with 25 middle- and high-school earth science teachers and students who were thousands of miles apart. The project’s evaluation was designed to determine the success in bringing together scientists and educators to improve science education.
The Controlled, Agile, and Novel Observing Network (CANON) team at MBARI is creating new ways to remotely assess biological ocean conditions and collect samples of microorganisms. This presentation covers the high level requirements, architecture, implementation overview and lessons learned in the CANON experiments.
A PowerPoint presentation by COSEE-TEK on Teacher Technology Experiences (TTEs), the goals of which are to improve educators’ technology content knowledge, heighten scientists’ awareness of the challenges of science education and outreach, and broaden the impacts of researchers' science and technology by web-based educational resources.
Fostering partnerships between scientists and pre-college classrooms is a win-win scenario for both sides! Developing experiences in authentic research not only impacts the teacher and her students, but also has the potential to change thinking in the community.
Professional learning communities (PLCs) are one model for helping improve collaboration between scientists, educators and public audiences and hold inherent value for engaging scientists in educational and outreach programming. This session discusses evaluation findings from three different education and outreach programs in California and Oregon.
Ocean Inquiry Project (OIP) — a strategic partner of COSEE-Ocean Learning Communities (COSEE-OLC) — connects ocean scientists and members of the public in deep and meaningful learning experiences, while doing rigorous, scientific data collection. In 2011 OIP sought to understand the impact of these experiences on the participating scientists.
Despite legislative initiatives to bolster Science, Technology, Engineering, and Math (STEM) education, U.S. students, particularly those from the Gulf Coast, and their Mexican counterparts, continue to perform poorly on international assessments. To address the need for enhanced STEM education, the Gulf of Mexico Coastal Ocean Observing System Regional Association (GCOOS-RA) is working with its data partners to develop the skills needed to understand and appreciate the science and technology required to manage the living resources of the Gulf of Mexico, make informed voting decisions, power the future work force, and compete in a global economy.
A focus of COSEE Florida is establishing opportunities for ocean scientists and preservice science middle grade teachers (interns) to work together on ocean science research projects. The Research Experience for Preservice Teachers (REPT) Program was launched in 2011 as a summer research experience for six preservice teachers and scientist mentor teams. Evaluation of the REPT cohort experiences examine the extent to which (1) preservice teachers increased their understanding of the nature of science, science research, and the scientific enterprise, and (2) members of the ocean scientist mentor teams sharpened their mentoring and research team management skills.
UCLA’s Marine Biology Quarter (MBQ) is an intensive, hands-on, immersion field research experience abroad for undergraduates. During the 2010 MBQ in Moorea, French Polynesia, undergraduates developed broad skills in marine ecology research, including exploring ecosystems, designing projects, scouting locations, performing fieldwork, and analyzing and interpreting data.
The North Atlantic Bloom (NAB) webinar series features the research of scientists from the 2008 NAB Experiment and focuses on key concepts in ocean science. The NAB scientists partnered with COSEE-Ocean Systems to produce the series, which includes multiple interactive concept maps, an integrated set of activities based on actual cruise data, and comprehensive presentations that upon one another for a final, cohesive program.
The Ocean Observatories Initiative (OOI) will reshape the way ocean science is conducted. Recent advances in the delivery of web-based education, and use of visualization technology and data visualization tools in educational contexts, have led to the development of on-line platforms for instruction that engages students in active scientific inquiry by collecting and analyzing data of real world phenomena.
COSEE West – Colorado Collaborative is a partnership that focuses on making ocean sciences relevant to inland audiences; it also exposes teachers from the interior Southwest and Southern California to ocean-/climate-related issues faced by each.
The upper layers of the Canadian Basin constitute a large reservoir of freshwater and buoyancy that derives from river runoff, sea-ice meltwater, and relatively fresh North Pacific waters. We use salinity, oxygen isotopes and nutrient concentrations to study the varying contribution from freshwater components in a series of Arctic Ocean cruises between 1989 and 2005.
Four COSEE Centers - Ocean Systems, West, Networked Ocean World, and California - held concept mapping collaborative workshops to help scientists mentor graduate students to improve their teaching and research. Formative and summative evaluation results indicate that the workshops promoted more peer to peer interactions between faculty and graduate students and more familiarity with Ocean Literacy and Climate Literacy principles.
With the rise of YouTube and other online outlets, short videos have become a part of the daily information stream for students, educators, and citizens. In this 2012 Ocean Sciences presentation, Catherine Cramer shares the COSEE OCEAN template: how to produce an engaging video, featuring a scientist communicating their research clearly, that will capture the attention of a broad audience in under three minutes.
Ocean Inquiry Project (OIP), a non-profit organization in Puget Sound, WA, delivers inquiry-style marine science education using a hands-on curriculum while gathering research-quality data in Puget Sound for scientific partners. A collaboration between COSEE Ocean Learning Communities and OIP is bringing together ocean researchers, volunteers from environmental organizations, informal educators, and local youth groups for day-long field-research learning experiences on Puget Sound. These field experiences strive to give the diverse participant groups a better appreciation for the process of science, how oceanographic data is collected, and an increased understanding of the Puget Sound ecosystem and the role humans play in the ecosystem’s health
This collaboration has benefited the non-scientists and scientists alike. In this presentation, we will discuss our approach, and provide examples of the successes and challenges encountered during this collaboration.
Graduate students often enter marine sciences with disparate backgrounds and experiences. Understanding biological oceanography, because of multiple interactions among organisms and with the environment, can be daunting to new graduate students. We use concept mapping as a tool to allow students to better integrate information and turn it into knowledge by explicitly visualizing ideas.
Error is a given when trying to communicate the relationships among complicated science concepts. Communication research has identified at least 11 sources of error that the scientist needs to minimize: error due to the sender, encoding, the message, the channel of communication, the receiver, decoding, the audience, the physical environment, the social environment, the political and economic environment, and/or time.
COSEE-OS has developed a professional development model for scientists and online tools to minimize these eleven sources of error (not eliminate them because that is not an achievable goal). Particular attention is paid to minimizing the encoding and decoding sources of error through the use of online concept mapping tools which graphically communicate the scientist's logic of how they think, non-linearly, about the relationships among their various concepts of interest.
