COSEE Ocean Learning Communities was established to cultivate and study Ocean Learning Communities, which are multi-disciplinary collaborations across many organizations and through which current ocean research increases ocean literacy and enables all citizens to become better stewards of their marine environment.
COSEE Ocean System's mission is to support the COSEE Network by developing flexible and transferrable tools and processes to effectively bring ocean sciences research to broad audiences. We engage teachers, ocean scientists, and informal educators in a broad range of programs, including conference presentations and regional collaborations, webinar presentations, and workshops.
Marine laboratories are traditionally places that, by their nature, foster a diverse community of ocean learners. COSEE Pacific Partnerships draws on that community to integrate marine research and education for faculty and students at community colleges and for staff and volunteers at informal science education institutions.
COSEE SouthEast provides regional interactive access to ocean scientists and educators to increase access to ocean sciences information, facilitate the inclusion of ocean sciences to to pre-college courses, and increase access of ocean sciences and ocean careers to underrepresented populations.
COSEE TEK was established to address the crucial linkages between science, technology, and engineering in the field of oceanography and provide educational resources that highlight the history, breadth, and advancement of oceanographic technologies.
COSEE West was established in order to build and strengthen connections between scientists/researchers and the education community, as well as to catalyze community based ocean sciences education in the greater Los Angeles area.
The presentation was given by Dr. Karen Stephenson as the keynote in the session Using Network Science for Better Collaboration, held during the ASLO February 2011 meeting
While some teachers enjoy their summer vacations by spending time with family, playing tennis, and sleeping in, over 200 science, mathematics, and technology teachers have participated in real-world industry experiences through the Industry–Education Partnership (IEP) program at Mississippi State University.
This bibliography was compiled by the NSF-funded COSEE Diversity Working Group and provides an overview of resources (organizations, policy documents, research studies, intervention studies, etc.) that relate to broadening participation in the sciences.
COSEE West partnered with COSEE Coastal Trends to present an Ocean Observing Systems (OOS) based curricula and hands-on activities workshop to enable K-12 teachers and informal educators to use real-time or near real-time OOS data. For the past two years, COSEE West has hosted a week long OOS summer workshop for teachers and informal educators in which several scientists presented ocean science content related to their work which uses or contributes to OOS online data.
The eleven Centers of Ocean Sciences Education Excellence engage in the professional development of educators using several "best practices" models. Central to these programs is the active participation of ocean scientists. This document provides a description of and recommendations for following COSEE effective practices in educator professional development as identified by research on teaching and learning and individual Center evaluation data. The professional development models for improving the communication of science concepts as tested by COSEE Centers are based on these effective practices.
In October 2005, several national organizations published a list of 7 Essential Principles and 44 Fundamental Concepts that currently define Ocean Science Literacy. This definition is the result of discussions among 100 scientists and educators, and serves as a national standard for ocean science education. This guide contains the Essential Principles and Fundamental Concepts and other information on ocean literacy and presents a vision of an ocean-literate society. A practical resource for educators, it outlines the knowledge required to be considered ocean literate in accordance with the National Science Education Standards
The COSEE Priority Recommendations Document represents a final report submitted to The Division of Ocean Sciences, National Science Foundation in July 2001. This 69-page "Background Document" is based on the COSEE Final Report of the May 2000 Workshop attended by approximately 75 individuals from throughout this country with interests and expertise in ocean sciences research and education.
This document recommends strategies for the National Science Foundation and other Federal agencies to use in a nationally coordinated effort to improve and promote Ocean Sciences education.
To support the COSEE mission of engaging scientists and educators to transform ocean science education, COSEE NOW team members have been conducting an annual online scientist survey since 2004 (most recently with the aid of ASLO). This presentation by Chris Parsons, the COSEE NOW evaluator and principal of Word Craft, offers a summary of six years of results on ocean scientists’ involvement in, practices and needs related to education and outreach.
"Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime" – Chinese Proverb.
Can we teach scientists to "fish" for their audiences from all walks of life, and enjoy the experience so much that they contribute to informal education for a lifetime? Using cutting-edge multimedia tools and a novel workshop model, COSEE-OS is helping scientists better communicate with the public by working with informal science educators.
The Ocean Gazing podcast is one of COSEE NOW’s primary educational outreach tools. The aim is to provide scientists with a forum for telling their stories about ocean observing science and the broader impacts that science is having on people beyond academic institutions.
In each biweekly episode, Ocean Gazing integrates interviews, ambient sounds gathered in the field and the lab, music, audio recordings from listeners (from children to adults), and the unveiling of a mystery sound. The scientists have said they enjoy participating in the podcast as a mechanism for making their science accessible and promoting the work they do in an engaging and accurate manner. We have between 300 and 400 downloads for each episode, and we are actively promoting Ocean Gazing on Facebook. We've created CDs containing the first 26 episodes and high school curriculum companion pieces for a handful of the podcasts. These are being distributed to scientists and educators.
National Science Foundation Advisory Committee for Environmental Research and Education. The challenges presented by the complex environmental challenges we are facing at a global scale, a call for action, and priorities and recommendations for research, environmental literacy, and engagement of "citizen scientists" in environmental research.
Demographic changes and the emergence of a more global society have challenged the field of environmental education (EE) to be more inclusive and to offer programming that is relevant to culturally diverse groups. But what do we mean by diversity, and where is the EE field going with it? “Still Developing the Toolbox: Making EE Relevant for Culturally Diverse Groups” by Joanne M. Lozar Glenn addresses this question and profiles five organizations working to connect their programming to the communities they serve.
COSEE New England leverages New England’s extraordinary assets to engage the public in understanding the vital connections between people and the ocean. We represent a collaboration among more than 30 institutions across the region, including museums and aquaria, universities, and research institutions.
Project Plymouth Schools Oceanographic Studies facilitator Carol 'Krill' Carson and participating researcher Kelly Rakow have developed a guide for making plankton sieves, a very handy tool for studying plankton in the classroom!
