Responsive, Flexible and Scalable Broader Impacts A. A.
Responsive, Flexible and Scalable Broader Impacts A. A. deCharon, deCharon, C. C. Companion Companion & & M. M. Steinman Steinman University University of of Maine Maine Centers Centers for
for Ocean Ocean Sciences Sciences Education Education Excellence Excellence Ocean Ocean Systems Systems (COSEE-OS) (COSEE-OS) Goal Scientist professional development Improving face-to-face and online communication with non-scientists Strategy Collaboration
Peer-oriented processes (e.g., workshops) Application Webinar series Expansion Blogs & webinar archives Traditional Approach Scientists present content to educators in a slideshow-type format and field questions afterwards Drawbacks Begin lecture with content that is not responsive to the audiences needs (i.e., assumes what they already know) Lack of flexible access to specific material within the
presentation (e.g., slides are in linear order) Q&A sessions are not easily scalable Outcome Often there is little direct benefit to scientists Collaboration Developed and tested workshop models that bring scientists and educators together in peer-oriented processes Methodology Scientist-educator teams co-develop online concept maps Scientists provide content expertise Educators ensure that maps are responsive to the needs of non-scientist audiences
Collaboration One scientist's concept map series - Original on paper: Collaboration One scientist's concept map series Digital using OS software: Collaboration One scientist's concept map series Consensus with educators: Collaboration Outcomes for Educators 91% agreed that the process of concept mapping helped them think through science topics (n=53) 89% agreed that concept mapping helped build a bridge of communication with scientists (n=53)
Outcomes for Scientists Concept mapping can help deconstruct knowledge to promote effective interaction with educators (deCharon et al., 2009) Concept maps are tangible products that can be reused for other purposes Application Once introduced to concept mapping, scientists may be invited to give webinar presentations that include live Q&A Methodology Scientist-educator pairs present content Scientists broaden use of existing maps or create new ones (e.g., tied to current events)
Format and end-products (i.e., interactive concept maps) are flexible to meet the needs of a national audience Application Pilots* & Research-based Online Learning Event (ROLE) webinars: *Karen Orcutt / Kjell Gundersen & Michelle Benoit / Ted Taylor Gulf of Mexico Impacts & Concept Map Use in Bangor High School *Peter Girguis & Louise McMinn Hydrothermal Vent Ecosystems & Using Concept Maps for Interdisciplinary Educational Projects Penny Vlahos & Sue Klemmer Persistent Organic Pollutants & Evaluating Students' Comprehension through Concept Maps Larry Mayer & Beth Campbell Sequestered Carbon and the Carbon Cycle & Using Concept Maps to Plan Graduate Research
Application Pilots* & Research-based Online Learning Event (ROLE) webinars: Ben Twining & Annette deCharon Melting Icebergs: Study Methods, Dynamics and Impacts & Building Mapping Skills Carolyn Jordan & Kate Leavitt What's in a Model? Exploring Climate Aerosols & Concept Maps for Informal Education Linda Kalnejais & Sharon Gallant Excess Nutrients in Estuarine Systems & Probing Students' Misconceptions with Concept Maps Fei Chai & Jenny Albright Climate Change, Carbon Cycle and the Role of Iron & Using Concept Maps to Teach Climate Change Application Clip from one ROLE Model webinar:
Application Outcomes for Participants 91% found scientist presentations "Useful/Very Useful" (n=67) 85% found educator presentations "Useful/Very Useful" (n=62) 92% are more comfortable with science topics presented (n=65) Application Outcomes for Scientists Building of online presentation skills (i.e., COSEE-OS
concept map tools, WebEx) Broad access to their research: 193 participants* from 27 states and the District of Columbia Specific and timely feedback "The "The concept concept map map was was prepared prepared in in an an excellent excellent way. way. II believe believe itit was
was crucial crucial in in effectively effectively communicating communicating the the topic topic of of this this webinar, as controversial as it is." webinar, as controversial as it is."
"Seeing "Seeing how how concepts concepts maps maps could could be be used used to to give give aa presentation, presentation, something I still struggle with,
but now that I have seen something I still struggle with, but now that I have seen aa great great example example (Fei (Fei Chai) Chai) II am am willing willing to to give give itit aa try."
try." "Coming "Coming back back to to the the concept concept map map once once in in awhile awhile kept kept the the audience aware of
the big picture. Very clear message audience aware of the big picture. Very clear message presented presented objectively objectively on on aa topic topic that that is is certainly certainly not not perceived
perceived that that way." way." *41% from inland or rural locations Expansion After webinars, scientists and educators are given additional questions to potentially be addressed in blogs Methodology Scientists and educators are given guidance on effective blogging Topically focused by concept maps, blogs are a forum for highly scalable content
Webinar archives are another asynchronous access point for content Expansion Penny Vlahos & Sue Klemmer webinar archive: Videos Full-length and short topical clips Interactive Maps Concept maps can be shared with any registered user Maps contain all images, videos, news and resources from
original presentations Expansion Ben Twining's blog: Expansion Notable quotes from the blogs: I hope that science teachers will find the carbon cycle both inherently interesting and, more importantly, a great vehicle to teach students fundamental tools of quantitative thinking. -- L. Mayer I had one of those see the light moments... when I listened and watched Dr. Larry Mayer discuss his carbon cycle concept map... I saw how I could bring all these climate change pieces Ive been thinking about into the classroom through a coherent concept map. T. Taylor Expansion
Anticipated Outcomes for Scientists Improved online presentation skills for future webinars Increased comfort with blogging as a medium for science communication Use of concept maps and/or mapping techniques in undergraduate or graduate teaching Next Steps Sustaining collaboration requires specific return on investment COSEE is working to provide a ladder of opportunities for scientist engagement COSEE-OS is planning other webinar series on North Atlantic Bloom research, Diversity, etc. Interested in participating?
The legal context. federal Criminal Code, largely administered by 10 provincial governments (except in 3 territories in north). no HIV-specific provision . HIV criminalization via prosecutors pursing, and courts interpreting, general . Criminal Code
July - December will be certified in January Employees Paid from TimeTraq Beginning January 2010, supervisors of non-exempt TAMU personnel paid via the TimeTraq system will certify effort bi-weekly during the time approval process.
Climatograms That Define a Biome Key Terms Biome biotic community dominant plants and animals unique climate Biomes of the World Key Terms Biome A large region characterized by a specific kind of climate and certain kinds of plants and animals.
World Bank Workshop Pension Systems in Times of Financial Crisis Country case: Estonia Veiko Tali Ministry of Finance of Estonia May 7, 2009 Second pillar pension funds indexes (NAV) OMX Tallinn index Contributions vs pension funds assets Some main features...
A change in arterial acid-base status will often precede any significant decrease in cardiac output with hemorrhage. base deficit will decrease early in hemorrhage even while pH and BP remain in the normal range. low base deficit indicates widespread tissue...
An SIV who spoke English and worked previously as a security guard, now a dishwasher. A Burmese client who was an expert masseuse but had no formal training, didn't speak English and was a hard worker in a restaurant ......
1.5 The origin of cells. Understanding. Cells can only be formed by division of pre-existing cells. First cells must have arisen from non-living material. Origin of eukaryotic cells can be explained by endosymbiotic theory. Applications * Evidence fro Pasteur's experiments...
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