Supporting NOAA's Mission by Improving Pre-college Teachers' Knowledge of the Atmospheric and Ocean Sciences
The American Meteorological Society (AMS) Education Program is continuing its development and implementation of a highly innovative NOAA/AMS partnership built on the recognition that teachers are key to realizing NOAA's and AMS's shared vision of an environmentally literate public and a geoscience workforce that reflects the human diversity of American society. This proposed phase of the program focuses on the crucial professional development of pre-college teachers in the pedagogical content knowledge of the essential principles and fundamental concepts of the atmospheric and ocean sciences. Project Activities and Expected Outcomes: Central to the program is the offering of the AMS DataStreme Ocean and DataStreme Atmosphere courses for in-service teachers and the content-similar undergraduate AMS Online Weather Studies and Online Ocean Studies courses for pre-service teachers. All AMS courses include delivery of engaging inquiry-based investigations of the ocean and atmospheric environments employing Internet-delivered NOAA products and services. The proposed project will expand a cadre of pre-college teachers well trained in the essential principles and fundamental concepts, online data sources, and pedagogical issues related to the teaching of atmospheric and ocean sciences from an Earth system perspective. Participating in-service teachers are committed to changing the way they teach atmospheric or oceanographic topics, will serve as resource agents in their schools, and are expected to provide leadership in science curriculum reform at local, state, and national levels. During this proposed funding, AMS DataStreme courses will train 4,000 teachers via semester-long graduate courses at 50 or more sites nationally via Local Implementation Teams (LITs). Within two years of training, in-service teachers will directly impact 40,000 other teachers and 1,400,000 pre-college students. AMS undergraduate courses with similar pedagogical and content underpinnings will impact thousands of pre-service teachers on hundreds of campuses. Rationale: The AMS, working closely with NOAA line offices and personnel, outstanding pre-college teachers, and science educators around the country, is transforming Earth system science education across the pre-college curriculum by addressing what and how teachers teach. Trained content-competent teachers are essential to realizing a scientifically literate public and creating a high-quality geoscience workforce that reflects and benefits from the diversity of American society. The AMS recognizes that teachers must experience learning that incorporates an Earth system science perspective and develop pedagogical content knowledge if they are to more effectively deliver authentic inquiry-based instruction in their classrooms. Major Project Partners: All NOAA line offices have been and will continue to be partners as AMS assists NOAA in advancing its goals of environmental assessment and prediction, protection of life and property, and the fostering of global environmental stewardship. The State University of New York grants tuition-waived graduate-level credit for the DataStreme courses.
Community Partnership for Resilience
The New England Aquarium will work with the Metropolitan Area Planning Council to establish Community Partnerships for Resilience (CPR), which will create community partnerships in three Boston-area communities that face severe risk from a changing climate – Chelsea, Hull, and Lynn, Massachusetts. CPR will facilitate ‘Community Teams’ of local professionals with diverse and relevant expertise in climate science, engineering, community planning and community action, and representatives from local schools or school-based educational programs serving youth in grades 4 through 8. Each team will identify the most critical, climate-related issues for their area that would benefit from public involvement and understanding. Then they will inform the design of learning activities and youth-focused climate resilience toolkits; serve as resources for teachers and students; and facilitate student-led projects to engage parents, peers, and other community members. Students themselves represent a key constituency – they will be most directly impacted by future changes and they will need civic capacity to foster positive change. Project evaluation will assess student learning and indicators of community engagement to provide both formative feedback and summative assessment of the project impacts.