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Science-on-a-Sphere Programming: Presenting NOAA Science at the Maryland Science Center, the Science Museum of Minnesota, and in the National Traveling Exhibition "Water Planet"

Funding: 
$279,926
Year: 
2005

Using the relative strengths of each museum, the Science On a Sphere® Partnership between the Maryland Science Center and the Science Museum of Minnesota has developed two complementary exhibit approaches to Science On a Sphere® (SOS). Audiences interacting with SOS are able to observe global connections in geophysical phenomena not possible with any two dimensional representation of the Earth. The goal of the project is for museum visitors, particularly underserved audiences, to comprehend how human activities are influencing global processes now and might do so in the future.

Using the relative strengths of each museum, the Science On a Sphere® Partnership between the Maryland Science Center and the Science Museum of Minnesota has developed two complementary exhibit approaches to Science On a Sphere® (SOS). Audiences interacting with SOS are able to observe global connections in geophysical phenomena not possible with any two dimensional representation of the Earth. The goal of the project is for museum visitors, particularly underserved audiences, to comprehend how human activities are influencing global processes now and might do so in the future. The project also tests new partnership models for working with NOAA and other science research organizations to broaden the educational impact on all groups.

Competition: 2005: Environmental Literacy
Award Number: 
NA05SEC4691008
Grant Dates: 
10/01/2005 to 09/30/2009
PI: 
Robert Cooks
State: Maryland   County: Baltimore City   District: MD07 
Partners:   National Geographic Society, Science Museum of Minnesota, Global Imagination, NASA Goddard Space Flight Center, Franklin Institute, Johns Hopkins University, Morgan State University, University of Maryland / Institute for Bioscience and Biotechnology Research, University of Maryland (UMD) Baltimore County WMAR-Television

Science-on-a-Sphere Installation: Presenting NOAA Science at the Maryland Science Center, the Science Museum of Minnesota, and in the National Traveling Exhibition "Water Planet"

Funding: 
$170,000
Year: 
2005

This award supports the installation of a Science On a Sphere® in two museums comprising the SOS Partnership®, a collaboration between the Maryland Science Center ( Baltimore ) and the Science Museum of Minnesota ( St. Paul ). Each of the two museum installations will take advantage of the wide variety of NOAA data sets that Science On a Sphere® (SOS) projects onto a six-foot sphere, creating unique, animated, whole-planet views of real-time, past and forecasted, weather, climate and geophysical processes, and many other dramatic visualizations of the whole Earth.

This award supports the installation of a Science On a Sphere® in two museums comprising the SOS Partnership®, a collaboration between the Maryland Science Center ( Baltimore ) and the Science Museum of Minnesota ( St. Paul ). Each of the two museum installations will take advantage of the wide variety of NOAA data sets that Science On a Sphere® (SOS) projects onto a six-foot sphere, creating unique, animated, whole-planet views of real-time, past and forecasted, weather, climate and geophysical processes, and many other dramatic visualizations of the whole Earth.

Competition: 2005: Environmental Literacy
Award Number: 
NA05SEC4691017
Grant Dates: 
10/01/2005 to 09/30/2006
PI: 
Mr. Manjit Goldberg
State: Maryland   County: Baltimore City   District: MD07 
Partners:   American Museum of Natural History, Science Museum of Minnesota, Field Museum of Natural History, Great Lakes Science Center San Diego Natural History Museum

Measuring the Effectiveness of North American Environmental Education Programs with Respect to the Parameters of Environmental Literacy

Funding: 
$288,417
Year: 
2008

The North American Association of Environmental Education (NAAEE) will assess environmental literacy levels of middle school students and compare the results to baseline data collected nationwide in 2007. In this study the research team will solicit and select a purposeful sample of schools and other program sites that represent the following categories: (1) Networks, e.g., Lieberman schools, Earth Force/Green Schools, Blue Ribbon School, etc.; (2) Programs, e.g. WET, WILD, PLT, IEEIA, etc.); (3) environmentally focused Charter and Magnet Schools; and (4) Independent Schools.

The North American Association of Environmental Education (NAAEE) will assess environmental literacy levels of middle school students and compare the results to baseline data collected nationwide in 2007. In this study the research team will solicit and select a purposeful sample of schools and other program sites that represent the following categories: (1) Networks, e.g., Lieberman schools, Earth Force/Green Schools, Blue Ribbon School, etc.; (2) Programs, e.g. WET, WILD, PLT, IEEIA, etc.); (3) environmentally focused Charter and Magnet Schools; and (4) Independent Schools. By comparing 2008 programmatic assessments to the established 2007 base-line levels of environmental literacy (while investigating the variables that may contribute to school wide or classroom levels of literacy), the field of environmental education and NOAA may make future curricular and program decisions that are grounded in sound scientific data. The Research Team will review these results and generate a report to be submitted to NOAA and NAAEE (and other partners as needed). These results comprise a presentation at the annual NAAEE Conference and other venues. Articles will be submitted to professional newsletters and journals.

Competition: 2008: National Environmental Literacy Assessment
Award Number: 
NA08SEC4690026
Grant Dates: 
01/01/2008 to 12/31/2010
PI: 
Ms. Darlene Dorsey
State: District of Columbia   County: District of Columbia   District: DC00 
Partners:   Florida Institute of Technology, University of Arkansas at Fort Smith University of Wisconsin (UW–Platteville)

Secondary Analyses of the National Environmental Literacy Assessment: Phase I & II Students, Teachers, Programs and School Survey

Funding: 
$151,699
Year: 
2012

Phase Three of the National Environmental Literacy Assessment (NELA) will analyze the relationship between middle school students' scores on the MSELS and other measured variables that may have critically impacted the development of environmental literacy in these students. Phases One and Two of the National Environmental Literacy Assessment (NELA) relied on four data collection instruments: The Middle School Environmental Literacy Survey (MSELS), the School Information Form, the Program Information Form, and the Teacher Information Form.

Phase Three of the National Environmental Literacy Assessment (NELA) will analyze the relationship between middle school students' scores on the MSELS and other measured variables that may have critically impacted the development of environmental literacy in these students. Phases One and Two of the National Environmental Literacy Assessment (NELA) relied on four data collection instruments: The Middle School Environmental Literacy Survey (MSELS), the School Information Form, the Program Information Form, and the Teacher Information Form. The primary outcomes of these phases were to identify general levels of environmental literacy (measured by the MSELS) and to compare these levels both within and across the studies. Through the comparison of these data sets, we could identify schools in which grade level cohorts of students displayed markedly higher levels of environmental literacy variables than their peer cohorts at other schools. However, questions remain concerning the magnitude and influence of variables that were reported on those survey forms, as well as the relationships among variables measured by the MSELS scales. The major research questions that will guide this Phase are: 1) To what extent do the variables measured by these Forms during Phase One and Two appear to have contributed to or influenced students' environmental literacy scores; 2) How do these variables appear to interact with each other; and 3) What are the relative contributions of knowledge, affect, and skill variables to actual commitment or behavior. The resulting analyses of this study will be shared both through peer-reviewed publications as well as appropriate professional conferences.

Competition: 2010: NOAA Broad Agency Announcement for FY 2010 - 2011
Award Number: 
NA12SEC0080018
Grant Dates: 
05/01/2012 to 04/30/2014
PI: 
Dr. William McBeth Ph.D
State: District of Columbia   County: District of Columbia   District: DC00 
Partners:   University of Wisconsin (UW–Platteville)

Building Environmental Resiliency Leaders (BERL)

Funding: 
$263,002
Year: 
2020

Among the most geographically isolated islands in the world, Maui’s fragile environment is highly vulnerable to sudden (hurricanes, flooding) and prolonged (drought, ocean acidification, sea-level rise) environmental changes. The University of Hawaiʻi Maui College seeks to build an environmentally literate and resilient community equipped to address, manage, and mitigate the challenges associated with environmental events and hazards.

Among the most geographically isolated islands in the world, Maui’s fragile environment is highly vulnerable to sudden (hurricanes, flooding) and prolonged (drought, ocean acidification, sea-level rise) environmental changes. The University of Hawaiʻi Maui College seeks to build an environmentally literate and resilient community equipped to address, manage, and mitigate the challenges associated with environmental events and hazards. Building Environmental Resiliency Leaders (BERL) has three main goals: 1) Develop environmental hazards modules specific to Hawai’i that can be integrated into high-school curriculum; 2) Strengthen students’ understanding of environmental hazards and build self-efficacy in being contributors towards community resilience; and 3) Create community awareness of and ability to prepare for environmental hazards. By partnering with all 10 Maui County public and private high schools, BERL seeks to empower 200 environmentally resilient high school youth leaders —including Native Hawaiian, underrepresented, and low-income students in grades 9 through 12— throughout the islands of Maui, Molokaʻi, and Lanaʻi. The BERL project will develop the Environmental Resiliency Youth Leaders certification program with curriculum to engage students in active learning through innovative Problem-based Learning (PBL) group projects where students select a research topic informed by climate resiliency educational modules and consult with community subject matter experts; including partners from the National Weather Service, Hawaiian Islands Humpback Whale National Marine Sanctuary, University of Hawaiʻi Sea Grant, Maui Emergency Management Agency, Maui County energy Commissioner, and Hawaiʻi Emergency Management Agency. Specifically, curriculum will integrate and align: 1) Overview of environmental events & hazards: tropical cyclones/hurricanes, drought/fires, ocean acidification, and seal level rise/flooding ; 2) Local scenarios & experiential outdoor learning; 3) US Climate Resiliency Toolkit; and 4) Development of resiliency plan to work towards either a) utilizing school as resiliency hub site; or b) addressing long-term resiliency to prolonged environmental changes. As a culminating event, students will present their final projects and host workshops to the broader community at local or regional events with a potential reach of 90,000 annually over three project years. In addition, BERL will hold an annual Resiliency Awareness Day, reaching 1,000 students annually, to build community awareness and resources. Amidst the threat of COVID-19 and necessary safety measures, BERL is prepared to mobilize an online curriculum for students with online presentations and virtual events to reach the broader community. BERL aligns with NOAA’s mission to educate and motivate individuals to apply environmental science to increase stewardship and resilience to environmental hazards by creating a cadre of youth environmental resiliency leaders, trained educators, and broadly reaching over half of the Maui County population. The project employs a culturally relevant, place-based, and PBL approach where 40 teams of students engage in research projects to build environmental literacy at their high schools and the wider community. In alignment with NOAA's Education Strategic Plan (2015-2035), BERL seeks to “educate and inspire people to use Earth system science toward improving ecosystem stewardship and increasing resilience to environmental hazards.”

Competition: 2020: ELG for Community Resilience to Extreme Weather Events and Environmental Hazards
Award Number: 
NA20SEC0080011
Grant Dates: 
10/01/2020 to 09/30/2023
PI: 
Dr Lui Hokoana
State: Hawaii   County: Maui   District: HI02 
Partners:   National Sea Grant College Program / University of Hawaii System / Hawaii Sea Grant, National Marine Sanctuary (NMS) / Hawaii Humpback Whale, The County of Maui / Emergency Management Agency, The County of Maui / Office of Economic Development / Energy Office, University of Hawaii at Manoa / Hawaii State 4-H Program, Hawaii Farmers Union United, Pacific Disaster Center, Hawaii Emergency Management Agency, Hawaii Department of Education / King Kekaulike High School, Hawaii Department of Education / Lahainaluna High School, Kamehameha Schools, Sustainable Pacific Consulting, Pa’ia Youth & Cultural Center / Maui Hero Project, Hokonui Maui NOAA National Weather Service (NWS) / Pacific Region