Climate Change Tutorial for 6-12th Grade and Post-Secondary
Educators: A New Model for Scholarship in Science
A partnership between Tisch Library and [the] Wright Center for Science Education at
Tufts University
Submitted to the Berger Family Technology Transfer Endowment by
Regina Raboin, Science Reference & Instructional Librarian, Tisch Library
Zach Smith, Program Coordinator, Wright Center for Science Education
Eric Chaisson, Director, Wright Center for Science Education
Miriam Allman, Science Bibliographer, Tisch Library
Scott Battaion, Media Coordinator, Wright Center for Science Education
Jan Pechenik, Professor, Department of Biology
Project Co-Coordinators:
Zach Smith, Program Coordinator, Wright Center for Science Education,
Tufts University
4 Colby St., Rm. 267C, Medford, MA 02155
Phone: 617-627-5394
Fax: 617-627-3995
Zach.smith@tufts.edu
Regina Raboin, Science Reference & Instructional Librarian, Tisch Library,
Tufts University
Reference & Collections
35 Professors Row, Medford, MA 02155
Phone: 617-627-4221
Fax: 617-627-3002
Regina.raboin@tufts.edu
Eric Chaisson, Director, Wright Center for Science Education, Tufts University
4 Colby St., Medford, MA 02155
Phone: 617-627-5393
Fax: 617-627-3995
Eric.chaisson@tufts.edu
Miriam Allman, Science Bibliographer, Tisch Library, Tufts University
Reference & Collections
35 Professors Row, Medford, MA 02155
Phone: 617-627- 5455
Fax: 617-627-3002
Miriam.allman@tufts.edu
Objective
This project will successfully explore new technology in science education and library
research by developing video tutorial lectures, podcasts, online visual lab demonstrations,
multi-user virtual environments (MUVEs) activities, and professional development
opportunities for teachers and students (6-16) to better utilize the Tufts University
libraries and Wright Center for Science Education’s programs on climate change
research.
This proposed research and development project will address a major need by
incorporating information literacy and science education into the curriculum at Tufts
University as well as adding value to the secondary education environment. This project
will lay the groundwork for transferring new educational technologies to other staff,
faculty, students and secondary educators. This project will help promote the goals of the
University to strengthen research and foster interdisciplinary collaboration in learning
and research.
The Wright Center for Science Education, Tufts University
Tufts University maintains the Wright Center for Innovative Science Education as part of
its Graduate School of Arts and Sciences. Our emphasis is on innovation and
dissemination and we are dedicated to the creation and sharing of novel instructional
techniques and interdisciplinary resources for pre-college teachers. Through its
fellowships, workshops, seminars, and a variety of public-outreach activities, the Center
provides leadership in the training and retraining of science teachers to use innovative
methods to stimulate young minds. To this end, our goals are: to improve the teaching of
science in elementary and secondary schools; to encourage young people to pursue
science as a career; to explore innovative methods to communicate new and better ways
of teaching science; to test and disseminate novel educational products and activities: and
to share the excitement and wonders of science with the public.
(http://www.tufts.edu/as/wright_center/)
Tisch Library, Tufts University
Tisch Library supports the mission of Tufts University in providing students with the
knowledge and skills for them to grow as intellectually curious and critically involved
members of society with a lifelong commitment to learning. The Library is a partner in
the educational and research programs of the School of Arts and Sciences and the School
of Engineering, providing support to the faculty and staff in their mission to promote
effective teaching, valuation of research and scholarly activities, and active citizenship.
(http://www.library.tufts.edu/tisch)
The partnership of the Wright Center for Science Education and Tisch Library will
provide the opportunity to explore and utilize information technology and information
literacy within science education; transfer learned and known skills to the instructors,
professors and librarians of the Wright Center, Tisch Library and Tufts University; and
create pedagogical value within the secondary science education environment.
Strategic Impact
Using an on-line tutorial and its supporting multimedia materials, this project is designed
to deliberately engage learners in the process and analysis of climate change research and
best practices of library research specifically centered on climate change topics.
Project Description
This project will create a multifaceted web-based tutorial template to engage
teacher/student researchers as they explore climate change topics through the established
environmental change programming developed by the Wright Center
(www.tufts.edu/as/wright_center/iecws). The Wright Center program currently provides a
custom-designed educational program on many aspects of climate change which includes
week-long field experiences for teachers in understanding climate change.
This proposed program will provide an additional educational component, to incorporate
best library research practices into the Wright Center’s climate change programming,
This will be instrumental in advancing 6-12th grade teacher and student understanding of
climate change topics by providing the correct methodology for accessing and
incorporating library resources. This needed component is fundamental to advance
research-based opportunities for teachers/students as they require point-of-need library
resources. This program will then be available as a template for grade 6-16th grade
teachers/professors to be used in their specific areas of research need. This program will
assist in connecting the 6-12th grade community outside Tufts University and within the
Tufts community.
Tisch Library will provide innovative ways to explore and learn basic and advanced
information literacy skills, along with more specific techniques and resources in
discovering information about climate change.
Technologies to be explored and used in providing these skills are:

Point-of-need web-based assistance (multimedia tutorials)

Web services frameworks to support information reformatting, discovery and
retrieval (RSS feeds, audio/video tutorials, podcasting)

Use of game-based activities (MUVEs) in science education and information
literacy (design web-based game modules that explore and teach information
literacy and science education concepts)
Impact Assessment
Impact assessment will begin with thorough front-end evaluation of audiences about
climate change research and accessing library resources. This information will be used to
develop the program to engage teachers/students by addressing their natural questions
and dispelling misconceptions. During development, selected components of the program
will undergo formative testing with school audiences to ensure that they are effective at
attracting attention and accurately conveying intended messages. Summative evaluation
of the online materials will address attitudes and knowledge of people seeing and using
components of the outreach web site so as to compare with the “before” picture presented
by the front-end evaluation. It will also assess how effective overall, and in part, the
program and its components are in conveying the overarching message, themes, and
specific content ideas. Assessment will show how effectively component parts attract and
hold, and are useful to teachers/students.
Analysis and reports
Data analysis will follow standard evaluation procedures. Interviews will be analyzed and
website statistics will appear in table form. Findings will be reported informally (phone
conversations, e-mail, meetings) and formally. Results of this program will also be
disseminated at professional meetings and scholarly publications.
Justification
There is a need for students and instructors to learn best practices for accessing and
searching library resources for their research projects. Though the levels of need vary
amongst grade 6-16 students, instructors and faculty, the necessity of the entire research
community to foster the use of best practices for accessing library resources is of great
importance. Existing methods, while instructionally sound, will be combined with new
technologies to engage both students and teachers.
The creation of a tutorial template to engage teacher/student researchers will
comprehensively address this need. To this end, the project will begin by building on
outreach already conducted by the Wright Center. The climate change workshops series
(www.tufts.edu/as/wright_center/iecws) currently hosted by the Wright Center provides
limited in-situ research experience, custom designed curricular materials, and standardsbased materials for K-12th grade teacher participants. Using its “understanding climate
change” theme it would also like to provide instructions for using best practices in library
research procedures to facilitate having teachers/students answer current climate change
based questions. This would help teachers/students by providing practical experience,
standards-based materials, and reputable and valid information on climate change and
global warming.
This project will provide 6-16th grade students with the benefit of on-line tutorials for
learning how to do library research and using the Wright Center’s resources in an
“updated” format to make it more enjoyable and accessible. This format includes an
audio/video web component; RSS feeds, podcasts and online game-based activities
(MUVEs) that will virtually involve students in learning about how to do science
research. Existing resources and expertise of the Wright Center’s professional
development program, the Tisch Library, and cutting edge science research endeavors
that affect the general public will form the basis of the first pilot tutorial on climate
change and the global environment. Once the template for the pilot has been established
it will be easily adapted to other research disciplines. This program includes three (3)
one-day workshops for teachers of 6-16th grade students to train them on the use of the
tutorial.
Personnel
Using the resources at the Wright Center and Tisch Library’s expertise in library
research, excellent resources in science education and information literacy can be made
available to 6-12th grade teachers, their students, and Tufts University students and
professors. Our strategy for fostering a strong collaboration stems from our past
associations and communications prior to this proposal. This collaboration employs
unique components of basic scientists, science education specialists, science educators,
and library professionals who will combine expertise to create an integrated program.
Zach Smith, Regina Raboin, and Eric Chaisson will co-direct this project. Mr. Smith and
Ms. Raboin will oversee the daily management, coordinating all activities, organizing
meetings, and keeping the participants apprised of progress and activities. Both will
work to manage the support of the project and integration with web and curricular
resources. Mr. Smith and Ms. Raboin will also coordinate the activities of the additional
staff and scientific members such as Dr. Jan Pechenik who will assist with his experience
in developing library based literature components to his classes/programs. Mr. Battaion
will direct the web formatting and videography work, and a Tufts University student
(TBD) will assist with game-based development. Dr. Chaisson and Ms. Allman will
advise and work with Mr. Smith and Ms. Raboin on all aspects of the program.
Senior Staff
Dr. Eric J. Chaisson is Director of the Wright Center for Science Education at Tufts
University and Research Professor of Physics and Astronomy and Research Professor of
Education. Dr. Chaisson's research involves working with teachers to develop novel
curricula to excite teachers and instruct students in science, mathematics and engineering.
He has worked with computer animators and teachers together to create The Arrow of
Time and other programs.
Zach Smith is the Program Coordinator at the Wright Center. A former Wright Fellow
and middle school earth science teacher, he is also an instructor for the New England
Science Center Collaborative on climate change topics and has contributed materials and
expertise to the National Science Olympiad and the National Science Teacher
Association. He is the author of Glaciers, Climate, and the Landscape, available free
through the Wright Center web site (www.tufts.edu/as/wright_center) and developed nine
week-long workshops on climate change topics. He also has Antarctic field experience as
a member of the 2000-2001 US International Trans-Antarctic Scientific Expedition (US
ITASE) and participated in the Juneau Icefield Research Program (JIRP).
Scott Battaion is the Media Coordinator at the Wright Center and has worked for 25
years in science education and multimedia production. He is also a former Wright Fellow
and has directed the operation of the Wright Center website for ten years. During his time
as a high school science teacher Scott received several teaching awards including the
National Biology Teacher of the Year, California State Distinguished Science Educator
of the Year, and others. Mr. Battaion will be responsible for designing, developing and
managing the multimedia component of the program.
Regina Raboin has an undergraduate degree in marine biology and is the Science
Reference & Instructional Librarian at Tisch Library since 1996. She also works with the
Urban Policy and Planning and Community Health departments. Regina co-coordinated
one of the first Berger Family Technology Transfer Endowment awards, The Biologist’s
Guide to Library Resources and the 2000/2001 award, Mystic Watershed Collaborative
Clearinghouse: Information Retrieval, Integration, Analysis and GIS Training.
Miriam Allman is the Science Bibliographer at Tisch Library and is responsible for the
selection of all of the library’s science resources.
Dr. Jan Pechenik professor of invertebrate zoology and marine biology in the Biology
Department at Tufts University is also the current Director of Writing Across the
Curriculum. Dr. Pechenik is also the author of Biology of the Invertebrates, 5th ed., and
author of A Short Guide to Writing About Biology, 5th ed. Dr. Pechenik has also published
several papers about science teaching in American Biology Teacher, and developed
several science-related games for K-12th grade teachers.
Teacher Advisors
Teacher advisors will work with the outreach staff on a regular basis while materials are
developed. The teachers will test and provide feedback to the program team regarding its
effectiveness and ease of use. As the program progresses, the teachers will identify and
evaluate, in collaboration with the Wright Center and the Tisch library, multi-disciplinary
units that can be used to enhance students’ understanding of the challenges in researching
climate topics. They will help extend the formal reach of the program by piloting the
materials with their classes. All evaluations of the piloted materials will be distributed to
the entire staff.
Aaron Price, an M.S. candidate in Math, Science, Technology and Engineering at Tufts
University and an Astronomical Technical Assistant at the American Association of
Variable Star Observers (AAVSO) in Cambridge, MA will be one of our teacher
advisors. His expertise is in multi-user virtual environments and is the creator and writer
of the Slacker Astronomy podcast and the associated Slacker Astronomy Planetarium in
Second Life.
Timetable
We intend to begin planning and design work during late Spring 2007, with the majority
of writing, design, editing, and revision taking place during Fall/Winter 2007. During this
time, we plan to hold biweekly meetings to discuss content, design and technical issues.
We would like to begin using the web site and tutorials during Winter/Spring 2007/2008.
May – July 2007
July- October 2007
1. Meet with principals and finalize
design structure
2. Formative assessment
1. Meet with grade 6-16th grade
teachers/professors to discuss concept
development
2.Majority of writing, additional design,
editing
3. Develop web site pages formatting
November-December 2007
4. Presentation of initial concepts and
practice first stage materials with
teachers at Wright Center summer
climate change teacher workshop (6-12 th
grade teachers)
First round of podcasts, audio/video,
game-based activities
December 2007-February 2008
March – May 2008
1. Record and edit video tutorial
segments at Wright Center Visualization
Studio
2. Continued redesign based on
reassessment with grade 6-16th grade
teachers/professors
1. Final versions of pod casts, video
tutorials, game-based activities
(MUVEs)
2. 3, one-day workshops for grade 6-16
teachers to disseminate program
materials
Follow-up dissemination
- July 2008
3. Summative assessment
Final materials to be presented at
Wright Center climate change K-12th
grade teacher workshop
Age-appropriate STEM content and materials
Throughout the development phase prior to release of the tutorial and supporting
materials, during the release phase, and during the follow-up support phase of the
program, the program will be evaluated by various advisors to ensure the accuracy of the
content. School audiences will be questioned during the development stage to assess their
understanding of climate change science and issues. This valuable information will be
used to shape the appropriateness of the outreach program to our target audiences; 6 –
12th grade teachers/students and Tufts University faculty.
The program materials will be the link between the university and K-12th audiences
associated with the outreach program. These materials will be based upon various levels
of inquiry instruction and aligned to the National Science Education Standards and will
be available nationally as well as internationally. Teachers will be able to then adapt the
national standards to meet their local state standards in an effort to meet the requirements
of the No Child Left Behind Act. Furthermore, the challenge set forth in the science
achievement area is to produce future citizens who have science excellence that will help
them be global leaders during the 21st century.
One way the outreach program will contribute to the solution set forth by No Child Left
Behind is that it not only encourages schools to develop partnerships with universities
and informal education organizations involved in this proposal, but also provides
realistic, global science education topics for students to investigate. As far back as the
late 70s, research has shown that when students are presented with real life problems
associated with science, they are more engaged and interested in the material. The
materials focus primarily on earth science topics associated with climatology and the
resultant long-term environmental knowledge of basic research. These activities combine
science, technology and mathematics topics including: geology, earth science, physics,
meteorology, climatology, computer modeling, and chemistry, within the larger umbrella
of the outreach program. These topics can be applied specifically to climate research, but
may also be expanded by teachers to address local science concepts making the process
and content more meaningful to the students.
The development of an on-line tutorial is also important since many audiences are not
able to attend live workshops, but may be able to access the Internet and experience online educational materials.
Audiences, especially students, are also becoming
increasingly savvy in working on the World Wide Web and virtual digital technology.
On-line gaming has also become incredibly popular and virtual realities exist in every
shape and form. We will use that concept in its simplest form to attract and involve every
age and ability of the audience. An on-line tutorial and supporting materials will give
audiences, especially classroom teachers, the ability to visit a number of times (with or
with out their students) and the supporting educational materials will offer additional
opportunities to connect with the scientific concepts employed on the web site.
ACRL Information Literacy Standards for Science and
Engineering/Technology
Information literacy is common to all disciplines, to all learning environments, and to all
levels of education. Information literacy in science, engineering, and technology
disciplines is defined as a set of abilities to identify the need for information, procure the
information, evaluate the information and subsequently revise the strategy for obtaining
the information, to use the information and to use it in an ethical and legal manner, and to
engage in lifelong learning. Information literacy competency is highly important for
students in science and engineering/technology disciplines who must access a wide
variety of information sources and formats that carry the body of knowledge in their
fields. These disciplines are rapidly changing and it is vital to the practicing scientist and
engineer that they know how to keep up with new developments and new sources of
experimental/research data.
Science, engineering, and technology disciplines pose unique challenges in identifying,
evaluating, acquiring and using information. Much of science, engineering and
technology is now interdisciplinary and, therefore, requires knowledge of information
resources in more than one discipline. Science, engineering, and technology disciplines
require that students demonstrate competency not only in written assignments and
research papers but also in unique areas such as experimentation, laboratory research, and
mechanical drawing. The objective is to provide a set of standards that can be used by
science and engineering/technology educators, in the context of their institution's
mission, to help guide their information literacy-related instruction and to assess student
progress.¹
Five standards and twenty-five performance indicators were developed for information
literacy in Science and Engineering/Technology. These can be found at
http://www.ala.org/ala/acrl/acrlstandards/infolitscitech.htm
¹ "Information Literacy Standards for Science and Technology." American Library
Association.2006.
http://www.ala.org/ala/acrl/acrlstandards/infolitscitech.htm (Accessed 26 Feb, 2007)
Deliverables
The multimedia component will address the principal areas of instructional media. This
includes the educational website and its tutorial and supporting materials. The purpose of
the website will be to provide public access to information related to the activities of the
Wright Center and Tisch Library. The benefit of making this information available via
the Web is that widespread dissemination of educational materials can be easily achieved
via a single point of distribution, and that the information can be kept current. Such an
informational “clearinghouse” will provide teachers/students with immediate access to
downloadable documents including still images, video clips, audio clips, curriculum
materials, research data and other research resources. These materials will be continually
expanded and updated. The on-line program will be modeled on a typical live tutorial.
This on-line tutorial and support materials will provide teachers with images and
information that can be useful both before and after having practiced research on climate
topics, or provide a virtual workshop for the many teachers that may not have an
opportunity to see a live workshop. The on-line program will contain many of the
images/film and hands-on components of the live workshop.
1.
2.
3.
4.
5.
Audio/Video tutorials
Podcasts
Game-based activities (MUVEs)
Web site development/formatting
Three (3), one-day workshops for local 6-16th grade teachers/professors.
Building on learning research
The National Science Board recognizes that there are significant opportunities such as
museums, science centers, and websites that are attractive to the public and enhance their
ability to deal with complex environmental information. The board has found that
“environmental issues offer excellent vehicles for developing and exercising important
skills such as problem solving, information management, critical and creative ‘thinking’.
It also points out that ‘centers’ both traditional and virtual are well suited as vehicles for
pulling together interdisciplinary teams that can address problem-focused issues and
complement the types of activities that individual investigators perform.”
Falk and Dierking, (2002) contend that America is evolving into a learning society, and
informal learning across the life span is becoming central to US culture. Everyday
millions of people take part in free choice learning which is the single most dominant
form of learning that involves people choosing what, where and when to learn it, the
format in which to learn it, and in what company. Programs that allow for a multigenerational experience, with flexible hours (live and virtual) and provide information
necessary for making informed decisions on current topics, such as global climate
change, can provide for this type of learning. The #1 news story of the year for 2004 was
climate change research and what global warming holds in store for the planet's
inhabitants, as defined by the special Year in Science issue of Discover Magazine. And,
in 2007 the IPCC stated that, with certainty, humans have had an impact on the changing
global climate. The current administration has also added additional efforts to
understanding climate change and acknowledged that efforts must be taken to understand
our global climate future. These recent conversations will fuel the need for all audiences
to be able to access reliable, timely, and exciting developments in climate change
research. The outreach program combines this new excitement in its on-line tutorial and
support materials.
According to Freeman and Sokoloff (1996; qtd. in Ba and Keisch, 2004), “thematic
approaches are a powerful tool for teaching and learning with applications for museums
and informal institutions, and thematic learning works best when it is interdisciplinary,
built around a central question, and rooted in an approach that links experience and
reflection.” The Center for Children and Technology also states that successful programs
use scientific demonstrations that connect scientists' field research with basic science
concepts that students are learning in school. The standards-based student activities
developed in the outreach program, based on actual climate research, will emphasize
these fundamental, easily understood science concepts necessary for real world
applications.
In addition, summaries from the Center for Children and Technology report that distance
learning benefits include adaptability to specific student needs or work requirements,
ability to reach groups that are economically marginalized, and allow interactive learnercentered environments. The website and virtual component of the program allows for
distance education.
According to the Center for Children and Technology, successful programs also use
scientific demonstrations that connect scientists’ field research with basic concepts that
students are learning in school. The collection of activities developed in the program,
based on actual climate research will be available on the website and are linked to the
National Science Education Standards. The outreach program will emphasize these
fundamental, easily understood science concepts necessary for real world applications.
Falk, John H. and Dierking, Lynne D. Lessons without Limit: How Free-Choice Learning
is Transforming Education. Walnut Creek, CA: AltaMira Press, 2002.
Freeman, Carol Cook and Sokoloff, Harris J. (1996) Children Learn to Make Better
Worlds: Exploring Themes. Childhood Education, 73(1): 17-22 In Ba, Harouna and
Keisch, Deborah. (2004). Bridging the Gap Between Formal and Informal Learning:
Evaluating the SeaTrek Distance Learning Project. Retrieved February 26, 2007 from
Center for Children & Technology.
http://cct.edc.org/report_summary.asp?numPublicationId=177
Summary
This project will successfully explore new technology in science education and library
research by developing video tutorial lectures, streaming podcasts, online visual lab
demonstrations, game-based activities, and professional development opportunities for
teachers and students (6-16) to better utilize the Tufts University libraries and Wright
Center for Science Education’s programs on climate change research.
As stated in the National Science Education Standards, sound scientific education is
based on an understanding of the history and nature of scientific advancements, and is an
ongoing, changing enterprise. This includes using current scientific research as the basis
for developing programs that involve the use of information literacy standards for
discovering reputable, valid, and important science resources.
This program will be accomplished by the staff partnership as experts in science
education, information literacy, and multimedia instructional tools to create a high-impact
program. The online tutorial will be designed to have long-term relevance, and the
supporting multimedia and curricular materials will be updated to reflect ongoing
scientific results and the requirement for all audiences for the latest information about
climate change research and resources.
Proposed Budget
Wright Center Program Coordinator- Zach Smith
will devote 40% of his time to this project.
Tisch Library Science Librarian - Regina Raboin: Stipend
$24,000
$2,000
Travel to WC summer workshop for Regina
$500
Miriam Allman will advise in all aspects of the project.
$0
$3,000
Faculty - Jan Pechenik: Stipend
Eric Chaisson has a 12-month appointment and will be involved in all aspects of the project.
$0
Workshop expenses (refreshments/materials), 3 one-day workshops @ $500.00
$1,500
Gaming theory/game development (MUVEs) ( student assistantship)
 Software: Second Life (free, Open Source software)
Web design/programming (Scott Battaion, Wright Center Media Coordinator)
Honoraria for teacher advisors (TBD) $250 each
 Honorarium: Aaron Price, Teacher Advisor
Total
$5,000
$0
$10,000
max $
1,500
$500
$48,000