Progress 07/15/03 to 07/14/05
Outputs
The original goal was to have science teachers from each middle school and high school in Lincoln County School District (LCSD) represented at the workshop. The only school not represented during the inaugural workshops was Taft High School. The third and final workshop concluded in early December, thus allowing for placement of aquariums in the classroom before Christmas break. During the first year, aquarium laboratory systems were utilized in the classroom for approximately 6 months. The project target of nine instructors participating in the Aquarium Science workshop was actually exceeded as two additional teachers began to use aquarium systems in their classrooms during the second year of the project. Through the two years of aquarium laboratory system use in the classroom approximately 2,028 students have been exposed to the discipline of aquatic animal husbandry. In addition, 143 students attended the aquarium science workshop at the Hatfield Marine Science
Center during the first year. This figure was below the target number of 225 students. After conducting the initial session with 25 students, we requested that teachers bring no more than 18 individuals to the session in order to allow for a better experience for students. Also contributing to reduced number of student participants is that two teachers did not pursue scheduling an aquarium science experience for their students. Classroom activities included two teachers who reported holding a classroom debate about the pro's and con's of aquaculture operations. Toledo Middle School constructed a kelp forest and used the aquarium laboratory system as backdrop to talk about conservation. Two instructors used the water quality testing activity to re-enforce the necessity of data collection protocol, recording and analysis as part of the National Science Education Standards. Of the original nine teachers who had aquarium systems in 2003, six continued to utilize the aquarium system the
following school year. Three of the original teachers accepted teaching positions outside the district. A total of eight teachers utilized the aquarium system during the 2004-2005 academic years (teachers at the Isaac Newton Magnet School and Newport High School participated during the second year). In total, 11 teachers gained experience in utilizing aquarium systems in the classroom. All teachers who remained in the LSCD have chosen to continue to use the aquarium systems during the up-coming third year. Three LCSD students took advantage of the dual enrolled agreement by enrolling in OCCC's Introduction to Aquarium Science during the winter term 2004. An additional two high school students enrolled in the same course during the spring 2005 term. All five received USDA Project Pisces scholarships to defray the cost of tuition. The original target number of enrolling 9 students each year was an overly ambitious goal which had to compete with spring term school activities such as
prom, sports and senioritis.
PRODUCTS: Aquarium Science workshops were held on three separate days during the fall 2003 for four high school and five middle school science teachers from Lincoln County School District. These workshops were held at Oregon State University's Hatfield Marine Science Center (HMSC) computer center, education wing and fish holding areas. Topics included: aquatic animal care careers, exploring positive and negative aspects of the aquaculture industry, water quality management, fish health management and aquarium laboratory set-up and operation. Workshop participants were invited to bring their students to the HMSC to experience commonly occurring aquarium science activities such as PVC plumbing and water quality analysis. Seven teachers brought their students on a half-day field trip to participate in these aquarium science activities. Replacement equipment and aquarium supplies ensure the long-term operation of the classroom aquarium laboratory systems. A second year workshop with 6
teachers took place in February 2005. During this time the development resource cards identifying possible teaching modules related to use of the aquarium laboratory systems was initiated. Trouble shooting strategies was also discussed at this session. During the second year, teachers met and developed 12 resource cards (lesson plans) of Aquarium Science activities or lessons that they taught in the classroom. These resource cards are still being developed.
OUTCOMES: All nine teachers successfully completed the workshop and received a turn key aquarium laboratory for their classroom. Based on class size, the number of classes taught, the nine participating teachers introduced the aquarium science laboratory to 1,120 students. During the second year of the project, roughly 908 students were involved with the aquarium system. All of the teachers who remained within the district choose to continue the use of the aquarium laboratory systems in their classrooms. Two teachers were added to the project to replace the three instructors who moved out of the area. This is evidence that there is a significant net benefit to having aquarium systems in the classroom. There has been relatively little mortality within the systems and the invertebrate life is typically flourishing. In total, 143 students from three high schools and four middle schools participated in these activities. Post experience evaluations conducted immediately after the session
indicated that only 10% of middle school and 7.5% of high school participants reported that they enjoyed neither of the two activities. In contrast a combined 91% reported enjoying at least one of the two activities, or both equally well. No visits to the Hatfield Marine Science Center were programmed for the second year of the grant. Both the water quality and the plumbing activity provided the students with brand new experiences. Students who had never plumbed PVC pipe before comprised 57% of the total number of students involved. Conducting a dissolved oxygen test was new for 71% of the students. Water quality analysis was the most common analysis performed, yet only 15% of the students had done so previously. Both the plumbing and water quality analysis served to heighten the awareness of activities that the aquatic animal care technician must be able to perform.
DISSEMINATION ACTIVITIES: During the past year, the Aquarium Science Program has participated in a number of professional conferences and meetings including: National Science Foundation/Advanced Technology Education Principle Investigator Conference (October 2003), Regional Aquatics Workshop (May 2004), Association of American Zoos and Aquariums (September 2003), Northwest Aquatic and Marine Educators (August 2003 and 2004). Each of these meetings, attendees were made aware of the USDA funded workshop, activities and outcomes. Attendance at USDA conference in Las Vegas (December 2004) was planned, but foggy conditions at the airport resulted in flight cancellations. The program was also publicized during the OCCC broadcast aired from a local radio station during 2003 and 2004. Additional presentations to civic groups such as Rotary and Toledo Chamber of Commerce brought this USDA funded activity to the community's attention. The USDA/CREES project was also cited in a grant proposal
to the Confederated Tribes of Siletz Indians in 2004. The eventual award funded an Aquarium Science student to provide technical support to the teachers and their aquarium systems.
FUTURE INITIATIVES: Based on the positive feedback from teachers participating in the USDA funded aquarium science workshop, additional workshops/institutes are being proposed for funding from the National Science Foundation and private foundations. The placement of aquarium laboratory systems in the classroom provides Aquarium Science Program students with the opportunity to develop proficiency in such skills as communication and trouble-shooting by providing technical support to these teachers. With funding secured from another source, this arrangement will continue during the up-coming academic year. All of the LCSD teachers who are returning to the district have indicated their intentions to continue the use of the aquarium laboratory systems. For some teachers, this would be their third year of involvement. Personnel with Oregon Sea Grant and Oregon Coast Community College are developing a Master Aquarist Program (MAP) concept that would connect teachers with classroom aquarium
systems with hobbyists who would serve as technical support resource.
Impacts
Initially, 8 of the 9 teachers reported having no or only limited experience in keeping aquariums. Post workshop evaluation indicated that all nine teachers reported a good general understanding that may or will need some additional information. Likewise none of the teachers needed extensive help to set-up their aquarium laboratory system. Aquarium Science staff members confirmed that aquarium laboratory systems were clean and animals healthy throughout the two years of operation. As a result of this increased level of understanding and comfort in keeping aquarium systems, teachers being more likely to continue utilizing aquatic animals as educational tools. All of the teachers who are returning to a LCSD classroom in the fall of 2005 anticipate utilizing the aquarium laboratory. This indicates that the potential to establish aquarium science based modules could occur without extensive input from college personnel. Aquarium Science students will also benefit through
the opportunity to develop trouble-shooting skills by assisting teachers with their aquarium laboratory system. Two students have provided assistance during the past two years that aquarium systems have been in the classroom. One dual enrolled high school students has indicated an interest earning an Associates of Applied Science degree through the Aquarium Science Program.
Publications
- Press Release: The News Times, November 2003 and June 2004
- Siletz Tribal Charitable Contribution Fund: Grant Evaluation, submitted July 2004
- Aquarium Science Workshop Evaluation by Lester Reed, PhD. December 2003
- Oregon State University/Hatfield Marine Science Center 2004 Annual Report
- Resource cards: Lesson plan contents that focus on utilization of the aquarium laboratory system by David Beran 2005.
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Progress 07/15/03 to 07/15/04
Outputs
The original intention was to have science teachers from each middle school and high school in Lincoln County School District represented at the workshop. The only school not represented was Taft High School. The workshop did add a second teacher from Toledo High School and the eight grade teacher from the newly formed Siletz Valley Charter School. The target of nine instructors participating in the Aquarium Science workshop was met. The third and final workshop meeting concluded December 6, 2003, thus allowing for placement of aquariums in the classroom just before Christmas break. On average the aquarium laboratory systems were utilized in the classroom for 5 months. Classroom activities included two teachers who reported holding a classroom debate about the pro's and con's of aquaculture operations. Toledo Middle School constructed a kelp forest and used the aquarium laboratory system as backdrop to talk about conservation. Two instructors used the water quality
testing activity to re-enforce the necessity of data collection protocol, recording and analysis as part of the National Science Education Standards. The total number of students attending (143) the aquarium science workshop was below the original target number (225). After conducting the initial session with 25 students, we requested that teachers bring no more than 18 individuals to the session. This allowed for a better experience for the participating students. Also contributing to reduced number of participants is that two teachers did not pursue scheduling an aquarium science experience for their students. Three Lincoln County School District students took advantage of the dual enrolled agreement by enrolling in OCCC's Introduction to Aquarium Science during the winter term 2004. The original target number of enrolling 9 students was either an overly ambitious goal or teachers were not prompted sufficiently enough to encourage their students to register in this class.
PRODUCTS: Aquarium Science workshops were held on three separate days during the fall 2003 for four high school and five middle school science teachers from Lincoln County School District. These workshops were held at Oregon State University's Hatfield Marine Science Center (HMSC) computer center, education wing and fish holding areas. Topics included: aquatic animal care careers, exploring positive and negative aspects of the aquaculture industry, water quality management, fish health management and aquarium laboratory set-up and operation. Workshop participants were invited to bring their students to the HMSC to experience commonly occurring aquarium science activities such as PVC plumbing and water quality analysis. Seven teachers brought their students on a half-day field trip to participate in these aquarium science activities. Replacement equipment and aquarium supplies ensure the long-term operation of the classroom aquarium laboratory systems.
OUTCOMES: All nine teachers successfully completed the workshop and received a turn key aquarium laboratory for their classroom. Based on class size, the number of classes taught, the nine participating teachers introduced the aquarium science laboratory to 1,120 students. In total, 143 students from three high schools and four middle schools participated in these activities. Post experience evaluations conducted immediately after the session indicated that approximately 10% of middle school and 7.5% of high school participants reported that they enjoyed neither of the two activities. In contrast a combined 91% reported enjoying at least one of the two activities, or both equally well. Both the water quality and the plumbing activity provided the students with brand new experiences. Students who had never plumbed PVC pipe before comprised 57% of the total number of students involved. Conducting a dissolved oxygen test was new for 71% of the students. Most of the students had
conducted some form of water quality analysis before (15%). Both the plumbing and water quality analysis served to heighten the awareness of activities that the aquatic animal care technician must be able to perform.
DISSEMINATION ACTIVITIES: During the past year, the Aquarium Science Program has participated in a number of professional conferences and meetings including: National Science Foundation/Advanced Technology Education Principle Investigator Conference (October 2003), Regional Aquatics Workshop (May 2004), Association of American Zoos and Aquariums (September 2003), Northwest Aquatic and Marine Educators (August 2003 and 2004). Each of these meetings, attendees were made aware of the USDA funded workshop, activities and outcomes. The program was also publicized during the OCCC broadcast aired from a local radio station during 2003. Presentations to civic groups such as Rotary and Toledo Chamber of Commerce brought this USDA funded activity to the community's attention.
FUTURE INITIATIVES: Based on the positive feedback from teachers participating in the USDA funded aquarium science workshop, additional workshops/institutes are being proposed for funding from the National Science Foundation and private foundations. The placement of aquarium laboratory systems in the classroom provides Aquarium Science Program students with the opportunity to develop proficiency in such skills as communication and trouble-shooting by providing technical support to these teachers. Oregon Sea Grant has provided the college with a program development grant to develop a Master Aquarist Program (MAP). MAP connects hobbyists who will serve as technical support to science teachers who have an aquarium laboratory in the classroom.
Impacts
Initially, 8 of the 9 teachers reported having no or only limited experience in keeping aquariums. Post workshop evaluation indicated that all nine teachers reported a good general understanding that may or will need some additional information. Likewise none of the individuals reported needing extensive help to set-up their aquarium laboratory system. Aquarium Science staff members confirmed that aquarium laboratory systems were clean and animals healthy. As a result of this increased level of understanding and comfort in keeping aquarium systems, teachers being more likely to continue utilizing aquatic animals as educational tools. All of the teachers that are returning to the classroom this fall anticipate utilizing the aquarium laboratory. When teachers were asked to rate their ability to develop course modules using an aquarium system and their knowledge of the aquarium system, six of the nine indicated that they achieved a good level of knowledge and would
require no or a limited assistance. No one indicated that extensive assistance and mentoring would be required. This indicates that the potential to establish aquarium science based modules could occur without extensive input from college personnel. Aquarium Science students will also benefit through the opportunity to develop trouble-shooting skills by assisting teachers with their aquarium laboratory system. One of the dual enrolled high school students is considering further participation in the Aquarium Science Program.
Publications
- Press Release: The News Times, November 2003 and June 2004
- Siletz Tribal Charitable Contribution Fund: Grant Evaluation, submitted July 2004
- Aquarium Science Workshop Evaluation by Lester Reed, PhD. December 2003
- Oregon State University's Hatfield Marine Science Center 2004 Annual Report
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