Progress 12/01/16 to 11/30/20
Outputs
Target Audience:Participant teachers: Forty participants (60% females; 95% from public schools, 2.5% from a private school, and 2.5% representing a Native American serving school) participated in the iLEARN workshops. 4-H Advisor and SDSU Extension STEM specialist: One 4-H advisor (working at the Pine Ridge Reservation) and one Extension STEM Specialist (stationed in Sioux Falls) also attended multiple sessions of the workshops. Both have implemented their lessons in teaching youths from diverse backgrounds in informal settings. High School Students: Twenty-one of the iLEARN participants taught iLEARN lessons. Each teacher in average taught 50 students, and as a result in three years more than 3,000 students benefitted from the iLEARN project. A community garden event at the Pine Ridge Reservation hosted by a 4-H advisor was attended by 55 community members. SDSU Researchers and Experts in climate science were connected to regional Science/AgEd teachers: Twenty-five faculty researchers from SDSU, one meteorologist from a local TV station, and one geographer from USGS-EROS (United States Geological Survey: Earth Resources Observation and Science Center) were engaged in workshop activities and many of these interactions have already resulted into faculty-teacher collaboration and networking. Worldwide users of the online teaching modules: The ilEARN teaching modules have been accessed by users worldwide (>3500 downloads by users from 334 institutions of 99 countries as of February 7, 2021) Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The participant teachers had face-to-face interactions with 25 research scientists from SDSU and outside. These interactions provided content assistance and advanced the teachers' knowledge on topics of climate variability and potential solutions. During the workshop, participant teachers were engaged in drafting lesson modules (NGSS based) incorporating input from the faculty researchers or expert in the field. The grant covered expenses related to teaching materials needed for teachers to implement the lessons for the first time. The grant provided a $300 stipend per participant, and covered their travel, meal and housing during the workshop. The iLEARN project has portable iLEARN instruments/ teaching materials that teachers can borrow to use in their classrooms. The iLEARN teachers volunteer mentoring students for science fair projects. In 2018, over 30% of the science fair projects presented at the Eastern South Dakota Science and Engineering Fair came from the students supervised by the iLEARN fellows. Two of the ilEARN teachers were recently nominated for Sigma Xi STEM Teacher Awards. How have the results been disseminated to communities of interest?The iLERAN workshop was promoted through the university media outlets and the iLEARN webpage (https://www.sdstate.edu/biology-and-microbiology/ilearnsdstate). Lesson modules were made available using Open Prairie website (https://openprairie.sdstate.edu/usda-ilearn_resources/). One article was published, five conference presentations were made, and ten teaching modules were developed and made available online. Participant teachers used emails and a social media site (Facebook group) for networking. Networking among iLEARN schoolteachers and SDSU faculty scientists has expanded because of the iLEARN project. SDSU's open access institutional repository Open Prairie (https://openprairie.sdstate.edu/usda-ilearn/) has been used to disseminate workshop lesson modules. Two presentations were made at the Annual Conference of South Dakota Science Teachers Association and four presentations were made at the annual meetings of the Botanical Society of America. A manuscript on Science and AgEd Teachers Engagement during the ILEARN Workshop is under preparation to be submitted to a peer review journal of STEM outreach. Teachers have been actively using the USDA ilEARN Facebook site (closed group of teachers and mentor scientists only) to share their lessons and successes. Two of the project directors visited iLEARN fellows classrooms to observed lesson implementation, and students were surveyed about their learning about climate sciences. Because of weather?related issues (snowstorms/long winter in our state) and school closures due to the COVID-19 pandemic, assessment of the participant teachers' implementation of the four iLEARN lessons could not be accomplished. The project affected our evaluation of the lesson plan implementation and project product dissemination. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Objective 1: Identify teachers' content and pedagogical challenges for teaching climate change (100% Accomplished) At the beginning of the iLEARN project we conducted an electronic survey on South Dakota teachers' perceptions of online resources and on their content and pedagogical needs to teach climate change science. The survey was administered to all the science and agriculture teachers with publicly available email addresses. The survey was sent to 391 teachers, among which, 102 teachers (26%) responded to the survey. Majority of the teachers indicated that using Next Generation Science Standards (NGSS) in their classrooms was difficult, and the topic of climate change was either omitted or covered at the minimum level. Utilizing locally available expertise and resources, the iLEARN team decided to mentor teachers in developing NGSS lessons related to climate change challenges and potential solutions. Therefore, the survey data were useful in planning and implementation of the ILEARN workshops. Objective 2. Provide immersive collaborative opportunities for teachers to work with scientists to develop instructional modules mirroring current practices. (100% accomplished) The iLEARN professional development workshops organized in 2017 and 2018 provided 40 science and agriculture teachers the opportunity to work with 25 university faculty to develop Agri-science lessons applying best teaching practices in their classrooms. Major outcomes included: 1) development of ten teaching modules (>3, 500 downloads by users from 334 institutions of 99 countries as of 02/07/2021); 2) incorporation of climate science topics in their curricula; 3) enhanced faculty collaboration; 4) scientist-teacher partnerships (25 plus faculty had opportunity to partner with teachers from 19 schools [13 public schools, 3 tribal and 2 private schools]); 5) increasing outreach by mentor scientists to observe lesson plan implementation, and 6) three media highlights. Also, participant teachers made a huge impact, as each of them teach an average of 100 students per year. The iLEARN workshops were three-day long in each summer and held on the SDSU campus. During the day, teachers were engaged in hands-on activities framed within teaching modules on various aspects of climate science and related topics. Evening sessions included the keynote speech followed by a "scientist to teachers" speed-dating model of interactions. Many of these interactions resulted into faculty-teacher collaboration and networking. Seven of the 40 ilEARN teachers attended ProjectWild workshop (and mingled with 14 pre-service teachers) and were certified to use the ProjectWild activities in their classroom. Both pre-service and current teachers benefitted from each other sharing their experiences on content knowledge and pedagogical skills. Objective 3. Create activities based on teachers' content challenges in teaching climate change in the context of agricultural sciences aligning with the NGSS. (100% accomplished) Teachers took home teaching modules on the following topics for implementation in their classrooms: 1) Livestock carrying capacity in response to climate variability, 2) Tree coring and inferring climate variability, 3) Water sampling and nutrient analysis, 4) Soil erosion demonstration, 5) Greenhouse effects demonstration and use of published meteorological data for teaching students, 6) Legume-microbe interaction and nitrogen dynamics, 7) Building a photo-bioreactor, 8) Understanding global water cycle, 9) Interaction of soil, crops, and livestock, 10) Mudwad to generate electricity, 11) Precision agriculture for sustainable agriculture, 12) Understanding why salts are reducing productivity on five million acres in SD: a laboratory exercise. We also sent a survey to the participants to understand their perceptions about the ilERAN workshop. All participant responses were positive, appreciating the workshop impacts. Detailed data analysis is under progress. Objective 4. Assess the teachers' implementation of the workshop outcomes into their classrooms. (90% accomplished) Twenty-one of the iLEARN teachers have submitted various forms of evidence of lesson implementations (lesson plan, photos and video clips and live presentations) in their classroom thus far. Seventeen of these lessons have been observed by project team. Among the 12 teaching modules based on Next Generation Science Standards created during the iLEARN workshops, seven are about understanding climate change challenges and potential solutions and the remaining five are integrative lessons useful for both science and agriculture teachers. Ten of these modules have been published and made available to all teachers.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2020
Citation:
White, P.T., Browning, L.M., Miller, M.L., Vestal, S.S., Lemke, M., and Nepal, M.P. 2020. Perceptions and usages of online teaching resources by South Dakota science and agriculture teachers. Proceeding of South Dakota Academy of Sciences. 99:101-117.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2020
Citation:
Nepal, M.P., Browning, L.B., Miller, M.L., and White, P.T. 2020. Teaching modules for 7-12 science educators. Annual Conference of Botanical Society of America. July 27-31. Virtual.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2019
Citation:
Nepal, M.P., Browning, L.B., Miller, M.L., White, P.T., and Purintun, J.M. 2019. Secondary agri-science teaching modules developed through iLEARN workshop. Annual Conference of Botanical Society of America. July 27-31. Tucson, AZ.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2019
Citation:
White, P.T., Lemke, M., and Nepal, M.P. 2019. Analysis of online educational resource preferences of state agricultural and science educators. North Central Region Conference of the American Association for Agricultural Education. October 4-5. Fargo, ND.
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Progress 12/01/18 to 11/30/19
Outputs
Target Audience:Participant teachers: Forty participants (60% females; 95% from public schools, 2.5% from a private school, and 2.5% representing a Native American serving school) participated in the iLEARN workshops. Sixty percent of them have implemented at least one iLEARN lesson in their classrooms. 4-H Advisor and SDSU Extension STEM specialist: One 4-H advisor (working at the Pine Ridge Reservation) and one Extension STEM Specialist (stationed in Sioux Falls) also attended multiple sessions of the workshops. Both have implemented their lessons in teaching youths from diverse backgrounds in informal settings. High School Students: Five of the iLEARN participants taught iLEARN lessons. Approximately 150 students benefitted from the products of 2018 iLERAN workshops. A community garden event at the Pine Ridge Reservation hosted by a 4-H advisor was attended by 55 community members. SDSU Researchers and Experts in climate science were connected to regional Science/AgEd teachers: Twenty five faculty researchers from SDSU, one meteorologist from a local TV station, and one geographer from USGS-EROS (United States Geological Survey: Earth Resources Observation and Science Center) were engaged in workshop activities and many of these interactions have already resulted into faculty-teacher collaboration and networking. Worldwide users of the online teaching modules: Within less than 1.5 years of publication of the ilEARN teaching modules, there have been over 1,200 downloads by users from 118 institutions representing 80 countries (as of 10/1/201 Changes/Problems:The original project end date was 11/30/2019. With the one year no-cost extension approved, the new project end date is 11/30/2020. Because of the weather?related issues (snowstorms/long winter) and school cancellations (fall of 2018 -spring 2019), assessment of proposed teachers' implementation of the iLEARN lessons could not be accomplished. The project affected our evaluation of the lesson plan implementation and project product dissemination. Therefore, a one?time no cost extension was requested to accomplish the 4th objective, present the project outcomes at the national conference, as well as publish results in a peer reviewed journal. Three of the project directors (Browning, Miller and Nepal) will visit schools to assess teacher's implementation of the iLEARN lessons in their classrooms. What opportunities for training and professional development has the project provided?raining activities for project participants are described in the accomplishments section. How have the results been disseminated to communities of interest?Presentations were made at scientific conferences and one teaching module was made available online. What do you plan to do during the next reporting period to accomplish the goals?Objective 1. Identify teachers' content and pedagogical challenges for teaching climate change. We plan to continue surveying teachers to understand their content and pedagogical needs for planning future workshops. Objective 2. Provide immersive collaborative opportunities for teachers to work with scientists to develop instructional modules mirroring current practices. This objective has been accomplished through two workshops executed in the summers of 2017 and 2018. Objective #3. Create activities based on teachers' content challenges in teaching climate change in the context of agricultural sciences aligning with the NGSS. The objective has been accomplished. Objective #4. Assess the teachers' implementation of the workshop outcomes into their classrooms. We will visit schools and collect evidence of teacher implementation of the lessons in their classrooms and gather data to understand student's learning gains.
Impacts
What was accomplished under these goals?
Objective 1: Identify teachers' content and pedagogical challenges for teaching climate change (100% Accomplished) The survey summary reported in the previous annual report showed that teaching global climate change was one of the most challenging topics for teachers to teach, by content as well as by pedagogy. During the reporting period, the results were presented at the North Central Region Conference of the American Association for Agricultural Education. Objective 2. Provide immersive collaborative opportunities for teachers to work with scientists to develop instructional modules mirroring current practices. (100% accomplished) The iLEARN professional development workshops organized in 2017 and 2018 provided 40 science and agriculture teachers the opportunity to work with 25 university faculty to develop Agri-science lessons applying best teaching practices in their classrooms. Major outcomes included development of eight teaching modules (>1,200 downloads by users from 118 institutions of 80 countries as of 10/1/2019); incorporation of climate science topics in their curricula; enhanced faculty collaboration; scientist-teacher partnerships (25 plus faculty had opportunity to partner with teachers from 19 schools [13 public schools, 3 tribal and 2 private schools]); increasing outreach by mentor scientists to observe lesson plan implementation, and 3 media highlights. Also, participant teachers make a huge impact, as each of them teach an average of 100 students per year. Objective 3. Create activities based on teachers' content challenges in teaching climate change in the context of agricultural sciences aligning with the NGSS. (100% accomplished) Among the 12 teaching modules based on Next Generation Science Standards created during the iLEARN workshops, seven are about understanding climate change challenges and potential solutions and the remaining five lessons are integrative lessons useful for both science and agriculture teachers. Eight of these modules have been made available to all teachers. Objective 4. Assess the teachers' implementation of the workshop outcomes into their classrooms. (70% accomplished) Because of weather?related issues (snowstorms/long winter) and school cancellations (fall of 2018 and in the spring 2019), assessment of the participant teachers' implementation of the four iLEARN lessons could not be accomplished. The project affected our evaluation of the lesson plan implementation and project product dissemination. Therefore, we requested for a one year no-cost extension of the project last November. Because of the early departure of one of the co-PDs, Dr. Dennis Todey, PD Nepal's time and effort for the successful completion of the project have significantly increased. Therefore, we requested to reallocate the remaining senior personnel's fund to compensate PD Nepal's time and effort during the summer of 2020. The recently approved no cost extension for a year and budget reallocation will provide PD Nepal with one month of summer salary to work on the ilERAN publication, and thus allow us to complete the project as proposed.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2019
Citation:
Nepal, M.P., Browning, L.B., Miller, M.L., White, P.T., and Purintun, J.M. 2019. Secondary agri-science teaching modules developed through iLEARN workshop. Annual Conference of Botanical Society of America. July 27-31. Tucson AZ.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2019
Citation:
White, P.T., Lemke, M., and Nepal, M.P. 2019. Analysis of online educational resource preferences of state agricultural and science educators. North Central Region Conference of the American Association for Agricultural Education. October 4-5. Fargo, ND.
|
Progress 12/01/17 to 11/30/18
Outputs
Target Audience:Participant teachers: 24 teachers (including 12 female teachers; 14 from public schools, one from a private school, and one representing a Native American serving school) participated in the iLEARN workshop. 4-H Advisor and SDSU Extension STEM specialist: One 4-H advisor and one Extension STEM Specialist also attended one or multiple sessions of the workshop. These additional participants did not receive stipends or other support that participant teachers received. High School Students: A majority of the participating teachers have already taught the topics covered in the 2017 workshop, and others are planning to offer them in future semesters. Approximately 300 students have already benefitted from the products of 2017 iLERAN workshop. SDSU Researchers and Experts in climate science were connected to regional Science/AgEd teachers: 22 Faculty researchers at SDSU, one meteorologist from a local TV station, and one geographer from USGS-EROS (United States Geological Survey: Earth Resources Observation and Science Center) were engaged in workshop activities and many of these interactions have already resulted into faculty-teacher collaboration and networking. Users of online teaching modules: Within less than two months of publication of the ilEARN teaching modules, there have been over 200 downloads by users from 45 institutions representing 32 countries. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The participant teachers had face-to-face interactions with 23 faculty research scientists from SDSU and outside. These interactions advanced their knowledge on climate variability issues and potential solutions. Participants received content assistance for the challenging topics: the mentoring was framed within NGSS dimensions. The grant covered expenses related to teaching materials needed for teachers to implement the lessons for the first time. The grant provided a $300 stipend per participant, and covered their travel, meal and housing during the workshop. The iLEARN leadership team is lending portable instruments/textbooks/teaching materials for teachers to use. The iLEARN teachers have been encouraged to mentor students for science fair projects. In 2018, over 30% of the science fair projects presented at the Eastern South Dakota Science and Engineering Fair came from the students supervised by the iLEARN fellows. How have the results been disseminated to communities of interest?iLERAN workshop was promoted through the university media outlets. The SDSU webpage (https://www.sdstate.edu/biology-and-microbiology/ilearnsdstate) and Open Prairie website (https://openprairie.sdstate.edu/usda-ilearn_resources/ ) are being used to disseminate workshop lesson modules. PD Nepal presented a paper at the annual conference of Botanical Society of America (see the citation bellow) Nepal, M.P., L.B. Browning, L. Edwards, M.L. Miller and P.T. White. 2018.Immersive Learning Experiences and Rural Networking at South Dakota State University (iLEARN@SDSTATE): A Professional Development Program for Science/Agriculture Teachers.Paper presented at theAnnual Conference of Botanical Society of America- Botany 2018, June 21-25. Rochester MN, USA A manuscript on Teachers' perception of using online resources is under preparation. A Manuscript on Science and AgEd Teachers Engagement during ILEARN Workshop is being finalized for a submission to a peer review journal. Teachers have been actively using the USDA ilEARN Facebook site (closed group of teachers and mentor scientists only) to share their lessons and successes. iLEARN fellows, other teachers in South Dakota, in the United States and beyond, have access to online teaching modules posted at SDSU's permanent digital repository. What do you plan to do during the next reporting period to accomplish the goals?Objective #1. Identify teachers' content and pedagogical challenges for teaching climate change. We plan to continue surveying teachers to understand their content and pedagogical needs for planning future workshops. Objective #2. Provide immersive collaborative opportunities for teachers to work with scientists to develop instructional modules mirroring current practices. Evaluate teacher needs and incorporate activities into future workshop. Objective #3. Create activities based on teachers' content challenges in teaching climate change in the context of agricultural sciences aligning with the NGSS. We will help teachers create the lessons based on their needs. Objective #4. Assess the teachers' implementation of the workshop outcomes into their classrooms. Continue collecting evidence of teacher implementation of the lessons in their classrooms and gather data to understand student's learning gains.
Impacts
What was accomplished under these goals?
Objective #1: Identify teachers' content and pedagogical challenges for teaching climate change (90 % Accomplished) We conducted an electronic survey on teachers' perceptions about the quality and use of online data related to climate science to all the science and agriculture teachers in South Dakota (total 391) with publicly available K12 email addresses. Among them, 102 teachers (26%) responded to the survey. We also provided this survey to the 2018 ilEARN workshop participant teachers (24 total), and had a100% response rate. All survey respondents were consistent in their responses that teaching global climate change is still the most challenging topic to teach, by content as well as by pedagogy. We also surveyed 360 students regarding their understanding of climate science regarding climate science instructions. The survey results (summarize the results). This information will be used in planning and implementing future professional development workshops for teachers. Objective #2. Provide immersive collaborative opportunities for teachers to work with scientists to develop instructional modules mirroring current practices. (80% accomplished) We held the 2018 ilEARN workshop May 24-26, 2018. The PD and Co-PIs contributed to organizing the workshop and providing mentorship to 24 participant teachers. As mentioned in the last annual report, one of the four Co-PDs left SDSU, and his responsibilities were assigned to his replacement (also a current state climatologist) at SDSU. However, because this new Co-PI is located Aberdeen, South Dakota, she could not contribute fully to the project. The PD Nepal has been assisting this Co-PI carrying out her assigned responsibilities for the iLEARN project. The 2018 professional development workshop keynote speech was on "Climate Change: Science and Observations" by meteorologist Phil Schumacher, Science Operations Officer of the National Weather Service. During the day, teachers were engaged in hands-on activities framed within teaching modules on various aspects of climate science and related topics. Evening sessions included the keynote speech followed by a "scientist to teachers" speed-dating model of interactions. SDSU faculty researchers and experts exchanged their research experiences with the 24 participant teachers. Twenty-six SDSU faculty researchers at SDSU (including the state climatologist) and one meteorologist from the National Weather Service participated in mentoring activities and/or evening discussion sessions. Many of these interactions resulted into faculty- teacher collaboration and networking. Objective #3. Create activities based on teachers' content challenges in teaching climate change in the context of agricultural sciences aligning with the NGSS. (80% accomplished) In 2017, we focused on climate science issues and in 2018, we put efforts to focus on solutions. Following activities were created for the 2018 iLEARN workshop. Building a Photo-bioreactor Understanding Global Water Cycle Interaction of Soil, Crops, and Livestock Mudwad to Generate Electricity Precision Agriculture for Sustainable Agriculture Sustainability and Sustainable Agriculture Understanding Why Salts are Reducing Productivity on Five Million Acres in South Dakota: A Laboratory Exercise Objective # 4. Assess the teachers' implementation of the workshop outcomes into their classrooms. (60% accomplished) During the workshop, teachers were engaged in drafting lesson modules (NGSS based) incorporating input from the faculty researchers or expert in the field. Twelve of the 15 participants (from the 2017 workshop) implemented the iLEARN lessons in their classrooms. Two of the project directors visited and observed the iLEARN fellow's classrooms and students were surveyed about their learning about climate sciences. The teachers' teaching modules are either under consideration for publication or are already published (see "other products" section). In addition, four of the 15 ilEARN participants mingled with 14 pre-service teachers and all were certified for the ProjectWild workshop last September. Both pre-service and in-service teachers benefitted by sharing their experiences on content knowledge and pedagogical skills.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2018
Citation:
31. Nepal, M.P., L.B. Browning, L. Edwards, M.L. Miller and P.T. White. 2018. Immersive Learning Experiences and Rural Networking at South Dakota State University (iLEARN@SDSTATE): A Professional Development Program for Science/Agriculture Teachers. Paper presented at the Annual Conference of Botanical Society of America- Botany. June 21-25. Rochester MN.
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Progress 12/01/16 to 11/30/17
Outputs
Target Audience: Participant teachers: 15 teachers (including 12 female teachers; 14 from public school, one from private school) and one representing Native American serving school) participated the iLEARN workshop. 4-H Advisor and SDSU Extension STEM specialist: One 4-H advisor and one Extension STEM Specialist also attended one or multiplesessions of the workshop. These additional participants did not receive stipend or other support that partcipant teachers received. High School Students: Majority of the participant teachers have already taught the topics covered in 2017 workshop, and other are planning to offer them in future semesters. Approximately 300 students have already benefitted from the products of 2017 iLERAN workshop. SDSU Researchers and Experts in climate science were connected to regional Science/AgEd teachers: 22 Faculty researchers at SDSU, one meteorologist from local TV station, and one geographer from USGS-EROS (United States Geological Survey: Earth Resources Observation and Science Center) were engaged in workshop activities and many of these interactions have already resulted into faculty-teacher collaboration and networking. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? The participant teachers had face-to-face interactions with 25 research scientists from SDSU and outside. This interactions advanced their knowledge on the topics of climate variability. Participants received content assistance for the challenging topics: the mentoring was framed within NGSS dimensions. Grants covered expenses related to teaching materials needed for teachers to implement the lessons for the first time. Grant provided $300 stipend, and covered their travel, meal and housing during the workshop. iLEARN leadership team islending portable instruments/textbooks/teaching materials available for teachers to use. How have the results been disseminated to communities of interest? iLERAN workshop was promoted through the university media outlets. University webpage (https://www.sdstate.edu/biology-and-microbiology/usda-ilearn) and Open Prairie website (https://openprairie.sdstate.edu/usda-ilearn/) are being used to dessiminateworkshop lesson modules. Two abstracts have been submitted for the Annual Conference of South Dakota Science Teachers Association. Madhav Nepal, Larry Browning, Matt Miller, Laura Edwards, and Troy white. Professional Development workshop for Science and Ag Ed Teachers. 26th Annual Conference of SD Science Teachers Association. Feb. 8-10, 2018 Huron SD. Matt Miller Larry Browning, Madhav Nepal, Laura Edwards and Troy white. Teaching Resources from i-LEARN 2017. 26th Annual Conference of SD Science Teachers Association. Feb. 8-10, 2018 Huron SD. Manuscript on Teachers' perception on using online resources is under preparation. Manuscript on Science and AgEd Teachers Engagement during ILEARN Workshop is under preparation to be submitted to a peer review journal of STEM outreach. Teachers have been actively using the USDA ilEARN Facebook site (closed group of teachers and mentor scientists only) to share their lessons and successes. What do you plan to do during the next reporting period to accomplish the goals?Objective #1. Identify teachers' content and pedagogical challenges for teaching climate change. Although our survey last year focused on ilEARN participants only, we plan to survey all teachers in the state for the next workshop. Objective #2. Provide immersive collaborative opportunities for teachers to work with scientists to develop instructional modules mirroring current practices. Evaluate the teachers' needs and incorporate activities in the workshop to address the needs for next workshop; continue from the first year. Objective #3. Create activities based on teachers' content challenges in teaching climate change in the context of agricultural sciences aligning with the NGSS. We will help create the lessons based on the teachers' need. Objective #4. Assess the teachers' implementation of the workshop outcomes into their classrooms. Continue collecting evidences of teachers' implementation of the lessons in their classrooms.
Impacts
What was accomplished under these goals?
Objective #1. Identify teachers' content and pedagogical challenges for teaching climate change(~50% accomplished) We conducted an electronic survey on teachers'perceptions about the quality and use of online data related to climate scienceto all the science and agriculture teachers (total 391) with publicly available email addresses. Among them, 102 teachers (26%) responded to the survey. We also conducted a survey among the2017 ilEARN workshop participant teachers (15 total). All partcipants responded to our survey and they were consistent in their response that teaching global climate change isthe most challenging topicto teach, by content as well as by pedagogy. Our teamis planningto administer a statewide survey (currently being designed) to all SD secondary science and AgEd teachers about their content and pedagogical needs regarding climate science instructions. Objective #2. Provide immersive collaborative opportunities for teachers to work with scientists to develop instructional modules mirroring current practices(~50% accomplished) We organized 2017 ilEARN workshop May 25-27, 2017. PD and Co-PD contributed as proposed in the original proposalfor organizing the workshop and providing mentorship to 15 participant teachers. One of the four Co-PDs left SDSU, and his responsibilities were carried out by his replacement (also a current state climatologist) at SDSU. The workshop kicked off by a welcome speech by the Interim Dean of College of Agriculture and Biological Sciences at SDSU, and evening key notes included topics "Climate Variability/Change and Prairie Wetlands" and "Global warming". During the daytime, teachers were engaged in hands-on activities framed within teaching modules.Evening sessions included a keynote speech followed by a "scientist to teachers" speed dating model of interactions. Local university faculty researchers and experts exchanged their research experiences with the participant teachers. Twenty-three SDSU faculty researchers at SDSU (including state climatologist), one meteorologist from local TV station, and one geographer from USGS-EROS (United States Geological Survey: Earth Resources Observation and Science Center) participated in mentoring activities and/or evening discussion sessions. Many of these interactions resulted into faculty-teacher collaboration and networking. Teachers prepared their lesson modules (NGSS based) incorporating input from the faculty researchers or expert in the field. Four of the 15 ilEARN participants (from 2017 workshop) mingled with 14 pre-service teachers and all were certified for the ProjectWild workshop last September. Both pre-service and in-service teachers benefitted from each other sharing their experiences on content knowledge and pedagogical skills. Objective #3. Create activities based on teachers' content challenges in teaching climate change in the context of agricultural sciences aligning with the NGSS(~50% accomplished) Teachers took home workshop teaching modules for implementation in their classrooms. Measuring livestock carrying capacity in response to climate variability Tree coring and inferring climate variability Water sampling and nutrient analysis Soil Erosion demonstration Greenhouse effects demonstration and use of published meteorological data for teaching students Legume-Microbe interaction and nitrogen dynamics Objective #4. Assess the teachers' implementation of the workshop outcomes into their classrooms (~40% accomplished) Eight of the 15 teachers have submitted various forms of evidences of lesson implementations (lesson plan, photos and video clips and live presentations) in their classroom in the last three months after the summer workshop. We also sent survey to the participants'perception about the ilERAN workshop. All participants' responses were positive, appreciating the workshop impacts. Dataildata analysis is under progress.
Publications
- Type:
Websites
Status:
Published
Year Published:
2017
Citation:
https://www.sdstate.edu/biology-and-microbiology/usda-ilearn
- Type:
Websites
Status:
Published
Year Published:
2017
Citation:
https://openprairie.sdstate.edu/usda-ilearn/
- Type:
Conference Papers and Presentations
Status:
Submitted
Year Published:
2018
Citation:
Madhav Nepal, Larry Browning, Matt Miller, Laura Edwards, and Troy white. Professional Development workshop for Science and Ag Ed Teachers. 26th Annual Conference of SD Science Teachers Association. Feb. 8-10, 2018 Huron SD.
- Type:
Conference Papers and Presentations
Status:
Submitted
Year Published:
2018
Citation:
Matt Miller Larry Browning, Madhav Nepal, Laura Edwards and Troy white. Teaching Resources from i-LEARN 2017. 26th Annual Conference of SD Science Teachers Association. Feb. 8-10, 2018 Huron SD.
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