Eastern Shore Partnership for Real-world Information Technology in Science (ESPRIT Science)

Eastern Shore Eastern Shore Partnership for Real-Partnership for Real-

world Information world Information Technology in ScienceTechnology in Science

(ESPRIT Science)(ESPRIT Science)

Encouraging the spirit of Encouraging the spirit of science inquiry on the Eastern science inquiry on the Eastern

ShoreShore

ESPRIT ScienceESPRIT Science

SU PersonnelSU Personnel– Ed Robeck, Co-PI/Project DirectorEd Robeck, Co-PI/Project Director– Mara Chen, Co-PI/Project DirectorMara Chen, Co-PI/Project Director– Jing (Jim) Quan, Co-PI/Project DirectorJing (Jim) Quan, Co-PI/Project Director– Andrew Sharma, VideographyAndrew Sharma, Videography– Betty Lou Smith, Project EvaluationBetty Lou Smith, Project Evaluation

Community PartnersCommunity Partners– MD Coastal BaysMD Coastal Bays– Perdue Farms Inc.Perdue Farms Inc.

ESPRIT Science GoalsESPRIT Science Goals

Goal Statement 1: Goal Statement 1:

Enhance student achievement Enhance student achievement through increased engagement in through increased engagement in science-related problem solving using science-related problem solving using real-world case studies and real-world case studies and information technology as measured information technology as measured by classroom assessments and by classroom assessments and relevant system and state-level relevant system and state-level assessments.assessments.

ESPRIT Science GoalsESPRIT Science Goals

Goal 2 Statement: Goal 2 Statement: Continue to enrich partnerships that Continue to enrich partnerships that support CBL curriculum innovations, support CBL curriculum innovations, making information and expertise making information and expertise available to teachers and for available to teachers and for instructional materials development. instructional materials development. These partnerships will be among the These partnerships will be among the current partners and others. Teachers current partners and others. Teachers will be made aware of a range of will be made aware of a range of online resources that can be used to online resources that can be used to design and develop case studiesdesign and develop case studies..

ESPRIT Science GoalsESPRIT Science Goals

Goal 3 Statement: Goal 3 Statement:

Increase student awareness of the Increase student awareness of the potential uses of information potential uses of information technology in STEM-related careers technology in STEM-related careers and community-based initiatives.and community-based initiatives.

ESPRIT Science TimelineESPRIT Science Timeline 2008, Feb. 2008, Feb. June: Recruitment Phase June: Recruitment Phase 2008, June: Pre-Institute Case Study Drafting2008, June: Pre-Institute Case Study Drafting 2008, June 28: Project Orientation Meeting 2008, June 28: Project Orientation Meeting (2.5)(2.5) 2008, July 28-August 1: One-week Summer Science Institute 2008, July 28-August 1: One-week Summer Science Institute

(35)(35) 2008, Aug. 2008, Aug. Nov: Classroom Implementation and Support Nov: Classroom Implementation and Support

MeetingsMeetings– Support Meetings (3 x 2.5 hrs)Support Meetings (3 x 2.5 hrs)– In-school contact/support/ including observation/debriefIn-school contact/support/ including observation/debrief

2009, Jan. 2009, Jan. May May:: Classroom Implementation and Support Classroom Implementation and Support MeetingsMeetings– Support Meetings (4 x 2.5 hrs)Support Meetings (4 x 2.5 hrs)– In-school contact/support/ including observation/debriefIn-school contact/support/ including observation/debrief

2009, June: 2009, June: Summer Sustainability Institute & Mentor Training Summer Sustainability Institute & Mentor Training (35)(35)– Address issues of sustainability, additional development, and Address issues of sustainability, additional development, and

mentoring colleagues toward use of case-based learningmentoring colleagues toward use of case-based learning 2009, July: Evaluation Completed and Final Report submitted2009, July: Evaluation Completed and Final Report submitted

Total Contact Hrs.95 (minimum)Total Contact Hrs.95 (minimum)

Goals for the Summer Goals for the Summer InstituteInstitute

Get acquainted with each other so as to establish a Get acquainted with each other so as to establish a supportive network.supportive network.

Begin sharing resources, ideas, expertise and Begin sharing resources, ideas, expertise and information that can support the goals of the project.information that can support the goals of the project.

Learn/Review/Refresh basic IT techniques and Learn/Review/Refresh basic IT techniques and applications such as Excel, Access and GIS.applications such as Excel, Access and GIS.

Develop two partner-based case studies for Develop two partner-based case studies for classroom use; Bishopville Prong and Chicken classroom use; Bishopville Prong and Chicken Processing.Processing.

Assess the potential of additional case studies from Assess the potential of additional case studies from third parties for use in our teaching.third parties for use in our teaching.

Initiate the development of additional case studies Initiate the development of additional case studies based on local events and situations.based on local events and situations.

Summer InstituteSummer Institute

MondayMonday – Initiate project and reviews of case studies; – Initiate project and reviews of case studies; introduce GISintroduce GIS

TuesdayTuesday – Bishopville Prong field trip and water – Bishopville Prong field trip and water testingtesting

WednesdayWednesday – Introduction to Web 2.0 tools and basic – Introduction to Web 2.0 tools and basic IT procedures and applicationsIT procedures and applications

ThursdayThursday – Perdue Farms Field trip and other sites – Perdue Farms Field trip and other sites TBDTBD

FridayFriday – Share our ideas for case studies with our – Share our ideas for case studies with our students; determine next stepsstudents; determine next steps

ESPRIT ScienceESPRIT ScienceWe will be working on case studies from several sources:We will be working on case studies from several sources:

Two local case studies as a group, but with each of us taking Two local case studies as a group, but with each of us taking it in our own direction, with support from a partner:it in our own direction, with support from a partner:– Bishopville Prong Bishopville Prong

MD Coastal Bays ProgramMD Coastal Bays Program– Chicken ProcessingChicken Processing

Perdue Farms, Inc.Perdue Farms, Inc.

For these case studies we’ll have video support, as well as For these case studies we’ll have video support, as well as specific expert support available to us.specific expert support available to us.

Adapting case studies from third party sources.Adapting case studies from third party sources.

Generating ideas for additional case studies based on Generating ideas for additional case studies based on events/situations that we know about. These can be the events/situations that we know about. These can be the basis of new partnerships and/or resources that we can try to basis of new partnerships and/or resources that we can try to develop.develop.

Bishopville CaseBishopville Case

The original idea:The original idea:‘‘The case study will use the data obtained at two The case study will use the data obtained at two sites: the Bishopville Prong and Public Landing. sites: the Bishopville Prong and Public Landing. Bishopville Prong is located in the largest freshwater Bishopville Prong is located in the largest freshwater watershed, St. Martins River, in the Coastal Bays watershed, St. Martins River, in the Coastal Bays (Jesien, R., 2006). Public Landing site is located in (Jesien, R., 2006). Public Landing site is located in more open water with less influence of direct land more open water with less influence of direct land use activities. In addition, the ongoing Upper St use activities. In addition, the ongoing Upper St Martins River Watershed Restoration Project, a Martins River Watershed Restoration Project, a cooperative restoration effort by Maryland Coastal cooperative restoration effort by Maryland Coastal Bays, Maryland Department of Natural Resources, US Bays, Maryland Department of Natural Resources, US Arm Corps of Engineering, State Highway Arm Corps of Engineering, State Highway Administration, and Worcester County) highlights the Administration, and Worcester County) highlights the importance of the study area.” importance of the study area.”

Chicken Processing Case Chicken Processing Case StudyStudy

The original idea:The original idea:““Anyone who has accidentally left food out of the Anyone who has accidentally left food out of the refrigerator realizes that keeping food cool helps refrigerator realizes that keeping food cool helps to slow the growth of harmful bacteria. Many to slow the growth of harmful bacteria. Many foods-- including meats, vegetables, dairy foods-- including meats, vegetables, dairy products and others—provide good environments products and others—provide good environments for bacteria, which will cause them to spoil if the for bacteria, which will cause them to spoil if the foods are not kept cold. Once refrigerated or foods are not kept cold. Once refrigerated or frozen food gets to the grocery store, it is pretty frozen food gets to the grocery store, it is pretty straightforward to keep it at the right temperature straightforward to keep it at the right temperature until it is sold, and then stored in the home until it is sold, and then stored in the home refrigerator or freezer before use. What about refrigerator or freezer before use. What about before the food items get to the grocery store?”before the food items get to the grocery store?”

Case StudiesCase StudiesThere is a great deal of support for case-based teaching. One There is a great deal of support for case-based teaching. One of the most recent rationales is expressed in a report released of the most recent rationales is expressed in a report released this summer:this summer:

From: From: “The Critical Middle: A Reason for Hope”“The Critical Middle: A Reason for Hope”Maryland Middle School Steering Committee, June 2008Maryland Middle School Steering Committee, June 2008

Recommendation 3: Integrated STEM InstructionRecommendation 3: Integrated STEM InstructionProvide students integrated math, science, and Provide students integrated math, science, and technology instruction with a focus on problem-solving technology instruction with a focus on problem-solving and real-world application.and real-world application.

– Provide cross-disciplinary experiences in the STEM subjects.Provide cross-disciplinary experiences in the STEM subjects.– Encourage and support partnerships with businesses to allow Encourage and support partnerships with businesses to allow

students to apply their learning and interact with scientists, students to apply their learning and interact with scientists, engineers, and information technology experts, among others.engineers, and information technology experts, among others.

Case StudiesCase Studies Something like this…Something like this…

Annenburg CPB: Case Studies in Science EducationAnnenburg CPB: Case Studies in Science Education15. Dotty—Grade 7 15. Dotty—Grade 7 Dotty, a veteran seventh-grade teacher, is incorporating Dotty, a veteran seventh-grade teacher, is incorporating the use of technology in a science-technology-society the use of technology in a science-technology-society approach to teaching. approach to teaching.

What benefits do the teachers discuss?What benefits do the teachers discuss?What concerns to the teachers discuss?What concerns to the teachers discuss?What advantages will we have today?What advantages will we have today?What will we need to do for this to work?What will we need to do for this to work?How is what Dotty describes like and/or unlikeHow is what Dotty describes like and/or unlike

Case StudiesCase Studies Deducing the attributesDeducing the attributes

On each of the next three slides you will see the On each of the next three slides you will see the title and teaching notes links for a science case title and teaching notes links for a science case study. study.

Skim each case study. As you do, consider…Skim each case study. As you do, consider…

What are the parts of a case study?What are the parts of a case study?What do you think makes one better than another What do you think makes one better than another (think in terms of your students)?(think in terms of your students)?What changes would be needed in order to develop What changes would be needed in order to develop each of these into a case study that will work for each of these into a case study that will work for your students?your students?

Case StudiesCase Studies

Deducing the attributesDeducing the attributes

Gas Cylinders and Safety: A Case StuGas Cylinders and Safety: A Case Study in Chemistrydy in Chemistry Melinda Box, Wake Technical Community CollegeMelinda Box, Wake Technical Community College Teaching Notes for “Gas Cylinders anTeaching Notes for “Gas Cylinders and Safety”d Safety”

Case StudiesCase Studies

Deducing the attributesDeducing the attributes

As Light Meets Matter—Art Under ScrAs Light Meets Matter—Art Under Scrutinyutiny Eleonora Del Federico, Pratt Institute, Steven Diver, Eleonora Del Federico, Pratt Institute, Steven Diver, University at Buffalo, Monika Konaklieva, American University at Buffalo, Monika Konaklieva, American

University, and Richard Ludescher, Rutgers UniversityUniversity, and Richard Ludescher, Rutgers University Teaching Notes for “As Light Meets Teaching Notes for “As Light Meets Matter” Matter”

Case StudiesCase Studies

Deducing the attributesDeducing the attributes

The Petition: A Global Warming The Petition: A Global Warming Case StudyCase Study Bruce Allen and Clyde F. Herreid, University at BuffaloBruce Allen and Clyde F. Herreid, University at Buffalo Teaching Notes for “The Petition” Teaching Notes for “The Petition”

Case StudiesCase Studies

Case Study CollectionCase Study CollectionNational Center for Case Studies in National Center for Case Studies in Science TeachingScience Teachinghttp://http://ublib.buffalo.edu/libraries/projects/cases/case.htmlublib.buffalo.edu/libraries/projects/cases/case.html

Guidance for developing the Case StudyGuidance for developing the Case Studyhttp://tlt.its.psu.edu/suggestions/cases/write.htmlhttp://tlt.its.psu.edu/suggestions/cases/write.html

More detail on developing Case StudiesMore detail on developing Case Studieshttp://www.actionbioscience.org/education/herreid.htmlhttp://www.actionbioscience.org/education/herreid.html

Try one…Try one… Sketch an outline for a case study on Sketch an outline for a case study on

nuclear power in Turkey.nuclear power in Turkey.

An article that you can use to get started An article that you can use to get started can found at:can found at:http://www.spiegel.de/international/http://www.spiegel.de/international/world/0,1518,565413,00.htmlworld/0,1518,565413,00.html

What other resources would be helpful?What other resources would be helpful? In what ways would this be workable for In what ways would this be workable for

your students? In what ways would this your students? In what ways would this not be workable for your students?not be workable for your students?

ESPRIT ScienceESPRIT Science

We will be working on case studies from several We will be working on case studies from several sources:sources:

Two local case studies as a group, but with each Two local case studies as a group, but with each of us taking it in our own direction:of us taking it in our own direction:– Bishopville Prong Bishopville Prong

MD Coastal Bays ProgramMD Coastal Bays Program– Chicken ProcessingChicken Processing

Perdue Farms, Inc.Perdue Farms, Inc.

Adapting case studies from third party sources.Adapting case studies from third party sources.

Generating ideas for additional case studies Generating ideas for additional case studies based on events/situations that we know about.based on events/situations that we know about.

This afternoonThis afternoon

Third-Party SourcesThird-Party Sources Begin skimming through case studies in the Begin skimming through case studies in the

collection of the National Center for Case Study collection of the National Center for Case Study Teaching in ScienceTeaching in Sciencehttp://ublib.buffalo.edu/libraries/projects/cases/case.html

Select several (3-4) that you think could work for Select several (3-4) that you think could work for your students (with informal attention to the MD VSC)your students (with informal attention to the MD VSC)

Make a list of those and jot some notes (to be shared) Make a list of those and jot some notes (to be shared) as to what might be done to make them workable for as to what might be done to make them workable for your setting.your setting.

There may be some additional ideas (although not There may be some additional ideas (although not formatted the same way and some with broken links) formatted the same way and some with broken links) at: at: http://ublib.buffalo.edu/libraries/projects/cases/webcase.htmhttp://ublib.buffalo.edu/libraries/projects/cases/webcase.htm

This afternoonThis afternoon

Generate ideas related to local Generate ideas related to local events/situationsevents/situations

Some inspiration may come from topics Some inspiration may come from topics found at:found at:

http://ublib.buffalo.edu/libraries/projects/http://ublib.buffalo.edu/libraries/projects/cases/ideas.htmcases/ideas.htm

Check your local newspaper website, too.Check your local newspaper website, too.What resources would you need to develop What resources would you need to develop these as case studies?these as case studies?

Introduction to GISIntroduction to GIS

Geographic Information SystemGeographic Information System““A GIS is a computer system capable of A GIS is a computer system capable of capturing, storing, analyzing, and displaying capturing, storing, analyzing, and displaying geographically referenced information; that is, geographically referenced information; that is, data identified according to location. Practitioners data identified according to location. Practitioners also define a GIS as including the procedures, also define a GIS as including the procedures, operating personnel, and spatial data that go into operating personnel, and spatial data that go into the system.”the system.”

From: “What is GIS?”, USGSFrom: “What is GIS?”, USGS

http://erg.usgs.gov/isb/pubs/gis_poster/#whathttp://erg.usgs.gov/isb/pubs/gis_poster/#what

Tomorrow—Field TripTomorrow—Field Trip Meet at SU at 8:30 in parking lot east of Henson Meet at SU at 8:30 in parking lot east of Henson

Science and will leave at 8:45 for BishopvilleScience and will leave at 8:45 for Bishopville If it makes more sense, you can meet us there.If it makes more sense, you can meet us there. We plan to be back to SU around 11:30We plan to be back to SU around 11:30 Ed’s cell number is 443-859-2066Ed’s cell number is 443-859-2066 Dress for being outside (rain or shine) and for Dress for being outside (rain or shine) and for

walking around (e.g., sturdy shoes)walking around (e.g., sturdy shoes) We do plan on taking water samples (you may We do plan on taking water samples (you may

want extra shoes)want extra shoes) We do plan on videotaping our activities thereWe do plan on videotaping our activities there