NOAA Office of Ocean Exploration and Research Okeanos ... 2015... · After using OE materials, resources, and tools, PDO participants report student excitement about and interest

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NOAAOfficeofOceanExplorationandResearch

OkeanosExplorerEducationMaterialsCollection,V1&2,WhyDoWeExplore?andHowDoWeExplore?OnsiteEducatorProfessionalDevelopment2015-2016PDOPre/PostAssessmentAnalysis

Submittedby:

ElizabethDay-Miller,Ph.D.,BridgeWaterEducationConsulting,LLC

June30,2017

Forinquiriesabouttheanalysesandtheirinterpretationprovidedinthisreportpleasecontact:ElizabethA.Day-Miller

BridgeWaterEducationConsulting,LLC(540)421-1151

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TableofContentsI.KeyFindings. . . . . . . . . . . . 3 II.DetailedResults . . . . . . . . . . . 5

A. WhyDoWeExplore?ProfessionalDevelopmentPre-andPost-SurveyAnalysis . . . . . . . . 5i. Pre-AssessmentOnly . . . . . . . . 5ii. Post-AssessmentOnly . . . . . . . . 12iii. Pre-/Post-AssessmentComparisons . . . . . . 16iv. WDWESummary . . . . . . . . . 19

B. HowDoWeExplore?ProfessionalDevelopmentPre-andPost-SurveyAnalysis . . . . . . . . 20i. Pre-AssessmentOnly . . . . . . . . 20ii. Post-AssessmentOnly . . . . . . . . 27iii. Pre-/Post-AssessmentComparisons . . . . . . 31iv. HDWESummary . . . . . . . . . 35

C. WDWEandHDWEAssessmentComparisons . . . . . . 35D. FacilitatorSummaryForms . . . . . . . . 35

i. WDWESummaryForms . . . . . . . . 36ii. HDWESummaryForms . . . . . . . . 42iii. WDWE/HDWESummaryFormComparisons . . . . . 50

III.HowWellOEREducationisMeetingEstablishedPerformanceMeasures . . . 51A. PerformanceMeasuresSummary . . . . . . . 60

IV.StatusofShort-TermandIntermediateOutcomes . . . . . . 61V.ObservationsandRecommendations . . . . . . . . 63AppendixA:NOAAOfficeofOceanExplorationandResearch,WhyDoWe

Explore?ProfessionalDevelopment2014-2015Pre-Survey . . . 64AppendixB:NOAAOfficeofOceanExplorationandResearch,WhyDoWe

Explore?ProfessionalDevelopment2014-2015Post-Survey . . . 66AppendixC:NOAAOfficeofOceanExplorationandResearch,HowDoWe

Explore?ProfessionalDevelopment2014-2015Pre-Survey . . . 68AppendixD:NOAAOfficeofOceanExplorationandResearch,HowDoWe

Explore?ProfessionalDevelopment2014-2015Post-Survey . . . 71AppendixE:WorkshopSummaryForm–WDWE . . . . . . . 74AppendixF:WorkshopSummaryForm–HDWE . . . . . . . 75

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I. KeyFindings

1. Overall,OERWDWEandHDWEPDOsweresuccessfulataccomplishingthegoalandobjectivesofthePDOs.

2. MostWDWE(85.6%)participantshadNOTattendedpreviousOfficeofOceanExplorationandResearchPDOswhilemostHDWE(72.4%)participantshadattendedpreviousPDOs.Additionally,PDOparticipantswhoattendedapastPDOhadattendedacrosssectionofallPDOs.

3. MostPDOparticipantswereexperienced(WDWE-11.6;HDWE-12.4years)K-12teachers(WDWE=82.9%;HDWE=78.5%)ofstudentsfromawiderangeofbackgroundsandschoolcircumstances.

4. MostPDOparticipantstaughtscienceyetmanyparticipantstaughtavarietyofsubjectstoK-12andcollegestudents.ParticipantsinWDWEandHDWEPDOsmostcommonlytaughtgrades6-8and9-12,butatleast17.5%ofparticipantsineachPDOtaughtK-5students.SincerecruitmenteffortsOERWDWEandHDWEPDOsfocusongrade6andabove,thislevelofparticipationbyK-5teacherswashigherthanexpected.

5. MostPDOparticipantscamefromthecoastalorGreatLakesstateswhereworkshopswereoffered.

6. TheoverallexperienceforparticipantsineitherPDOwasverypositive.• Atleast98%ofparticipantsstatedthattheWDWEandHDWEPDOfurtheredtheirPDgoals.• ThePDOstaughtthemcontentandaboutresourcesandlessonstheycanuse.• Atleast76.2%ofrespondentsplantointegratePDOmaterialsintotheirinstruction.Additionally,between

46%and88%intendtouselessonsfromWDWEand/orHDWE,thewebsite,theOceanAGEpage,andtheOkeanosExplorerorDigitalAtlas.

• Atleast99.1%ofPDOparticipantsstatedthattheWDWEandHDWEPDOswouldenablethemtoenhancetheirstudents’learning.

• Atleast98.3%ofPDOparticipantssaidtheywouldparticipateinanotherPDOconductedbyOceanExplorationinthefuture.

7. During2015-2016,themeannumberofstudentseachteacherexpectedtoreachwithWDWEmaterialswasa

97;119studentwithHDWEmaterials(meanforbothis107).Duringthe2011-2012WDWEPDOseachteacherexpectedtoreach103students;duringthe2012-2013HDWEPDOseachteacherexpectedtoreach121andduring2013-2015themeanwas122students.Thevariabilityofthisdataislikelyduetothehighlyvariableestimatesprovidedbyteachers.

8. OnallWDWEandHDWEitemswherepre/postcomparisonsweremade,thepostmeanwassignificantlygreater

thanthepremean.OnmostitemscommontoboththeWDWEandHDWEassessments,thepre-meansfromHDWEweregreaterthanthepre-meansfromtheWDWEPDO.

9. ThePDO’swereimplementedasplannedmost(96.4%)ofthetime.

10. ParticipantsreflectedfrequentlyonimportantaspectsofthePDOandlessons.

11. Facilitatorresponsesregardingparticipantreflectionsindicatethatfrequentdiscussionoflessonutilityinthe

participantsinstitutionsoccurred.ParticipantsreflectedonhowaspectsofthePDOandactivitiescouldbeadaptedforusewiththeirstudents,wouldintroducestudentstoscientistsandexplorationrelatedcareers,and

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werecorrelatedtolocalandnationalstandards.ParticipantsalsoreflectedonthevalueoftheOLEP&FCsandhowtheyweremotivatedtoincreasetheamountofoceansciencetheytaughttotheirstudents.

12. The2015-2016WDWEandHDWEPDOswereverysuccessfulataccomplishingtheperformancemeasures

identifiedforeachoftheobjectives.ApplicablePerformanceMeasuresforeachObjectiveweresupportedwithatleastonedatasourceindicatingthatallsixofOERsobjectiveswereadequatelymet.

13. All(100.0%)ofthe12short-termoutcomes(knowledge,attitudes,aspirations,andskills)wereaccomplishedandnine(90.0%)ofthe10intermediate(practice)outcomeswereaccomplished.OneoutcomewasnotaccomplishedbecausethetimingbetweensubsequentPDOsdoesnotallowenoughtimeforparticipantstoincorporateacomponentofapreviousPDOintotheirinstructionandgaugestudents’responsesandreactionstotheOERmaterial.Assuch,thisoutcomeisnotmeasuredaspartofthePDOsevaluatedhere.

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II. DetailedResults

Thefollowingsectionsdescribeandprovideanalysisofdatafromsixinstruments:theNOAAOfficeofOceanExplorationandResearch:WhyDoWeExplore?ProfessionalDevelopmentPre-(AppendixA)andPost-Surveys(AppendixB),theNOAAOfficeofOceanExplorationandResearch:HowDoWeExplore?ProfessionalDevelopmentPre-(AppendixC)andPost-Surveys(AppendixD;allcompletedbyPDOparticipants),andWorkshopSummaryForms(WDWE,AppendixEandHDWE,AppendixF;completedbyworkshopfacilitators).A. WhyDoWeExplore?ProfessionalDevelopmentPre-andPost-Surveys

i. PreAssessmentOnly;N=356(notallrespondentscompletedeveryitemonthesurvey).• Numberofresponses:354• Pastparticipationinin-personPDOs:85.6%(303of354)ofparticipantshadnotattendedanypastin-personPDOs

whileonly14.4%(51of354)had.

• Participantsindicatedwhichin-personPDOtheyattended.Belowaretheresponsesfromthe51participantswho

providedthisinformation.o 19.6%(10of51)previouslyattendedaLOSTOEIntroductoryPDO;2.8%ofallWDWEparticipants.o 7.8%(4of51)previouslyattendedaLOSTOEFollow-upPDO;1.1%ofallWDWEparticipants.o 0.0%(0of51)previouslyattendedaWhyDoWeExplorePDO;0.0%ofallWDWEparticipants.o 72.5%(37of51)previouslyattendedaHowDoWeExplorePDO;10.4%ofallWDWEparticipants.

No:85.60%(n=303)

Yes:14.40%(n=51)

AttendedPastIn-PersonProfessionalDevelopment

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Themostfrequentlyattendedpastin-personPDOswereHDWEPDOs.

• Pastparticipationinon-linePDOs:1.7%(6of354)participatedinpaston-linePDOswhile98.3%(348of354)didnot.

LOSTOEIntroductory:19.6%(n=10)

LOSTOEFollow-up:

7.8%(n=4)

WhyDoWeExplore:0.0%(n=0)

HowDoWeExplore:72.5%(n=37)

IfYes,WhichOne?

No:98.3%(n=348)

Yes:1.7%(n=6)

ParticipatedinOn-LineProfessionalDevelopment

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• Mostparticipantsdidnotparticipateinapaston-linePDO.Belowaretheresponsesfromthe6participantswhodidparticipateinapaston-linePDO.

o 66.7%(4of6)participatedinpaston-lineWDWEofferings;1.1%ofallWDWEparticipants.o 33.3%(2of6)participatedinpaston-lineHDWEofferings;0.6%ofallWDWEparticipants.o 0.0%(0of6)participatedinpaston-lineCEOofferings;0.0%ofallWDWEparticipants.o 33.3%(2of6)participatedinpaston-lineGOMofferings;0.6%ofallWDWEparticipants.o 0.0%(0of6)participatedinpaston-lineOceansforLifeofferings;0.0%ofallWDWEparticipants.o 0.0%(0of6)participatedinpaston-lineChallengerofferings;0.0%ofallWDWEparticipants.o 0.0%(0of6)participatedinpaston-lineOceanExploration:ThenandNowofferings;0.0%ofallWDWE

participants.o 0.0%(0of6)participatedinpaston-lineDeepSeaDiscoveriesofferings;0.0%ofallWDWEparticipants.o 66.7%(4of6)participatedinpaston-lineClassroomExplorationsforOceans;1.1%ofallWDWE

participants.

Themostfrequentlyattendedpaston-linePDOswereWDWEandClassroomExplorationsforOceansPDOs.

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

IfYes,WhichOnes?

ClassroomExplorationsforOceans:66.7%(n=4)DeepSeaDiscoveries:0.0%(n=0)OceanExploration:ThenandNow:0.0%(n=0)Challenger:0.0%(n=0)

OceansforLife:0.0%(n=0)GOM:33.3%(n=2)

CEO:0.0%(n=0)

HDWE:33.3%(n=2)

WDWE:66.7%(n=4)

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• CurrentPosition:82.9%(282of340)ofparticipantswereK-12teachers;8.8%(30of340)wereinformaleducators;

2.1%(7of340)werepre-serviceteachers;2.4%(8of340)wereadministrators;and3.8%(13of340)identifiedthemselvesas“other”.

Byfar,mostparticipantswereK-12teachers.

K-12Teachers:82.9%(n=282)

InformalEducators:8.8%(n=30)

Pre-serviceTeachers:2.1%

(n=8)

Administrators:2.4%(n=8)

Other:3.8%(n=13)

CurrentPosition

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• Subjectstaught:63.9%(216of338)ofparticipantstaughtscience;5.0%(17of338)ofparticipantstaughtmath;

23.7%(80of338)taughtmathandscience;3.8%(13of338)ofparticipantstaughtEnglish/languagearts/reading;3.3%(11of338)ofparticipantstaughtsocialstudiesand/orhistory;1.5%(5of338)ofparticipantstaughtSTEM/STEAM;2.1%(7of338)ofparticipantstaughtallsubjects;and10.1%(34of338)taughtothersubjects.

NearlyallPDOparticipantstaughtatleastsomescienceandmanyparticipantstaughtmultiplesubjects.

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

SubjectsTaughtOtherSubjects:10.1%(n=34)

AllSubjects:2.1%(n=7)

STEM/STEAM:1.5%(n=5)

SocialStudies/History:3.3%(n=11)

English/LanguageArts/Reading:3.8%(n=13)MathandScience:23.7%(n=80)

Science:63.9%(n=216)

Math:5.0%(n=17)

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• Gradelevel:17.7%(60of339)taughtattheK-5level;39.5%(134of339)taughtatthe6-8level;27.1%(92of339)taughtatthe9-12level;6.8%(23of339)taughtattheK-5and6-8levels;3.5%(12of339)taughtatthe6-8and9-12levels;5.0%(17of339)taughtattheK-5,6-8,and9-12levels;2.4%(8of339)taughtatcollegelevel;and17.1%(58of339)ofrespondentstaughtatmorethanonelevel.

Teachersofgrades6-8and9-12mostcommonlyattendedWDWEPDOs.ThisresultisnotsurprisingsincetheWDWEPDOsaredesignedforteachersofstudentsinthesegrades.However,almost18.0%ofparticipantstaughtK-5students.ThisresultissurprisingsinceWDWEPDOsarenotdesignedoradvertisedforK-5teachers.

• Yearsteaching:The335participantsintheWDWEPDOshavebeenteachingforameannumberof11.6yearswithastandarddeviationof9.81,amedianof8years,amodeof10,andarangeof0-44years.

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00%

GradeLevelTaughtMorethanone:17.1%(n=58)

College:2.4%(n=8)

K-12,6-8&9-12:5.0%(n=17)

6-8&9-12:3.5%(n=12)

K-5&6-8:6.8%(n=23)

9-12:27.1%(n=92)

6-8:39.5%(n=134)

K-5:17.7%(n=60)

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• Statewhereteaching:TheteachersattendingWDWEPDOsrepresented21states.Ofthe346participantswho

respondedtothisitem,96(27.7%)werefromTexas,33(9.5%)werefromCalifornia,25(7.2%)werefromFlorida,24(6.9%)werefromNorthCarolina,21(6.1%)werefromSouthCarolina,21(6.1%)werefromAlabama,19(5.5%)werefromLouisiana,18(5.2%)werefromOregon,and17(4.9%)werefromIllinois.Theremaining72(20.8%)participantsrepresentedtheremaining12(57.1%)states.

Participantsintheworkshopsmostfrequentlycamefromcoastalstateswhereworkshopswereoffered.Additionally,18(85.7%)oftherepresentedstateswereCoastal,one(4.8%)wasaGreatLakesstate,andtwo(9.5%)wereinteriorstates.

Texas:27.7%(n=96)

California:9.5%(n=33)

Florida:7.2%(n=25)

NorthCarolina:6.9%(n=24)

SouthCarolina:6.1%(n=21)

Alabama:6.1%(n=21)

Louisiana:5.5%(n=19)

Illinois:4.9%(n=17)

Remaining12States:20.8%(n=72)

StateRepresented

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• Ethnicity:Ofthe338participantswhoresponded,76.3%(258)identifiedthemselvesaswhite/non-Hispanic;3.8%

(13)identifiedthemselvesasAsianorPacificIslander;6.8%(23)identifiedthemselvesasBlack,non-Hispanic;7.7%(26)identifiedthemselvesasHispanic;0.9%(3)identifiedthemselvesasAmericanIndianorAlaskanNative;1.8%(6)identifiedthemselvesas“mixed”;and2.7%(9)identifiedthemselvesas“other”.

ThegreatmajorityofPDOparticipantswerewhite/non-Hispanicwithotherethnicities(combined)representinglessthan20.0%ofparticipants.

White/Non-Hispanic:76.3%(n=258)

Asian/PacificIslander:3.8%

(n=13)

Black/Non-Hispanic:6.8%(n=23)

Hispanic:7.7%(n=26)

AmericanIndian/Alaskan

Native:0.9%(n=3)

Mixed:1.8%(n=6) Other:2.7%(n=9)

Ethnicity

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• StudentCharacteristics(Mean%):Forthisitem,participantsprovidedthepercentoftheirstudentsineachofthe

followingcategories.Below,mean%sforeachofthesecategoriesarepresented.Duetothevariabilityofindividualresponses,%sdonotaddupto100%.

o AmericanIndianorAlaskaNative(n=5):1.9%o AsianorPacificIslander(n=12):4.5%o Black,non-Hispanic(n=61):21.6%o White,non-Hispanic(n=118):42.4%o Hispanic(n=85):31.0%o Other(n=4):1.4%o Receivefreeorreducedlunch(n=174):65.0%

Participantsindicatedthatmorethan50%oftheirstudentsreceivefreeorreducedlunch.Lessthan50%ofparticipant’sstudentswereidentifiedforeachoftheothercategories.

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

StudentCharacteristics

Receivefreeorreducedlunch:65.0%(n=174)

Other:1.4%(n=4)

Hispanic:31.0%(n=85)

White/non-Hispanic:42.4%(n=118)

Black/non-Hispanic):21.6%(n=61)

Asian/PacificIslander(n=12):4.5%

AmericanIndian/AlaskaNative:1.9%(n=5)

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ii. PostAssessmentOnly

• Numberofresponses:353responses(notallrespondentscompletedeveryitemonthesurvey).

• PlanstointegrateWDWEmaterials:Ofthe353responsestothisitem,269participants(76.2%)plantointegratematerialreceivedduringtheworkshop,80(22.7%)wanttolearnmorebeforetheyintegratematerial,2(0.6%)donotplantointegratematerials,and24(6.8%)arenotsure.Someparticipantsselectedmorethanoneresponse.

AlargemajorityofparticipantsplantointegratematerialsfromthePDOintotheirinstructionwhileonly7.4%wereunsureordonotplantointegratematerialsfromthePDOintotheirinstruction.

PlantoIntegrate:76.2%(n=269)

WanttoLearnMore:22.7%(n=80)

DoNotPlantoIntegrate:0.6%(n=2)

NotSure:6.8%(n=24)

PlanstoIntegrateMaterials

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• Intendtouse:Ofthe352participantswhorespondedtothisitem,297(84.4%)intendtouselessonsfromWDWE,274(77.8%)intendtousethewebsite,172(48.9%)intendtousetheOceanAGEpage,and163(46.3%)intendtousetheOkeanosExplorerorDigitalAtlas.Mostparticipantsselectedmorethanoneresponse.

• Numberofstudentsreachedwithmaterialsandwebresources:ThemeannumberofstudentseachteacherexpectedtoreachwithWDWEcontentandmaterialswas97(range=0-1000),n=319.

0.00% 20.00% 40.00% 60.00% 80.00% 100.00%

IntentiontoUse

OkeanosExplorerAtlas:46.3%(n=163)

OceanAgePage:48.9%(n=172)

Website:77.8%(n=274)

LessonsfromWDWE:84.4%(n=297)

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• Enhancedstudentlearning:99.1%(341of344)ofPDOparticipantsstatedthattheWDWEPDOenhancedtheirstudents’learning.

Yes:99.1%(n=341)

No:0.9%(n=3)

EnhancedStudentLearning

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• FurtheringPDgoals:98.0%(336of343)ofPDOparticipantsstatedthattheWDWEPDOfurtheredtheirownPD

goals.

• FuturePDOparticipation:98.3%(337of343)ofPDOparticipantsstatedthattheywouldparticipateinanother

PDOconductedbyOceanExploration.Theremaining1.3%(7of547)ofPDOparticipantsstatedthattheywouldnotormightnotparticipateinanotherPDOconductedbyOceanExploration.

Yes:98.0%(n=336)

No:2.0%(n=7)

FurtheringPDGoals

Yes:98.3%(n=337)

No:1.7%(n=6)

FuturePDOParticipation

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*Note:Fordetailedresponsesto“howPDenabledyoutoenhancestudentlearning”,“howPDfurtheredparticipantgoals’,“suggestedchanges/improvements”,and“additionalcomments”reviewtheoriginaldatafiles.iii. Pre-PostAssessmentComparisons

Thefollowingtableandchartpresenteachitemcommontoboththepreandpostassessments.Scorescouldrangefrom1-6with1beingStronglyDisagreeand6beingStronglyAgree.Means,standarddeviationsandnumberofrespondentsforeachitemarepresentedinthetable.Responsestoeachitemwerecomparedusingat-test(t-testcalculatorused:http://www.graphpad.com/quickcalcs/ttest1/?Format=SD).TheresultsofthatcomparisonareindicatedasY(therewasasignificantdifference)orN(therewasnotasignificantdifference).Thetablebelowshowsasignificantpretopostincreaseonallitemsatthep<0.0001level.ThemagnitudeofthisdifferenceisindicatedbythemagnitudeofCohen’sd.Cohen’sdusesthedifferenceinmeansandstandarddeviationofthemeanstodetermineaneffectsize(thesizeoftheeffectindicatedbythesignificancetest)representedbythenumberofstandarddeviationsthepostmeanisgreaterthanthepremean.StandardinterpretationofCohen’sdis:dof.2=small(<0.40),.5=medium(0.41-0.79),.8=large(>0.80)(effectsizecalculatorused:http://www.uccs.edu/lbecker/index.html#means%20and%20standard%20deviations).

ItemMean(PRE)

sd(PRE) n(PRE)

Mean(POST)

sd(POST)

n(POST)

Sigdiff?

p(ifyes)

d(effectsize)

Dmean-ing

a.Iknowengaginginstructionalstrategiestohelpmystudentsunderstandtheimportanceofoceanexploration. 4.36 1.33 349 5.55 0.57 352 Y <.0001 1.27 Largeb.IknowabouttheOceanAGECareerspageontheOceanExplorerwebsite. 2.56 1.41 349 5.39 0.83 352 Y <.0001 2.83 Largec.IthinkitisimportantforstudentstounderstandwhyNOAAisexploringtheocean. 5.53 0.62 354 5.73 0.44 351 Y <.0001 0.44

Medi-um

d.Ihavequickaccesstoawiderangeofresourcesthatsupportmyteachingoftheimportanceof 3.68 1.38 354 5.64 0.54 353 Y <.0001 2.00 Large

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oceanexploration.e.IamfamiliarwithOceanLiteracyEssentialPrinciplesandFundamentalConcepts. 3.01 2.65 353 5.31 0.75 352 Y <.0001 1.22 Largef.Iamconfidentinmyunderstandingaboutthevalueofexploringtheocean. 4.34 1.35 352 5.58 0.56 351 Y <.0001 1.30 Largeg.IknowhowthecapabilitiesandassetsoftheNOAAShipOkeanosExplorerareusedinoceanexploration. 2.92 1.37 350 5.35 0.66 352 Y <.0001 2.52 Largeh.IknowhowtoaccessNOAAShipOkeanosExplorereducationresourcesontheOceanExplorerWebsite. 3.19 1.49 353 5.66 0.53 352 Y <.0001 2.34 Largei.Iamawareoftheimportanceofoceanexploration. 5.32 0.87 355 5.81 0.41 350 Y <.0001 0.80 Largej.IhaveaclearideaofwhattheNOAAOceanExplorationProgramdoes. 3.34 1.31 355 5.46 0.66 352 Y <.0001 2.29 Largek.IknowhowIcanusetheOceanAGECareerswebpageswithmystudents. 2.89 1.33 340 5.22 0.93 351 Y <.0001 2.48 Largel.Iamconfidentinmyabilitytoteachocean 4.16 1.25 339 5.30 0.70 350 Y <.0001 1.29 Large

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sciencetomystudents.m.Ithinkitisimportantthatstudentsunderstandthedirectconnectionbetweenoceanexplorationandtheirdailylives. 5.41 0.73 340 5.73 0.49 353 Y <.0001 0.60

Medi-um

n.IhaveagoodunderstandingofNOAA’sroleinoceanexploration. 3.88 1.30 338 5.59 0.59 353 Y <.0001 1.86 Largeo.IknowhowtoaccessinformationabouttheNOAAShipOkeanosExplorer. 3.33 1.38 337 5.66 0.54 352 Y <.0001 2.39 Largep.IknowenoughabouttheNOAAShipOkeanosExplorertoteachmystudentsabouthermission,capabilities,andassets. 2.75 1.30 334 5.26 0.73 353 Y <.0001 2.72 Largeq.Iamconfidentinmyabilitytoteachdeepoceanexplorationcontenttomystudents. 3.66 1.33 332 5.15 0.73 349 Y <.0001 1.59 Larger.Iamconfidentinmyabilitytoteachthemodernreasonsforoceanexplorationtomystudents. 4.04 1.24 337 5.51 0.59 348 Y <.0001 1.68 Large

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Theeffectsizeislargeonallitemsexcepttwo(Itemscandminthetablebelow)wheretheeffectsizeismedium.Foritemscandmitisimportanttonotethatthepremeansareallhigh(>5.4)leavingrelativelylittleroomforanincreaseinthescoresattheposttimepoint.Additionally,onewouldexpectpeoplewhochosetocometothisPDOtoratetheseitemshigh.

iv. WDWESummaryMostparticipants(>85.6%)havenotparticipatedinpaston-sitePDOofferings,evenfewer(1.7%)have

participatedinon-linePDOs.LikeparticipantsinpastPDOs,WDWEparticipantstaughtavarietyofsubjectstoK-12andcollegestudents.Seventypointonepercenttaughtstudentsingrades6-12;theremaining33.8%taughtstudentsingradesK-5,college,ormultiplegradelevels.Themajority(82.9%)ofparticipantswereK-12in-serviceteachers.Mostparticipantswereexperiencedteachers(11.6years)fromawiderangeofbackgroundsandschoolcircumstances.

Theoverallexperienceforparticipantswasverypositive.ThePDOsadvancedtheirPDgoalsandtaughtthemcontentandmadethemawareofresourcesandlessonstheycanuse.Eighty-fourpointfourpercentofrespondentsplantointegrateWDWEmaterialsintotheirinstructionand77.8%intendtouselessonsfromWDWEandthewebsite.Additionally,atleast98.0%ofparticipantsstatedthattheWDWEPDOfurtheredtheirPDgoalsandtheywouldparticipateinanotherPDOconductedbyOER.

ThemeannumberofstudentseachparticipantexpectedtoreachwithWDWEcontentandlessonswas97.TheaveragenumberofstudentsreachedbyeachparticipantcanbequitevariableandislessthanthatreportedonpastOERPDOassessments.Althoughreasonsforthisvariabilityarenotknown,itispossiblethatthecontentpresentedintheWDWEPDOscannotbeusedinasmanycoursesorisnotappropriateforasmanycoursesaspastPDOs,orthecourseswhereWDWEcontentwillbeusedmaybeofferedlessfrequentlyandattractfewerstudents.

Althoughallpre-topost-differencesweresignificant,theeffectsizesforitemscandmweremedium.Thisisnotunexpectedandisprimarilyduetoparticipants’pre-assessmentscoresbeingrelativelyhighandchanginglittleonthepost-assessment.ItislikelythatWDWEPDOsattractparticipantswhoalreadyviewtheseconceptsasimportant.

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1

2

3

4

5

6

Pre/PostComparisons

Pre

Post

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B. HowDoWeExplore?ProfessionalDevelopmentPre-andPost-Surveysi. PreAssessmentOnly

• Numberofresponses:309responses• Pastparticipationinin-personPDOs:72.4%(223of308)ofparticipantshaveattendedapastin-personPDOwhile

27.6%hadnot.

• Belowaretheresponsesfromthe220participantswhoprovidedthisinformation.o 11.8%(26of220)attendedaLOSTOEIntroductoryPDO;8.4%ofallHDWEparticipants.o 5.0%(11of220)attendedaLOSTOEFollow-upPDO;3.6%ofallHDWEparticipants.o 87.7%(193of220)attendedaWhyDoWeExplore;62.5%ofallHDWEparticipants.o 3.2%(7of220)attendedmorethanonein-personworkshopinthepast;2.3%ofallHDWEparticipants.

No:72.4%(n=223)

Yes:27.6%(n=85)

AttendedPastIn-PersonPDO

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ThemostfrequentlyattendedPDOsweretheWDWEPDOs.Theotherswereattendedbylessthan12%oftheparticipantswhohadattendedpreviousPDOs.

• Pastparticipationinon-linePDOs:3.9%(12of307)participatedinpaston-linePDOswhile96.1%(295of307)did

not.

0.00%20.00%

40.00%60.00%

80.00%100.00%

IfYes,WhichOne?

MorethanOne:3.2%(n=7)

WDWE:87.7%(n=193)

LOSTOEFollow-up:5.0%(n=11)

LOSTOEIntro:11.8%(n=26)

Yes:3.9%(n=12)

No:96.1%(n=295)

PastParticipationinOn-LinePDOs

24

• Mostparticipantsdidnotparticipateinapaston-linePDO.Belowaretheresponsesfromthe12participantswhodidparticipateinapaston-linePDO.

o 16.7%(2of12)participatedinpaston-lineHDWEofferings;0.7%ofallHDWEparticipants.o 66.7%(8of12)participatedinpaston-lineWDWEofferings;2.6%ofallHDWEparticipants.o 0.0%(0of12)participatedinpaston-lineCEOofferings;0.0%ofallHDWEparticipants.o 8.3%(1of12)participatedinpaston-lineGOMofferings;0.3%ofallHDWEparticipants.o 8.3%(1of12)participatedinpaston-lineOceansforLifeofferings;0.3%ofallHDWEparticipants.o 8.3%(1of12)participatedinpaston-lineChallengerofferings;0.3%ofallHDWEparticipants.o 0.0%(0of12)participatedinpaston-lineOceanExploration:ThenandNowofferings;0.0%ofallWDWE

participants.o 16.7%(2of12)participatedinpaston-lineDeepSeaDiscoveriesofferings;0.7%ofallWDWEparticipants.o 16.7%(2of12)participatedinpastClassroomExplorationofOceansofferings;0.7%ofallWDWE

participants.o 8.3%(1of12)participatedinpaston-lineHighlightsofferings;0.3%ofallHDWEparticipants.

Themostfrequentlyattendedpaston-linePDOswereWDWE,DeepSeaDiscoveries,HDWE,andOceansforLifePDOs.Additionally,38.1%(8of21)participantsattendedmorethanoneon-lineworkshopinthepast(2.0%ofallHDWEparticipants).

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

IfYes,WhichOne?Highlights:8.3%(n=1)

ClassroomExplorationofOceans:16.7%(n=2)

DeepSeaDiscoveries:16.7%(n=2)

Challenger:8.3%(n=1)

OceansforLife:8.3%(n=1)

GOM:8.3%(n=1)

WDWE:66.7%(n=8)

HDWE:16.7%(n=2)

25

• CurrentPosition:86.0%(259of301)ofparticipantswereK-12teachers;7.3%(22of301)wereinformaleducators;1.7%(5of301)werepre-serviceteachers;3.7%(11of301)wereadministrators;and4.3%(13of301)identifiedthemselvesas“other”.Someparticipantsselectedmorethanoneresponse.

Byfar,mostparticipantswereK-12teachers.

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%

CurrentPosition

Other:4.3%(n=13)

Administrators:3.7%(n=11)

Pre-serviceTeachers:1.7%(n=5)

InformalEducators:7.3%(n=22)

K-12Teachers:86.0%(n=259)

26

• Subjectarea:65.1%(196of301)ofparticipantstaughtscience;3.7%(11of301)ofparticipantstaughtmath;22.9%

(69of301)taughtmathandscience;3.7%(11of301)ofparticipantstaughtEnglish/languagearts/reading;3.3%(10of301)ofparticipantstaughtsocialstudiesand/orhistory;1.7%(5of301)ofparticipantstaughtallsubjects;and8.0%(24of301)taughtothersubjects.Someparticipantsselectedmorethanoneresponse.

NearlyallPDOparticipantstaughtatleastsomescienceandmanyparticipantstaughtmorethanonesubject.

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

SubjectsTaughtOtherSubjects:8.0%(n=24)

AllSubjects:1.7%(n=5)

SocialStudiesand/orHistory:3.3%(n=10)

English,LanguageArts,orReading:3.7%(n=11)ScienceandMath:22.9%(n=69)

27

• Gradelevel:15.1%(45of298)taughtattheK-5level;40.3%(120of298)taughtatthe6-8level;30.2%(90of298)taughtatthe9-12level;5.4%(16of298)taughtattheK-5and6-8levels;2.7%(8of298)taughtatthe6-8and9-12levels;2.7%(8of298)taughtattheK-5,6-8,and9-12levels;1.3%(4of298)taughtattheK-5,6-8,9-12,andcollegelevels;1.0%(3of298)taughtatthe9-12andcollegelevels;0.3%(1of298)taughtatthe6-8,9-12,andcollegelevels;2.0%(6of298)taughtatcollegelevel;and14.4%(43of298)ofrespondentstaughtatmorethanonelevel.

Teachersofgrades6-8and9-12mostcommonlyattendedHDWEPDOs.ThisresultisnotsurprisingsincetheHDWEPDOsaredesignedforteachersofstudentsinthesegrades.However,15.0%ofparticipantstaughtK-5students.ThisresultissurprisingsinceWDWEPDOsarenotdesignedoradvertisedforK-5students.

• Yearsteaching:The296participantsintheWDWEPDOshavebeenteachingforameannumberof12.4yearswithastandarddeviationof9.38,amedianof10years,amodeof3,andarangeof0-45years.

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00%

GradeLevelTaught K-5:15.1%(n=45)

6-8:40.3%(n=120)

9-12:30.2%(n=90)

K-5and6-8:5.4%(n=16)6-8,and9-12:2.7%(n=8)K-5,6-8,and9-12:2.7%(n=8)K-5,6-8,9-12,andcollege:1.3%(n=4)9-12andcollege:1.0%(n=3)6-8,9-12,andcollege:0.3%(n=1)College:2.0%(n=6)

MultipleLevels:14.4%(n=43)

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• Stateteaching:TheteachersattendingHDWEPDOsrepresented22states.Ofthe299participantswhoresponded

tothisitem,92(30.8%)werefromTexas,28(9.4%)werefromIllinois,23(7.7%)werefromFlorida,21(7.0%)werefromSouthCarolina,20(6.7%)werefromLouisiana,20(6.7%)werefromMaryland,19(6.4%)werefromNorthCarolina,15(5.0%)werefromAlabama,andtheremaining67(22.4%)participantsrepresentedtheremaining14(63.6%)states.

ParticipantsintheworkshopsmostfrequentlycamefromCoastalorGreatLakesstateswhereworkshopswereoffered.Additionally,16(72.7%)oftherepresentedstateswereCoastal,4(18.2%)wereGreatLakesstates,and2(9.1%)wereinteriorstates.

Texas:30.8%(n=92)

Illinois:9.4%(n=28)

Florida:7.7%(n=23)

SouthCarolina:7.0%(n=21)Louisiana:6.7%(n=20)

Maryland:6.7%(n=20)

NorthCarolina:6.4%(n=19)

Alabama:5.0%(n=15)Remaining14States:

22.4%(n=67)

StatesRepresented

29

• Ethnicity:Ofthe297participantswhoresponded,77.1%(229)identifiedthemselvesaswhite/non-Hispanic;2.7%(8)identifiedthemselvesasAsianorPacificIslander;7.4%(22)identifiedthemselvesasBlack,non-Hispanic;8.1%(24)identifiedthemselvesasHispanic;1.3%(4)identifiedthemselvesasAmericanIndianorAlaskanNative;1.7%(5)identifiedthemselvesas“mixed”;and1.7%(5)identifiedthemselvesas“other”.

ThegreatmajorityofPDOparticipantswerewhite/non-Hispanicwithotherethnicities(combined)representinglessthan23.0%ofparticipants.

White,Non-Hispanic:77.1%(n=229)

AsianorPacificIslander:2.7%

(n=8)

Black,Non-Hispanic:7.4%(n=22)

Hispanic:8.1%(n=24)

Am.IndianorAKNative:1.3%(n=4)

Mixed:1.7%(n=5)

Other:1.7%(n=5)

Ethnicity

30

• StudentCharacteristics(Mean%):Forthisitem,participantsprovidedthepercentoftheirstudentsineachofthefollowingcategories.Below,mean%sforeachofthesecategoriesarepresented.Duetothevariabilityofindividualresponses,%sdonotaddupto100%.

o AmericanIndianorAlaskaNative(n=247):0.7%o AsianorPacificIslander(n=248):3.1%o Black,non-Hispanic(n=250):21.8%o White,non-Hispanic(n=249):44.5%o Hispanic(n=250):29.1%o Other(n=247):1.3%o Receivefreeorreducedlunch(n=233):64.2%

Participantsindicatedthatmorethan60%oftheirstudentsreceivefreeorreducedlunchwhilelessthan45%ofparticipant’sstudentswereidentifiedforeachoftheothercategories.

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

StudentCharacteristicsFreeofReducedLunch:64.2%

Other:1.3%(n=3)

Am.IndianorAKNative:0.7%(n=4)

Hispanic:29.1%(n=73)

Black,Non-Hispanic:21.8%%(n=55)

AsianorPacificIslander:3.1%(n=8)

White,Non-Hispanic:44.5%(n=111)

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ii. PostAssessmentOnly• Numberofresponses:270responses

• PlanstointegrateHDWEmaterials:Ofthe270responsestothisitem,220participants(81.5%)plantointegrate

materialreceivedduringtheworkshop,51participants(18.9%)wanttolearnmorebeforetheyintegratematerial,1participant(0.4%)doesnotplantointegratematerials,and8participants(3.0%)arenotsure.Someparticipantsselectedmorethanoneresponse.

AlargemajorityofparticipantsplantointegratematerialsfromthePDOintotheirinstructionwhileonly7.4%wereunsureordonotplantointegratematerialsfromthePDOintotheirinstruction.

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%

PlanstoIntegrateMaterials

DoNotPlantoIntegrate:0.4%(n=1)

WanttoLearnMore:18.9%(n=51)

NotSure:3.0%(n=8)

PlantoIntegrate:81.5%(n=220)

32

• HaveintegratedWDWEmaterial:Ofthe263participantswhorespondedtothisitem,62participants(23.6%)haveintegratedmaterialfromtheWDWEworkshop,7participants(2.7%)wanttolearnmorebeforetheyintegratematerial,7participants(2.7%)havenotyetintegratedthematerial,95participants(36.1%)havenotyetintegratedthematerialbutplanto,3participants(1.1%)arenotsureiftheywillintegratematerial,and89participants(33.8%)indicatedthisitemdoesnotapplytothem.

HaveIntegrated:23.6%(n=62)

WanttoLearnMore:2.7%(n=7)

HavenotyetIntegrated:2.7%(n=7)PlantoIntegrate:

36.1%(n-95)

NotSure:1.1%(n=3)

NotApplicable:33.8%(n=89)

HaveIntegratedWDWEMaterials

33

Intendtouse:Ofthe270participantswhorespondedtothisitem,178(65.9%)intendtouselessonsfromWDWE,241(89.3%)intendtouselessonsfromHDWE,181(67.0%)intendtousethewebsite,148(54.8%)intendtousetheOceanAGEpage,and137(50.7%)intendtousetheOkeanosExplorerAtlas.

Atleast50%ofHDWEparticipantsindicatedtheywoulduseeachoftheseresources.• Numberofstudentsreachedwithmaterialsandwebresources(n=248):Themeannumberofstudentseach

teacherexpectedtoreachwithHDWEcontentandmaterialswas119(range5-5001).

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%

IntentiontoUse

OkeanosExplorerAtlas:50.7%(n=137)

OceanAgePage:54.8%(n=148)

Wedsite:67.0%(n=181)

HDWELessons:89.3%(n=241)

WDWELessons:65.9%(n=178)

34

• Enhancedstudentlearning:98.9%(261of264)ofPDOparticipantsstatedthattheHDWEPDOwillenhancetheir

students’learning.

• FurtheringPDgoals:98.8%(257of260)ofPDOparticipantsstatedthattheHDWEPDOfurtheredtheirownPD

goals.

Yes:98.9%(n=261)

No:1.1%(n=3)

EnhancedStudentLearning

Yes:98.8%(n=257)

No:1.2%(n=3)

FurtheringPDGoals

35

• FuturePDOparticipation:99.2%(259of261)ofPDOparticipantsstatedthattheywouldparticipateinanotherPDOconductedbyOceanExploration.Theremaining0.7%(3of406)ofPDOparticipantsstatedthattheywouldnotparticipateinanotherPDOconductedbyOceanExploration.

*Note:Fordetailedresponsesto“howPDenabledyoutoenhancestudentlearning”,“howPDfurtheredparticipantgoals’,“suggestedchanges/improvements”,and“additionalcomments”pleasereviewtheoriginaldatafilesofeachresponse.

iii. Pre-PostAssessmentComparisonsThefollowingtablepresentseachitemcommontoboththepreandpostassessments.Scorescouldrangefrom

1-6with1beingStronglyDisagreeand6beingStronglyAgree.Means,standarddeviationsandnumberofrespondentsforeachitemarepresented.Responsestoeachitemwerecomparedusingat-test(t-testcalculatorused:http://www.graphpad.com/quickcalcs/ttest1/?Format=SD).TheresultsofthatcomparisonareindicatedasY(therewasasignificantdifference)orN(therewasnotasignificantdifference).Thetablebelowshowsasignificantpretopostincreaseonallitemsatthep<0.0001level.ThemagnitudeofthisdifferenceisindicatedbythemagnitudeofCohen’sd.Cohen’sdusesthedifferenceinmeansandstandarddeviationofthemeanstodetermineaneffectsize(thesizeoftheeffectindicatedbythesignificancetest)representedbythenumberofstandarddeviationsthepostmeanisgreaterthanthepremean.StandardinterpretationofCohen’sdis:dof.2=small(<0.40),.5=medium(0.41-0.79),.8=large(>0.80)(effectsizecalculatorused:http://www.uccs.edu/lbecker/index.html#means%20and%20standard%20deviations).

Yes:99.2%(n=259)

No:0.8%(n=2)

FuturePDOParticipation

36

ItemMean(PRE)

sd(PRE)

n(PRE)

Mean(POST)

sd(POST)

n(POST)

Sigdiff?

p(ifyes)

d(effectsize)

dmean-ing

a.Iknowengaginginstructionalstrategiestohelpmystudentsunderstandtheimportanceofoceanexploration. 4.68 1.09 306 5.61 0.53 268 Y <.0001 1.09 Largeb.IknowabouttheOceanAGECareerspageontheOceanExplorerwebsite. 4.09 1.43 304 5.55 0.58 269 Y <.0001 1.34 Largec.IthinkitisimportantthatstudentsunderstandwhyNOAAisexploringtheocean. 5.53 0.62 306 5.77 0.50 270 Y <.0001 0.42 Mediumd.Ihavequickaccesstoawiderangeofresourcesthatsupportmyteachingoftheimportanceofoceanexploration. 4.51 1.12 306 5.66 0.53 269 Y <.0001 1.31 Largee.IamfamiliarwithOceanLiteracyEssentialPrinciplesandFundamentalConcepts. 4.12 1.34 308 5.40 0.65 268 Y <.0001 1.21 Largef.Iamconfidentinmyunderstandingaboutthevalueofexploringtheocean. 4.92 0.96 306 5.60 0.58 267 Y <.0001 0.86 Largeg.IknowhowthecapabilitiesandassetsoftheNOAAShipOkeanosExplorerareusedinoceanexploration. 4.17 1.23 305 5.53 0.60 269 Y <.0001 1.40 Largeh.IknowhowtoaccessNOAAShipOkeanosExplorereducationresourcesontheOceanExplorerWebsite. 4.52 1.31 307 5.68 0.52 269 Y <.0001 1.16 Largei.Iamawareoftheimportanceofoceanexploration. 5.40 0.72 303 5.81 0.44 270 Y <.0001 0.69 Medium

37

j.IhaveaclearideaofwhattheNOAAOceanExplorationProgramdoes. 4.47 1.15 304 5.60 0.58 270 Y <.0001 1.25 Largek.IknowhowIcanusetheOceanAGECareerswebpageswithmystudents. 3.89 1.22 303 5.43 0.70 269 Y <.0001 1.54 Largel.Iamconfidentinmyabilitytoteachoceansciencetomystudents. 4.55 1.01 299 5.38 0.72 267 Y <.0001 0.95 Largem.Ithinkitisimportantthatstudentsunderstandthedirectconnectionbetweenoceanexplorationandtheirdailylives. 5.46 0.68 303 5.75 0.47 269 Y <.0001 0.50 Mediumn.IhaveagoodunderstandingofNOAA’sroleinoceanexploration. 4.73 1.01 303 5.64 0.55 270 Y <.0001 1.11 Largeo.IknowhowtoaccessinformationabouttheNOAAShipOkeanosExplorer. 4.64 1.12 303 5.70 0.47 269 Y <.0001 1.24 Largep.IknowenoughabouttheNOAAShipOkeanosExplorertoteachmystudentsabouthermission,capabilities,andassets. 4.06 1.19 303 5.45 0.64 269 Y <.0001 1.45 Largeq.Iamconfidentinmyabilitytoteachdeepoceanexplorationcontenttomystudents. 4.36 1.01 303 5.54 0.70 269 Y <.0001 1.36 Larger.IamawareofhowtelepresencecommunicationtechnologiesareusedintheexplorationsoftheOkeanosExplorer. 3.93 1.28 302 5.51 0.64 269 Y <.0001 1.56 Larges.Iamawareofhowunderwaterrobotsareusedonboard 4.27 1.24 302 5.52 0.60 266 Y <.0001 1.28 Large

38

theOkeanosExplorer.t.Ihaveagoodunderstandingofhowthesciences,advancedtechnologies,mathematics,andengineeringareintegratedtosupportoceanexploration. 4.54 0.98 302 5.49 0.61 268 Y <.0001 1.16 Largeu.Iamconfidentinmyunderstandingofthestrategiesusedinoceanexploration 4.05 1.18 299 5.43 0.61 267 Y <.0001 1.47 Large

Theeffectsizeislargeonallitemsexceptthree(Itemsc,i,andminthetableabove).Forthesethreeitemswithamediumeffectsize,itisimportanttonotethatthepremeansarehigh(>5.4)leavingrelativelylittleroomforanincreaseinthescoresattheposttimepoint.

0

1

2

3

4

5

6

Pre/PostComparisons

Pre

Post

39

iv. HDWESummaryMostparticipants(72.4%)inHDWEPDOshaveparticipatedinpaston-sitePDOofferings,butveryfew(about

3.9%)haveparticipatedinpaston-linePDOs.LikeparticipantsinpastPDOs,HDWEparticipantstaughtavarietyofsubjectstoK-12andcollegestudents.Seventy-threepointtwopercent(73.2%)taughtstudentsingrades6-12;theremaining26.8%taughtstudentsingradesK-5,college,ormultiplegradelevels.Themajority(86.0%)ofparticipantswereK-12in-serviceteachers.Mostparticipantswereexperiencedteachers(12.4years)fromawiderangeofbackgroundsandschoolcircumstances.

Theoverallexperienceforparticipantswasverypositive.ThePDOsadvancedtheirPDgoalsandtaughtthemcontentandaboutresourcesandlessonstheycanuse.Eighty-onepointfivepercent(81.5%)ofrespondentsplantointegrateHDWEmaterialsintotheirinstructionwhile59.7%alreadyhaveorplantointegratedmaterialfromtheWDWEworkshopintotheirinstruction.Additionally,between50.7%and89.3%intendtouselessonsfromWDWEand/orHDWE,thewebsite,theOceanAGEpage,andtheOkeanosExplorerAtlas.MostparticipantsstatedthattheHDWEPDOfurtheredtheirPDgoals(98.8%)andtheywouldparticipateinanotherPDOconductedbyOER(99.2%).

ThemeannumberofstudentseachparticipantexpectedtoreachwithHDWEcontentandlessonswas119.TheaveragenumberofstudentsreachedbyeachparticipantcanbequitevariableandislessthanthatreportedonpastOERPDOassessments.Althoughreasonsforthisvariabilityarenotknown,itispossiblethatthecontentpresentedintheHDWEPDOscannotbeusedinasmanycoursesorisnotappropriateforasmanycoursesaspastPDOs,orthecourseswhereWDWEcontentwillbeusedmaybeofferedlessfrequentlyandattractfewerstudents.

Althoughallpretopostdifferencesweresignificant,theeffectsizesforitemsc,i,andmweremedium.Thisisnotunexpectedandisprimarilyduetoparticipants’pre-assessmentscoresbeingrelativelyhighandchanginglittleonthepost-assessment.Foralloftheseitems,itislikelythatHDWEPDOsattractparticipantswhoalreadyviewtheseconceptsasimportantand/orlearnedenoughaboutOceanExplorationinpreviousworkshopstohavethisperspectivenow.

C. WDWEandHDWEAssessmentComparisons

WhencomparingresultsfromWDWEandHDWE,thereareafewdifferences.Whileatleast72%ofHDWEPDOparticipantshaveparticipatedinpastin-personPDOofferings,<15.0%ofWDWEPDOdidthesame.AllparticipantstaughtavarietyofsubjectstoK-12andcollegestudents.About70%(WDWE=70.1%;HDWE=73.2%)taughtstudentsingrades6-12;theremaining30%(WDWE=29.9%;HDWE=26.8%)taughtstudentsingradesK-5,college,ormultiplegradelevels.About83%(WDWE=82.9%;HDWE=86.0%)ofparticipantswereK-12in-serviceteachersandtheaveragenumberofyearsinpracticeisabout12(WDWE=11.6years;HDWE=12.4years).

Theoverallexperienceforparticipantswasverypositive.ThePDOsadvancedtheirPDgoalsandtaughtthemcontentandmadethemawareofresourcesandlessonstheycanuse.ThemajorityofparticipantsplantointegrateWDWEandHDWEmaterialsintotheirinstructionandintendtouselessonsfromthePDOsandthewebsite.Atleast98%(WDWE=98.0%;HDWE=99.2%)ofparticipantsstatedtheywouldliketoparticipateinanotherPDOconductedbyOER.Additionally,onallitemswherepre/postcomparisonsweremadeforeitherPDO,thepostmeanwassignificantlygreaterthanthepremean.

Teachersexpectedtoreachanaverageof108students(WDWE=97;HDWE=119)withWDWEandHDWEcontentandlessons.TheseaveragesarequitevariableandarelessthanthosereportedonpastLOSTOEassessments.Althoughreasonsforthischangearenotknown,itispossiblethatthecontentpresentedintheWDWEandHDWEPDOscannotbeusedinasmanycoursesaspastPDOsorthecourseswhereWDWEandHDWEcontentwillbeusedmaybeofferedlessfrequentlyand/orattractfewerstudents.

Althoughallpretopostdifferencesweresignificant,theeffectsizesforitemscandmweremedium.Thisisnotunexpectedandisprimarilyduetoparticipants’pre-assessmentscoresbeingrelativelyhighandchanginglittleonthepost-assessment.Foralloftheseitems,itislikelythatHDWEPDOsattractparticipantswhoalreadyviewtheseconceptsasimportantand/orlearnedenoughaboutOceanExplorationinpreviousworkshopstohavethisperspectivenow.D. FacilitatorSummaryForms

BetweenFall2015andSummer2016,14AlliancePartnershostedatleastoneWDWEandoneHDWEPDOforatotalof28PDOs(ameanof2.0PDOs/AlliancePartner).The14(50.0%)WhyDoWeExplore?and14(50.0%)HowDoWe

40

ExplorePDOswereconductedbysevenPDOfacilitators.FacilitatorsconductedasfewastwoPDOsandasmanyassixPDOsforameanof4.0PDOsperfacilitatorduringthistimeperiod.Facilitatorsforall28(100.0%)ofthePDOsreturnedtheFacilitatorSummaryForm.Thefollowinganalysisisbasedonthedataprovidedonthosesummaryforms.

i.WhyDoWeExplore?N=14Item1.WereyouabletoaccomplishtheentirePDOagenda?

• Yes–92.9%(13of14)• No–7.1%(1of14)Ofthe14WDWEPDOsconductedin2015-2016,13(92.9%)workshopswerecompletedintheirentirety.The

aspectsoftheworkshopthatwasnotcompletedwere:Ifno,whatwasomitted?

• Isetupthebuoyancyactivity,butthenforgottoinviteteacherstotryitduringlunch.Thereasonfornotcompletingtheagendawasthefacilitatorforgottodotheactivity.Item2.Duringguidedreflections,didPDOparticipants:

A. indicatetheyweremotivatedtoincorporatemoreoceanscienceintotheirclassroomteaching?• Yes–100.0%(14of14)• No–0.0%(0of14)Inall(14;100.0%)ofthePDOs,facilitatorsreportedparticipantsweremotivatedtoincorporatemoreocean

scienceintotheirclassroomteaching.Someexamplesinclude:o Mostsaidthattheywouldintegrateatleastfewofthelessonsoractivitiesintotheircurriculum-

manylikedthephotocubesandtheshapes.2o Someexpressedthattheyfeltmoreknowledgeableandinturn,morecomfortablewithexploring

oceantopicseveniftheydon’tnormallyfocusontraditionalbiology,chemistryorgeology(thisfromateacherthatisnutritionandhumanhealth).

o TheyalsolikedtheWetMapboxes;someteachersalreadydidsomethingsimilarbutnotwiththe3-Dpapermaps/models.Theylikedtheaddedvisual.

o Theyfeltthatmanyoftheactivitieswouldconnecttocurrentcurriculum/lessonplans,andthattheycouldeasilyadjustelementsthatweren’tagoodfit.Forexample,severalmentionedthattheycoulddoNewWorld/Fractals,withadjustmentstohelpstudentsbetterunderstandtheconstructionofafractal(usingexactmeasurement,mathtools,etc.)orthattheywouldemphasistheobservationandexplorationandlessontheconstructionoffractals.

o Yes,thiswasexpressedduringintroductionstoo.Iasktheteacherswhattheywouldliketocomeawaywith,andfourofthemsaidtheywantedmoreoceanscienceinformationtoincludeintheircurrentcurriculum.OneteacherwanteditforherEarthSciencecurriculum.

o ComeonDownwasahit.We‘jigsawedit’andhadacompetitionbetweengroupsusingdryeraseboards.

o ManyofthemwouldusethemodifiedMethaneHydrateactivity.o Thereweresixpre-serviceteachersfromtheUniversityofSanDiego’scredentialprogramatthis

workshop.Theywantedtoteachoceansciencewhentheybeganteachingtheirownclassrooms.Therewerealsotwoelementary-levelsciencecoordinatorsthatwerelookingforocean-basedcontent.

o “What’stheBigDealbecauseIcanengagethestudentswhileteachingavarietyofsubjects(energy,chemistry,etc.)”and“MethaneCircusfor8thgradeEarthSciencewhileteachinggeologicaltimelineandtocomparefossils….alsotouseasaninquiryactivity.”

o TheseeducatorswereVERYreluctanttoshareoutasagroup.Theyseemedtohavegooddiscussionsattheirtables,butveryfewwantedtosharewiththerestofthegroup.Theywere

41

excitedaboutthematerialsandtheoneteacherisfairlynewandteaches6sectionsofoceanographyandwasTHRILLEDwithalltheresources.

o Onesaidtheywereincorporatingtheoceanacidification/bufferingactivityrightaway.o “I’malreadyteachingaboutX,butthiswouldbeawaytoincorporateanoceanexampleintothe

unit”.o Manyidentifiedspecificlessonstheywoulduseandwhen.Andmostsaidtheycamespecifically

lookingforOSlessons,activities,andmaterialtousewithstudents.o AlmostnoneofthemhadseentheOLEPFCbeforeandtheywereveryexcitedaboutthoseand

lookingatthem.Severalindicateddoingocean-relatedunitsintheclassroomwithlittlecontentorsupport.TheyreallylikedtheessaysasexamplesofnonfictionreadingforCommonCore,butwantedthoseatdifferentreadinglevels.ThefactthatsomereadingswereprovidedinSpanishmadethemVERYexcited.

TheseexamplesindicatenumerouswaysteacherswillusewhattheygainedduringthePDOintheirclassroomandwiththeirstudents.

B.identifywaystoconnectstudentstotheworkandlivesofoceanscientists,includingthoseworkingwiththeOkeanosExplorer,usingtheOEWebsite?

• Yes–100.0%(14of14)• No–0.0%(0of14)Facilitatorsofall(14;100.0%)ofthePDOsreportedparticipantswereabletoconnectstudentstotheworkand

livesofoceanscientists,includingthoseworkingwiththeOkeanosExplorer,usingtheOEWebsite.ExamplesidentifiedbyPDOparticipantsincluded:

o ShowedparticipantsOceanAGEandpointedout“callingallExplorers”.3o Teachersplantouse“CallingAllExplorers”toenhancecareerknowledge.3o TeacherswerereallyexcitedabouttheOceanAGEcareerspagesandresources.Weexploredseveralprofiles

tohighlightinformationandaccess.Theylovedthatithasscientists,ROVdrivers,techs,etc.Helpsthemshowthediversityofcareersandthatnoteveryonehastobeascientisttodocoolthings.

o Twoofthe9-to-12-gradeteachersofferstudentstimetoexplorecareers.TheywereveryinterestedintheOceanAGEwebpages,andtherangeofcareerspresented.Oneteachermadethepointthatstudentsdon’thavetobeinterestedinanimals;theycouldbeengineers,shipcrew,technicians,andothers.Allteacherslikedtheblogsthatgoalongwiththemissionlogs.

o Theylovethisideaandtalkedaboutfollowingthemissions,buttheyreallywantan“askascientist”feature.o SeveralteachersaskedveryspecificquestionsaboutmappingandtheROV’sthatIdidnotknow.Iasked

themtopleasefindtheansweronthewebsiteandtheydidandsharedtheiranswerswiththegroup.Facilitatorsreportedparticipantinterestinscientists’livesandworkfocusedontheOceanAGECareerswebpagesbutothersourcesofinformationandavenueswereinvestigatedtopursuethisfurther.

C.understandhowthelessonscorrelatetotheOLEPs,andNGSS?• Yes–92.9%(13of14)Participantsinmost(13;92.9%)PDOsdiscussedandindicatedanunderstandingofhowthepresentedlessons

correlatetotheOLEPsandNGSS.Examplesofthesediscussionsare:o WereviewedtheNGSSbriefly.TexasdoesnotuseorrefertoNGSSinitsownstandards,soweonlyuse

ittoemphasizethebroadconnectionsacrossstatestandardsandtoemphasizepracticeanddeeperunderstanding.WedomakeconnectionstoTEKS(TXstatestandards).

o QuickoverviewofNGSS,astheseteachersarenotfamiliar,nordotheyhavetoknowthesenationalconcepts/standards.

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o ManyteacherswereunawareoftheOLEPsandwereappreciativeofthenewtool.Webrieflydiscussedalltheonlinerecourses-scopeandsequence-iftheywereinterestedindivingdeeperoraccessingresourcesonline.

o ManywerenewtoOLEPs,butappreciatedtheresourcesandhowitsupportedwhattheydidintheclassroomalready.

o WealsolookedatClimateLiteracyandEarthScienceLiteracywebsitestomakeadditionalconnectionsandshowthoseresources.

o ThisconnectionwasstrongerwithNGSSthanwithOLEP.NGSSwillbecomingtotheclassroomin2017,soteachersaregettingready.WDWEoffersauthentic,real-worldexperienceswhichfitswellwithNGSS.

o LearningshapescoverallOLEPso “ToBoldlyGo”learningshapesfor5thgrade.o Methanehydratewillbegreatfor“creatingamodel”inNGSS.o Iusedacoupleoftheactivities,mostnotablyWhat’stheBigDeal?,toreviewtheScienceand

EngineeringPractices(makingmodels)andtheCross-cuttingConcepts.WealsoreviewedthealignmentswithOLEPsattheendofthecurriculumbook.

o AlthoughtheydidnotmakemanycommentsabouttheOLEP’s,IfoundthisgroupveryattentivewhenwediscussedthemandIshowedthemtheOLEPwebsite.TheysharedthattheparishesaredevelopingtheirownsciencestandardsandIthinktheywereinterestedinusingthesitetohelpthemtoupdatetheirownsciencestandards.

o TheylikedlookingthroughtheOLEPandonewasexcitedaboutNGSSandnotasfamiliarwiththem.Afewindicatedhowtheselessonsnaturallyshowthescience/engineeringpracticesmorethanotherlessonstheyhadseen.OnewasplanningtoimmediatelyusetheOceansofEnergyhydroelectricpowergeneratorwithher8thgradersbecauseittiesintoNGSSwell.

o AssoonasNGSSwasintroduced,teachersaskedhowspecificquestionsabouthowtofindtheaddendumonline.Teachersusedphrasesthatwereword-for-wordNGSSScience&EngineeringPractices,suchas“thisphotocubeactivityisgreatforobtaining,evaluatingandcommunicatinginformation.”TeacherswerelessfamiliarwithOLEPs.

o Theywerenotasexcitedaboutstandardsthistime,butenjoyedlookingattheNGSSandOLEPsalignments.SeveralindicatedthenaturallinkbetweenthescientificprocessstandardsofNGSSandNOAAOER.

• No–7.1%(1of14)ParticipantsinonePDOdidnotdiscusshowthepresentedlessonscorrelatetotheOLEPsandNGSSbecause

theyhavenotadoptedcommoncoreorNGSSyet. DuringmanyofthePDOsteachers(withthehelpoffacilitators)discussedhowlessonswerecorrelatedtoNGSSandOELPsandidentifiedtheseconnectionswhiledoingthelessons.However,participantsweremorefamiliarwithNGSSthanOELPFCs.Additionally,manyparticipantsteachinstateswhereNGSShaveyettobeadopted.ThePDOwherethesecorrelationswerenotdiscussedwasheldinastatethathadnotadoptedNGSSorCommonCoremakingsuchdiscussionsirrelevantfortheseparticipants.

D.identifyhowthelessons,materialsandresourcespresentedduringtheworkshopmeettheirlocalandnationalstandards?

• Yes–92.9%(13of14)• No–0.0%(0of14)• NA–7.1%(10f14)Inmost(13;92.9%)oftheworkshopsfacilitatorsreportedthatparticipantsidentifiedhowthelessons,materials

andresourcespresentedduringtheworkshopmettheirlocalandnationalstandards.Examplesprovidedbyfacilitatorsinclude:

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o Yes,werevisitedtheTEKS(TXstandards)aftermanyoftheactivities/lessonstomakeconnectionsandconfirmthattheydoindeedalign.Wealsodiscussedhowthelessonscouldsupportnearlyallthescienceprocessskills,whichareessential.

o WehighlightedhowtheactivitiesconnectedtoTXstandards(TEKS)asweconcludedeachactivity.Theyhadnodifficultymakingalignmentsuggestions,whichtheyappreciated.

o ManynotedthatWetMapsisagreatwaytoaddressmaps,geographyandtopographyinanewandcreativeway.Theylikedtheadditionofthe3Dmodelofdata,astheythoughtithelpedthestudents“see”thedatadifferently.

o OnehighschoolteacherlikedHistory’sThermometers,notonlyasanexampleasaproxy(liketreerings),butalsotieintothecarboncycle.

o Allteacherslikedthereal-worldconnection,videos,andimages.o What’stheBigDealwillbeusedinweatherunitfor6thgrade.o Atomsarepartofthe5thand6thgradeunitsandmakingamethanehydratemodelwithspicydrops

wouldmeetsomestandards.o SeveralteachersarepilotingamaritimecourseandROVidentificationwillbegreatfortheircurriculum.o TeachersshouldbestartingNGSSintheirclassroomsin2017.o What’stheBigDeal:usedtoteachbonding(therewereseveralchemistryteachersintheworkshopand

theyreallylikedhowWhat’stheBigDealwasahands-onmodelforbonding----reallygladwehaveamodelplasticmodelthatshowsthehydrogenandoxygeninthewatermoleculesofthemethanehydratebecausetheyespeciallylikedtheideaofusingmolecularmodels)plussomemiddleschoolteacherssaid“studentscanhaveanunderstandingofwhatmoleculesactuallylooklikeandhowtheyareformed”.

o TheydidnotseemexcitedtotalkaboutMarylandstandardsatall,buttheydidlikethecorrelationtoNGSS.

o TeachersalsodiscussedconnectionstoCommonCore.o Thisdiscussionoccurredafteralllessons.

E.discussandreflectabouthowpresentedcontentandmaterialscanbeadaptedtofitthespecificneedsof

theirstudents?• Yes–100.0%(14of14)• No–0.0%(0of14)

Inall(14;100%)oftheworkshopsfacilitatorsreportedparticipantsdiscussingandreflectingabouthowpresentedcontentandmaterialscanbeadaptedtofitthespecificneedsoftheirstudents.Examplesareprovidedbelow:

o Aftereachlessonintroduction/demonstration,thegroupexploredadaptationsoraccommodationsthatmightbenecessarytomakeitrelevantandaccessibletotheirstudents.DuringWetMaps,theteachersdiscussedneedingtokeepthedatasheetsandboxinthesamepositions,ormaybeevensecuringtheboxtothetablesotheycan’tget‘mixedup’iftheymovetheboxaroundorgettheirrowsbackward.

o OtherteachersmentionedthatwiththeLearningShapes,theywouldcolorcodetheshapestohelpstudentsrecognizeallthetextshapesvsthetitleshapes.Theyalsosuggestedhavingthetextonsheetsofpapersothatallthestudentscouldreadtheinformationiftheydidn’thavetheirownsetofshapes(theyacknowledgedthatsomestudentsdon’tshareaswell,orreadasquicklyasothers).

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o Gooddiscussionsaboutadaptingmaterialstomeetstudentneeds,suchasexpandingorsimplifyingforothergrades,accommodatingforG/TorELstudentsandthinkingabouthowtheseactivitiescouldbeusedinplaceofolderor“overused”activities.

o Aftereachactivity,theteachersdiscussedwhattheiraccommodationswouldneedtobefortheirownstudents.Therewerealwaysoptionsfortakingittothenextlevel,aswellassimplifyingit.SincetheseteachersworktogetherseveraltimesayearduringPDsessions,theyexchangedideasandmadesuggestionseasily.

o Writtenquotefromteacher“IntheToBoldlyGoactivity:Canbemodifiedaccordingtoagegroup.Addingmorepictures,vocabularywords,addingmath,literacy,andELLetc.”.

o SometeachersdidMATEorotherrobotics,andcanusetheROVmaterialstotieintoit.o “ROV:cooperativeassignmentwithgoogleslides”o Geocubesare‘beautiful,awesome,andentertaining’Keepsstudentsontask.o Oneparticipantfeltthatthe“MethaneCircus”couldbeused1st-12thgrade.o Photocubeswillbeusedforforceandmotionandtoteachpublicaboutclimatechangeatan

aquarium.o TheGeocubeswereabighitwiththiscrowd---“easyformystudentstousebythemselves”andto

usegeocubestoteach6thgradephysicalscience“renewableandnonrenewableresources”.o Therewasalotofdiscussionaboutmodifyingtolowergradesaswehadabunchofearlyeducation

teachersthistime.Theywerefocusedonimagery,wording,andreducingthevocabulary.o Yes,lotsofdiscussionaboutscalinglessonsdownforyoungergrades(ex.history’sthermometers),

differentiatingforvariedgroups(ex.Toboldygogame),andusingforELLstudents(ex.Photocubes).Oneretiredpost-secondaryteacherisnowworkingwithHSstudentsandhemadeapointofsayinghowmuchthewholeworkshophelpedhimunderstanddifferentlevelsofinstruction.

o TherewasALOTofexciteddiscussionaboutwaystouselessonsastheywerepresentedorwithmodificationsforeachteacher’sspecificpopulationofstudents.

o Therewereafewfromalternativeschoolswithstudentswithbehavioralissuessotheytalkedabouthowmuchprepitwouldtakeforthemasteacherstomodifythesefortheirkids.Theylikedtheideaofthelearningshapeswithstudentsillustratingtheirownideasonthose.

F.identifyhowtheywilluseOEresourceswiththeirstudents?• Yes–100.0%(14of14)• No–0.0%(0of14)Inall(14;100%)oftheworkshopsfacilitatorsreportedparticipantsidentifiedhowtheywilluseOEresources

withtheirstudents.Examplesareprovidedbelow:o ManymentionedthatthevideosfromtheROVsareofgreatinterest,astheycouldeasilyusethem

withinexistinglessons(theirowncurriculum),aswellaswiththeNOAAlessonstheyarejustlearning.TheylikedtheDigitalAtlas,butexpressedthattheywouldwanttoplayaroundwithitmuchmorebeforetheyfeltcomfortableusingit.Theythoughtthestudentsmightbeableto‘exploreanduse’independentlyeasierthaniftheyleditasagroup.

o Nearlyeveryoneexpressedinterestinthevideosavailableonline,especiallyaltheexpeditionstotheGulfofMexico.Theysharedhowtheywouldusethemasintroductions,orhavestudentsdoindependentresearchtoseekoutinformationforassignments.

o AlsosharedthatOceanAGEcareerswouldbeagreatresourcewhentheyexplorecareeropportunities.o “Bingo:greatactivityIamgoingtoimplementthisinmyclassJ”

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o “ToBoldlyGogreatformy8thgraders.Iwouldlovetoseeitusedforareview”o “MoleculeswithDots(candy)andtoothpicks:MoleculeswithDotsisagreatideatouseasamodel

whenteaching.“o Usecarbonate-bufferingactivitywithBromoBluetoteachcellularrespiration.o UseROVlessonwithLegoRoboticsteachers.o Identifyseafloorresourceslikemethaneinmarinescience.o Manyoftheteacherssaidtheywouldusetheoceanacidificationactivitywiththeirstudents.o ForToBoldlyGo,theparticipantslikedthatitwaskinesthetic,visual,andconnectedtotext.Alsothatit

couldberepeatedwithoutitbeingteacher-drivenbyplayingthegamerepeatedly.o AteachernotedshewoulduseComeonDowninMarch/Apriltointroduceoceanengineeringand

technologytoherdeepoceanunit.o Againthegeocubeswereahit:“Mystudentswouldhaveablastmanipulatingthecubes.Thisactivity

wouldallowthestudentstobeabletomaketheirownquestions.”o IencouragedthemtotryoutsomeofthematerialsbeforewemeetagainatHDWEsotheycangiveusa

report–manynoddedtheirheads.o Thiswasmuchdiscussedduringandaftereachlesson.Thereweremanysuggestionsforwaystouse

specificlessonswithstudents.

Item3.Ifyouhadreturningparticipants(whohadtakeneitherWDWEorHDWE),pleasenoteiftheyhaveimplementedanyofthematerialsfromtheirfirstworkshop.N=8*

• Yes–50.0%(4of8)o Yes,oneteacherhadusedWetMapsandanotherhadusedthedigitalatlasandthelive-streaming

video.(2;25.0%)o Oneparticipantusedthehydraulicrobotarmwithherstudents.(1;12.5%)o Oneteacherusedmaterialswithgiftedstudentstomakethemthinkratherthanjustdoing“canned”

activities.(1;12.5%)• No–50.0%(4of8)

o Onlyacoupleparticipantswerereturning.Theyhavenotimplementedanythingyetduetotimeandopportunity.(4;50.0%)

Inhalf(4;50.0%)oftheworkshopsfacilitatorsreportedreturningparticipantsimplementedmaterialsfromtheirpreviousworkshop.However,therewereveryfewreturningparticipants. *MultipleversionsofFacilitatorSummaryFormsusedbyfacilitators.InonlyeightPDOsfacilitatorsusedtheversionwiththisquestion.Item4.Pleasemakenoteofanyspecialconsiderationsregardingthemeetingroom,thetechnology,ouron-sitecolleagues,topicsofspecialinterestforthenextworkshop,etc.

• None(5;16.7%)• Whenthegroupislarge(40)thetimingisslowedsignificantly.(1;7.1%)• Wi-Fichallenges.Bothforfacilitatorandparticipants.(1;7.1%)• Nosoundinroom;bringspeakers.(1;7.1%)• Multipleroomset-upsrequiredinordertodoactivitiesandwebsearches.(1;7.1%)• Roomisloud.(1;7.1%)• Roomistoosmall.(1;7.1%)• Everythingisexcellent.(1;7.1%)• Hostisexcellent.(1;7.1%)• Niceroomandview.(1;7.1%)

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Areasforimprovementcontinuetobeoffered.Issueswiththesite,technology,andtheroomaremostcommon.Manyofthesecanbeovercomewithpersistenceandattentionfromthehosts.However,therewereveryfewcomments.

Overall,thePDO’swereimplementedasplannedandparticipantsreflectedfrequentlyonimportantaspectsofthePDOandlessons.WhenanaspectofaPDOwerenotcompletedasplanned(1,7.1%),itwasaresultofthefacilitatorforgettingtointroducetheactivity.Facilitatorresponsesregardingparticipantreflectionsindicatethatfrequentdiscussionoflessonutilityintheparticipantsinstitutionsoccurred.ParticipantsreflectedonhowaspectsofthePDOandactivitiescouldbeadaptedforusewiththeirstudents,wouldintroducestudentstoscientistsandexplorationrelatedcareers,andwerecorrelatedtolocalandnationalstandards.ParticipantsalsoreflectedonthevalueoftheOLEP&FCsandhowtheyweremotivatedtoincreasetheamountofoceansciencetheytaughttotheirstudents.Someareasforimprovementstillexist,butthesecanbeamelioratedwithattentiontodetailsatthesitesandstreamlinedtechnologyrequirements. ii.HowDoWeExplore?N=14Item1.WereyouabletoaccomplishtheentirePDOagenda?

• Yes–100.0%(14of14)• No–0.0%(0of14)Ofthe14HDWEPDOsthatwereconductedin2015-2016,14(100%)workshopswerecompletedintheirentirety.

Item2.Duringguidedreflections,didPDOparticipants:

A. indicatetheyweremotivatedtoincorporatemoreoceanscienceintotheirclassroomteaching?• Yes–100.0%(14of14)• No–0.0%(0of14)Inall(14;100%)ofthePDOs,facilitatorsreportedparticipantsweremotivatedtoincorporatemoreoceanscience

intotheirclassroomteaching.Examplesinclude:• Noresponse• Support/expandexistingcurriculum,suchasseafloorgeology,robotics(useROVandrobotarm),exploration

examples(videosandlivefeeds),talkmoreaboutcareers,buildmodels(sonar),CTDchemistry.• Manyidentifiedspecificlessonstheywoulduseandwhen.AndmostsaidtheycamespecificallylookingforOS

lessons,activities,andmaterialstousewithstudents.• Theyfeltthatmanyoftheactivitieswouldconnecttocurrentcurriculum/lessonplans,andthattheycouldeasily

adjustelementsthatweren’tagoodfit.Forexample,severalmentionedthattheycoulddoNewWorld/Fractals,withadjustmentstohelpstudentsbetterunderstandtheconstructionofafractal(usingexactmeasurement,mathtools,etc.)orthattheywouldemphasistheobservationandexplorationandlessontheconstructionoffractals.

• Severalteacherswhoeachtaughtmarinesciencethoughttherobotarmactivitywasexceptional.Oneoftheinformaleducatorssuggestedhavingstudentslookattheaquariumexhibitsandtheanimalstocreateinspirationforrobotarmextensionsthatuseanimaladaptations.Thisaftersharingsomerobotarmextensionsthatmystudentsproducedsimilartospiders;Isharedwithmystudentshowengineersarelookingatadaptationsofanimalsforinspirationbecausetheseadaptationshavebeenevolvingforthousandsormillionsofyears.

• AchemistryteacherfromNewOrleanslovedhowWetMapswaslikethe“BlackBox”experimentinchemistry.AnotherteachersaidWetMaps“givesmetheperspectiveofthescientificmethodandmeasurementwhicharethefirsttopicsinmychemistryclass.”

• Floridahasmarinescienceintheirstandardsandseveralteachmarinescience,sotheywereexcitedaboutthecontent.Afewwillbeteachingmarinescienceforthefirsttimethisyear,sotheywereparticularlythrilled.

• Usemultibeamsonarlessonstorelatestudiesoflocalponddepthtodeepoceanstudies.• Thesewereagoodgroupofeducatorswithawiderangeofgradelevels-pre-Kthroughcollege.Theyenjoyedall

thelessonsandoneisstartingamarinescience/oceanographyclassforthefirsttimeandwasespeciallythrilled.

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• Yes,manywereenthusedbytheworkshop.IamincludingaquotefromoneoftheparticipantsherethatIreceivedviaemail.“TheworkshopwasGREAT!!Iamlookingforwardtothefollow-upinFeb.andIamplanningonattendingoneofthesummerPDs.Thanksforawonderfulfirstexperiencewithy'all!!!”

• Yes,oneteacherwasreworkingallhercurriculumandwantedtoincludemoreoceanscience.Thatiswhyshewasattheworkshop.

• DuringfinalreflectionsIaskedteacherstoraisetheirhandiftheywoulduseatleastone,ifnotmore,oftheHDWElessonsintheirclassrooms.All17teachersraisedtheirhands.

• UseWetMapstoteachreadingandinterpretingtopographicmapsTheseexamplesindicatenumerouswaysteacherswillusewhattheygainedduringthePDOintheirclassroomandwiththeirstudents.

B. identifywaystoconnectstudentstotheworkandlivesofoceanscientists,includingthoseworkingwiththeOkeanosExplorer,usingtheOEWebsite?

• Yes–100.0%(14of14)• No–0.0%(0of14)Inall(14;100%)ofthePDOs,facilitatorsreportedparticipantswereabletoconnectstudentstotheworkandlives

ofoceanscientists,includingthoseworkingwiththeOkeanosExplorer,usingtheOEWebsite.ExamplesidentifiedbyPDOparticipantsincluded:

• WeexploredcareersandtheOceanAGEwebresourcesduringtheseconddaywitheachgroup(HDWE),thoughitwasmentionedandintroducedonfirstday(WDWE).Teacherslikedalltheinformationoneachhighlightedindividual,appreciatedthevariety.Wediscussedtheimportanceofalltheprofessionals,outsidetheprimaryscientists/researchers,thatcontributetoanexpedition.(WDWEandHDWEdonebacktobackatthislocation)

• Notedtheylikethewebsitewithalltheprofiles.Somementionedusingthiswithhighschoolstudents.• Therewasalotofinterestincareers.• TheylikedtheRedditAUAideaandtheystartschoolthiscomingweekandtheshipiscurrentlyoutatsea.They

werelookingforwardtousingtheshipasengagementtostarttheschoolyear.• TheylikedtheRedditAUAideaandtalkedabouthowtheywouldwantmoreofthattypeofthingfortheir

students.• TheylikedtheOceanAGEcareerspageandtheAUAfeaturewithRedditandwanttoseemoreofthat.• Yes,severalteachers,includingoneofthepairswhohadparticipatedinDISL’sROVprogramreallylikedthe

OceanAGEcareerwebpage(s)andindicatedtheywoulduseitintheirclassestoshowthediversityofjobpossibilities.

• Mostteachersdidacareerlessonorcareerday.TheylikedOceanAGEwebsite,andthevideos(GulfofMexico)withscientistsexplainingtheexpeditionandtheobjects/animalstheysaw.Oneteacherusedweb“scavengerhunt”forherstudentstofindthreecareerstheywereinterestedinfollowing.ShewasgoingtoincludetheOceanAGEpagesnow.

• Forcareerexplorationsintheclassroom,useextensioninOceanAGECareers.• IlovetheLiveFeed!• DiscussedlotsofbusinessconnectionsrelatedtothedevelopmentandmarketingofdifferentROVsfordifferent

purposes.• ExploreStrangeNewWorlds:“Usetoteachaboutmappingalandscape,startwithafamiliarlandscapeand

expandlatertooceanmapping,tools,etc.”• WespentalotoftimetalkingaboutthepossibilityofateacherorgroupofteachersbeingattheECCfora

mission.Hereweretheirthoughts:1. Theyneedaformalwrittendocumentexplainingwhatwouldhappen,whattheteacherwoulddo

(participate,skypetoclass,answerwritten-inquestionsfromotherclasses,etc.)andforhowlong.ThisdocumentshouldincludeWHYthiswouldbenefittheteacherandtheschool.Itshouldalsostatethetech

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requirementsoftheschoolandtheneedforasavvyITpersontosetupthelinkontheschoolsidewhiletheteacherisout.

2. Itwouldbemucheasiertosellifthe“grant”providedfundingtotheschool/districttopayforthesubstituteteacher.TheyMIGHTgetitcoveredotherwise,butthiswouldhelpsellittoadmin,especiallyiftheremightbeshortnoticeonthedate.

3. Ifprovidedawindow(“Youwillgofor___daysduringthemonthsofApril/Mayandwewilllikelygiveyou48hoursnoticeforwhenyoushouldarrive.”),theycouldlikelygettherewith2daysnotice,but5wouldbeideal.

4. Duration-itwouldn’tbeworthitforlessthan3days,butideally5(perhaps3schooldaysandaweekendtoreducesubplansneeded).Morethanthatisjustlogisticallydifficultformost.

5. Itwouldbereallycoolifpeopleappliedasteamsofteachers(eithermultidisciplinarywithinagradebandoranelementary,middle,andHSteacherwithinadistrict—theyselecttheirteamandjustifyintheir“application”whytheychosetheirteam).

6. Housingandfoodisn’trequired.Mostsaidtheycouldmakeitworkifyoucouldn’tprovidethat,butthatitwouldbeamazingandevenbetterifyoucould.

Facilitatorsreportedparticipantinterestinscientists’livesandworkfocusedontheOceanAGECareerswebpages,butothersourcesofinformationandavenueswereinvestigatedtopursuethisfurther.

C. understandhowthelessonscorrelatetotheOLEPs,andNGSS?• Yes–100.0%(14of14)• No–0.0%(0of14)Participantsinall(14;100%)PDOsdiscussedandindicatedanunderstandingofhowthepresentedlessonscorrelate

totheOLEPsandNGSS.Examplesofthesediscussionsare:• ManywerenewtoOLEPs,butappreciatedtheresourcesandhowitsupportedwhattheydidintheclassroom

already.• WealsolookedatClimateLiteracyandEarthScienceLiteracywebsitestomakeadditionalconnectionsand

showthoseresources.• QuickoverviewofNGSS,astheseteachersarenotfamiliar,nordotheyhavetoknowthesenational

concepts/standards.• SomewerenotfamiliarwithOLEPs,sofoundthisinterestinganduseful.Texasdoesn’tcorrelatewithNGSS,but

wediscussedstatecorrelationandwhetherornottheywouldbechallengedtolinktoTEKS.AllsaidmostactivitiesfitreallywellintoTEKS,especiallytheskillsandprocesses.

• GAhasnotadoptedcommoncoreorNGSS.• AllactivitieswerecorrelatedwiththeOceanliteracystandardsandtherobotarmcorrelationstotheNSES.• Severalmiddleschoolteacherstaughtmathematics,scienceandhistory----oneofthemsaidthatFractal

Geometry(StrangeNewWorlds)wouldenablethemtodiscussmaps,scale,andproportionsinafunandinterestingway.

• Theydidn’tseemasintenseaboutstandardsassomeothergroupsI’vehad,buttheysawcorrelationsanddiscussedit.Wetalkedaboutthenatureofscience,asmanyscienceteachersstarttheschoolyearwiththatandthistiesinperfectlywiththat,especiallywithNGSS.

• DiscussedS&EP,especially‘usingmodels’sinceweweredoingalotofthatintheworkshop.• Yes,buttheywerenotterriblywellmotivatedtolookatthestandards.• None(exceptthosewhoattendedWDWEinthefall)hadevenheardoftheOLEPanddidn’twanttodigintothe

fundamentalconcepts,evenwithsomeprodding.Theyaren’tNGSSstatesupheresonoonereallywantedtolookatthose.

• ThisgroupwasnotasexcitedaboutNGSSaspastgroupswere,buttheydidlikelookingthroughthemandtheOLEPs.

• ManyhadneverheardoftheOLP,sowediscussedthehistoryoftheOLPeffort,IshowedthemthewebsiteandwediscussedtheOLP,especially#7.Someexpressedconcernabouttheengineeringdesignaspect,andhow

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theywouldincludeitintheirclasses,butthattheycouldseehowtheinnovationaspectofoceanexplorationcouldallowthemtoaddressthis.

• NGSSwillbeginin2017forCalifornia.• AbouthalftheteachersdidnotknowaboutOLEP.Iaskthoseteacherswhowerefamiliarwiththemtoexplain

howtheyuseditintheirclassrooms.• IwentthroughOLEPsintheAppendixandalsoshowedthemwheretofindtheNGSSmatrixontheweb.Iplaced

acopyoneachtableforreference.IaskedhowtheycorrelateNGSSnow,andmostsaidtheygobytheperformanceexpectations.

• Duringreflections,IreviewedtheNGSSconnections.OneteachersaidhisschoolisrequiringthatteachersstartNGSSnow(before2017),buthesaidheisalreadydoingalotoftheproject-basedlearningandopeninquiryandtheNOAAlivefeedanddata(Fledermaus)willhelpalot.

• TeachershaveimplementedCommonCoreandNGSSwillbecomingin2017-ish.Theyhadthealignmentsontheirtablesandwereferencedasneeded.

• SeveralparticipantsweremarinescienceteachersandtheyusetheOLEPsastheirstandardssinceSCdoesnothavestatemarinesciencestandardsandwereexcitedtohavesomemoreactivitiesthatarecorrelatedtothem.

DuringmanyofthePDOsteachers(withthehelpoffacilitators)discussedhowlessonswerecorrelatedtoNGSSandOELPsandidentifiedtheseconnectionswhiledoingthelessons.SeveralstateshadnotadoptedNGSSyetandOLEPFCswereunfamiliartomanyparticipants.

D.identifyhowthelessons,materialsandresourcespresentedduringtheworkshopmeettheirlocalandnationalstandards?

• Yes–100.0%(14of14)• No–0.0%(0of14)Inall(14;100%)ofthePDOs,facilitatorsreportedthatparticipantsidentifiedhowthelessons,materialsand

resourcespresentedduringtheworkshopmettheirlocalandnationalstandards.Examplesprovidedbyfacilitatorsinclude:

• WehighlightedhowtheactivitiesconnectedtoTXstandards(TEKS)asweconcludedeachactivity.Theyhadnodifficultymakingalignmentsuggestions,whichtheyappreciated.

• ManynotedthatWetMapsisagreatwaytoaddressmaps,geographyandtopographyinanewandcreativeway.Theylikedtheadditionofthe3Dmodelofdata,astheythoughtithelpedthestudents“see”thedatadifferently.

• Thisdiscussionoccurredafteralllessons.• ThechemistryteachersfeltthattheOceanYo-Yoactivitywouldbeagreatintroductiontotitration.• Watercolumninvestigationsfitwiththeirstandardsondeepoceanhydrothermalvents.Also,“seafloor

mapping(wetmaps)incorporatesmanyscienceinquirystandards.”• Theytalkedaboutstandardssome,butwerenotasfocusedonthatthisyear.• SeeaboveforNGSS.TeachersalsodiscussedconnectionstoCommonCore.• Theytalkedaboutstandardssome,butwerenotasfocusedonthatthisyear.• WetalkedabouttherecentapprovalbythestateofanewsciencecourseofstudyinAlabamaandhowthis

representedagoodopportunitytoincorporateOLPandnewactivities.Nooneexplicitlyaddressedthenationalstandardsintheircomments.ThisisAlabamaafterallJ.

• CaliforniahasadoptedCommonCoreandNGSS.• OceanographicYo-yo.Ithinkthewatersampleactivitywouldbegreatformyyoungerstudents.Collecting

dataissomethingusefulthatwouldhitsomestandards.Icouldthengointohowthedatahelpscientistsinreal-worldsituations.TheWebsiteisveryusefulaboutcareers.

• MostteacherswereworkingunderCommonCore,butcanapplyhands-onactivitiestojournalwritingandreading.

• MygiftedK-2teacherwilluseWetMapstoteachstudents“Howtoasktherightquestions…nowhowtomapanunseenimage.”

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E.discussandreflectabouthowpresentedcontentandmaterialscanbeadaptedtofitthespecificneedsoftheir

students?• Yes–100.0%(14of14)• No–0.0%(0of14)Inall(14;100%)oftheworkshops,facilitatorsreportedparticipantsdiscussingandreflectingabouthowpresented

contentandmaterialscanbeadaptedtofitthespecificneedsoftheirstudents.Examplesareprovidedbelow:• Gooddiscussionsaboutadaptingmaterialstomeetstudentneeds,suchasexplainingorsimplifyingfor

othergrades,accommodatingforG/TorELstudentsandthinkingabouthowtheseactivitiescouldbeusedinplaceofolderor“overused”activities.

• Aftereachactivity,theteachersdiscussedwhattheiraccommodationswouldneedtobefortheirownstudents.Therewerealwaysoptionsfortakingittothenextlevel,aswellassimplifyingit.SincetheseteachersworktogetherseveraltimesayearduringPDsessions,theyexchangedideasandmadesuggestionseasily.

• Lotsofconversationsaboutadaptationsthatwouldbeneeded(ordesired)tohelpstudentsadjustortobetterfitlessonstoexistingcurriculum.ManymentionedusingBuildaRobotasawaytodemonstrateengineering,aswellaslinktoexistingroboticlessons.

• TherewasALOTofexciteddiscussionaboutwaystouselessonsastheywerepresentedorwithmodificationsforeachteacher’sspecificpopulationofstudents.

• OneoftheteachersusesaninteractivenotebookandshewillhaveeachstudentmakeamultibeammapintheirnotebooksusingtheWetMapactivity.

• “TheOceanographicYoYocorrelateswithourlessononpH.Wecanincorporatethisasalabwithpracticeonrecordingandgraphing.”And“WetMaps(willbeused)becausehands-oninteractiveactivitiesalwaysgetthepointacrossbest!”

• Theyhadalotofconversationsattheirtablegroupsandtalkedabouthowtheymightmodifycertainactivities.OnetalkedaboutdoingWetMapswithdifferentmaterialsasanentireclassandfollowingupwithsmallergroups.

• Yes,wediscussedhowtoscaleupordowntosuitdifferentlevels.Also,howtousealllessonsinsequenceforolderstudents,withthe5/6and7/8activitiesservingasreview,formativeassessmentsorscaffolding.

• Thiswasauniquegroup.Manyofthemworkedatalternativeschoolsorpsychiatricfacilitiesforstudentswithmentalhealthissuesorbehaviorissues.Theywereexcitedabouttheactivitiesbuthadalotofmodificationstheywouldhavetomakebecauseofthelimitationsonmaterialsandtechnologytheycanuse.

• TheyallLOVEDtheWetMapsandtheInventaRobotactivity.TheytalkedabouthowitwasnicetohaveaSTEMactivitythatdidn’trequiresharpcuttingtoolsorheat(glueguns).TheylikedthatalotoftheactivitieswereSTEAMandmanymentionedwantingtointegrateartintotheirlessons.

• Therewasanotherrequestforreadingsatdifferentreadinglevels,buttheylikedtheessaysandcontentforCommonCorerelatedreadings.WetalkedaboutdifferentwaystodotheInventaRobotactivitywithdifferentgroupsdependingontheamountoftimeandcomfortwithtrueopeninquiryandSTEMdesigntheclassis(howmuchrapporttheteacherhadbuilt,trust,etc.).

• Oneteacherindicatedthatshewouldusethelearningshapesasintheactivity,butalsoforothersubjects(mathematicalequationsvsgraphshapes).Anotherteacherindicatedthatshewouldusetheguidedimagerytextandthenaskherstudentstodrawthescenethey‘saw’intheirimaginationasanexercisefortheirlisteningskills.

• Amathteacherreallylikedthefractalsactivity.Twootherteacherslikeittooasawayofdemonstratinglevelsofcomplexity.Onetaughtbiologyfromatomstouniverse.

• StrangeNewWorlds.Goodactivityforcrosscurricularwithmathteachers.Awesomewaytohavefunandengagestudentsinexperiencingthe“smallness”oftheuniverse,ecosystems,organisms,andcells.

• WetMaps:Iwouldusebuildingblockswiththelowergrades(insteadofcoloringandcuttingoutthestripsofpaper).Theycanbuilda3-4mapwiththeblocks(usingtheinformationtheygotfromthedowelsandthe

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box).Lovethisactivity.Itcanbeappliedandmodifiedformanygradelevels.Itcanbearticulatedwithmathlessons,mapreading,etc.

• InventaRobot:Hydraulicarm—Thisonewasintimidatingorconfusingforsomeofus.ThisiswhyweSHOULDuseitintheclassroomtogetstudentsthinkingofthemselvesasengineersandscientists.(NOTE:assuggested,Ileftthisactivitytotallyopenwithnoinstructions.Iletsometeacherslookaftertheywerebecomingfrustrated).

• Iwillusealotofthisinmyoceanographycourse.• UseStrangeNewWorldsinupperelementaryasacombinationofartandscience.

F.identifyhowtheywilluseOEresourceswiththeirstudents?• Yes–100.0%(14of14)• No–0.0%(0of14)Inall(14;100%)oftheworkshopsfacilitatorsreportedparticipantsidentifiedhowtheywilluseOEresourceswith

theirstudents.Examplesareprovidedbelow:• Nearlyeveryoneexpressedinterestinthevideosavailableonline,especiallyaltheexpeditionstotheGulfof

Mexico.Theysharedhowtheywouldusethemasintroductions,orhavestudentsdoindependentresearchtoseekoutinformationforassignments.

• AlsosharedthatOceanAGEcareerswouldbeagreatresourcewhentheyexplorecareeropportunities.• Manymentionedthevideosbeingagreatassettohelpmakeexistinglessonsmoreinteresting,andthebenefit

totheHDWElessons.Lovedallthevideoofseafloor;afewmentionedtheywouldusetheWhatLittleHerSawtohelpdobiodiversityandobservation.

• Whenaskedwhatwasmostvaluable,theymentioneddiversityoflessons,collaboratingwithpeers,bathymetrymaps,robotarms,webresources

• Thiswasmuchdiscussedduringandaftereachlesson.Thereweremanysuggestionsforwaystousespecificlessonswithstudents.

• Usethepuzzleasabellringeractivity.• WetMaps:“goodconstructiveresponseformathematics”• Again,theiryearisabouttostart.AsIknowmostscienceteachersstarttheyearwithlabsafetyandnatureof

science,Ifocusedonadaptationsanddiscussionsonhowtheycouldeasilyfittheselessonsintohitthosestandardsweallneedtodo.Theylovedthatandthetimingofdoingtheworkshoptheweekbeforetheystartschoolmadethisaperfectmatchthatseveralofthemcommentedonintheirpost-evals.“Adayinthelife…”wheretheywatchthevideoandtakecountswasperfectforthis—theytalkedabouthowtheycouldusestillimages,comparethattovideo,trydifferenttypesofcounting(onepersonperorganismtype,etc.)andthendiscussthereliabilityofthedata.Theytalkedaboutusingitasawarmup/engagementactivityoranexitticketattheendofthatlesson,forexample.

• Theylovedwetmapsandtheoceanographyteacherplanstodoitjustaswritten.• Teacherswereaskedtowritedown(forthemselves)theoneactivitytheywouldpromisetotrybeforethenext

workshopaswellashowtheywouldusethewebsitewiththeirstudents.Weagreedthatthiswouldbeourstartingpointfordiscussionatthebeginningofthenextworkshop.Severalindicatedthattheyreallylikedthedigitalatlas,whileforothers,studentonlineaccessisstillanissue.

• Oneteacherjustcompletedaunitonhydrothermalvents.ShelovedtheOceanographicYo-yoandwilluseitnextyearasanintroductoryinquiryactivity.

• ExploringStrangeNewWorlds:Iwilldevelopaclassinintroductiontofractalgeometrytodiscussandexplorescalesofmagnitude.Ihopetobeabletocreateperformancetask-typeactivitiesusefulformathandscience.Studentswillthinkitiscool.Iwillusethisasthe“hook”intolessonaboutwhereweexplore.Asa3rdgradeteacher,Icoulddefinitelyusethe“considercomplexity”chart.MystudentscouldhelptoseetheirplaceinCalifornia,forexample,andalsocreatetheirown.

• WetMaps:Icandothisgraphingandsonarpingingactivityinclass.Iamlookingforahands-onactivitytoaddresstheirEarthSciencecurriculum.OceanographicYo-yo:Canbeanothergraphingactivity,likesonar.

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Studentsextendtotemperature,pHandgraphingdata.Easytodoinclass,lowcost.Themappingactivityisperfectforoursummercampmuseumprogramming.Goodformanyagegroupswithminormodificationsorextensions.

• “IwouldusetheseimagesandwebsitesforascavengerhuntonNearpod.”• AchemistryteacherfromNewOrleanslovedhowWetMapswaslikethe“BlackBox”experimentinchemistry.

AnotherteachersaidWetMaps“givesmetheperspectiveofthescientificmethodandmeasurementwhicharethefirsttopicsinmychemistryclass.”

Item3.Ifyouhadreturningparticipants(whohadtakeneitherWDWEorHDWE),pleasenoteiftheyhaveimplementedanyofthematerialsfromtheirfirstworkshop.N=9

• Onlyonereturningparticipant.Theysaidtheyhadyettoutilizemuchoftheactivities.• Nottoomanysaidtheyhadimplementedfulllessons,mostsaidtheyhadusedthevideos,LearningCubes

(adaptedtoothertopics,somewithclimatechange),andROVdiversityandspecs.• OneoftheteachersusedthewebquestforoceancareersfromWhydoWeExploreandsharedthiswiththe

otherparticipants.• Thereweremanyreturningparticipants,butfewsharedanythingspecificaboutwhattheyhaddone.One

womanhadmadethephotocubeswithstudentsattheendofaunit.Theyeachmadetheirownandselectedtheirownphotosbasedonaspecificareaofcontentwithinaunit.Shesaidtheyweregreatandthestudentslovedmakingthem.

• TheAmericorpsgangfromNESailingCenterdidafewlessons,includingWetMaps,abitwithOceanAGEcareers,andIRobotwiththeirafterschoolgroupandlovedit.Anotherteacherdidamedicineintheoceanunit,usedtheMDM,ourWatchtheScreenandthendidamatchingwherethestudentsmatchedmedicinestowhatanimaltheycamefrominthesea…then“OceanDoctor”whereshenamedadisease/illnessandtheyhadtopickthemedicinefromtheoceantheywouldusetotreatit.Socool!

• WeallcontinuetostrugglewithhavinganOceanExplorerpageandanOkeanospagethatlooksosimilaryethavedifferenttabs/information.Whycan’twejusthaveONEsitenowwithallthetabsthesame?ITissoconfusingtohavedifferentinfounderEducationononesitethantheother.L

• Therewereseveralreturningparticipants,butfewsharedanythingspecificaboutwhattheyhaddonesinceOctober.Afewhadbeenonthewebsitewithstudents,onehaddoneacareerpiecewithaclass,buttheywerenotverychattyasagroup(smallgroupstheywere,butnotlargegroupsharing).

• ChristinaBrownattendedpreviousworkshops,butcametothisonealsoashercolleaguewasunabletoattendatthelastminute.SheindicatedthatshehadherstudentsviewlivefeedduringtheHawaiimissioninclassandthattheylovedit.

• Yes,oneteacherusedtheWetMapsactivity.TwootherteacherswantedtowaittotakeHOWbeforeincorporatinglessonsintotheircurriculum.

• Yes,Ididhave5teacherswhoattendedWDWEinDecember.Oneteachersaidshehadn’timplementedanyactivitiesasitwasdifficultforhertodomidyear,butshefeelsreadyfornextyear.IalsohadtwoteacherswhoattendedtheNOAAOEworkshopatNSTAconferencelastyearandsowantedtoattendaPDworkshopthisyear.

• ThemarinescienceteacherfromColumbiausedthebromothymolactivitywithsaltversusfreshwaterandIRobotCandoThat.

• Noneareusingthematerialsyet,butmanyplantodoso.PeoplewithMATEROVteamswereparticularlyinterestedintheROVlessons.

• NoneOftheninefacilitatorswhorespondedtothisquestion,severalstatedtheyhadnoorfewreturningparticipants.Theotherswereabletooffermultipleactivitiestheyhaveusedfromthelastworkshop.

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Item4.Pleasemakenoteofanyspecialconsiderationsregardingthemeetingroom,thetechnology,ouron-sitecolleagues,topicsofspecialinterestforthenextworkshop,etc. Mostofthefacilitatorsprovidedfeedbacktothisitem.Theirresponsesareprovidedbelow:

• None2• Roomworkedwell.Smallergroupallowedthemtoreallyspreadoutandmakepilesofalltheiritemswhile

buildingandlearning.Teachersaremessy!• Alwaysbringspeakersandbesuretocommunicatetothecontactpersontheneedtoset-uponFriday.• Thesiteislovely.TeresaandAngelaarewonderfulandwereveryaccommodating,helpful,andanxioustomake

sureIwascomfortableandhadeverythingIneeded.Theywereavailablealldayforme.Theinternetwasnotstrongenoughfortheroomfullofparticipants.Mineworkedfineforme,andIlovethesmartboard,etc.,butitdidn’tworkfortheparticipantstoexplorethesite.

• Noproblems.Asbefore,Iadjustedtheagendaslightlysowecouldbreakforlunchbeforetherushandthatseemstoworkwell.

• ThenewfolksatNEAqwerewonderful.ChristineandCorrineweregreat.Christinewasmyprimarycontactthistime.Sheisflexible,easy-going,butalsoverypreparedandwillingtodowhateverIneededtomakeitwork.

• Thisgroupalsohadmanypeopleaskforathirdinstallment.Theywant“Whatdoweexplore?”focusedonbiology,andIagreethatthisseemstobethebiggestdrawformanyfolksandtheeasiestformanyfolkstoimplementintheirclasses.Iexplainedtherewasathoughtabout“Whatdoweexpecttofind?”andtheysaidifwedothat,thenextshouldbe“WhatDIDwefind?”JTheywerereallyenthusiastic.

• Allwentwell.ITishardtogetsetupinthemorningwhenwecomeinandthesleep-oversarestillgoingon,andIthinkitmightbeeasiertostartlater(easieronallofus),andthisgroupisreallyreadyforathirdinstallmentof“whatdidwefind”orsomethinglikethat.J

• Westillhaveissueswithwifiaccess,butnowhaveaplantoremedythatproblem.TheDHPcomputerlabisawonderfultoolthatallowsustoexplorethewebsiteasagroupandasindividualsduringtheworkshop.Ourthoughtsarethatiftheyexploreitandcanaskquestionsduringtheworkshop,theywillbemoreapttouseitintheirclassroom.WehadanumberoffolksinvolvedinDISL’sROVprogramsandthisinterestdiffusedthroughouttheroomaswewentthroughtheday.IthinktheROVaspectsofHDWEwillbeverywellreceivedforthisreason.

• WehadsometroubleloggingontheGuestaccessportaltotheInternet.Oneteacher,Geo,wasn’tabletogetonatall(PClaptop).IaskedAudreyforanAquariumlaptopforhim,andwetriedthatbuteventhatonedidn’twork.Supposedlyitwasanewlaptopandhadbeenhavingproblemstoo.Othersinthegroupcouldgeton.Ididn’thaveaproblem(MAClaptop).Geosharedwithanotherteacher.

• AOPWiFidoesn’tbeginuntil9am.BecauseofthisImovedthe“icebreaker”withtheOceanChallengePuzzletoimmediatelyafterlunch.IhadeachtableopenthechallengepuzzleandplaytogetherasIteam.Theyhadtoanswer10“tiles”asquicklyaspossible.Irecordedwhichteamfinishedfirst,andhowmanyquestionstheyansweredcorrectly.Gettingthecorrectanswerswasmoreimportantthanfinishingfirst,iftherewasatie.

• Boththeclassroomandtheexecutiveboardroomaregreatforthisworkshop.Forthemostpart,facilitatorsreportedeverythinggoingwellduringtheworkshop.However,therearestillWiFiissuesatseveralsitesandothertechnicalissuesthatmustbeovercome.

Overall,thePDO’swereimplementedasplannedandparticipantsreflectedfrequentlyonimportantaspectsofthePDOandlessons.Facilitatorresponsesregardingparticipantreflectionsindicatethatfrequentdiscussionoflessonutilityintheparticipantsinstitutionsoccurred.ParticipantsreflectedonhowaspectsofthePDOandactivitiescouldbeadaptedforusewiththeirstudents,wouldintroducestudentstoscientistsandexplorationrelatedcareers,andwerecorrelatedtolocalandnationalstandards.ParticipantsalsoreflectedonthevalueoftheOLEP&FCsandhowtheyweremotivatedtoincreasetheamountofoceansciencetheytaughttotheirstudents.Someareasforimprovementstillexist,butthesecanbeamelioratedwithattentiontodetailsatthesitesandstreamlinedtechnologyrequirements.

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iii.WhyDoWeExplore?/HowDoWeExplore?SummaryFormComparisonsOverall,thePDO’swereimplementedasplanned(27;96.4%)andparticipantsreflectedfrequentlyonimportant

aspectsofthePDOandlessons.WhenanaspectofaPDOwasnotcompletedasplanned(1;3.6%),itwasaresultofthefacilitatorforgettingtointroducetheactivity.Facilitatorresponsesregardingparticipantreflectionsindicatethatfrequentdiscussionoflessonutilityintheparticipantsinstitutionsoccurred.ParticipantsreflectedonhowaspectsofthePDOandactivitiescouldbeadaptedforusewiththeirstudents,wouldintroducestudentstoscientistsandexplorationrelatedcareers,andwerecorrelatedtolocalandnationalstandards.ParticipantsalsoreflectedonthevalueoftheOLEP&FCsandhowtheyweremotivatedtoincreasetheamountofoceansciencetheytaughttotheirstudents.

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III. HowWellOEREducationisMeetingEstablishedPerformanceMeasures

Data(SectionII)relevanttoaccomplishingeachPerformanceMeasure(PM)foreachobjectiveisprovidedfollowingeachPM.ForPMswhereitemswerecommontoboththepreandpostassessments,scoresontheseitemscouldrangefrom1-6with1beingStronglyDisagreeand6beingStronglyAgree.Forthisanalysis,StronglyDisagree=1.00-1.50,Disagree=1.51-2.50,SlightlyDisagree=2.51-3.50,SlightlyAgree=3.51-4.50,Agree=4.51-5.50,andStronglyAgree=5.51-6.00.ThesourceofthedataisidentifiedforeachPM.Anasterisk(*)indicatesanyPMsthatwerenotmet.Goal:ThegoalofOEProfessionalDevelopmentOpportunitiesistoincreaseprofessionaleducatorunderstandingof,andappreciationfor,deep-seaexplorationandNOAA’sdiscoveries,andimproveparticipatingeducator’sinstructionaboutoceanscience,explorationanddiscoveries.Objective1:BysupportingPDOs,OERwillprovideeffectiveprofessionaldevelopmenttoeducatorstoencourageuseofoceanexploration-basededucationmaterialsandconnectionstoauthenticoceanscience,technologyandengineeringinclassroomsthroughoutthecountry.

• PM1.1:Eachalliancepartnerwillhostatleast1PDOannually;themajoritywillhost2PDOs.o Data:DuringFall2015-Summer2016,14AlliancePartners(100.0%)hostedatleastonePDOduringthis

timeframeforatotalof28hostedPDOs.OneAlliancePartner(3.6%)hostedthreePDOsduringthistimeframe,12(85.7%)hostedtwoPDOs,andone(3.6%)hostedonePDOforameanof2.0PDOsperhost.ThisPMpredicts2.0PDOsduringthistimeframe;thisPMwasaccomplished.(SummaryForms;NOAAOceanExplorerWebsite)

• PM1.2:NOAAOEREducationwillhostoneonlinePDOevery2-3years.*

o NoonlinePDOswerehostedbetweenJune2015andSeptember2016.(NOAAOceanExplorerWebsite).

• PM1.3:100%oftheworkshoppresentationcontentisconsistentwithProfessionalDevelopmentBestPractices(asdefinedbyourevaluator).

o 100%ofPDOcontentisconsistentwiththefollowingProfessionalDevelopmentBestPractices(PDOagenda,PDOPowerPointpresentations,andSummaryForms).

§ Teacherslearnbesthowtoteachbyinquirybyhavingachancetolearnbyinquiry.§ Teachersengageindemonstrationlessonsinordertolearnhowtobestadaptthoselessonsto

theirstudents’needs.§ Themoreateachercan“dothediscipline”thebetterabletheywillbetopasstheir

understandingontotheirstudents.§ Engaginginreading,researching,andreflectingaboutnewcontentandinstructionalapproaches

reinforcesandmagnifiesteachers’abilitytoprovidemeaningfulinstructiontostudents.§ Successfulteachersbenefitfromconnectingtheirdisciplinestotheworldbeyondschool.

• PM1.4:DuringeachPDO,participantswereshownhowtheOElessonsarecorrelatedtotheOLEPandFCs,and

howtheysupportcurrenteducationstandards.o PriortobeginningtheWDWEPDO,participantsindicatedthey“slightlydisagree”(3.04)withthe

statement“IamfamiliarwithOceanLiteracyEssentialPrinciplesandFundamentalConcepts”AfterthePDO,participants’meanratingsincreasedby2.28pointsto5.32(the“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge.(WDWEpre/postsurvey,itemf)

o PriortobeginningtheHDWEPDO,participantsindicatedthey“slightlyagree”(4.19)withthestatement“IamfamiliarwithOceanLiteracyEssentialPrinciplesandFundamentalConcepts”AfterthePDO,participants’meanratingsincreasedby1.30pointsto5.49(the“agree”range).Thisincreasewas

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significantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,iteme)

o Participantsinall(50;100%)PDOsdiscussedandindicatedanunderstandingofhowthepresentedlessonscorrelatetotheOLEPsandNGSS.ExamplesofthesediscussionsoccurredineachPDO.Additionally,CommonCoreandNGSSwerediscussedinmostPDOs.(WDWEandHDWEPDOagendaandSummaryForms)

• PM1.5:DuringeachPDO,participantswereintroducedtoandpracticedoceanscienceandtechnology

activities.o ParticipantswereintroducedtoaminimumofsevenoceanscienceactivitiesduringeachPDO.Allof

theseactivitiesmodeledtechnologiesusedtoexplorethedeepocean.(WDWEandHDWEPDOagendasandSummaryForms)

• PM1.6:Most(>75%)surveyrespondentsindicatedthatthePDOmettheirprofessionaldevelopmentgoals.

o 98.0%(336of343)ofPDOparticipantsstatedthattheWDWEPDOfurtheredtheirownPDgoals(WDWEPost-Survey).

o 98.8%(257of260)ofPDOparticipantsstatedthattheHDWEPDOfurtheredtheirownPDgoals(HDWEPost-Survey).

• PM1.7:Most(>75%)surveyrespondentsindicatedthatthePDOprovidedfamiliaritywithhowtofollowalong

withOEexpeditionsandaccessOEwebresources.o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(2.56)withthe

statement“IknowabouttheOceanAGECareerspageontheOceanExplorerwebsite”.AfterthePDO,participants’meanratingsincreasedby2.83pointsto5.39(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemb).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(3.19)withthestatement“IknowhowtoaccessNOAAShipOkeanosExplorereducationresourcesontheOceanExplorerWebsite”.AfterthePDO,participants’meanratingsincreasedby2.47pointsto5.66(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemh).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(2.89)withthestatement“IknowhowIcanusetheOceanAGECareerswebpageswithmystudents”.AfterthePDO,participants’meanratingsincreasedby2.33pointsto5.22(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemk).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlyagree”(3.33)withthestatement“IknowhowtoaccessinformationabouttheNOAAShipOkeanosExplorer”.AfterthePDO,participants’meanratingsincreasedby2.33pointsto5.66(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemo).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.09)withthestatement“IknowabouttheOceanAGECareerspageontheOceanExplorerwebsite”.AfterthePDO,participants’meanratingsincreasedby1.46pointsto5.55(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemb).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.52)withthestatement“IknowhowtoaccessNOAAShipOkeanosExplorereducationresourcesontheOceanExplorerWebsite”.AfterthePDO,participants’meanratingsincreasedby1.16pointsto5.68(the“stronglyagree”range).

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Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemh).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlyagree”(3.89)withthestatement“IknowhowIcanusetheOceanAGECareerswebpageswithmystudents”.AfterthePDO,participants’meanratingsincreasedby1.54pointsto5.43(the“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemk).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.64)withthestatement“IknowhowtoaccessinformationabouttheNOAAShipOkeanosExplorer”.AfterthePDO,participants’meanratingsincreasedby1.06pointsto5.70(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemo).

Objective2:AsaresultofparticipatinginOERPDOs,participantswillbeintroducedtocutting-edgeexplorationexpeditionscarriedoutbyexpertoceanexplorersandtechnologythatwillengagethemincreativeandexcitingwaystoincorporatethescienceandtechnologyassociatedwithexploringtheworld’soceanintheirclassrooms.

• PM2.1:AllworkshopparticipantsareintroducedtooceanscienceandtechnologycontentduringthePDO.o TheagendaforWDWEandHDWEworkshopsoutlinesthecontentandactivitiescoveredduringevery

HDWEworkshop.(WDWEandHDWEPDOagenda)o Ofthe28WDWEandHDWEPDOsthatwereconductedin2015-2016,27(96.4%)workshopswere

completedintheirentirety.Theaspectofthe(4%)workshopthatwasnotcompletedwasthebuoyancyactivity.Thereasonfornotcompletingthiselementoftheworkshopwasthefacilitatorforgottoinitiatetheactivity.(FacilitatorSummaryForm)

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlyagree”(4.06)withthestatement“IknowenoughabouttheNOAAShipOkeanosExplorertoteachmystudentsabouthermission,capabilities,andassets”.AfterthePDO,participants’meanratingsincreasedby1.39pointsto5.45(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemp).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlyagree”(4.06)withthestatement“IknowenoughabouttheNOAAShipOkeanosExplorertoteachmystudentsabouthermission,capabilities,andassets”.AfterthePDO,participants’meanratingsincreasedby1.39pointsto5.45(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemp).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.54)withthestatement“Ihaveagoodunderstandingofhowthesciences,advancedtechnologies,mathematics,andengineeringareintegratedtosupportoceanexploration”.AfterthePDO,participants’meanratingsincreasedby0.95pointsto5.49(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemt).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlyagree”(4.05)withthestatement“Iamconfidentinmyunderstandingofthestrategiesusedinoceanexploration.”AfterthePDO,participants’meanratingsincreasedby1.38pointsto5.43(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemu).

• PM2.2:Most(>75%)surveyrespondentsindicatedthatthePDOincreasedtheirawarenessoftechnologies

requiredtoexplorethedeepocean.o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(2.92)withthe

statement“IknowhowthecapabilitiesandassetsoftheNOAAShipOkeanosExplorerareusedinoceanexploration”.AfterthePDO,participants’meanratingsincreasedby2.43pointsto5.35(withinthe

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“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemg).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(2.75)withthestatement“IknowenoughabouttheNOAAShipOkeanosExplorertoteachmystudentsabouthermission,capabilities,andassets”.AfterthePDO,participants’meanratingsincreasedby2.51pointsto5.26(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemp).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlyagree”(4.17)withthestatement“IknowhowthecapabilitiesandassetsoftheNOAAShipOkeanosExplorerareusedinoceanexploration”.AfterthePDO,participants’meanratingsincreasedby1.36pointsto5.53(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemg).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlyagree”(4.06)withthestatement“IknowenoughabouttheNOAAShipOkeanosExplorertoteachmystudentsabouthermission,capabilities,andassets”.AfterthePDO,participants’meanratingsincreasedby1.39pointsto5.45(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemp).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlyagree”(4.27)withthestatement“IamawareofhowunderwaterrobotsareusedonboardtheOkeanosExplorer”.AfterthePDO,participants’meanratingsincreasedby1.26pointsto5.53(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,items).

• PM2.3:All(100%)ofparticipantsareintroducedtowaystoconnectwithpremieroceanscientistsandexplorersandtheirscientificendeavorsthroughthewebsite.

o TheagendaforWDWEandHDWEworkshopsoutlinesthecontentandactivitiescoveredduringeveryHDWEworkshop.Theagendaidentifiesthetimededicatedtoexploringthewebsite.(WDWEandHDWEPDOagenda)

o Ofthe28WDWEandHDWEPDOsthatwereconductedin2015-2016,27(96.4%)workshopswerecompletedintheirentirety.Theaspectofthe(4%)workshopthatwasnotcompletedwasnotrelatedtowaystoconnectwithpremieroceanscientistsandexplorersandtheirscientificendeavorsthroughthewebsite.(FacilitatorSummaryForm)

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(2.56)withthestatement“IknowabouttheOceanAGECareerspageontheOceanExplorerwebsite”.AfterthePDO,participants’meanratingsincreasedby2.83pointsto5.39(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemb).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(2.89)withthestatement“IknowhowIcanusetheOceanAGECareerswebpageswithmystudents”.AfterthePDO,participants’meanratingsincreasedby2.33pointsto5.22(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemk).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlyagree”(4.09)withthestatement“IknowabouttheOceanAGECareerspageontheOceanExplorerwebsite”.AfterthePDO,participants’meanratingsincreasedby1.46pointsto5.55(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemb).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlyagree”(3.89)withthestatement“IknowhowIcanusetheOceanAGECareerswebpageswithmystudents”.AfterthePDO,participants’meanratingsincreasedby1.54pointsto5.43(withinthe“agree”range).Thisincreasewas

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significantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemk).

Objective3:AsaresultofparticipatinginOERPDOs,participantswillhaveincreasedawarenessoftheimportanceof,NOAA’srolein,andcapabilitiesandassetstoconduct,oceanexploration.

• PM3.1:Most(>75%)surveyrespondentsindicatedthatthePDOincreasedtheirawarenessofthevalueofoceanexploration.

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlyagree”(4.34)withthestatement“Iamconfidentinmyunderstandingaboutthevalueofexploringtheocean”.AfterthePDO,participants’meanratingsincreasedby1.24pointsto5.58(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemf).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“agree”(5.32)withthestatement“Iamawareoftheimportanceofoceanexploration”.AfterthePDO,participants’meanratingsincreasedby0.49pointsto5.81(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewasmedium(WDWEpre/postsurvey,itemi).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.92)withthestatement“Iamconfidentinmyunderstandingaboutthevalueofexploringtheocean”.AfterthePDO,participants’meanratingsincreasedby0.68pointsto5.60(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemf).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(5.40)withthestatement“Iamawareoftheimportanceofoceanexploration”.AfterthePDO,participants’meanratingsincreasedby0.41pointsto5.81(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewasmedium(HDWEpre/postsurvey,itemi).

• PM3.2:Most(>75%)surveyrespondentsindicatedthatthePDOincreasedtheirawarenessofNOAA’srolein

oceanexploration.o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(3.34)withthe

statement“IhaveaclearideaofwhattheNOAAOceanExplorationProgramdoes”.AfterthePDO,participants’meanratingsincreasedby2.12pointsto5.46(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemj).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlyagree”(3.88)withthestatement“IhaveagoodunderstandingofNOAA’sroleinoceanexploration”.AfterthePDO,participants’meanratingsincreasedby1.71pointsto5.59(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemn).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlyagree”(4.47)withthestatement“IhaveaclearideaofwhattheNOAAOceanExplorationProgramdoes”.AfterthePDO,participants’meanratingsincreasedby1.13pointsto5.60(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemj).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.73)withthestatement“IhaveagoodunderstandingofNOAA’sroleinoceanexploration”.AfterthePDO,participants’meanratingsincreasedby0.91pointsto5.64(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewasmedium(HDWEpre/postsurvey,itemn).

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• PM3.3:Most(>75%)surveyrespondentsindicatedthatthePDOprovidedthemwithawarenessandknowledgeoftheOkeanosExplorer’sassets,capabilitiesandtechnologies.

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(2.92)withthestatement“IknowhowthecapabilitiesandassetsoftheNOAAShipOkeanosExplorerareusedinoceanexploration”.AfterthePDO,participants’meanratingsincreasedby2.43pointsto5.35(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemg).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(2.75)withthestatement“IknowenoughabouttheNOAAShipOkeanosExplorertoteachmystudentsabouthermission,capabilities,andassets”.AfterthePDO,participants’meanratingsincreasedby2.51pointsto5.26(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemp).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlyagree”(4.17)withthestatement“IknowhowthecapabilitiesandassetsoftheNOAAShipOkeanosExplorerareusedinoceanexploration”.AfterthePDO,participants’meanratingsincreasedby1.36pointsto5.53(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemg).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlyagree”(4.06)withthestatement“IknowenoughabouttheNOAAShipOkeanosExplorertoteachmystudentsabouthermission,capabilities,andassets”.AfterthePDO,participants’meanratingsincreasedby1.39pointsto5.45(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemp).

Objective4:AsaresultofparticipatinginOERPDOs,participantswillhavegreaterconfidenceintheirabilitytoteachoceanscienceanddeepoceanexplorationcontenttotheirstudents.

• PM4.1:Most(>50%)surveyrespondentsindicatedthatthePDOinstilledagreaterconfidenceintheirabilitytoteachoceansciencecontent.

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlyagree”(4.16)withthestatement“Iamconfidentinmyabilitytoteachoceansciencetomystudents”.AfterthePDO,participants’meanratingsincreasedby1.14pointsto5.30(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,iteml).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlyagree”(3.66)withthestatement“Iamconfidentinmyabilitytoteachdeepoceanexplorationcontenttomystudents”.AfterthePDO,participants’meanratingsincreasedby1.49pointsto5.15(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemq).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlyagree”(4.04)withthestatement“Iamconfidentinmyabilitytoteachthemodernreasonsforoceanexplorationtomystudents”.AfterthePDO,participants’meanratingsincreasedby1.47pointsto5.51(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemr).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.55)withthestatement“Iamconfidentinmyabilitytoteachoceansciencetomystudents”.AfterthePDO,participants’meanratingsincreasedby0.83pointsto5.38(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,iteml).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlyagree”(4.36)withthestatement“Iamconfidentinmyabilitytoteachdeepoceanexplorationcontenttomystudents”.AfterthePDO,participants’meanratingsincreasedby1.18pointsto5.54(withinthe“stronglyagree”range).

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Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemq).

Objective5:AsaresultofparticipatinginOERPDOs,participantswillbecomeawareoftheresourcesavailableontheOceanExplorerWebsite.

• PM5.1:Most(>75%)surveyrespondentsindicatedthatthePDOprovidedthemwithskillsandknowledgeneededtoaccesstheresourcesavailableontheOceanExplorerWebsite.

o Facilitatorsofall(28;100%)ofthePDOsreportedparticipantswereabletoconnectstudentstotheworkandlivesofoceanscientists,includingthoseworkingwiththeOkeanosExplorer,usingtheOEWebsite.MostPDOparticipantsidentifiedtheOceanAGEwebsiteasanimportantsourceofcareerinformation.(WDWEandHDWESummaryForms)

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(2.56)withthestatement“IknowabouttheOceanAGECareerspageontheOceanExplorerwebsite”.AfterthePDO,participants’meanratingsincreasedby2.83pointsto5.39(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemb).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlyagree”(3.68)withthestatement“Ihavequickaccesstoawiderangeofresourcesthatsupportmyteachingoftheimportanceofoceanexploration.”AfterthePDO,participants’meanratingsincreasedby1.96pointsto5.64(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemd).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(3.19)withthestatement“IknowhowtoaccessNOAAShipOkeanosExplorereducationresourcesontheOceanExplorerWebsite”.AfterthePDO,participants’meanratingsincreasedby2.47pointsto5.66(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemh).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(3.33)withthestatement“IknowenoughabouttheNOAAShipOkeanosExplorertoteachmystudentsabouthermission,capabilities,andassets”.AfterthePDO,participants’meanratingsincreasedby2.33pointsto5.66(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemo).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlydisagree”(4.09)withthestatement“IknowabouttheOceanAGECareerspageontheOceanExplorerwebsite”.AfterthePDO,participants’meanratingsincreasedby1.46pointsto5.55(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemb).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.51)withthestatement“Ihavequickaccesstoawiderangeofresourcesthatsupportmyteachingoftheimportanceofoceanexploration.”AfterthePDO,participants’meanratingsincreasedby1.15pointsto5.66(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemd).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.52)withthestatement“IknowhowtoaccessinformationabouttheNOAAShipOkeanosExplorer”.AfterthePDO,participants’meanratingsincreasedby1.16pointsto5.68(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemh).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.64)withthestatement“IknowenoughabouttheNOAAShipOkeanosExplorertoteachmystudentsabouthermission,capabilities,andassets”.AfterthePDO,participants’meanratingsincreasedby2.58pointsto5.70

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(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemo).

Objective6:AsaresultofparticipatinginOERPDOs,participantswillbeabletoeffectivelyusetheOERprofessionaldevelopmentcurricula/lessons,theOEWebsiteandothersupportingresourcesintheirinstruction.

• PM6.1:DuringeachPDO,participantsdescribedwaystheywouldmodifyand/orplantoincorporatecontent,lessonsandwebsiteresourcesintheirinstruction.

o TheagendaforWDWEandHDWEworkshopsidentifiestheOERprofessionaldevelopmentcurricula/lessons,theOEWebsiteandothersupportingresourcesintroducedduringtheworkshop.(WDWEandHDWEPDOagenda)

o Ofthe28WDWEandHDWEPDOsthatwereconductedin2015-2016,27(96.4%)workshopswerecompletedintheirentirety.Theaspectofthe(4%)workshopthatwasnotcompletedonlyimpactedoneactivity.Thesummaryformsindicatedthatparticipantspracticedanddiscussedwaystointegratecontent,lessons,thewebsite,andsupportingmaterialsintotheirinstruction.(FacilitatorSummaryForm)

• PM6.2:Most(>75%)surveyrespondentsindicatedthat,afterparticipatingintheNOAAOERPDO,they

intendedtointegrateOElessonsand/ortheOEwebsiteintheirclassroom.o WDWE:Ofthe353responses,269teachers(76.2%)plantointegratematerialreceivedduringthe

workshop80(22.7%)wanttolearnmorebeforetheyintegratematerial,2(0.6%)donotplantointegratematerials,and24(6.8%)arenotsure.Someparticipantsselectedmorethanoneresponse.(WDWEPost-Survey;Item2)

o WDWE:Ofthe352participantswhorespondedtothisitem,297(84.4%)intendtouselessonsfromWDWE,274(77.8%)intendtousethewebsite,172(48.9%)intendtousetheOceanAGEpage,and163(46.3%)intendtousetheOkeanosExplorerAtlas.Mostparticipantsselectedmorethanoneresponse.(WDWEPost-Survey;Item3)

o HDWE:Ofthe270responses,220participants(81.5%)plantointegratematerialreceivedduringtheHDWEworkshop,51participants(18.9%)wanttolearnmorebeforetheyintegratematerial,1participant(0.4%)doesnotplantointegratematerials,and8participants(3.0%)arenotsure.Someparticipantsselectedmorethanoneresponse.(HDWEPost-Survey;Item2)

o HDWE:Ofthe263participantswhorespondedtothisitem,62participants(23.6%)haveintegratedmaterialfromtheWDWEworkshop,7participants(2.7%)wanttolearnmorebeforetheyintegratematerial,7participants(2.7%)havenotyetintegratedthematerial,95participants(36.1%)havenotyetintegratedthematerialbutplanto,3participants(1.1%)arenotsureiftheywillintegratematerial,and89participants(33.8%)indicatedthisitemdoesnotapplytothem.(HDWEPost-Survey;Item3)

o BothPDOs:Ofthe623respondents,489teachers(78.5%)plantointegratematerialreceivedduringeitherworkshop.(WDWE&HDWEPost-Survey;Item2)

o Inall(28;100%)oftheworkshopsfacilitatorsreportedparticipantsidentifiedhowtheywilluseOEresourceswiththeirstudents.FacilitatorsstatedthatteachersfromtheWDWEPDOsmostfrequentlymentionedthelivefeedsandvideos,MethaneHydrateModel,andthedigitalatlasandthatteachersfromHDWEmostfrequentlymentionedlivefeedsandvideos,WetMaps,OceanographicYo-Yo,DigitalAtlas,andInventARobot,asactivitiestheyintendtoimplementwiththeirstudents.VariouscomponentsofthewebsitewereappealingtoPDOparticipants.Thegeneralconsensuswastheselessonsandthewebsitehavemanyusesforparticipantsandtheirstudents.(WDWEandHDWESummaryForms)

• PM6.3:Most(>75%)surveyrespondentsindicatedthatthePDOmotivatedthemtoincorporatemoreocean

scienceintotheirclassroomteaching.

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o Inall(14;100.0%)ofthePDOs,facilitatorsreportedparticipantsweremotivatedtoincorporatemoreoceanscienceintotheirclassroomteaching.(WDWEFacilitatorSummaryForm;Item2)

o Inall(14;100.0%)ofthePDOs,facilitatorsreportedparticipantsweremotivatedtoincorporatemoreoceanscienceintotheirclassroomteaching.(HDWEFacilitatorSummaryForm;Item2)

• PM6.4:Most(>75%)surveyrespondentsindicatedthatthePDOpreparedorenabledthemtoenhancetheir

teachingaboutoceanscience.o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlyagree”(4.36)withthe

statement“Iknowengaginginstructionalstrategiestohelpmystudentsunderstandtheimportanceofoceanexploration”.AfterthePDO,participants’meanratingsincreasedby1.19pointsto5.55(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itema).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlyagree”(3.68)withthestatement“Ihavequickaccesstoawiderangeofresourcesthatsupportmyteachingoftheimportanceofoceanexploration.”AfterthePDO,participants’meanratingsincreasedby1.96pointsto5.64(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemd).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(3.01)withthestatement“IamfamiliarwithOceanLiteracyEssentialPrinciplesandFundamentalConcepts”.AfterthePDO,participants’meanratingsincreasedby2.30pointsto5.31(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,iteme).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.68)withthestatement“Iknowengaginginstructionalstrategiestohelpmystudentsunderstandtheimportanceofoceanexploration”.AfterthePDO,participants’meanratingsincreasedby0.93pointsto5.61(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itema).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.51)withthestatement“Ihavequickaccesstoawiderangeofresourcesthatsupportmyteachingoftheimportanceofoceanexploration.”AfterthePDO,participants’meanratingsincreasedby1.15pointsto5.66(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemd).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlyagree”(4.12)withthestatement“IamfamiliarwithOceanLiteracyEssentialPrinciplesandFundamentalConcepts”.AfterthePDO,participants’meanratingsincreasedby1.28pointsto5.40(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,iteme).

• PM6.5:Most(>75%)surveyrespondentsindicatedthatthePDOprovidedthemwithadequateknowledgeto

teachoceansciencecontent.o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlyagree”(4.36)withthe

statement“Iknowengaginginstructionalstrategiestohelpmystudentsunderstandtheimportanceofoceanexploration”.AfterthePDO,participants’meanratingsincreasedby1.19pointsto5.55(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itema).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlyagree”(4.34)withthestatement“Iamconfidentinmyunderstandingaboutthevalueofexploringtheocean”.AfterthePDO,participants’meanratingsincreasedby1.24pointsto5.58(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemf).

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o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlydisagree”(2.92)withthestatement“IknowhowthecapabilitiesandassetsoftheNOAAShipOkeanosExplorerthatareusedinoceanexploration.”AfterthePDO,participants’meanratingsincreasedby2.43pointsto5.35(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemg).

o AtthebeginningoftheWDWEPDO,participantsindicatedthey“slightlyagree”(4.04)withthestatement“Iamconfidentinmyunderstandingofmodernreasonsforoceanexploration”.AfterthePDO,participants’meanratingsincreasedby1.47pointsto5.51(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(WDWEpre/postsurvey,itemr).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.68)withthestatement“Iknowengaginginstructionalstrategiestohelpmystudentsunderstandtheimportanceofoceanexploration”.AfterthePDO,participants’meanratingsincreasedby0.93pointsto5.61(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itema).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.92)withthestatement“Iamconfidentinmyunderstandingaboutthevalueofexploringtheocean”.AfterthePDO,participants’meanratingsincreasedby0.68pointsto5.60(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemf).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“slightlyagree”(4.17)withthestatement“IknowhowthecapabilitiesandassetsoftheNOAAShipOkeanosExplorerthatareusedinoceanexploration.”AfterthePDO,participants’meanratingsincreasedby1.36pointsto5.53(withinthe“stronglyagree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemg).

o AtthebeginningoftheHDWEPDO,participantsindicatedthey“agree”(4.54)withthestatement“Ihaveagoodunderstandingofhowthesciences,advancedtechnologies,mathematics,andengineeringareintegratedtosupportoceanexploration”.AfterthePDO,participants’meanratingsincreasedby0.95pointsto5.49(withinthe“agree”range).Thisincreasewassignificantatthep<.0001levelandtheeffectsizeofthisincreasewaslarge(HDWEpre/postsurvey,itemt).

Summary

Overall,the2015-2016WDWEandHDWEPDOswereverysuccessfulataccomplishingtheperformancemeasures(PM)identifiedforalloftheobjectives.PerformanceMeasuresforeachObjectiveweresupportedwithatleastonedatasourceindicatingthatallsixofOERsobjectiveswereadequatelymet.TwentyPMsarealignedwithoneofthesixObjectives;19ofthe20(95.0%)PMsweremetduringthe2015-2016PDOs.TheonlyPMthatwasnotaccomplishedwas:

• Objective1:NOAAOEREducationwillhostoneonlinePDOevery2-3years.ThisPMwasnotmetduringthe2015-2016academicyearbecausenoonlinePDOswereconducted.

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IV. StatusofShort-TermandIntermediateOutcomes

Thefollowingtableprovidesthestatusofeachshort-termandintermediateoutcomebasedonthedataandfindingspresentedinSectionII.Thestatusofeachoutcomeisindicatedasaccomplished(+),notaccomplished(-),ornotapplicable(NA)duringthe2013-2015programyears.

Outcomes

Short-term(KASA) Status

Knowledge:

PDOparticipantsareintroducedtonewoceansciencecontentknowledge.+

PDOparticipantsareintroducedtotheOLEPandFCsand,inparticular,theknowledgethattheoceanislargelyunexplored(OLEP7). +

PDOparticipantsincreasetheirawarenessofOceanExplorertoolsandresources(OkeanosExplorer,OECurricula,OEWebSite,DigitalAtlas,RSSfeeds,Tweets,OceanAGECareers). +

PDOparticipantsincreasetheirawarenessofthevalueofoceanexploration. +

PDOparticipantsincreasetheirawarenessofNOAA’sroleinoceanexploration. +

PDOparticipantsareintroduced(byOE)topremieroceanscientistsandexplorersandtheirscientificendeavors. +

Attitudes:PDOparticipantsindicategreaterconfidenceintheirabilitytoteachoceansciencecontenttotheirstudentsusingOEeducationresources(OkeanosExplorer,OECurricula,OEWebsite,RSSfeeds,Tweets,OceanAGECareers).

+

PDOparticipantsindicatehavingacquiredadequateknowledgetoteachoceansciencecontenttotheirstudentsusingOEeducationresources(OECurricula,OEWebsite,RSSfeeds,Tweets). +

PDOparticipantsindicatethePDOsmettheirprofessionaldevelopmentgoals. +Skills:

PDOparticipantsreportthattheyuse(intendtouse)OEeducationtoolsandresources(OkeanosExplorerlessons,OEWebsite,OceanAGECareers)intheirclassrooms.

+

Aspirations:PDOparticipantsaremotivatedtocontinueprofessionaldevelopmentthroughOEPDofferings(workshops,onlinecourses).

+

PDOparticipantsaremotivatedtoincorporatemoreoceanscienceandtechnologyintotheirclassroomteaching. +

Intermediate(Practice)

Workshopparticipantsincorporatematerialsintoclassroominstruction. +

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DuringOEPDOsparticipantsdiscussandreflectabouthowpresentedcontentandmaterialscanbeadaptedtofitthespecificneedsoftheirstudents. +OnceOEPDOshaveconcluded,OERstafffacilitatedevelopmentof,andsustain,effectiveinteractionsbetweeneducatorsandoceanexplorers(vialistservnoticere:expeditions,PDs,AskanExplorer,DailyLogs,etc.)

+

AfterusingOEmaterials,resources,andtools,PDOparticipantsreportstudentexcitementaboutandinterestinOEscience,discoveries,technologies,tools,andcareers. --

EducatorsimplementLOSTOE,EXorotherOElessonswiththeirstudents. +EducatorsuseOEresourcestosupportandenhancestudentunderstandingofoceanscience,explorationandtechnologyandrelatedcareers. +PDOparticipantscontinueprofessionaldevelopmentthroughadditionalOEPDofferings. +PDOparticipantsintendtosharetheirOEPDOexperienceswithcolleagues. +PDOparticipantsindicatethePDOsenabledthemtoenhancetheirstudents’learningaboutoceanscience. +PDOparticipantsindicatetheyplantointegrateworkshopmaterialsintotheirinstruction. +

Short-andintermediate-termoutcomeswereassessedtodeterminewhethertheyhadbeenaccomplished(+),notaccomplished(-),ortheoutcomewasnotapplicable(NA)duringthe2015-2016programyear.Short-termoutcomeswerecomprisedofsixknowledge,threeattitude,oneskillandtwoaspirationoutcomes.Oftheseshort-termoutcomes,all(100.0%)oftheknowledge,attitude,andaspiration,andskilloutcomeswereaccomplished.Ofthe10intermediate(practice)outcomes,nine(90.0%)wereaccomplished,andone(10.0%)wasnotaccomplishedduringthisPDO.ThisoutcomewasnotaccomplishedbecausethetimingbetweensubsequentPDOsdoesnotallowenoughtimeforparticipantstoincorporateacomponentofapreviousPDOintotheirinstructionandgaugestudents’responsesandreactionstotheOERmaterial.Assuch,thisoutcomeisnotmeasuredaspartofthePDOsevaluatedhere.

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V. ObservationsandRecommendations

1. TherelationshipbetweenNOAAOERandtheinformalsciencecentersthathostPDOsisanexcellentexample

forafederal/localpartnership.Therearefewissueswithhostsitesandbasedonfacilitatorcomments,thedivisionoflaborseemstoworkwell.TheOERmodelisagoodexampleforotheragenciestofollowwhenconsideringpartnershipswithlocalentities.

2. WDWEandHDWEPDOsarerunningwell.Thisapproachandformatshouldcontinuetobeimplementedforany

futurePDOs.

3. ThisPDOmodelreachesteachersandeducatorsnearthehostsitesacrosstheU.S.OceanExplorationshouldcontinuetoreachouttoregionaleducatorsandexpandopportunitiestoreacheducatorsacrosstheU.S.asresourcesallow.

4. ThesePDOsareexcellentatintroducingNOAAsciencetoteachersandeducators,andtherefore,tostudents

nationwide.

5. Waystoeliminateissueswithtechnologyandothersiterelatedproblemsshouldcontinuallybepursuedinordertominimizetheseissues.

6. WhetherthesePDOsarecontinued,modified,ornewPDOsareofferedinthefuture,objectivesandPMsshould

berevisedfrequentlytoreflectthecontentandrealisticoutcomesofthePDOsbeingoffered.

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APPENDIXA:NOAAOfficeofOceanExplorationandResearch,WhyDoWeExplore?ProfessionalDevelopment2015-2016Pre-Survey

NOAA Office of Ocean Exploration and Research

Why Do We Explore? Professional Development 2015-2016 Pre-Survey

Part 1: Please provide your responses to the following.

1. a. Have you attended a NOAA OER in-person Professional Development (PD) in the past? ____ Yes ____ No b. If yes, please indicate which one(s). ____ Introductory Learning Ocean Science Through Ocean Exploration PD ____ Follow-up Learning Ocean Science Through Ocean Exploration PD ____ NOAA Ship Okeanos Explorer Education Materials Collection, Vol.2 How Do We Explorer?

2. a. Have you participated in a NOAA OER online PD in the past? ____ Yes ____ No b. If yes, please indicate which one(s). ____ Deep-sea Discoveries in the Atlantic: Advancing Transatlantic Ocean Science Literacy (March

2014) ____ NOAA Ship Okeanos Explorer Education Materials Coll. Vol. 2, How Do We Explore? (June 2011) ____ Gulf of Mexico: Deep-Sea Ecosystems (October 2010) ____ NOAA Ship Okeanos Explorer Education Materials Coll. Vol. 1, Why Do We Explore? (June 2010) ____ NOAA Ship Okeanos Explorer Education Materials Coll. Vol. 1, Why Do We Explore? (Oct. 2009) ____ Classroom Exploration of Oceans: The NOAA Ship Okeanos Explorer (2008) ____ Oceans for Life: From Sea to Shining Sea (2006)

____ Classroom Exploration of Oceans - Highlights from NOAA Ocean Exploration Expeditions (2005) ____ Ocean Exploration Then, Now and in the Future (The H.M.S.Challenger) (2004) ____ Classroom Exploration of Oceans - Highlights from NOAA Ocean Exploration Expeditions (2003)

Part 2: 3. Place a check mark in the column that most closely represents your perspective on each statement.

Strongly Agree Agree Slightly

Agree Slightly

Disagree Disagree Strongly Disagree

I know engaging instructional strategies to help my students understand the importance of ocean exploration.

I know about the OceanAGE Careers page on the Ocean Explorer website.

I think it is important that students understand why NOAA is exploring the ocean.

I am familiar with the Okeanos Atlas, which tracks the path of the Okeanos Explorer.

I have quick access to a wide range of resources that support my teaching of the importance of ocean exploration.

I am familiar with Ocean Literacy Essential Principles and Fundamental Concepts.

I am confident in my understanding about the value of exploring the ocean.

I know how the capabilities and assets of the NOAA Ship Okeanos Explorer are used in ocean exploration.

69

Strongly Agree Agree Slightly

Agree Slightly

Disagree Disagree Strongly Disagree

I know how to access NOAA Ship Okeanos Explorer education resources on the Ocean Explorer Website.

I am aware of the importance of ocean exploration.

I have a clear idea of what the NOAA Ocean Exploration Program does.

I know how I can use the OceanAGE Careers web pages with my students.

I am confident in my ability to teach ocean science to my students.

I think it is important that students understand the direct connection between ocean exploration and their daily lives.

I have a good understanding of NOAA’s role in ocean exploration.

I know how to access information about the NOAA Ship Okeanos Explorer.

I know enough about the NOAA Ship Okeanos Explorer to teach my students about her mission, capabilities, and assets.

I am confident in my ability to teach deep ocean exploration content to my students.

I am confident in my understanding of modern reasons for ocean exploration.

Part 3: Demographic information (please check the appropriate box for each item): 4. Your current teaching position: ____ Preservice ____ Inservice ____ Informal ____ Administrator ____ Other 5. Subjects taught: _____Math and Science _____Science _____Math _____Other:_____________ 6. Participant focus grade level _____K-5 _____6-8 _____9-12 _____Community College 7. Number of years teaching: __________ yrs. 8. In what state do you teach? ________________________________________________ 9. Which best describes you? q American Indian or Alaska Native q Asian or Pacific Islander q Black, non-Hispanic q Hispanic q White, non-Hispanic q Other _________________________________ 10. What percent of the students you will teach OER content to are the following? (total should equal 100%) ____ American Indian or Alaska Native ____ Asian or Pacific Islander ____ Black, non-Hispanic ____ Hispanic ____ White, non-Hispanic ____ Other 11. What percentage of the students at your school receives free or reduced lunch? _______________

THANK YOU FOR YOUR TIME AND THOUGHTFULNESS COMPLETING THIS SURVEY

70

APPENDIXB:NOAAOfficeofOceanExplorationandResearch,WhyDoWeExplore?ProfessionalDevelopment2015-2016Post-Survey

NOAA Office of Ocean Exploration and Research Why Do We Explore? Professional Development 2015-2016

Post-Survey

Part 1: 1. Please place a check mark in the column that most closely represents your perspective on each statement.

Strongly Agree Agree Slightly

Agree Slightly

Disagree Disagree Strongly Disagree

I know engaging instructional strategies to help my students understand the importance of ocean exploration.

I know about the OceanAGE Careers page on the Ocean Explorer website.

I think it is important that students understand why NOAA is exploring the ocean.

I have quick access to a wide range of resources that support my teaching of the importance of ocean exploration.

I am familiar with the Ocean Literacy Essential Principles and Fundamental Concepts.

I am confident in my understanding about the value of exploring the ocean.

I know how the capabilities and assets of the NOAA Ship Okeanos Explorer are used in ocean exploration.

I know how to access NOAA Ship Okeanos Explorer education resources on the Ocean Explorer Web site.

I am aware of the importance of ocean exploration.

I have a clear idea of what the NOAA Ocean Exploration Program does.

I know how I can use the OceanAGE Careers web pages with my students.

I am confident in my ability to teach ocean science to my students.

I think it is important that students understand the direct connection between ocean exploration and their daily lives.

I have a good understanding of NOAA’s role in ocean exploration.

I know how to access information about the NOAA Ship Okeanos Explorer.

I know enough about the NOAA Ship Okeanos Explorer to teach my students about her mission, capabilities, and assets.

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Strongly Agree Agree Slightly

Agree Slightly

Disagree Disagree Strongly Disagree

I am confident in my ability to teach deep ocean exploration content to my students.

I am confident in my understanding of modern reasons for ocean exploration.

Part 2: Please provide your responses to the following. 2. What are your plans for integrating lessons, content, or other activities from this professional development within the next academic year?

____ I do not plan to integrate material from this workshop into my instruction. ____ I plan to integrate material from this workshop into my instruction. ____ I plan to learn more before integrating material from this workshop into my instruction. ____ I am not sure yet whether I will integrate material from this workshop into my instruction.

3. Which of the following do you intend to use with your students during the next academic year? (check all that apply)

_____ Lessons from the Okeanos Explorer Education Materials Collection, Volume 1: Why Do We Explore?

_____ The Ocean Explorer Website

_____ OceanAGE Careers Web Pages

_____ Okeanos Explorer or Digital Atlas 4. How many students do you anticipate reaching with lessons or content from the Why Do We Explore? Education Materials Collection and/or content from the Ocean Explorer or Okeanos Explorer Website/ pages? _______ 5. Will this professional development experience enable you to enhance student learning at the classroom, school, district or other level(s)? ____ Yes ____ No

If yes, please tell us in what way(s). 6. Has your participation in this professional development helped further your professional development goal(s)? ____ Yes ____ No If yes, please tell us in what way(s). 7. Based on your experience today, would you participate in another professional development opportunity offered by NOAA Ocean Exploration and Research? ____ Yes ____ No 8. What changes or improvements would you make to this OE Educator Professional Development experience? 9. Additional comments…

THANK YOU FOR YOUR TIME AND THOUGHTFULNESS COMPLETING THIS SURVEY

72

APPENDIXC:NOAAOfficeofOceanExplorationandResearch,HowDoWeExplore?ProfessionalDevelopment2015-2016Pre-Survey

NOAAOfficeofOceanExplorationandResearchHowDoWeExplore?ProfessionalDevelopment2015-2016

Pre-Survey Part 1: Please provide your responses to the following. 1a. Have you attended a NOAA OER in-person Professional Development (PD) in the past? ____ Yes ____ No b. If yes, please indicate which one(s). ____ Introductory Learning Ocean Science Through Ocean Exploration PD ____ Follow-up Learning Ocean Science Through Ocean Exploration PD ____ Okeanos Explorer Education Materials Collection, V1: Why Do We Explorer? 2a. Have you participated in a NOAA OER online PDO in the past? ____ Yes ____ No b. If yes, please indicate which one(s). ____ Deep-sea Discoveries in the Atlantic: Advancing Transatlantic Ocean Science Literacy (March

2014) ____ NOAA Ship Okeanos Explorer Education Materials Coll. Vol. 2, How Do We Explore? (June 2011) ____ Gulf of Mexico: Deep-Sea Ecosystems (October 2010) ____ NOAA Ship Okeanos Explorer Education Materials Coll. Vol. 1, Why Do We Explore? (June 2010) ____ NOAA Ship Okeanos Explorer Education Materials Coll. Vol. 1, Why Do We Explore? (Oct. 2009) ____ Classroom Exploration of Oceans: The NOAA Ship Okeanos Explorer (2008) ____ Oceans for Life: From Sea to Shining Sea (2006)

____ Classroom Exploration of Oceans - Highlights from NOAA Ocean Exploration Expeditions (2005) ____ Ocean Exploration Then, Now and in the Future (The H.M.S.Challenger) (2004) ____ Classroom Exploration of Oceans - Highlights from NOAA Ocean Exploration Expeditions (2003)

Part 2: 3. Please place a check mark in the single column that most closely represents your perspective on each statement.

Strongly Agree Agree Slightly

Agree Slightly

Disagree Disagree Strongly Disagree

I know engaging instructional strategies to help my students understand the importance of ocean exploration.

I know about the OceanAGE Careers page on the Ocean Explorer web site.

I think it is important that students understand why NOAA is exploring the ocean.

I have quick access to a wide range of resources that support my teaching of the importance of ocean exploration.

I am familiar with Ocean Literacy Essential Principles and Fundamental Concepts.

I am confident in my understanding about the value of exploring the ocean.

I know how the capabilities and assets of the NOAA Ship Okeanos Explorer are used in ocean exploration.

73

Strongly Agree Agree Slightly

Agree Slightly

Disagree Disagree Strongly Disagree

I know how to access NOAA Ship Okeanos Explorer education resources on the Ocean Explorer Web site.

I am aware of the importance of ocean exploration.

I have a clear idea of what the NOAA Ocean Exploration Program does.

I know how I can use the OceanAGE Careers web pages with my students.

I am confident in my ability to teach ocean science to my students.

I think it is important that students understand the direct connection between ocean exploration and their daily lives.

I have a good understanding of NOAA’s role in ocean exploration.

I know how to access information about the NOAA Ship Okeanos Explorer.

I know enough about the NOAA Ship Okeanos Explorer to teach my students about her mission, capabilities, and assets.

I am confident in my ability to teach deep ocean exploration content to my students.

I am aware of how telepresence communication technologies are used in the explorations of the Okeanos Explorer.

I am aware of how underwater robots are used on board the Okeanos Explorer.

I have a good understanding of how the sciences, advanced technologies, mathematics, and engineering are integrated to support ocean exploration.

I am confident in my understanding of the ocean exploration strategy used in NOAA OER Okeanos Explorer missions.

Part 3: Demographic information (please check the appropriate box for each item): 4. Your current teaching position: ____ Preservice ____ Inservice ____ Informal ____ Administrator ____ Other 5. Subjects taught: _____Math and Science _____Science _____Math _____Other:_____________ 6. Participant focus level _____K-5 _____6-8 _____9-12 _____ College 7. Number of years teaching: __________ yrs. 8. In what state do you teach? ________________________________________________ 9. Which best describes you? q American Indian or Alaska Native q Asian or Pacific Islander q Black, non-Hispanic q Hispanic q White, non-Hispanic q Other _________________________________

74

10. What percent of the students you will teach OER content to are the following? (total should equal 100%) ____ American Indian or Alaska Native ____ Asian or Pacific Islander ____ Black, non-Hispanic

____ White, non-Hispanic ____ Other ____ Hispanic 11. What percentage of the students at your school receives free or reduced lunch? _______________________

THANK YOU FOR YOUR TIME AND THOUGHTFULNESS COMPLETING THIS SURVEY

APPENDIXD:NOAAOfficeofOceanExplorationandResearch,HowDoWeExplore?ProfessionalDevelopment2015-2016Post-Survey

NOAAOfficeofOceanExplorationandResearchHowDoWeExplore?ProfessionalDevelopment201-2016

Post-Survey

Part 1: 1. Please place a check mark in the single column that most closely represents your perspective on each statement.

Strongly Agree Agree Slightly

Agree Slightly

Disagree Disagree Strongly Disagree

I know engaging instructional strategies to help my students understand the importance of ocean exploration.

I know about the OceanAGE Careers pages on the Ocean Explorer website.

I think it is important that students understand why NOAA is exploring the ocean.

I have quick access to a wide range of resources that support my teaching of the importance of ocean exploration.

I am familiar with the Ocean Literacy Essential Principles and Fundamental Concepts.

I am confident in my understanding about the value of exploring the ocean.

I know how the capabilities and assets of the NOAA Ship Okeanos Explorer are used in ocean exploration.

I know how to access NOAA Ship Okeanos Explorer education resources on the Ocean Explorer Website.

I am aware of the importance of ocean exploration.

I have a clear idea of what the NOAA Ocean Exploration Program does.

I know how I can use the OceanAGE Careers web pages with my students.

I am confident in my ability to teach ocean science to my students.

I think it is important that students understand the direct connection between ocean exploration and their daily lives.

I have a good understanding of NOAA’s role in ocean exploration.

I know how to access information about the NOAA Ship Okeanos Explorer.

Strongly Agree Agree Slightly

Agree Slightly

Disagree Disagree Strongly Disagree

I know enough about the NOAA Ship Okeanos Explorer to teach my students about her mission, capabilities, and assets.

I am confident in my ability to teach deep ocean exploration content to my students.

I am aware of how telepresence communication technologies are used in the explorations of the Okeanos Explorer.

I am aware of how underwater robots are used on board the Okeanos Explorer.

I have a good understanding of how the sciences, advanced technologies, mathematics, and engineering are integrated to support ocean exploration.

I am confident in my understanding of the ocean exploration strategy used in NOAA OER Okeanos Explorer missions.

Part 2: Please provide your responses to the following.

2. What are your plans for integrating lessons, content, or other activities from this professional development within the next academic year?

____ I do not plan to integrate material from this workshop into my instruction.

____ I plan to integrate material from this workshop into my instruction.

____ I plan to learn more before integrating material from this workshop into my instruction.

____ I am not sure yet whether I will integrate material from this workshop into my instruction.

3. If you previously participated in the Volume 1: Why Do We Explore professional development, have you integrated lessons, content, or other activities into your instruction?

___ Not Applicable.

___ I have not integrated material from the Why Do We Explore workshop into my instruction.

___ I have not yet but I still plan to integrate material from the Why Do We Explore workshop into my instruction.

___ I have integrated material from the Why Do We Explore workshop into my instruction.

___ I plan to learn more before integrating material from the Why Do We Explore into my instruction.

___ I am not sure yet whether I will integrate material from the Why Do We Explore into my instruction.

4. Which of the following do you intend to use with your students during the next academic year? (check all that apply)

_____ Lessons from the Okeanos Explorer Education Materials Collection, Volume 2: How Do We Explore?

_____ Lessons from the Okeanos Explorer Education Materials Collection, Volume 1: Why Do We Explore?

_____ Content from the Ocean Explorer Website

_____ OceanAGE Careers Web Pages

_____ Okeanos Explorer or Digital Atlas

5. How many students do you anticipate reaching with lessons or content from the How Do We Explore? Education Materials Collection and/or content from the Ocean Explorer or Okeanos Explorer Website/pages? _______

6. Will this professional development experience enable you to enhance student learning at the classroom, school, district or other level(s)? ____ Yes ____ No

If yes, please tell us in what way(s).

7. Has your participation in this professional development helped further your professional development goal(s)? ______ Yes ______ No

If yes, please tell us in what way(s).

8. Based on your experience today, would you participate in another professional development opportunity offered by NOAA Ocean Exploration and Research? ______ Yes ______ No

9. What changes or improvements would you make to this OE Educator Professional Development experience?

10. Additional comments…

THANK YOU FOR YOUR TIME AND THOUGHTFULNESS COMPLETING THIS SURVEY

APPENDIXE:WORKSHOPSUMMMARYFORM–WDWEPDOSite:_______________________________________Date:__________________TypeofPDO: LOSTOEIntro____WhyDoWeExplore?____HowDoWeExplore?____Facilitator: _______________________________________________1. WereyouabletoaccomplishtheentirePDOagenda?Yes___No___

Ifno,whatwasomitted?2. Duringguidedreflections,didPDOparticipants:

A. indicatetheyweremotivatedtoincorporatemoreoceanscienceintotheirclassroomteaching? ____YES ____NONotableExample(s):

B. identifywaystoconnectstudentstotheworkandlivesofoceanscientists,includingthoseworkingwiththeOkeanosExplorer,usingtheOEWebsite?____YES____NONotableExample(s):

C. understandhowthelessonscorrelatetotheOLEPs,theNSES,andtheFrameworkforK-12ScienceEducation?____YES ____NONotableExample(s):

D. identifyhowthelessons,materialsandresourcespresentedduringtheworkshopmeettheirlocalandnationalstandards?____YES ____NONotableExample(s):

E. discussandreflectabouthowpresentedcontentandmaterialscanbeadaptedtofitthespecificneedsoftheirstudents?____YES ____NONotableExample(s):

F. identifyhowtheywilluseOEresourceswiththeirstudents?____YES ____NONotableExample(s):

3. Pleasemakenoteofanyspecialconsiderationsregardingthemeetingroom,thetechnology,ouron-site

colleagues,topicsofspecialinterestforthenextworkshop,etc.

APPENDIXF:WORKSHOPSUMMMARYFORM–HDWEPDOSite:_______________________________________Date:__________________TypeofPDO: LOSTOEIntro____WhyDoWeExplore?____HowDoWeExplore?____Facilitator: _______________________________________________1. WereyouabletoaccomplishtheentirePDOagenda?Yes___No___

Ifno,whatwasomitted?2. Duringguidedreflections,didPDOparticipants:

A. indicatetheyweremotivatedtoincorporatemoreoceanscienceintotheirclassroomteaching? ____YES ____NONotableExample(s):

B. identifywaystoconnectstudentstotheworkandlivesofoceanscientists,includingthoseworkingwiththeOkeanosExplorer,usingtheOEWebsite?____YES____NONotableExample(s):

C. understandhowthelessonscorrelatetotheOLEPs,theNSES,andtheFrameworkforK-12ScienceEducation?____YES ____NONotableExample(s):

D. identifyhowthelessons,materialsandresourcespresentedduringtheworkshopmeettheirlocalandnationalstandards?____YES ____NONotableExample(s):

E. discussandreflectabouthowpresentedcontentandmaterialscanbeadaptedtofitthespecificneedsoftheirstudents?____YES ____NONotableExample(s):

F. identifyhowtheywilluseOEresourceswiththeirstudents?____YES ____NONotableExample(s):

3. Ifyouhadreturningparticipants(whohadtakeneitherWDWEorHDWE),pleasenoteiftheyhave

implementedanyofthematerialsfromtheirfirstworkshop.4. Pleasemakenoteofanyspecialconsiderationsregardingthemeetingroom,thetechnology,ouron-site

colleagues,topicsofspecialinterestforthenextworkshop,etc.