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Spring 2006, Volume 12 Number 1 ARC TIC Chronicles of the NSF Arctic Sciences Program Spring 2006, Volume 12 Num ber 1 Closing the Gap Between Scientifi c Research and Education By Renée Crain ontinued leadership in sci- Centifi c and technological innovation is increasingly critical to maintaining U.S. prosperity in a rapidly changing global community. Concerns about this issue led to the recent congressionally requested report, Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, which outlines actions that federal policy-makers should take to enhance the science and technol- ogy enterprise so that the U.S. can successfully compete, prosper, and be secure in the 21st century. The fi rst recommendation of the report is vast improvement of K–12 sci- ence and mathematics education to increase America’s talent pool Students at Salisbury Community School in Vermont present posters on arctic hydrology and climate change. Their teacher, Amy (Committee on Prospering in the Clapp (center), participated in the Teachers and Researchers Exploring and Collaborating (TREC) program in 2004 and 2005, st working with Robert “Max” Holmes (far right) studying the water chemistry of large arctic rivers. Drawing on her TREC experiences Global Economy of the 21 Cen- in Russia, Canada, and Alaska and with feedback from Holmes, Clapp created a month-long unit for her students on the interactions tury 2006). There is evidence that between arctic rivers and climate change, which culminated in this school-wide presentation. The students later traveled with Clapp the achievement of U.S. students and Holmes to Burlington where they presented their posters to participants at the Vermont Science Teachers Association Annual in science, technology, engineer- Meeting. Photo courtesy of Amy Clapp. ing, and math (STEM) is slipping behind approximately 20% of all federally sup- NSF evaluates all proposals on two criteria their international peers. For instance, U.S. ported basic research conducted by U.S. as part of the merit review—intellectual students performed below average in both colleges and universities, the National Sci- merit and broader impacts. The broader math and science in the 2003 Programme ence Foundation (NSF) funds scientists impacts criterion requires that proposed for International Student Assessment—a working on the cutting-edge of science projects have value beyond the immediate survey that measures math, science, and and engineering and fosters integration of science fi eld. These broader impacts can reading literacy of 15-year-olds, primarily research and education in several ways. On include developments in infrastructure for in industrialized nations (National Science a foundation-wide level, NSF has identifi ed research or education, increasing diversity Board 2006). the integration of research and education in science and engineering, broad dissemi- One way to address issues of scientifi c as one of three core strategies that guide nation of the research results, or signifi cant leadership and STEM education is through the entire agency in establishing priorities, teaching or training opportunities. Many the integration of scientifi c research and identifying opportunities, and designing of the broader impacts with societal rel- education. As the funding source for new programs (NSF 2000). In addition, evance can be achieved through the inte- continued on next page Published by the Arctic Research Consortium of the United States • 3535 College Road • Suite 101 • Fairbanks, AK 99709 Integrating Research and Education gration of research and education; joining K–12 teacher research experiences that ers’ Series, which supports researchers and together research and education assures proved so valuable in TEA. Since 2004, other arctic experts to travel and speak in that the fi ndings and methods of research Teachers and Researchers Exploring and communities where they might not oth- are quickly and effectively communicated Collaborating (TREC) has supported the erwise connect. The program provides a in a broader context and to a larger audi- participation of 26 teachers in arctic fi eld cost effective way for K–12, graduate and ence (NSF GPRA Strategic Plan 2000). projects; the 2006 TREC season is under- undergraduate, and public audiences to The Arctic, one of the most extreme way with several fi eld expeditions already learn about important arctic issues. Since environments on Earth, provides an excel- complete and teachers currently in the 2000, the fi rst year of the program, 49 lent setting in which to promote research fi eld. This program uses online and live speakers have participated in over 130 and education connections. The region is video and audio conferencing technolo- different engagements worldwide. See undergoing profound environmental and gies to bring the research experience to Witness Spring 2002 or www.arcus.org/arc- socioeconomic changes, and research con- hundreds of classroom and public audi- tic_speaker/index.html. ducted in the Arctic is at the leading edge ences worldwide. See page 3 or www.arcus. Journalist immersion programs allow of scientifi c inquiry. Beginning in 1999, org/trec. reporters to observe and participate in the the Offi ce of Polar Programs (OPP) Arctic The Alaska Lake Ice and Snow Obser- process of science by working with inves- Sciences Section increased its emphasis on vatory Network (ALISON) brings K–12 tigators and graduate students conducting stimulating innovative education projects students, science and math teachers, and research. This type of program also ben- with a budget designated specifi cally for researchers at the University of Alaska Fair- efi ts participating researchers who gain an Arctic Research and Education. This fund- banks (UAF) together to learn about the understanding of the infl uences that shape ing ($300,000 in FY 2004) supports activi- variability of lake ice, snow, and conductive the way science is reported to the public. ties that bridge research and education; heat fl ow in Alaska. Each year, Martin Jef- For example, the Science Journalism Pro- most commonly, awards are made as sup- fries, Research Professor in the Department gram at the Marine Biological Laboratory plements to funded grants and agreements of Geology and Geophysics, and other sci- (MBL) entrains science journalists in the or as small grants for pilot projects. The entists at UAF train teachers and students process of arctic research. Part of a larger majority of the 63 awards made to-date are in rural and urban Alaska to regularly col- program at MBL, up to fi ve journalists funded in partnership with other Director- lect data on snow and lake ice. The data, travel to Alaska each year to spend time ates at NSF and other agencies. Proposals often collected from areas where it is not at Toolik Field Station and other fi eld to this funding source may include formal feasible for scientists to travel on a regular research sites learning about the Arctic and or informal education or outreach for stu- basis, are integral to the research, and the engaging with arctic researchers. With this dents K–12 and higher or to the broader teachers and students who participate are background in scientifi c research, the 225 public. research partners both doing and learn- journalists who have participated in the Examples of activities that link arctic ing about the science. See Witness Winter program since 1985 are able to contribute research and education include teacher 2004/2005 or www.gi.alaska.edu/alison/ to the informal science education of their enhancement programs, visiting scientist index.html. audiences more effectively. See page 26 or and journalist programs, and efforts to Involving local communities in science www.mbl.edu/inside/what/news/sci_jour- directly incorporate arctic communities is another way to increase the impact of a nal/index.html. into research projects. project. For example, Robert “Max” Hol- The funding increases in the Presi- Enhancement experiences for teachers mes of the Woods Hole Research Center dent’s 2007 budget request to support aim to develop scientifi c knowledge and is expanding a collaboration that started the recently announced American Com- inquiry-based teaching practices through in 2003 with one student living beside petitiveness Initiative recognize NSF’s participation in fi eld research and related the Lena River in Zhigansk, Russia, who leadership role in supporting the nation’s professional development opportunities, assisted with sampling, to include commu- capabilities in science, technology, engi- such as peer mentoring. From 1992–2005, nities and schools at fi ve other sites along neering, and mathematics (Domestic Policy OPP and the Directorate for Education major arctic rivers in Russia, Canada, and Council, Offi ce of Science and Technology and Human Resources (EHR) co-spon- Alaska. In his Student-PARTNERS project Policy 2006). In March 2007, the Inter- sored Teachers Experiencing Antarctica and (www.whrc.org/studentpartners), Holmes national Polar Year (IPY) will begin, and the Arctic (TEA), a program enabling K– is working with arctic residents to collect education and outreach will be a signifi cant 12 teachers to participate in polar research year-round samples from these rivers, and part of the IPY effort and legacy. The OPP expeditions. Thirty-nine teachers worked students, teachers, and communities are and EHR directorates are working together on arctic research projects through TEA becoming integral partners in the research. during IPY to support integration
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