Evaluation NASA Sun-Earth Day Venus Transit EPO Efforts 2012 By Hilarie B. Davis, Ed.D. Bradford T. Davey, ABD Technology for Learning Consortium, Inc. Table of Contents I. Background and Objectives Prior Sun-Earth Day events 3 Objectives 4 Talking points 4 II. Methods and Measures Evaluation Questions 5 Methods 6 Interview List 6 Case Studies 7 III. Results Planning timeline and activities (webcast, partners, packets, website) 8 Resources (website, webcast, packets) 14 Participation (website registration, webstats, social media) 20 Types of experiences and effects (sample event descriptions) 24 Case Studies (Kona school visits, Imiloa, Bishops, Goddard, Fairbanks, Chabot) 34 IV. Conclusions and Recommendations Planning 43 Resources 45 Participation 46 Types of experiences and effects 46 2 I. Background and Objectives It's rare for us to get pulled over the narrow time horizons defining our lives… These long time horizons are not easy for human beings to digest, but their recognition is essential piece of our evolution in both science and civilization… The sky is the original clock and it has always reminded humans that there are times and cycles that dwarf our own. Now that we have become a global culture whose actions affect the planet on time scales of centuries or more, that kind of reminder couldn't be more ... well ... timely.1 (Adam Frank on the Venus Transit, 2012) The NASA Sun-Earth team focused on the Venus Transit event for 2012. They have offered Sun-Earth day events for education and public outreach since 2001. For the 2012 event, they developed and identified resources and activities Venus transit as a unique and rare astronomical event. Other Sun-Earth Day events in the past have been: 2001-Having a Solar Blast, 2002-Celebrating the Equinox, 2003-Live From the Aurora 2005: Ancient Observatories Timeless Knowledge The Ancient Observatory theme for 2005 features solar alignments with structures that mark the equinoxes and/or solstices. 2006: Eclipse, In a Different Light Join us in an extraordinary journey of exploration, discovery and understanding of the total solar eclipse of March 29, 2006 2007: Living in the Atmosphere of the Sun We kick off the International Heliospheric Year celebration with Living in the Atmosphere of the Sun! 2008: Space Weather Around the World For Sun-Earth Day 2008, we will engage a world-wide audience in the celebration of the International Heliophysical Year (IHY). 1 Frank, Adam (astrophysicist, University of Rochester), June 4, 2012, The Transit of Venus: Who Cares? http://www.npr.org/blogs/13.7/2012/06/04/154282601/the-venus-transit-who-cares 3 2009: Our Sun, Yours to Discover Join us for Sun-Earth Day and the International Year of Astronomy as we explore, experience, study and predict our sun. 2010: Magnetic Storms Magnetic Storms! Explore the effects of the Sun's magnetic fields on Earth. 2011: Ancient Mysteries-Future Discoveries 'Ancient Mysteries-Future Discoveries' opens the door to a much deeper understanding of our Sun and its impact across the ages. Objectives The objectives for the SED Transit of Venus were: • Engage the public with NASA resources about the Transit of Venus and related science concepts • Work with partners who are also engaging the public with Venus Transit events (e.g., Astronomers Without Borders, Science Centers, Planetaria) Key concepts § The Sun is a dynamic, magnetic star that impacts the Earth and other planets in our solar system. § Understanding the mysteries of the Sun has been a primary motivator for civilizations over thousands of years. § Human beings use technology (past, present, and future) to understand the Sun and the Universe beyond. § Human beings from diverse cultures have viewed the Sun as the source of life. § Stewardship of these sacred sites is our collective responsibility. Talking points from NASA HQ Science Mission Directorate Planetary Division (2012) 1. This is the last Venus transit of our lifetime. 100 + years apart, then in pairs of 8 years; the next one is 2117 2. Historical significance in many cultures England - Horrocks; Tahiti - Captain Cook; Hawaii - in 1769 the last King invited astronomers to observe and he missed it because he was in DC 3. Educational significance (Astronomical Unit calculation) 4. US primary viewing (over 6 hours) East Coast ~ 6 pm (1st and 2nd contact still visible); West Coast ~ 3 pm 4 5. Importance of understanding Sun Venus Earth connection…Comparative climatology…what happened there could happen here? Venus' atmosphere is hot and dense with CO2; topography was mapped by the Magellan mission; NO magnetic field unlike Earth; Drop Effect and the Venus atmosphere halo visible during the Transit!! 6. Importance of technology for transit viewing: from EPOXi to Kepler. Venus Express (European mission, with US science instrument team); Kepler mission -- transit is one of six methods to detect extra solar planets 7. Venus is an evening star in the west for 9 mos, disappears for about 8 days in front of the Sun, then returns as a morning star in the east for 9 months II. Methods and Measures A variety of methods and measures were designed to answer the evaluation questions: 1) What planning was required for this international, multi-channel education and public outreach effort? How did the NASA Sun-Earth Day team prepare, involve partners, and collect or create resources? 2) What resources did the Sun-Earth team make available to formal and informal educators and the public? 5 3) How many people participated through using resources, watching events, or viewing the transit? To what extent were the resources used? 4) What experiences were offered with what effects? To answer these questions, multiple methods were used: Planning Evaluator attended planning telecons with partners Interviews with Sun-Earth Day team and partners about their planning Resources Analysis of website resources Packet materials and resources Participation Event Data Website statistics Streaming video statistics Social Media Data Types of experiences Event descriptions and effects Case studies from observations and interviews Interviews Interviews were conducted with the following staff and partners by the evaluation team: Jim Thieman Sun-Earth Day team, manager and radio astronomer Elaine Lewis Sun-Earth Day team, formal education lead Carolyn Ng Sun-Earth Day team, informal education lead Lou Mayo Sun-Earth Day team, astronomer Troy Cline Sun-Earth Day team, social media lead, MMS EPO Bryan Stephenson Sun-Earth Day team, web Linda Schenk Sun-Earth Day team, Social Media volunteer Martha Wawro Solar Dynamics Observatory EPO Lead Cara Mayo College Student Camila Fishtuaher High School Student Gary Fujihara Hawaiian Culture/Astronomer Koa Rice Hawaiian Culture EPO Kelly Fast IRTF HQ Manager, Atmospheric scientist Holly Gilbert Heliophysicist Alex Young SDO Heliophysicist Mike Connelly SED-IRTF Liaison, IRTF staff astronomer Walt Lindblom Videographer, Marshall Space Flight Center Blair Allen NASA Edge Producer, Co-Anchor Chris Giersch NASA Edge Director, Anchor Ron Beard NASA Edge team Franklin Fitzgerald NASA Edge team, on-air, photographer, videographer 6 Case Studies Zonabend (19922) describes case studies as based on close observation and analysis of individual cases that incorporates the views of “actors” in the situation. Strauss and Glaser (19673) developed the concept of “grounded theory” in which theory was the efficacy examined with cases (on the ground). As a qualitative research method, case studies are required to describe, understand, and explain (Hamel et al, 19934, Yin, 19945). Case studies has been described as examining a system of action, including the interactions of the individuals engaged in the situation (Feagin, Orum & Sjoberg, 19906). Cases are chosen to maximize what is learned in the period of time available. Results are generalized to the model or theory of action, not to other populations. Data is collected from multiple perspectives to ensure the validity of the processes (Stake, 19957). A case study protocol is presented by Yin (1994): • Overview of the project with objectives and theory of action • Field procedures, including access to sites • Questions the investigator will keep in mind during data collection • Reporting – outline, format for narrative Case Study Procedures and Questions The general topic of inquiry for the case studies is the ways in which NASA engages with partners and participants to engage and educate them about the Transit of Venus. Multiple sources of data will be collected in this inquiry including observation of events, interview with NASA staff, interviews with participants, documents about the events and activities, and other physical artifacts. Data will be collected from multiple sites. Case Study Questions • What is the site for the NASA event? • How does offering activities for the Venus Transit support the goals of the organization? In other words, why did they choose to offer activities related to the event? • What are they offering? For whom? With what purpose? • Why did the participants come? • How are the participants engaged with NASA resources? • What are the participants’ reactions/takeaways from the engagement? 2 Zonabend, F. (1992, Spring). The monograph in European ethnology. Current Sociology, 40(1), 49-60. 3 Strauss, A., & Glaser, B. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine. 4 Hamel, J., Dufour, S., & Fortin, D. (1993). Case study methods. Newbury Park, CA: Sage Publications. 5 Yin, R. (1994). Case study research: Design and methods (2nd ed.). Beverly Hills, CA: Sage Publishing. 6 Feagin, J., Orum, A., & Sjoberg, G. (Eds.), (1991). A case for case study. Chapel Hill, NC: University of North Carolina Press. 7 Stake, R. (1995). The art of case research. Thousand Oaks, CA: Sage Publications. 7 • What do they want to know more about? • What are the reflections of the NASA staff or the NASA partners to the event? How do they think it went? III. Results In this section, we present the results from the data collection by evaluation question.