Transcript Eastern Shore Partnership for Real

Eastern Shore Partnership
for Real-world Information
Technology in Science
(ESPRIT Science)
Encouraging the spirit of science
inquiry on the Eastern Shore
ESPRIT Science
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SU Personnel
– Ed Robeck, Co-PI/Project Director
– Mara Chen, Co-PI/Project Director
– Jing (Jim) Quan, Co-PI/Project Director
– Andrew Sharma, Videography
– Betty Lou Smith, Project Evaluation
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Community Partners
– MD Coastal Bays
– Perdue Farms Inc.
ESPRIT Science Goals
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Goal Statement 1:
Enhance student achievement through
increased engagement in science-related
problem solving using real-world case
studies and information technology as
measured by classroom assessments and
relevant system and state-level
assessments.
ESPRIT Science Goals
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Goal 2 Statement:
Continue to enrich partnerships that
support CBL curriculum innovations,
making information and expertise
available to teachers and for instructional
materials development. These
partnerships will be among the current
partners and others. Teachers will be
made aware of a range of online resources
that can be used to design and develop
case studies.
ESPRIT Science Goals
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Goal 3 Statement:
Increase student awareness of the
potential uses of information technology in
STEM-related careers and communitybased initiatives.
ESPRIT Science Timeline
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2008, Feb.  June: Recruitment Phase
2008, June: Pre-Institute Case Study Drafting
2008, June 28: Project Orientation Meeting (2.5)
2008, July 28-August 1: One-week Summer Science Institute (35)
2008, Aug.  Nov: Classroom Implementation and Support Meetings
– Support Meetings (3 x 2.5 hrs)
– In-school contact/support/ including observation/debrief
2009, Jan.  May: Classroom Implementation and Support Meetings
– Support Meetings (4 x 2.5 hrs)
– In-school contact/support/ including observation/debrief
2009, June: Summer Sustainability Institute & Mentor Training (35)
– Address issues of sustainability, additional development, and mentoring
colleagues toward use of case-based learning
2009, July: Evaluation Completed and Final Report submitted
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Total Contact Hrs.95 (minimum)
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Goals for the Summer Institute
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Get acquainted with each other so as to establish a
supportive network.
Begin sharing resources, ideas, expertise and
information that can support the goals of the project.
Learn/Review/Refresh basic IT techniques and
applications such as Excel, Access and GIS.
Develop two partner-based case studies for classroom
use; Bishopville Prong and Chicken Processing.
Assess the potential of additional case studies from third
parties for use in our teaching.
Initiate the development of additional case studies based
on local events and situations.
Summer Institute
Monday – Initiate project and reviews of case studies;
introduce GIS
Tuesday – Bishopville Prong field trip and water testing
Wednesday – Introduction to Web 2.0 tools and basic IT
procedures and applications
Thursday – Perdue Farms Field trip and other sites TBD
Friday – Share our ideas for case studies with our students;
determine next steps
ESPRIT Science
We will be working on case studies from several sources:
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Two local case studies as a group, but with each of us taking it in
our own direction, with support from a partner:
– Bishopville Prong
 MD Coastal Bays Program
– Chicken Processing
 Perdue Farms, Inc.
For these case studies we’ll have video support, as well as specific
expert support available to us.
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Adapting case studies from third party sources.
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Generating ideas for additional case studies based on
events/situations that we know about. These can be the basis of
new partnerships and/or resources that we can try to develop.
Bishopville Case
The original idea:
‘The case study will use the data obtained at two sites:
the Bishopville Prong and Public Landing. Bishopville
Prong is located in the largest freshwater watershed, St.
Martins River, in the Coastal Bays (Jesien, R., 2006).
Public Landing site is located in more open water with
less influence of direct land use activities. In addition,
the ongoing Upper St Martins River Watershed
Restoration Project, a cooperative restoration effort by
Maryland Coastal Bays, Maryland Department of Natural
Resources, US Arm Corps of Engineering, State Highway
Administration, and Worcester County) highlights the
importance of the study area.”
Chicken Processing Case Study
The original idea:
“Anyone who has accidentally left food out of the
refrigerator realizes that keeping food cool helps to slow
the growth of harmful bacteria. Many foods-- including
meats, vegetables, dairy products and others—provide
good environments for bacteria, which will cause them
to spoil if the foods are not kept cold. Once refrigerated
or frozen food gets to the grocery store, it is pretty
straightforward to keep it at the right temperature until it
is sold, and then stored in the home refrigerator or
freezer before use. What about before the food items
get to the grocery store?”
Case Studies
There is a great deal of support for case-based teaching. One of the
most recent rationales is expressed in a report released this summer:
From: “The Critical Middle: A Reason for Hope”
Maryland Middle School Steering Committee, June 2008
Recommendation 3: Integrated STEM Instruction
Provide students integrated math, science, and technology
instruction with a focus on problem-solving and real-world
application.
– Provide cross-disciplinary experiences in the STEM subjects.
– Encourage and support partnerships with businesses to allow students
to apply their learning and interact with scientists, engineers, and
information technology experts, among others.
Case Studies
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Something like this…
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Annenburg CPB: Case Studies in Science Education
15. Dotty—Grade 7
Dotty, a veteran seventh-grade teacher, is incorporating the use of
technology in a science-technology-society approach to teaching.
What benefits do the teachers discuss?
What concerns to the teachers discuss?
What advantages will we have today?
What will we need to do for this to work?
How is what Dotty describes like and/or unlike
Case Studies
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Deducing the attributes
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On each of the next three slides you will see the title and
teaching notes links for a science case study.
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Skim each case study. As you do, consider…
What are the parts of a case study?
What do you think makes one better than another (think
in terms of your students)?
What changes would be needed in order to develop each
of these into a case study that will work for your
students?
Case Studies
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Deducing the attributes
Gas Cylinders and Safety: A Case
Study in Chemistry
Melinda Box, Wake Technical Community College
Teaching Notes for “Gas Cylinders and
Safety”
Case Studies
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Deducing the attributes
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As Light Meets Matter—Art Under
Scrutiny
Eleonora Del Federico, Pratt Institute, Steven Diver, University at
Buffalo, Monika Konaklieva, American University, and Richard
Ludescher, Rutgers University
Teaching Notes for “As Light Meets Matter”
Case Studies
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Deducing the attributes
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The Petition: A Global Warming Case
Study
Bruce Allen and Clyde F. Herreid, University at Buffalo
Teaching Notes for “The Petition”
Case Studies
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Case Study Collection
National Center for Case Studies in
Science Teaching
http://ublib.buffalo.edu/libraries/projects/cases/case.html
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Guidance for developing the Case Study
http://tlt.its.psu.edu/suggestions/cases/write.html
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More detail on developing Case Studies
http://www.actionbioscience.org/education/herreid.html
Try one…
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Sketch an outline for a case study on nuclear
power in Turkey.
An article that you can use to get started can
found at:
http://www.spiegel.de/international/world/0,151
8,565413,00.html
 What other resources would be helpful?
 In what ways would this be workable for your
students? In what ways would this not be
workable for your students?
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ESPRIT Science
We will be working on case studies from several sources:
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Two local case studies as a group, but with each of us
taking it in our own direction:
– Bishopville Prong
 MD Coastal Bays Program
– Chicken Processing
 Perdue Farms, Inc.
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Adapting case studies from third party sources.
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Generating ideas for additional case studies based on
events/situations that we know about.
This afternoon
Third-Party Sources
 Begin skimming through case studies in the collection of
the National Center for Case Study Teaching in Science
http://ublib.buffalo.edu/libraries/projects/cases/case.html
Select several (3-4) that you think could work for your
students (with informal attention to the MD VSC)
 Make a list of those and jot some notes (to be shared)
as to what might be done to make them workable for
your setting.
 There may be some additional ideas (although not
formatted the same way and some with broken links) at:
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http://ublib.buffalo.edu/libraries/projects/cases/webcase.htm
This afternoon
Generate ideas related to local events/situations
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inspiration may come from topics found at:
http://ublib.buffalo.edu/libraries/projects/cases/ide
as.htm
Check your local newspaper website, too.
What resources would you need to develop these
as case studies?
Introduction to GIS
Geographic Information System
“A GIS is a computer system capable of capturing,
storing, analyzing, and displaying geographically
referenced information; that is, data identified according
to location. Practitioners also define a GIS as including
the procedures, operating personnel, and spatial data
that go into the system.”
From: “What is GIS?”, USGS
http://erg.usgs.gov/isb/pubs/gis_poster/#what
Tomorrow—Field Trip
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Meet at SU at 8:30 in parking lot east of Henson
Science and will leave at 8:45 for Bishopville
If it makes more sense, you can meet us there.
We plan to be back to SU around 11:30
Ed’s cell number is 443-859-2066
Dress for being outside (rain or shine) and for
walking around (e.g., sturdy shoes)
We do plan on taking water samples (you may
want extra shoes)
We do plan on videotaping our activities there