Responsive, Flexible and Scalable Broader Impacts

1. Responsive, Flexible and Scalable Broader Impacts  A. deCharon, C. Companion & M. Steinman University of Maine Centers for Ocean Sciences Education Excellence – Ocean Systems (COSEE-OS)

2. Goal Scientist “professional development” Improving face-to-face and online communication with non-scientists Strategy Collaboration Peer-oriented processes (e.g., workshops) Application Webinar series Expansion Blogs & webinar archives

3. Traditional Approach Drawbacks Begin lecture with content that is not responsive to the audiences’ needs (i.e., assumes what they already know) Lack of flexible access to specific material within the presentation (e.g., slides are in linear order) “Q&A” sessions are not easily scalable Outcome Often there is little direct benefit to scientists Scientists present content to educators in a slideshow-type format and field questions afterwards

4. Collaboration Methodology Scientist-educator teams co-develop online concept maps Scientists provide content expertise Educators ensure that maps are responsive to the needs of non-scientist audiences Developed and tested workshop models that bring scientists and educators together in peer-oriented processes

5. Collaboration One scientist's concept map series - Original on paper:

6. Collaboration One scientist's concept map series – Digital using OS software:

7. Collaboration One scientist's concept map series – Consensus with educators:

8. Collaboration Outcomes for Educators 91% agreed that the process of concept mapping helped them think through science topics (n=53) 89% agreed that concept mapping helped build a bridge of communication with scientists (n=53) Outcomes for Scientists Concept mapping can help deconstruct knowledge to promote effective interaction with educators (deCharon et al., 2009) Concept maps are tangible products that can be reused for other purposes

9. Application Methodology Scientist-educator pairs present content Scientists broaden use of existing maps or create new ones (e.g., tied to current events) Format and end-products (i.e., interactive concept maps) are flexible to meet the needs of a national audience Once introduced to concept mapping, scientists may be invited to give webinar presentations that include live “Q&A”

10. Application Pilots* & Research-based Online Learning Event (ROLE) webinars: • *Karen Orcutt / Kjell Gundersen & Michelle Benoit / Ted Taylor – Gulf of Mexico Impacts & Concept Map Use in Bangor High School • *Peter Girguis & Louise McMinn – Hydrothermal Vent Ecosystems & Using Concept Maps for Interdisciplinary Educational Projects • Penny Vlahos & Sue Klemmer – Persistent Organic Pollutants & Evaluating Students' Comprehension through Concept Maps • Larry Mayer & Beth Campbell – Sequestered Carbon and the Carbon Cycle & Using Concept Maps to Plan Graduate Research

11. Application Pilots* & Research-based Online Learning Event (ROLE) webinars: • Ben Twining & Annette deCharon – Melting Icebergs: Study Methods, Dynamics and Impacts & Building Mapping Skills • Carolyn Jordan & Kate Leavitt – What's in a Model? Exploring Climate Aerosols & Concept Maps for Informal Education • Linda Kalnejais & Sharon Gallant – Excess Nutrients in Estuarine Systems & Probing Students' Misconceptions with Concept Maps • Fei Chai & Jenny Albright – Climate Change, Carbon Cycle and the Role of Iron & Using Concept Maps to Teach Climate Change

12. Application Clip from one ROLE Model webinar:

13. Application Outcomes for Participants 91% found scientist presentations "Useful/Very Useful" (n=67) 85% found educator presentations "Useful/Very Useful" (n=62) 92% are more comfortable with science topics presented (n=65)

14. Application Outcomes for Scientists Building of online presentation skills (i.e., COSEE-OS concept map tools, WebEx) Broad access to their research: 193 participants* from 27 states and the District of Columbia Specific and timely feedback "The concept map was prepared in an excellent way. I believe it was crucial in effectively communicating the topic of this webinar, as controversial as it is." "Seeing how concepts maps could be used to give a presentation, something I still struggle with, but now that I have seen a great example (Fei Chai) I am willing to give it a try." "Coming back to the concept map once in awhile kept the audience aware of the big picture.Very clear message presented objectively on a topic that is certainly not perceived that way." *41% from inland or rural locations

15. Expansion Methodology Scientists and educators are given guidance on effective blogging Topically focused by concept maps, blogs are a forum for highly scalable content Webinar archives are another asynchronous access point for content After webinars, scientists and educators are given additional questions to potentially be addressed in blogs

16. Expansion Penny Vlahos & Sue Klemmer webinar archive: • Videos • Full-length and short topical clips • Interactive Maps • Concept maps can be shared with any registered user • Maps contain all images, videos, news and resources from original presentations

17. Expansion Ben Twining's blog:

18. Expansion Notable quotes from the blogs: I hope that science teachers will find the carbon cycle both inherently interesting and, more importantly, a great vehicle to teach students fundamental tools of quantitative thinking. -- L. Mayer I had one of those “see the light” moments... when I listened and watched Dr. Larry Mayer discuss his carbon cycle concept map... I saw how I could bring all these climate change pieces I’ve been thinking about into the classroom through a coherent concept map. – T. Taylor

19. Expansion Anticipated Outcomes for Scientists Improved online presentation skills for future webinars Increased comfort with blogging as a medium for science communication Use of concept maps and/or mapping techniques in undergraduate or graduate teaching

20. Next Steps Sustaining collaboration requires specific return on investment COSEE is working to provide a ladder of opportunities for scientist engagement COSEE-OS is planning other webinar series on North Atlantic Bloom research, Diversity, etc. Interested in participating? Contact <annette.decharon@maine.edu> THANK YOU FOR YOUR ATTENTION!