A Decade on the Global Change EPO Trail

The Aspen Global Change Institute (AGCI) offers a variety of approaches to enhance K-12 Earth systems science education through pre- and in-service educator professional development workshops, materials development, and experiences for scientists on roles they can play in education and outreach. Partnering institutions have included the Space Science Institute, NASA Earth Science Enterprise, and NSF Geosciences. Here we review approaches and lessons learned from three projects. 1) The Ground Truth Studies teacher workshops and the development of the Ground Truth Studies Teacher Handbook, funded as a cooperative agreement with NASA and other sources. This project was developed with Earth system scientists, environmental education curriculum developers, K-12 teachers and was piloted in several states. The project culminated in the development of the teacher handbook which includes primers on global change, remote sensing, elementary and secondary level hands-on activities, and resources. This publication has been utilized in conjunction with other teacher training programs or as a stand-alone resource for teachers. 2) PESTO (Pre- and In-Service Earth Science Training Opportunity) funded by NASA, a residential week-long intensive experience for pre- and in-service teachers offered for graduate and undergraduate credit. The PESTO faculty included a senior research scientist, an environmental educator/curriculum developer, and an EPO specialist. Content included an overview of global environmental change with an emphasis on climate and atmospheric chemistry and a review of online and CD resources relevant to elementary and secondary Earth systems topics. Visiting scientists engaged the group in the process of science and issues associated with science in society. 3) Workshop on K-12 Education for Geoscientists, a NSF/Geosciences sponsored project was a mini-workshop embedded within one of AGCI's interdisciplinary science meetings on a topic in global change. The scientists assembled for the advanced science discussions had the opportunity to learn about the status of science education in the US, science reform efforts and development of the National Standards. They also had the opportunity to discuss with educational leaders at the national level the rationale of these strategies, to work through exemplary hands-on science activities and to have free-ranging discussion of their own educational experiences and what supported and detracted from their pursuit of careers in science. Participants also explored a wide range of roles they can play in supporting science education at the local to national levels. The above projects will be discussed in the context of engaging the research community in interdisciplinary work.