Eastern Shore Partnership for Real-world Information Technology in Science (ESPRIT Science)

1. Eastern Shore Partnership for Real-world Information Technology in Science(ESPRIT Science) Encouraging the spirit of science inquiry on the Eastern Shore

2. ESPRIT Science • 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 • Community Partners • MD Coastal Bays • Perdue Farms Inc.

3. ESPRIT Science Goals • 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.

4. ESPRIT Science Goals • 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.

5. ESPRIT Science Goals • Goal 3 Statement: Increase student awareness of the potential uses of information technology in STEM-related careers and community-based initiatives.

6. ESPRIT Science Timeline • 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 • Total Contact Hrs.95 (minimum)

7. Goals for the Summer Institute • 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.

8. 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

9. ESPRIT Science We will be working on case studies from several sources: • 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. • Adapting case studies from third party sources. • 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.

10. 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.”

11. 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?”

12. 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.

13. Case Studies • Something like this… • 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

14. Case Studies • Deducing the attributes • On each of the next three slides you will see the title and teaching notes links for a science case study. • 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?

15. Case Studies • Deducing the attributes Gas Cylinders and Safety: A Case Study in ChemistryMelinda Box, Wake Technical Community CollegeTeaching Notes for “Gas Cylinders and Safety”

16. Case Studies • Deducing the attributes • As Light Meets Matter—Art Under ScrutinyEleonora Del Federico, Pratt Institute, Steven Diver, University at Buffalo, Monika Konaklieva, American University, and Richard Ludescher, Rutgers UniversityTeaching Notes for “As Light Meets Matter”

17. Case Studies • Deducing the attributes • The Petition: A Global Warming Case StudyBruce Allen and Clyde F. Herreid, University at BuffaloTeaching Notes for “The Petition”

18. Case Studies • Case Study Collection National Center for Case Studies in Science Teaching http://ublib.buffalo.edu/libraries/projects/cases/case.html • Guidance for developing the Case Study http://tlt.its.psu.edu/suggestions/cases/write.html • More detail on developing Case Studies http://www.actionbioscience.org/education/herreid.html

19. Try one… • 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/0,1518,565413,00.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?

20. ESPRIT Science We will be working on case studies from several sources: • 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. • Adapting case studies from third party sources. • Generating ideas for additional case studies based on events/situations that we know about.

21. 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: http://ublib.buffalo.edu/libraries/projects/cases/webcase.htm

22. This afternoon Generate ideas related to local events/situations • Some inspiration may come from topics found at: http://ublib.buffalo.edu/libraries/projects/cases/ideas.htm Check your local newspaper website, too. • What resources would you need to develop these as case studies?

23. 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

24. Tomorrow—Field Trip • 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