Workshops
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Evolution in Action |  |
Ecology and Earth Systems Dynamics |
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Biodiversity and Ecosystem Services |  |
Structure and Function |
This session format is designed to give participants hands-on experience to implement a particular technique or activity or develop innovative approaches to curriculum design. There are six 1.5 hour workshop sessions throughout the conference.
Registered conference attendees are invited to participate in workshops at no additional fee. Conference attendees are encouraged to signup for workshops during the registration process. There are a limited number of spaces available for each workshop.
Friday Workshops
Place-based environmental education: Creating a professional learning community
Friday, March 15, 2013: 10:00 – 11:30 AM, Room 32
Authors:
April Sawey, Botanical Research Institute of Texas; Tracy Friday, Botanical Research Institute of Texas; Michael Sawey, Texas Christian University
Abstract:
Workshop participants will learn about strategies, models and resources to provide engaging opportunities for their students to study the world as scientists on topics with real world application and relevance to ecology and earth systems dynamics.
Description:
The 21st century learner spends a great deal of time interfacing with digital information technologies and is more globally connected than previous generations. But experts (Louv, 2008; Sobel, 2004) suggest that this may leave them with a disconnect to their local environment, especially the natural parts of this essential system. At a time when our world is changing faster each day, greater understanding of challenges associated with population growth are essential. These include issues related to our water supply, food and agriculture, energy use, and overall carrying capacity of our earth system.
This workshop will introduce participants to a model which re-introduces adult learners to their natural environment and their local place, while also relating their experiences to these significant areas of environmental concern. This model employs place-based and project based learning as well as a focus on connecting teachers and laypersons with practicing scientists in the fields of organismal biology, and environmental science. Participants in this program are first re-introduced to their local place though the use of the most current technologies in digital imaging. Satellite images are combined with the latest mapping technologies to help participants become situated in their place from a digital perspective. Members of the community of practice then physically explore their natural environment in order to create a more natural hands-on experience that makes the digital information more meaningful and long-lasting. Quantitative and qualitative assessment measures utilized throughout the program will be discussed as well as the results of this assessment. These assessments include analyses of journal entries, photo-ethnography, pre and post-test results covering place-based knowledge, and facilitator observations.
Louv. (2008). Last Child in the Woods. North Carolina: Algonquin Books of Chapel Hill. Sobel, D. (2004). Place-based education. Great Barrington, MA: Orion Society Press.
Statistics in the High School Biology Classroom: Going Beyond the Mean
Friday, March 15, 2013: 1:15 – 2:45 PM, Room 32
Authors:
Paul Strode, Fairview High School, Boulder Valley School District
Abstract:
The presenter will clarify the difference between the experimental hypothesis and the null statistical hypothesis and participants will generate and analyze data with various statistical tests to help students deal with messy biological data and support their conclusions.
Description:
Students are taught in middle school to conclude that if mean A is greater than mean B, then that is enough to provide support for their hypotheses. If an increase in X results in an increase in Y, then there must be a relationship between X and Y. Allowing students to make conclusions based only on means or trends is irresponsible science pedagogy and stops far short of real science literacy.
In this workshop, I will argue that the average high school sophomore already has the math skills to perform the calculations required by many statistical tests. I will delineate between experimental hypotheses and statistical hypothesis testing. I will provide participants with general instruction on when and how to use the t-Test, analysis of variance (ANOVA), and the Chi-square test (beyond genetics problems!), and how to show uncertainty with error bars (95% confidence intervals). I will clarify the meaning of the null hypothesis (H0), the p-value, and rejection levels. Participants will also receive instruction on how to interpret the results of each test.
Finally, I will show teachers how to choose investigations whose data may be messy and whose outcomes may not fit predictions or confirm hypotheses. I will argue that teachers should frequently choose investigations that require statistics to support conclusions and that require alternative hypotheses to explain surprising outcomes. Activities like this will give students a taste of real biology research.
Participants will be provided the handouts I have designed for my students for each statistical test and I will show participants how we use EXCEL and graphing calculators to shortcut the statistical calculations once students learn to do the tests by hand. Participants should provide their own lap tops and calculators during the workshop.
Using Online Natural History Databases to Support Innovation in Undergraduate Education
Friday, March 15, 2013: 3:00 – 4:30PM, Room 32
Authors:
Tanya Dewey, University of Michigan Museum of Zoology; Tracy Barbaro, Encyclopedia of Life.
Abstract:
This workshop will introduce two natural history databases, the Animal Diversity Web and the Encyclopedia of Life. Participants will learn how these online natural history databases and their associated tools have been used to enhance undergraduate education.
Description:
This workshop will introduce two natural history databases, the Animal Diversity Web (www.animaldiversity.org) and the Encyclopedia of Life (www.eol.org). Representatives of these projects will introduce the databases and share tools they have developed to enhance undergraduate education.
Animal Diversity Web (ADW) is a large database with a wide audience and a rich resource for authentic inquiry. ADW provides structured data to support flexible querying so students can discover patterns in natural history on their own. Undergraduate students help build the database through contributions of taxon accounts at institutions across North America, providing a valuable experience in synthesizing literature and scientific writing. The ADW query tool (animaldiversity.org/q) is used by faculty at over 20 institutions to enhance active learning experiences in biology courses.
Encyclopedia of Life (EOL) aggregates data from ADW and hundreds of other partners to share natural history content freely online. EOL serves data through taxon pages and provides features and tools such as templates for student contributions, alternate classifications, and a field guide authoring tool. EOL has been utilized in a variety of ways in undergraduate education from students contributing content to taxon pages, developing customizable field guides for use in the field, or accessing the database for species and taxonomic information.
In this workshop, participants will learn about contributing to these databases, using ADW’s query tool to discover patterns in the natural world, and using EOL’s features and tools in undergraduate education. They will also interact with EOL’s classification trees, tree visualizations, and content authoring tools.
Participants will come away with tools and resources that can be used to enhance their teaching in undergraduate biology. The workshop will include a brief overview of the databases, hands on time with selected tools, and time for brainstorming ways to integrate natural history databases in undergraduate education.
Saturday Workshops
Engaging Students as Scientists
Saturday, March 16, 2013: 10:00 – 11:30 AM, Room 32
Authors:
Erin Sikes-Thurston, FCPS Herndon High School; LouEllen Brademan Ph.D, FCPS Instructional Services.
Abstract:
Workshop participants will learn about strategies, models and resources to provide engaging opportunities for their students to study the world as scientists on topics with real world application and relevance to ecology and earth systems dynamics.
Description:
Purpose: In order for students to progress on a continuum from novice to expert in science they must be engaged with the curriculum through guided practice, process skills, strategies that can be internalized, and independent research (Ascending Intellectual Demand in the Parallel Curriculum Model, page 247). The purpose of this workshop is to demonstrate how a water quality monitoring experience can be used to provide ongoing opportunities for students to collect and analyze data for patterns and trends, interpret evidence, make interdisciplinary connections, and draw conclusions on topics with real world application and relevance to our complex and changing world.
Learning Objectives, Concepts and Skills:
- Learn how to collect macro-invertebrates, test for water chemistry * Access a state/federal database to input data
- Use databases as sources of data in conjunction with collected data to make decisions about stream health
- Analyze data for patterns and trends, interpret evidence, and draw conclusions to allow diverse students to understand parameters as indicators of water quality
- Design an experiment utilizing data collection protocols
Methodology:
- Participants will learn about the novice to expert continuum in science along with models and strategies to help students move along this continuum toward expertise.
- Participants will be instructed on stream monitoring data collection protocols. Materials: nets, trays, tweezers, ID cards, water quality test kits, volumetric tools, laptop, and LCD projector.
- Participants will learn about different data bases available for students to input data, access data, and how to use them to guide students through data based decisions.
- Participants will learn how to design an experiment using protocols and databases as well as how data is generated and incorporated into instruction, using: 2012 Draft Water Quality Assessment GIS Applications
- Participants will learn what types of human resources to search for that could provide support in inquiry based learning efforts.
What Lives Where, and Why? Understanding Biodiversity Through Geospatial Exploration
Saturday, March 16, 2013: 1:15 – 2:45 PM, Room 32
Authors:
Nancy Trautmann, Cornell Lab of Ornithology; James MaKinster, Hobart and William Smith Colleges
Abstract:
Three technology-based lessons introduce students to biodiversity through geospatial analysis. Using interactive map-based PDFs, students interpret spatial data, create bar graphs, and compare across ecoregions. With Google Earth and satellite imagery, they assess landscape change and predict ecological impacts.
Description:
We will introduce three downloadable, technology-based lessons that have been embraced by high school teachers as a way of introducing students to key biodiversity concepts through data analysis and discovery (http://www.crossingboundaries.org/curriculum-resources-692.php).
In the “Bird Island” lesson, students explore the question “What lives where, and why?” Using an interactive map-based Geo-PDF, students interpret spatial bird population data, create bar graphs, and compare across ecoregions on a fictional island to develop understanding of biodiversity concepts. The Geo-PDF makes it possible to manipulate map layers without GIS software. In a second lesson that uses real bird data for Puerto Rico, students explore distribution of selected bird species and make connections between adaptations, habitat requirements, and distribution across the island. This lesson provides the opportunity for students to further explore key biodiversity concepts while developing data analysis and critical thinking skills. These lessons can serve as a jumping off point for field and web-based biodiversity investigations.
The third lesson, “A Birds-Eye View of Changing Landscapes,” addresses the theme of landscape change, either human-induced or triggered by natural events such as landslides and volcanic eruptions. High school biodiversity lessons commonly focus either on sampling and analyzing an aspect of local ecological communities or on learning about an international issue such as rainforest destruction or coral reef degradation. Drawing connections between these geographical extremes is challenging, especially for students who have never traveled far from home. Using Google Earth and paired current and historic satellite imagery, students investigate landscape change and predict potential ecological impacts. This experience frames their thinking about environmental change agents and potential impacts on biodiversity.
We will provide time to download and try the activities, so please try to bring a laptop with Google Earth and Adobe Acrobat installed. Discussion will focus on ways to weave together simple computer and field activities to help students develop awareness and understanding of key ecological concepts related to biodiversity.
Cloud Forest Immersion: Engaging Students in Exploration through Web-Based Learning Environments
Saturday, March 16, 2013: 3:00 – 4:30PM, Room 32
Authors:
Greg Goldsmith, University of California, Berkeley; Maia Willcox, University of California, Berkeley; Drew Fulton, Drew Fulton Photography.
Abstract:
Use an interactive web-based learning environment to take a virtual visit to a tropical montane cloud forest, one of the world’s rarest and most endangered ecosystems, where you will learn about strategies for engaging students in active and participatory learning
Description:
How do we use web-based resources as active learning tools for engaging our students in ecology? Tropical montane cloud forests, one of the world’s most rare and endangered ecosystems, offer a wide array of opportunities to introduce students to the interactions between living organisms and their environment. Participants will use Canopy in the Clouds, a free, web-based learning environment that uses innovative and immersive media to offer a scientist’s perspective on cloud forests, to practice multiple methodologies for engaging students in dynamic, interactive, and exploratory learning. The workshop will include an introduction to the ecology of tropical montane cloud forests from a tropical biologist, a participatory discussion of interactive use of technology in the classroom, followed by an introduction to the tools provided by Canopy in the Clouds and the successful implementation of inquiry-based lesson plans using the website. Tools offered through the workshop will enable participants to provide their students with the opportunity to actively practice science by exploring an environment, asking questions, gathering data, and ultimately drawing conclusions that leads to understanding of basic ecological concepts. All curriculum materials will be made available on the web (www.canopyintheclouds.com).
Participants are asked to bring laptop computers (tablet devices such as iPads are not compatible). Several spare laptops will be made available.