FY 2008 Annual Report of Achievements - Gallaudet University
FY 2008 Annual Report of Achievements - Gallaudet University FY 2008 Annual Report of Achievements - Gallaudet University
SOAR-High Earth System Science National mission priority area: Multiple priority areas Principal Investigator(s): Ellsworth, Mary S. A-130 Other Investigator(s): Cooke, Michele – University of Massachusetts Feldman, Allen – University of Massachusetts Snyder, Will – University of Massachusetts George, Michael – Iowa School for the Deaf Gonzales, Chris – University High School Deaf and Hard of Hearing Program Huckleberry, Teresa – Indiana School for the Deaf Lollis, Jana – North Carolina School for the Deaf Little, Nancy – Chinook Middle School Deaf and Hard of Hearing Program Miller, Rita – Chinook Middle School Deaf and Hard of Hearing Program Project description The SOAR-High Project supports online collaboration for teachers and students in six participating programs for deaf and hard of hearing students. The project provides an online professional development environment for the participating teachers and builds learning opportunities and activities for students in Earth Science and Earth System Science courses with an emphasis on use of technology in the classroom. The project consists of an online curriculum and collaboration strategies for both teachers and students, including development of online portfolios of student work. The collaborators conduct the interactive Earth System Science coursework developed on Web pages by an MSSD teacher, available at http://csc.gallaudet.edu/soarhigh. Development Prior years. The SOAR-High Project began in 1999 when three science teachers took advantage of new Internet capabilities at three schools for the deaf. This project provides unique opportunities for students using technology and doing authentic science. SOAR-High teachers incorporate into their curricula the GLOBE Program, a project that involves students in environmental measurements, which contributes to the scientific understanding of the Earth. All SOAR-High participating teachers are GLOBE trained and implement GLOBE protocols in their classrooms. Programs for the deaf participating in the SOAR-High Project are: • Chinook Middle School Deaf and Hard of Hearing Program, SeaTac, Wash. • Indiana School for the Deaf, Indianapolis • Iowa School for the Deaf, Council Bluffs • Model Secondary School for the Deaf, Washington, D.C. • North Carolina School for the Deaf, Morganton • University High School Deaf and Hard of Hearing Program, Irvine, Calif. Since 2004, SOAR-High teachers have collaborated with Dr. Michele Cooke, University of Massachusetts, Amherst (UMass), Department of Geosciences. Cooke, who is hard of hearing, is an excellent role model for deaf and hard of hearing students. Her National Science Foundationsponsored project aims to integrate research on fault system evolution at UMass with earth science learning at high schools for deaf students. The project participants hope to foster student interest in solid-earth science through hands-on activities and involvement with professional researchers.
Students had opportunities for videoconferencing and e-mail interactions with Cooke, who has also provided curriculum support for sandbox modeling of faults. In 2005 and 2006, she led fieldtrips (Faults in the Field to Utah and to Massachusetts) for students and teachers from the SOAR-High schools. Cooke’s Web site describing her work, integration of fault evolution research with earth system learning at high schools for the deaf in the SOAR-High project is available at http://www.geo.umass.edu/structure/cooke/FSE-SOARhigh/. FY 2008 activities and/or product(s). • SOAR-High teachers continued to use the SOAR-High online curriculum, daily teacher messages, and other Internet tools for collaboration (including a blog for student class discussions and another blog for teacher professional sharing). • Teachers continued collaborating with Cooke on her research on earthquakes and the growth of faults. All teachers utilized Cooke’s curriculum for sandbox modeling of faults. Students again had opportunities for videoconferencing and e-mail interactions with Cooke. • Cooke funded the Faults in the Field to Southern California geoscience fieldtrip for teachers and students in the SOAR-High project. Invitations were also extended to teachers and students at the California School for the Deaf-Riverside and the Kansas School for the Deaf. Eight scientists collaborated with Cooke to work with the seven participating teachers and 14 students. • Dr. Allen Feldman of UMass led a formal research project, “Assessment Project 2008: What is the impact of the project on teachers and their teaching?” Through school site visits, teacher and student interviews, and student notebooks, the study investigates the effect of the work with Cooke, her influence as a role model for deaf and hard of hearing students, and the sandbox activities. Data analysis is currently underway. • The “Integrated Global Science Teacher Training” workshop was developed. It includes three days of instruction in GLOBE program protocols and two days devoted to using the sandbox for analog modeling with Cooke. Dissemination Prior years. The SOAR-High project work has been shared in many ways since its inception. The researchers presented to professionals at Gallaudet University and at conferences. The work has been published at various stages throughout the project including the following: • Faults in the Field 2005: May 26-31, 2005. Field trip to active and ancient faults in Utah. This trip, featuring deaf scientists as role models, was shared through several articles, including the Clerc Center’s Odyssey magazine and News and Notables; UMass’ news Web site, SigNews; the Minnesota School for the Deaf’s news Web site; and the American Geophysical Institute’s Geotimes magazine. • Faults in the Field 2006: May 3-6, 2006. Field trip to ancient geologic structure in western Massachusetts and Vermont. Students created poster presentations during this trip and shared them in a seminar format with members of the UMass Geosciences Department. This trip was shared in an article in Odyssey magazine as well as through an English/Spanish student-authored travel log with photos, which is available at http://clercblog.gallaudet.edu/mass06/index.html. • Two SOAR-High teachers were selected as NASA Earth Explorers and, along with Cooke, are featured in an article on the NASA Earth Explorers Web site at http://www.nasa.gov/audience/foreducators/informal/features/F_Signs_of_Science.html. A-131
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SOAR-High Earth System Science<br />
National mission priority area: Multiple priority areas<br />
Principal Investigator(s):<br />
Ellsworth, Mary S.<br />
A-130<br />
Other Investigator(s):<br />
Cooke, Michele – <strong>University</strong> <strong>of</strong> Massachusetts<br />
Feldman, Allen – <strong>University</strong> <strong>of</strong> Massachusetts<br />
Snyder, Will – <strong>University</strong> <strong>of</strong> Massachusetts<br />
George, Michael – Iowa School for the Deaf<br />
Gonzales, Chris – <strong>University</strong> High School Deaf<br />
and Hard <strong>of</strong> Hearing Program<br />
Huckleberry, Teresa – Indiana School for the Deaf<br />
Lollis, Jana – North Carolina School for the Deaf<br />
Little, Nancy – Chinook Middle School Deaf<br />
and Hard <strong>of</strong> Hearing Program<br />
Miller, Rita – Chinook Middle School Deaf and<br />
Hard <strong>of</strong> Hearing Program<br />
Project description<br />
The SOAR-High Project supports online collaboration for teachers and students in six<br />
participating programs for deaf and hard <strong>of</strong> hearing students. The project provides an online<br />
pr<strong>of</strong>essional development environment for the participating teachers and builds learning<br />
opportunities and activities for students in Earth Science and Earth System Science courses with an<br />
emphasis on use <strong>of</strong> technology in the classroom. The project consists <strong>of</strong> an online curriculum and<br />
collaboration strategies for both teachers and students, including development <strong>of</strong> online portfolios<br />
<strong>of</strong> student work. The collaborators conduct the interactive Earth System Science coursework<br />
developed on Web pages by an MSSD teacher, available at http://csc.gallaudet.edu/soarhigh.<br />
Development<br />
Prior years. The SOAR-High Project began in 1999 when three science teachers took<br />
advantage <strong>of</strong> new Internet capabilities at three schools for the deaf. This project provides unique<br />
opportunities for students using technology and doing authentic science. SOAR-High teachers<br />
incorporate into their curricula the GLOBE Program, a project that involves students in environmental<br />
measurements, which contributes to the scientific understanding <strong>of</strong> the Earth. All SOAR-High<br />
participating teachers are GLOBE trained and implement GLOBE protocols in their classrooms.<br />
Programs for the deaf participating in the SOAR-High Project are:<br />
• Chinook Middle School Deaf and Hard <strong>of</strong> Hearing Program, SeaTac, Wash.<br />
• Indiana School for the Deaf, Indianapolis<br />
• Iowa School for the Deaf, Council Bluffs<br />
• Model Secondary School for the Deaf, Washington, D.C.<br />
• North Carolina School for the Deaf, Morganton<br />
• <strong>University</strong> High School Deaf and Hard <strong>of</strong> Hearing Program, Irvine, Calif.<br />
Since 2004, SOAR-High teachers have collaborated with Dr. Michele Cooke, <strong>University</strong> <strong>of</strong><br />
Massachusetts, Amherst (UMass), Department <strong>of</strong> Geosciences. Cooke, who is hard <strong>of</strong> hearing, is an<br />
excellent role model for deaf and hard <strong>of</strong> hearing students. Her National Science Foundationsponsored<br />
project aims to integrate research on fault system evolution at UMass with earth science<br />
learning at high schools for deaf students. The project participants hope to foster student interest in<br />
solid-earth science through hands-on activities and involvement with pr<strong>of</strong>essional researchers.
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