Presentation: Farmer-led climate adaptation - Project launch and overview by ...
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Workshop 2 - Justin Hougham
1. Building Community Science:
Investing in Student Driven Scientific Inquiry
Dr. R. Justin Hougham
Director of Upham Woods
Associate Professor
University of Wisconsin - Extension
Environmental Education Specialist
2. âThese lands are to be used as an outdoor
laboratory and camp for youth, such as 4-H
clubs and other people cooperating with the
University of Wisconsin in the advancement
of conservation, of agriculture and rural
culture.â â Elizabeth & Caroline Upham
An EEO/AA employer, University of Wisconsin Extension provides equal opportunities in employment and programming, including Title IX and Americans with Disabilities (ADA) requirements.
Dr. R. Justin Hougham
Director of Upham Woods
Associate Professor
Environmental Education Specialist
Justin.hougham@ces.uwex.edu
608-254-6461
4. Status & Needs Report of Wisconsin Environmental
Education Related Organizations
1. Organizational management, content
understanding (i.e. water) and effective
delivery is a high priority
2. They would benefit from trainings focused on
technology usage in outdoor education and
using STEM as a context for environmental
education
3. Professional development on increasing
inclusion in facility and programmatic
accessibility
In total 156 EE organizations
responded to the survey including:
â 23 Camps
â 20 K-12 School Programs or Groups
â 18 State-Run Parks, Programs, or
Groups
â 13 University-Run Programs or Groups
â 11 City/County-Run Program or
Groups
â 7 Friends Groups
â 6 Watershed Groups
â 7 Museums/Zoos/Aquariums
5. 1. How would you define
community science?
2. Is it different than
citizen science?
3. Who should be
involved in community
science?
Community Science
6. Community Science
A group of people interested in place based observation, studies, and
scientific processes with the goal of understanding and addressing local
issues.
7. Community
1. Institutional: informal and formal
2. Students
3. Teachers
4. Adults
5. Friend Groups
Community members connect people to
solutions related to their stories.
Science
1. Data collection and documentation
2. Observation
3. Questions
4. Process oriented
5. Experiments
Data connects people to the stories they
want to tell.
Community Science
A group of people interested in place based observation, studies, and
scientific processes with the goal of understanding and addressing local
issues.
8. Community
Place
Issue Science
Scientific Storytelling
Problem-
Solving
Data
Collection
Understanding Context
PICS is a conceptual framework
that guides the implementation of
informal STEM learning for
Upham Woods. By strategically
shifting the communitiesâ focus
between the nodes, the approach
aims to develop transferable
science observation skills in
learner communities that
enhances data literacy and
science communication in ISL
settings.
Hougham, 2011
Place, Issue, Community & Science (PICS)
9. âShifting the focus of science education to help guide students to use their
knowledge, skills and dispositions also helps them become actively engaged
citizens working to dismantle dominant discourses to address issues they
continue to be passionate aboutâ
- Zocher & Hougham, 2018 (in review)
Ecopedagogy - critical pedagogy
11. Researching Educational Pedagogies
âTechnology has much to offer environmental educators, and it is
also an ever changing horizon of what will work in outdoor
contexts, be relevant, and enhance learning experiences. Time
invested in reviewing and selecting technology and apps before
making purchases is time well spent. It is best to select
technologies with the purpose of enhancing outdoor education
programming.â Hougham & Kerlin, 2016
12.
13. Developing a sense of place with science and
storytelling
âIn moving environmental education
into the digital age, educators
should look to empower youth with
the tools and responsibility to
examine their surroundings and in
encouraging youth to take and use
technology outside, educators can
capitalize on students collecting
their own data sets to develop
deeper more meaningful inquiry
questions.â Hougham et al., 2017b
Student Led Water Quality Monitoring
14.
15. Digital Literacy: Modern Tools for Observation and Inquiry
âDOTS addresses longstanding tensions between modern technology and classical
outdoor education by carefully selecting appropriate digital technology for educational
purposes and by situating these tools in classical experiential pedagogy...to maintain the
inquiry-driven nature of experiential education while incorporating 21st-century learning
goals, like digital literacy.â Hougham et al., 2018a
16.
17. Enhancing Outdoor Observation with Technology
âEARPOD used an integrated technology
program, Digital Observation Technology
Skills (DOTS), to engage underserved
students in experiential education meant
to increase environmental literacy and
provide evaluative data for pedagogical
development in environmental
education⊠Preliminary results showed
that students reported an increase in
three main characteristics with regard to
technology: confidence in using
technologies outdoors, knowledge of
available technologies, and knowledge of
using different technologies.â
Hougham et al., 2018b
18.
19. Pedagogy in Practice
â...guide students to use their knowledgeâŠâ
Zocher & Hougham, in review
â...address issues they continue to be passionate
about...â Zocher & Hougham, in review
20. A Maryland Avenue
Montessori Student took
interest in the difference in
temperature between the
black top and grass.
22. âThere once was a little girl
who wanted to be a scientist.
So she met a real one. She
looked at the gadgets and
wondered what they are for.
So she started to turn on the
gadgets and started using
them. She took out the
thermal imager and started
noticing everything was
different temperatures when
she didnât realize it. So the
scientist showed her all the
gadgets and when she grew
up she became a
professional scientist. And
you can be one too!!!â
-La Escuela Fratney students
23.
24.
25.
26. Scientific Story for the Thermal Group
Team Members: Azareyâa, Elsa, Kyrie, Kailey,
Cecilia, Jowell
Date: 11/15/18 10 am
Location: Bewick Cabin at Upham Woods
Navigator Report:
Latitude: 43.6478°
Longitude: -87.798°
Altitude: 894 ft
Weather Report:
Air Temp: 40.5 °F
Wind Speed: 0 mph
Humidity: 54.5 %
Brightness: 7,200 lx
Thermal Investigation:
North side was 40.8°F
1,500lx
East side was 54.0°F
7,120 lx
South side was 61.6°F
5,130 lx
West side was 44.0°F
960 lx
Group Summary:
We got info ï from
our cabin and
reported that and
we also found out
that the boysâ cabin
is a little cooler.
Hehe.
For more information, contact Justin Hougham, or check out our website:
justin.hougham@ces.uwex.edu âą (608) 254-6461 âą http://fyi.uwex.edu/environmentaleducation/
27. Scientific Story for the Thermal Group
Team Members: Azareyâa, Elsa, Kyrie,
Kailey, Cecilia, Jowell
Date: 11/14/18 4pm
Location: Upham Woods by the Lodge
Navigator Report:
Latitude: 43.64733°
Longitude: -87.79644°
Altitude: 834 ft
Inside Coffee Cup Experiment
Weather Report:
Air Temp: 44.9 °F
Wind Speed: 2 mph
Brightness: 1493 lx
Thermal Investigation: We also touched
objects to see how warm they would get.
Group Summary: The girls from Fratney observed 4 cups that had coffee, water,
none and a little coffee. And they were covered with index cads on top. So we
used the tools and touch smell. The full coffee cup had steam it was heavy, felt
warm to the touch and the thermal imager tool. It showed that it had a temperature
of 96.7°F. Those are the ways we could tell it from the other cups.
Outside Heat Experiment:
For more information, contact Justin Hougham, or check out our website:
justin.hougham@ces.uwex.edu âą (608) 254-6461 âą http://fyi.uwex.edu/environmentaleducation/
Object Before After
2in tree 40.6°F 41.9°F
Wooden post 41.3°F 46.1°F
Big tree 40.3°F 40.8°F
leaf 41.5°F 50°F
29. This event familiarizes
leaders with digital tools and
lesson facilitation techniques.
Students will collect data and
investigate their own questions
around water quality.
Year 1: Students will come together to share data.
Year 2: Students will share data and projects with their broader
communities.
Year 1 & 2
Year 1
Year 2
ScienceStrikesBack
Digital Observation Technology Skills (DOTS):
Students Collecting Data in Their Environment
Funding supported by EPA
Environmental Education
Local Grant, no.
EPA-00E02045
30. Bayfield County, WI
âą Bayfield, Ashland County Extension
âą Northland College
Partners in Bayfield County worked with 4-H students and
with members of the Bad River Tribe to study water quality
in the Lake Superior watershed.
La Crosse, WI
âą La Crosse School
District
Students and teachers from
Lincoln Middle School in La
Crosse collected water
quality data from the waters
of the upper Mississippi
River.
Milwaukee, WI
âą Urban
Ecology
Center
âą Escuela
Verde
Partners in
Milwaukee worked
with their students
to study the water
quality of three
rivers that run
through heavily
industrialized
areas of the city.
Wisconsin Dells, WI
âą Upham Woods
Outdoor Learning
Center
As the lead partner site,
Upham Woods supported
project partners at all sites
by hosting teacher
workshops and student data
summits. Staff from Upham
Woods traveled to partner
sites to conduct data
collection and community
connection events.
31. Building Partnerships
â Professional Development is offered to teachers
â Builds confidence using technology in outdoor ed
and STEM framework Hougham et al., 2017
32. Building Partnerships
â[The collaboration] has allowed my students to use technology...to
explore the world around them, inquire, and share their science
story in ways that I have not seen in my 15 years of teaching
experience.â - La Escuela Fratney teacher
â Builds student confidence in observation and science Hougham et al., 2018
â Teachers gain access to program and build network
33. Original Research
Students led water quality research around the state.
https://sites.google.com/view/uphamwoodsdotswatermonitoring/home
41. Science Strikes Back!
â Community Science Fair
â Based in Milwaukee
â Started in 2017
â Brings together a diversity of community
members
â Hosted by Escuela Verde
43. Project Evaluation
Changes in Self-Reported Interest in Science and Water Quality
Results from a pre- and post-event survey distributed before and after the student data summit
Respondents rated the extent to which they agreed with each statement on a Likert Scale:
1=Strongly Agree, 2=Agree, 3=Neutral, 4=Disagree, 5=Strongly Disagree
Assessment Question N Mean Pre Mean Post P-value Mode Pre Mode Post
I like science. 50 1.96 1.64 <.01 Agree
Strongly
Agree
I feel confident that I can help fix local water problems. 48 2.56 2.25 <.01 Neutral Agree
I am aware of water problems in my own community. 45 2.13 1.8 <.01 Agree Agree
I am aware of water problems that communities in other parts of
Wisconsin face.
45 2.58 2.04 <.01 Neutral Agree
I believe I have the skills to pursue a career in science and/or
technology.
48 2.4 2.15 <.05 Neutral Agree
I understand how air, water and earth pollutants affect my local
water.
45 1.91 1.62 <.05 Agree
Strongly
Agree
I am willing to speak up about a solution to issues my community
faces.
45 2.42 2.22 .07 Neutral Agree
I am interested in studying science and/or technology in my future
schooling.
50 2.36 2.18 .15 Neutral
Strongly
Agree
44. 0 10 20 30 40 50 60 70
A healthy watershed ecosystem maintains a
pH between what two values?
When I measure dissolved oxygen in water, I
am measuringâŠ
The maximum concentration of nitrates
allowed in human drinking water isâŠ
Figure 1. Changes in Water Quality Knowledge Pre Post
% Respondents who answered correctly
Results from a pre- and post- event survey distributed before and after the student data summit
Project Evaluation
45. Science Strikes Back:
Empowering Educators and Students to Impact Urban Watersheds 2018
Funding supported by EPA
Environmental Education Local
Grant, no. NE00E02399
46. Milwaukee
Partners
Escuela
Verde
The Urban Ecology
Center â Menomonee
Valley Branch
Reflo Sustainable
Water Solutions
The Friends of Wehr
Nature Center
The Milwaukee
Metropolitan
Sewerage District
The University of
Wisconsin â
Extension:
Upham Woods
Outdoor Learning
Center
51. âGuess that Ecosystemâ
Using Student Data to Hypothesize
Ecosystem Type (woodland, prairie,
wetland) unknown 4
Coordinates: Latitude 46.60014
Coordinates: Longitude -90.66071
Date of Data Collection 6/21/2017
Time of Data Collection 8:09:00 AM
Altitude 650
Air Temperature (°F) 64.4
Wind Speed 2.1
Humidity Level (%) 65.7
Estimated Canopy Cover (Percentage) 0
Estimated Cloud Cover (Percentage) 0
Temperature of Hottest Object 126
Hottest Object Description
Black Ford
Bumper
Temperature of Coldest Object 60.4
Coldest Object Description Grass on sidewalk
53. QUESTIONS
AND
FEEDBACK
Resources
âą Digging Deeper with Data: https://sites.google.com/ces.uwex.edu/uphamwoodsddd
âą Digital Observation Technology Skills:
https://fyi.uwex.edu/environmentaleducation/programs/technology-programs/dots/
âą DOTS Lending Request Survey: https://uwex.co1.qualtrics.com/jfe/form/SV_1Nyjq6OkJ9Nsl37
54. 1. Define Community Science.
2. What opportunities exist in your community to
engage it?
3. Who are your stakeholders?
4. What projects/stories would they tell?
5. How is this sustainable?
55. Thank you and supported by
Environmental Protection Agency;
Grant Number: EPA NE 00E02399
(2018) and EPA-00E02045 (2016)
National Science Foundation â
Innovative Technology Experiences for
Students and Teachers (ITEST); Grant
Number: NSF 1613811
The Community Members and our
Partners who contribute to Community
Science
56.
57.
58. Citations
Zocher, J., & Hougham, R. J. (2018) Implementing Ecopedagogy in Science: Putting Theory to Action with Communities and Urban
Secondary Students. Manuscript submitted for publication.
Hougham, R. J., Nutter, M., & Graham, C. (2018)a Digital Observation Technology Skills. Connected Science Learning, (5). Retrieved
from http://csl.nsta.org/2018/03/digital-observation-technology-skills/
Hougham, R. J., Nutter, M., & Graham, C. (2018)b. Bridging Natural and Digital Domains: Attitudes, Confidence, and Interest in Using
Technology to Learn Outdoors. Journal of Experiential Education, 41(2), 154-169. doi:10.1177/1053825917751203
Hougham, J., Kerlin, S., Liddicoat, K., Ellis, K., & Crampe, E. (2017)a. Status and Needs of Environmental Education Related
Organizations in Wisconsin: Results from the 2015 state-wide survey. Madison, Wisconsin. Retrieved from:
https://fyi.uwex.edu/environmentaleducation/files/2017/06/Status-and-Needs-of-Environmental-Education-Related-
Organizations-in-Wisconsin-2.0.pdf
Hougham, R. J. Nutter, M., Gilbertson, M. & Bukouricz, Q. (2017)b. Student Generated Data Informing Student Generated Inquiries.
Clearing: Resources for community-based environmental literacy education, pp. 32-36.
Hougham, R. J. (2016). To Unplug or Plug In: Adopting digital mobile technologies in environmental education as students use them
more and more. Green Teacher, 111.
Hougham, R.J. (2011). Growing Inquiry and Engagement- International Globalization, Diversity, and Education Conference. Spokane,
WA.
An EEO/AA employer, University of Wisconsin Extension provides equal opportunities in employment and programming, including Title IX and Americans with
Disabilities (ADA) requirements.
Notas do Editor
Both the highlighted portions reflect our purpose followed by a sense of devotion to community in my opinion. Our combined intentions on research (Upham) and education as liberation (EV) reflect into our respective communities (agriculture and rural cultures vs. transformation of their world). This reflection is repeated throughout our circles and overlap in Milwaukee. Our community goals of conservation, agriculture and rural culture intercede with student parrticipation and self-world transformation.
We as institutions have this to offer and we found this lacking and this is our need as well as local needs.
Answer: related to other work that your institution does
Having identified these needs we have to inform our actions deliberately. It seems the reasonable solution would be doing some kind of community science. The first thing we come up against is how do we actually define community science to make it accessible and relevant to the groups we want to work with. So we asked these questions
A group of people interested in place based observation, studies and scientific processes with the goal of understanding and addressing local issues.
This emphasizes the relationships between community members collecting and organizing scientific information. They of course do these things because the information is relevant to their personal experience either as an issue or interest. An open ended approach like this, unlike citizen science, allows grassroot problem and interest identification and potential solutions designed by the community. This gives the community agency to solve it since they have identified channels to pursue solutions. The underlying and unifying layer to all participants and peoples here is passion.
Some of those relevant partner groups should include:
An open ended approach enables groups to fluidly connect and bond with each other in these spaces with the underlying communal value being passion. Passion and information related to anything.
Community science conceptual transition to PICS which is a thought on how to conduct community science effectively
Itâs an iceberg: Hougham, R.J. (2011). Growing Inquiry and Engagement- International Globalization, Diversity, and Education Conference. Spokane, WA.
Tech as science and ways of knowing
To connect place and community through scientific storytelling, data collection connects to the community/learner to the issue
PICS
PICS/DOTS works
Case study is DOTS as ecopedagogy
DOTS in action
Answer how these kids were chosen, whatâre they actually doing? Whatâs the time frame they operate within? Where
Clearing paper DOTS training and tech integration process: water stories summit
Meet goal 1: The most common visitors to these facilities were white/non-Hispanic elementary or middle school aged children and adults
Meets goal 2
Answer how these kids were chosen, whatâre they actually doing? Whatâs the time frame they operate within? Where
Clearing paper DOTS training and tech integration process: water stories summit
Meetâs goal 1 because accesses and gives confidence to new people and demographics (Hougham et al, 2018) JEE
Adults hanging out. Adults doing fun science together. This is an inherently community invested project but whatâs the communication back. How do you get a bus pass?
SSB is a case study of ecopedagogy. It is community science playing out and what it looks like
2018 EPA grant and SSB
Follows a similar process but even more minutely focused on Milwaukee. The idea is to increase impact in a particular area and continue to bolster urban environmental education and awareness of local issues. It doesnât end with just increasing awareness it, like the previous project, targets increasing learner outcomes and community connections to solve future problems and we are doing Science Strikes Back again!
This network, however, has been building and evolving. These organizations show a mix of informal and formal educational institutions. And the reason is because informal institutions can provide content expertise, a change of pace, something exciting and accessible in a new way while the formal educational setting has consistency and students. Combining these two things enhances the learnerâs experience in compounding their own knowledge through innate comparison (EPA grant 2018 âWhyâ) We saw this naturally occur with the students participating in Science Strikes Back.