Poor				Excellent
Accommodations	1	2	3	4	5
Food	1	2	3	4	5
Location	1	2	3	4	5
Meeting space	1	2	3	4	5
Registration costs	1	2	3	4	5

Results:

	Accommodations	Food	Location	Space	Registration  costs
Totals	99	103	114	89	105
Frequency	22	26	27	26	25
Mean	4.5	4.0	4.2	3.4	4.2
Median	5	4	5	3	5
Mode	5	4	5	3	5

Comments: 

	Poor				Excellent
Communicating with policy makers	1	2	3	4	5
Panel discussion	1	2	3	4	5
Interactive posters	1	2	3	4	5
Plenary	1	2	3	4	5
Field trip	1	2	3	4	5

Results

	Communicating with Policy Makers	Panel	Posters	Plenary	Field trip
Totals	78	113	124	100	94
Frequency	19	26	28	23	24
Mean	4.1	4.3	4.4	4.3	3.9
Median	4	4	5	5	4
Mode	4	5	5	5	4

Comments:

• More time with posters would be good
• Excellent moderation and organization – thanks!
• Excellent format, but limit to 1 overhead.
• I was looking for concrete help.
• Friday poster session poor – too short – NO time to prep, or for presenters to visit other presenters. Saturday was great. Lots of time and space.
• Time for interactive posters was too short.
• Need fewer soapboxes and lengthy pontifications.
• Need to hone in on key points more effectively.
• Ed and Dan were good at guiding discussions, but we could use more facilitators. 
• Field trip did not provide tangibles useful to me as an instructor. Was interesting.
• Panel discussion had an excellent range of viewpoints – state to national level.
• Giving poster presenters a few minutes to introduce their topics gave us a chance to decide which ones we were interested in visiting.
• (Part I) Hard to hear! Assumed prior knowledge of equipment or technology in use, and relevance of the work.
• Part II with maps and technical visualizations was great!
• Thank you for allowing me to attend! It was inspiring to be surrounded by fellow educators!

• Continental breakfast every morning if only other option is $13.00 
• Would love a guided working tour
• Continue in “single focus” type of meeting agenda
• Assessment
• Repeat of policy workshop
• Other workshops on alliance-making
• Workshop on coalition building
• Guided inquiry field trip or activity
• More “hands-on”, little “play breaks. This would be helpful during the introductory ice-breaker as well
• Field trip

Item 4. Supporting the Revolution 

 

	Time
Totals	198
Frequency	18
Mean	11%
Median	10%
Mode	20%

B. My organization can…

• Promote the Revolution through our island K-16 programs.
• Broaden the earth science education vision among seismologists.
• Works at state level providing in-class support, teacher workshops, and grad courses.
• State level promotion of ESS and grad scientist ESS outreach.
• Disseminate information
• Give workshops at university
• Work with VASC (VA Air & Space Museum)
• Support your goals by allowing me time and resources to present and continue to promote an Inquiry Standards Based ES via trained educators.
• We have several people who work full time on project in line with Revolution; we can also disseminate information about Revolution via workshops, conference booths, website, articles, and other venues.
• Both NAGT and NESTA have been and will continue to support the Revolution (as much as I can influence them)
• Help in many ways…
• I will work with Maine Math & Science Alliance to develop a strategy for a Maine Coalition of Earth Science. Convene a group to determine: Is a coalition a good idea? What would a coalition do, etc.
• Lobby local govt. officials rep senator both state and federal, contact local science supervisors, facilitate local earth scientist – educator interaction.
• Work within TSTA / TESTA to form alliances that would support Earth System Science via lobbying / mentoring.
• Also disseminate info re: the Revolution and CESE to TSTA / TESTA members.
• Garner some state, national professional pressure for reform items politically.
• Field test curriculum materials developed by other CESE organizations.
• Support through resolution and state based alliances.
• Disseminate information, offer teacher training opportunities.
• I would be willing to participate in future steering / directional discussions.
• Help fund aspects of the Revolution, can help build partnerships at national level. 
• Participate as appropriate leadership in efforts to revolutionize ESS
• Support communications with the field link resources.
• Take advantage of the needs assessments and evaluations to help point out where we fit in.
• Develop a comprehensive national program so that it can partner with others and provide real-time research data and information.
• Disseminate information about the Revolution, collaborate with other organizations to produce quality ES materials.
• Work with Dave Mogle on research learning resource collection.
• Work with Dan Barstow on access to info disc through K_12 page.
• Work on general education reform; teaching non-scientists an appreciation for science and scientific thinking is essential. We all agreed that policy change happens in coordination with businesses, industry, and politicians. These non-scientists will have gone through General Ed classes!

• Asking / seeking more local participation of teacher / teacher leaders and businesses; especially as you work at a national level the local level will support your endeavors. 
• Present to local and state groups to build a local coalition.
• A few well-designed and well-written materials be developed that market / publicize Revolution that all CESE Revolution participants can use in their own personal contexts
• Be aware that many local and state assessments are being written locally and as multiple choice for easy grasping.  This holds back the revolution in all science ed- especially earth science. 
• More advertising at bigger meetings.
• Target more grad students.
• Might be fun in the future, once the coalition gets going, to coordinate state “Meet your legislators” Days for earth science teachers or “Earth Science in the Community” Poster Sessions at state capitals.
• Very interested in what organization is doing, and very interested in involvement.
• Inviting other professional members of presently participating organizations to participate, particularly those who are working in the business community.
• Organizations, like mine, poll membership for time they can volunteer and actions they can take like phone calls, letters to policy makers.  Then call them when needed.
• Evaluating the entire Grade 9 – 12 high school science curriculum
• Moving forward and making specific plans.
• That CESE create a mission / vision
• That a cohesive coalition that has a membership in organizations as “corporate members” needs to be created.  This enables a revenue stream which can create a dedicated group to build arguments and take arguments forward. 
• Buttonholing people
• Somehow defining or shaping a model program that comports with goals of Revolution.
• Working on overall Revolution coordination.