AGI Member Society Forum on 
K-12 Earth Science Education
Friday April 12, 2002
Meeting Minutes

Attendees:

1. Norb Cygan, American Association of Petroleum Geologists (AAPG)
2. Jan van Sant, American Geological Institute Foundation (AGIF)
3. Matthew C. Smith, American Geological Institute (AGI)
4. Caitlin N. Callahan, American Geological Institute (AGI)
5. Marcus Milling, American Geological Institute (AGI)
6. Michael J. Smith, American Geological Institute (AGI)
7. Jill Karsten, American Geophysical Union (AGU)
8. Larry Becker, Association of American State Geologists (AASG)
9. Ginny Colten-Bradley, Clay Minerals Society (CMS)
10. Jill Singer, National Science Foundation, Division of Undergraduate Education
11. Susan Eriksson, Friends of Mineralogy; Soc. of Mineral Museum Professionals (SMMP)
12. Carol W. Bowers, GeoInstitute of the American Society of Civil Engineers (GI)
13. Julie Sexton, Geological Society of America (GSA)
14. Mary Scott, Geoscience Information Society (GIS)
15. Roxanne H. Lamb, National Association for Black Geologists and Geophysicists (NABGG)
16. Ed Geary, National Association of Geoscience Teachers (NAGT)
17. Don Byerly, National Association of Geoscience Teachers (NAGT)
18. Carl Katsu, National Earth science Teachers Association (NESTA)
19. Paul Harnik, Paleontological Research Institution (PRI)
20. John Pojeta, Paleontological Society (PS)
21. Mike Gibson, Society for Sedimentary Geology (SEPM)
22. Ed Roy, Society for Sedimentary Geology (SEPM)
23. Judy Back, Society of Economic Geologists (SEG)
24. Sam Adams, Society of Economic Geologists (SEG)
25. Bill Underwood, Society of Exploration Geophysicists (SEG)
26. Kay Dautenhahn Wyatt, Society of Exploration Geophysicists (SEG)
27. Walt Lynn, Society of Exploration Geophysicists (SEG)
28. Michel Cavigelli, Soil Science Society of America (SSSA)
29. Jessica Robin, Soil Science Society of America (SSSA)

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Welcome

Welcome and Opening Remarks Ed Roy chaired the meeting. Attendees introduced themselves, noting their position, affiliation, and location.

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Overview of the agenda and Meeting Goals

Download Powerpoint Presentation (110 KB PDF File).

Mike Smith explained that the Revolution report (Blueprint for Reform) sets a framework for this meeting. Today, we will present exemplars within five themes within the Blueprint. Ask participants to consider two questions:

1. How do your goals in your society relate to the revolution?
2. How can your society become involved in the revolution? 

The goal of the meeting is to help Member Societies think about using the Revolution Blueprint as a guide to produce materials and provide services that give teachers what they need (support for reform of teaching and learning), not just what they want (classroom activities). Marcus suggested that we allow for member societies to post announcements about what they are doing in education. Mike noted that this was a good idea, but will need to be maintained.

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Intrduction: Blueprint for Change: Report from the National Conference on the Revolution in Earth and Space Science Education

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Ed Geary described how we are trying to make fundamental changes in Earth and space science education. Ed recently presented this work at NASA, NSF, and USGS to try and raise awareness and coordinate efforts for the revolution. Three main points:

1. What is the revolution?
2. Where are we trying to go? and
3. What can you do to take part?

Why change? Over the last decade, the national standards and benchmarks have encouraged education reform. The National Science Education Standards were published in 1996. They provide a guide to how things should change. For example, Earth science is one-third of the content in the standards. The problem is that standards are only guidelines. The Revolution report is way to get standards implemented. 

Some surveys show that 88 percent of high school students take biology but only 7percent take Earth science. This is based on limited available data. One of two overarching recommendations of the revolution conference is to take an annual snapshot to get a more accurate picture of the status of Earth and space science education by gathering data each year. New technologies and resources (for example, visualizations, computer models, etc.) support Earth systems science education. Several factors support change: standards and a report that provides a framework for changing education (and what happens in the classroom).

Why now? – Ed referred to a book called The Tipping Point: How Little Things Can Make a Big Difference by Malcolm Gladwell. You can make a comparison to boat that tips at a particular point - revolution should reach tipping point so that reform happens. If we don't take charge of our own reform effort, no one will do it for us. We do, however, want to involve other sciences. For example, half the people at the meeting in Snowmass were not Earth and space scientists.

What is the revolution? Ed asked how do we teach Earth and space science in the K-12 curriculum? Carl Katsu noted that some states focus on reading, and in other states where Earth science content is included, teachers may not have the background and struggle or do not want to teach it anyway. Ed pointed out that teachers are expected to teach geology, astronomy, oceanography, and meteorology. No one is an expert in all of those fields, however, Earth system science connects those disciplines. Revolution also calls for students doing science, not just reading and memorizing. We need to engage students, involve students in real data acquisition, and see students thinking about Earth systems in their community. Also, it is important to include parents and community members. Norb Cygan pointed out how a campaign to determine a state mineral united and motivated the general populous.

What happened at Snowmass? Key themes of the meeting included: uniting, improving, catalyzing, and supporting different efforts within your community. Began with an exercise in imagination: what can Earth and space science education be like in 2010?

Breakout sessions focused on the following topics: Curriculum and materials, Teacher preparation and professional development, Partnerships and collaboration, Assessment and evaluation, Education policy and systemic reform, Equity and diversity, Public outreach and information education, Technology, Research on teaching and learning.

Group Discussion

Reflecting on grade 9-12 Earth science: Colleges don’t accept Earth science as a lab science towards requirements; instead, Earth science in 9-12 is a dumping ground for students not going to college. Goal: need to get admissions counselors involved in revolution so that Earth science is accepted. Data showing 7 percent of students taking Earth science is an estimate, at best. Other estimates are as high as 15 percent. Jill Singer noted that some states are moving Earth science from the eighth grade to the ninth grade. Recognize the need to gather data by grade instead of in large blocks to document such changes. In addition, Earth science is being moved to 8th grade from 9th grade in New York so that students can have AP course in high school, and they are struggling.  Note that national coordination of the state-based annual snapshot is critical to ensure consistency in snapshot (format, content, etc.)

Recommendations from Snowmass meeting:

1. Establish state-based Earth and Earth and space science alliances to help guide and implement regional and local reform. Needs to be a local or state by state effort coordinated at the national level so states can learn from one another. For example, Texas is made a decision about Earth and space science education at the state level.
2. Develop and conduct annual assessment of progress in Earth and space science education reform. 

Considerations:

1. Quality: How do you find stuff? How do you determine what is really the best stuff?
2. Effectiveness: How do we know if it is actually any good?
3. Scalability: How easy is it to use on a grand scale?
4. Sustainability: Ten years is just the first goal.
5. Equity: How do you make it applicable for students in urban environment? In places where students don’t experience all of the types of Earth systems?

Group Discussion

• Walt Lynn - Education reform on an international effort: How do we network with countries outside of the United States? There is a lot of good people and material outside of US. In addition, many scientists in our workforce come from overseas?  
• Ed Roy - Recognize need to improve efforts on this front. Currently, AGI is reaching out to group in Brazil that may want to use some of EarthComm.  
• Jill Karsten - Including college-level faculty in the education reform effort: Recognize need to involve professors whose main focus is on undergraduate and graduate students but not those students who do not attend college and are part of the general public.  
• Jill Singer - Recognize this effort as an opportunity for member society members to make a contribution. Improve assessment as well as curriculum in education reform effort: New York Regents exams have so much material that the emphasis is on memorization. Students hate it. Recognize need to make sure that test writers are part of the education reform effort before going to an Earth and space science approach.  

Policy and Systemic Reform

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Mike Smith described how AGI staff interviewed state science supervisors and culled information from published reports. It’s important to point out that 67percent of students are graduating from high school – this puts the revolution (our specific goals) into a larger perspective. Large states (such as California, Texas, New York, and Ohio) drive curriculum development of large commercial publishers - and ends up affecting entire country. Review of statistics on Earth science inclusion in graduation requirements and state testing: NAEP data: 13percent of high school students graduated with half a semester or more of Earth science. (based on a nationwide sampling of 25,000 high school transcripts). High school science teachers – in the year 2000, there were 3.5 times as many biology teachers as Earth science teachers. In the last ten years, Earth science gained an additional 632 certified teachers. 

Group Discussion

• Larry Becker - Recognize the discrepancy between the number of Earth science teachers and number of Earth science students. Discussion ensued on national surveys, different societies, and organizations. How do we improve survey and the process? The second survey asked state geologists to talk with state educators. This was difficult to do and it was hard to get information.  
• Marcus Milling - Some surveys were incomplete because the person filling out the form did not contact their state department of education. The second survey also provided more information about textbook adoption. Twenty states select or review and recommend books for adoption. Specifically, eleven states select textbooks where as 9 review and recommend a list of books. The rest of the states are local control states and textbook adoption is at the district level. Recognize need for the state geological surveys and member societies to be involved in the state-by-state snapshot.  
• Don Byerly - AAPG has an extensive network of both local societies and regional, though not by state. NESTA has state contacts and regional directories. NAGT state organizations vary in terms of activity. Need to identify which societies are strong in which states and get each society to contribute for those states. AIPG has state-based divisions.  
• Ed Roy - Need to have a single, coordinated template for survey. In addition, we do not want to keep contacting the same people over and over again. Need to meet with Tony Souza at the National Research Council.  

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High School Earth Science in Texas

Ed Roy provided the background. Earth science is being removed from state assessment. Earth science will not meet high school graduation requirements. Earth science can still be taken, but it won’t mean anything. Earth science is still in K-5 curriculum. The following is the course of events leading up to today. Last fall, Roy and Milling sent letter to chair of State Board of Education. AGI solicited an additional 70 letters to SBOE reacting to change in policy. Planned meeting to give testimony to SBOE, selected a group of people (28 in all). Hearing took place January 10, 2002 in Austin in front of the Committee on Instruction for SBOE. David Dunn and Stanley Pittman met with the chair and the committee to discuss further action. Texas Science Summit meeting held in San Antonio, January 21-23, 2002 March 18, 2002 - meeting with the commissioner on education. Recent developments: Chair of SBOE has been defeated in election. New chair may be chair of Committee on Instruction. Commissioner on education has resigned. Two main problems: 1) De-emphasis in curriculum; 2) Earth science does not appear in state assessment. The reality is that if it is not on the assessment, it won't be included in the curriculum.

Key Players - Set the stage by beginning with speakers not from Texas and then brought in locals to give relevance. Two outsiders: Roger Bybee (spoke about national standards) and Mike Smith (spoke about curriculum reform and the national survey). AGI is trying to create a model that will demonstrate what needs to be done in other states. Observation: no one stopped this from happening in the first place. Resistance is resistance to change and requires tenacity on the part of those fighting the fight. Why Earth science? We want an educated public. $30 billion of oil money has gone into Texas schools.

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Science Education Policy (Dave Applegate)

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Eisenhower programs 1984. Eliminated in 2002 - No Child Left Behind Act H.R.1. Math and Science Partnerships replaces Eisenhower Professional Development flagship program. Authorized $450 million for partnerships but only appropriated $12 million in FY02 by Congress and President Bush. AGI Roles: 1) STEM Coalition - joint letter pushing for full funding of partnerships; 2) AGI Alert: Remaining Eisenhower programs under threat of elimination (Clearing House and Regional Consortia); and 3) Member Society Distribution of alerts. Involvement at Federal Level - Two Math and Science Partnership Programs: NSF and DOE. AGI involvement at state level is the issue of Earth science in the Curriculum - Implementing state standards. Dave offered California as an example. The California framework recommends how to implement standards and downgrades Earth science (though it is included in the standards). AGI/AGU/GSA put out alerts and tried to get involved. State response stiff-armed organizations – said that we were wrong, but we weren’t and we could prove it. Letter sent by AGI to board reacting to downgrading Earth science. California made high school graduation requirements match state university entrance requirements. However, the concern is focusing on the students who do not go to college and need to be educated about Earth science issues, especially in California where knowledge of Earth science is important to make decisions.

Evolution: A Federal, State and Local Challenge. No longer just a state issue. Dave described Ohio as an example. Ohio is reconsidering standards and is considering including Intelligent Design, plus Creation, Cosmology, etc in standards. Demonstrates the use of HR.1. Congressional non-binding bill that discusses evolution and originally perceived as “innocuous”. Concern grew that it advocates against teaching evolution. AGI sent alerts, along with AGU and other organizations. Senator Santorum (R-PA) language in the additional document was not part of the law, despite claims to the contrary. It was merely included in the document that describes bill.

Group Discussion

• It is going to take local people to affect a change. Need to get more advance notice before problems develop so that there is time to get a grass roots effort going. National Center for Science Education is the main organization that tries to respond to these issues on a constant basis. They could provide useful information for people. Judy Scotchmoor also created the California Alliance for Earth science Educators. Need to alert biologists that they aren’t alone in the fight.
• Norb Cygan - Need to educate some members of the Earth science community (oil industry, for example) that it is important for geologists to be involved in the fight as well. Case study from Ohio illustrates the importance for educating the public about science education policy issues.
• Discussed the efforts at USGS to hire a national education person and plans for regional officers by late 2003. Key question: how do we go from being totally reactive to being at least partly proactive? Answer: need eyes and ears at the state level.

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Partnerships and Collaborations

State-based Earth Science Alliances

Ed Geary described how his proposal for the Math Science Partnership will focus on eight states: Colorado, Massachusetts, South Carolina, Minnesota, Texas, California, Vermont, and Arizona. What do you want the alliances to accomplish in your state? Is there an example we can model? Yes. The Geography community successfully changed geography education. They have state-based alliances in all 50 states. Created at the national and state level by creating a common vision. They also had the National Geographic Society to fund the effort. Think about individuals in government, business, and academia and involve them in the state-based alliances. Also use the science teachers groups. Breakout discussions focused on identifying alliance allies in each state. The following is a partial list of those organizations and business that could be included in state-based alliances: Industry (Locally relevant), high visibility non-profits, meteorologists, parents (PTO or PTA), high visibility public figures, geological Surveys, retired people as reserves, community colleges, local gem and mineral societies, astronomy clubs, and Member Societies. Paul Harnik - Persuading and involving the public in the Earth and space science education revolution. Need to include not only the community relevance but also that kids can become scientists. Recognize that teachers have a great resistance to incorporating change into their teaching.  Museums are critical to inform thepublic of the relevance of Earth science as these are places that can foster life-long learning, reinforce Earth science content/processes learned in the classroom, and provide Earth science content/processes in an exciting way that students may not be experiencing in the classroom.  These experiences in museums may teach children and adults that science is something that is interesting and something they can do.

Coalition for Earth science Education Meeting
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Matt Smith explained that the Coalition for Earth Science Education (CESE) is an informal coalition made up of representatives of education, government, informal education, academia, individuals, etc. The main goals of CESE address coordination, communication, and collaboration. CESE does the following: Aim to facilitate action, was involved in designing national standards, especially the Earth science content, organize meetings every two to three years, and host a booth at National Science Teachers Association national convention. January 2002 CESE Meeting had the theme “Promoting the Revolution.” AGI maintained conference web site on its Education page. Three-day meeting: first day, public policy; second day and third day, general sessions, breakout sessions on different topics. Informal structure helps to facilitate communication and support conversations and to help people to network.

Group Discussion

• Can this small group really do anything? Recognize that by having loose organization Coalition has enjoyed and benefited from certain freedoms. In addition, it had achieved some success. For example, leaders from the Coalition were involved in writing the Earth science content standards in the National Science Education Standards. At the last meeting, organizers expected 40 people but 80 showed up. By not creating policy, there is no conflict for employees of federal organizations like USGS or NASA. Lastly, the Coalition can bring in unexpected partnerships. For example, a representative from the Weather Channel spoke at the January meeting. The Coalition motivates people to make a contribution in whatever way they can and that are appropriate.

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Curriculum, Instructional Materials, and Technology

Curriculum Reform: AGI’s Secondary School Earth science Curricula
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Mike Smith explained the guiding principles for curriculum and instructional materials outlined in the Revolution Blueprint (eight basic principles). Gave an overview of EarthComm and Investigating Earth Systems and how these programs address the basic principles of curriculum reform. EarthComm and IES are Inquiry based, investigations driven. The programs are complete curriculum programs, as opposed to activity booklets. The programs were developed through research process of testing and revision with teachers. EarthComm and IES focus students toward seeing Earth as a set of systems. Both programs involved collaborative problem solving and are based on the “5E” learning cycle. Both require that students keep a journal throughout program, construct models and explanations, and focus on big ideas, not wide (and thin) content coverage. Project CUES is AGI’s current curriculum development program for middle school. In 1999, AAAS Project 2061 staff evaluated 11 middle school textbook programs. For Earth science, they picked “change over time” as a topic. None of the 11 programs attained a satisfactory score for Earth science. AGI used this to develop an NSF proposal for a curriculum program that will meet the standards and guidelines set by AAAS but in a textbook format. Finally, there is a major emphasis on the nature of science. AGI invites Member Societies to participate in developing CUES (e.g., writers, content reviewers for the field test edition). Mike closed by returning to the Blueprint recommendations.

Group Discussion

• Discussion focused upon developing innovating curriculum and the time it takes to transform opinions about reform-based programs. Discussed briefly how curricula and diversity are entwined (by providing examples of science in community-settings - both urban and rural - and by giving examples of scientists at work).

Role of Technology in the Education Revolution
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Technology means talking about the details of what happens in the classroom. Some common/key issues:

1. High speed Internet access required -that is pretty much achieved.
2. Professional development: A few programs (JEdI, and Arizona Imagery Program) can only make a small dent on the extent of the need. Other key problem: teacher attrition can be very high (VA 10 percent are retiring)-possible solution, focus on pre-service.
3. Computers in the classroom: Teachers don’t need computers as much as other professionals. How do you cram more computers into overcrowded classrooms? How does a teacher manage a classroom full of students working on the classroom? Need low-cost and high quality machines, can be difficult to deal with administrators (or persuade to make the cost investment, and trust students to have access to the machines).
4. Providing access to data - technology can serve as a link to otherwise unattainable resources
5. Current examples of use of technology: Post K-12 level: teachers and students are more comfortable with technology and applications.
6. Interactive Online Learning: Questionable to present material that can otherwise be presented in a book or lecture.
7. AGI’s Earth Inquiry: AGI is providing back up sets of data so that students can work when servers go down.
8. Field Camp/Field Methods courses: PocketPCs (GPS, excel, etc.) can allow students to do mapping and in-field analysis.
9. GLOBE - the current K-12 education success story. Variation in engagement of teachers can affect result but generally positive results.
10. AGI – Using Technology to support implementation of EarthComm, IES, CUES. Interested in supporting via internet - that directly supports curriculum. Offering way of providing feedback. Providing examples of students’ work. Facilitating student success by providing access to data and support for projects in programs.
11. Reality and Technology Needs (including technology may be a great ideal in ideal circumstances, the reality may be much more difficult). Money is not the issue, priorities are. Showing how technology can help advance Earth science is key. Change in education is not a revolution but gradual as is the use of technology. Technology must be applicable to the classroom, otherwise, what’s the point? Success comes by involving parents. If students have better access to technology at home, homework may be a way to get students to use technology in education.
12. Opportunities for GeoSocieties: Make sure the technology applications directly benefit the curriculum. If it doesn’t benefit the program, the technology won’t be incorporated. Leverage efforts with existing initiatives: Support the programs that already exist with technology - don’t develop new programs. Look for local opportunities

Questions

• Jill Karsten - Are we moving in the direction of virtual classrooms?
• Norb Cygan - Does the infrastructure exist to maintain these new technology initiatives?
• Jill Singer - Isn't there more to technology than computers and the Internet? Shouldn't we include microscopes in conversations about technology?

Member Society Initiatives in Education and Technology

• SEG, Bill Underwood - Referred to a virtual museum sponsored by the Geoscience Center. Also, mentioned the GLOBE program at http://www.globe.gov/ 
• NAGT, Mike Gibson and Bob Ridky - Kubrick Science Center has developed (is developing?) a web-based state fossil collection. Could be a potential digital repository of articles from the Journal of Geoscience Education but no public web site. 
• NABGG, Roxanne Lamb - As a new organization, it is still looking for ways to develop or contribute to education initiatives. 
• Society for Economic Geologists, Judy Back and Sam Adams - Organization does not operate at the social issue level very much. 
• NSF, Jill Singer - Programs include the National Science Digital Library and the Digital Library for Earth science Education. 
• Soil Science Society of America, Michael Cavigelli - Not certain, but doesn't think they that do much in K-12 arena. 
• AGU, Jill Karsten - AGU is primarily a research institution. However, it does have education sessions at meetings and wants to get information from those sessions onto the AGU web site. There is also interest in making current research accessible to a wider audience. 
• Geoscience Information Society, Mary Scott - Provides web site with links to other sites. Culling the Internet for good sites with relevant information. 
• SEPM, Ed Roy - Web site is professional but they have approximately 10 CD-Roms with images about carbonate geology and oceanography. They are currently not available on the web. 
• GeoInstitute of ASCE, Carol Bowers - GeoInstitute has made conscious effort not to focus on K-12 education and currently have nothing for K-12 students or teachers. However, the ACSE organization is building a big program geared towards a K-12 Bridge design contest. 
• GSA, Julie Sexton - Subaru Teacher is a position at GSA funded by Subaru. Teacher is on staff at GSA headquarters for 1-year as a resource for staff and general public. Currently, teacher acts as a resource for student and teacher inquiries to GSA. 
• SEG, Kay Wyatt - In addition to the Geoscience Center, the organization offers a host of web based materials (slide sets, kits, electronic mentor program called Ask a Geophysist, and CD-Roms that include exploration geophysics and interactive interviews with geoscientists). There is also an exploration game for geophysics under development (5th grade). 
• Paleontological Society, John Pojeta, Jr.- The PS has an education representative on the organization’s council. The PS web site links to pages where teachers can find free materials and access to expertise. The PS outreach is focused on K-12 teachers.  Toward this end, PS has developed a number of outreach initiatives, including: (i) Workshops on teaching evolution (ii) A series of two-fold brochures on a variety of topics ranging from "Careers In Paleontology," to "The Oldest Known Fossils," to "Identifying Fossil Shark Teeth," etc. (iii) Three books:  "Learning from the Fossil Record," 1996, the book shows how fossils can be used to teach science. "Evolution Investigating The Evidence," 1999, second ed. 2002, stresses how to teach evolution, including a number of classroom exercises. "The Evolution-Creation Controversy II:  Perspectives on Science, Religion, and Geological Education," 1999.  The title speaks for itself. 
• Paleontological Research Institution, Paul Harnik - PRI has an active education department. Among other things, PRI developed Teacher Friendly Guides to regional geology (completed Northeastern region, funded for the Southeastern and Western regions) and Oil in Your Backyard. PRI has a program that involves student participation in gathering paleoecology data, which is posted to the web site. Teacher Friendly Guides and Oil in your Backyard are currently online (www.priweb.org) and the project to involve students in authentic research can be accessed at www.erp.priweb.org.  
• Clay Minerals Society, Ginny Colten Bradley - Currently there is not a lot for younger kids that can be accessed online. 
• CSMATE, Ed Geary - The Well Project is an in-progress program that engages students to collect precipitation data and offers a collection of data and teachers resources online (these resources include data, lessons plans, etc.). Asks teachers in the classroom to help describe if web sites are good. Submitting a collaborative proposal for teacher database: where are the good assessment examples? And not just tests, but other forms as well.  
• NESTA, Carl Katsu - Expressed a need for real data (filtered) to be available to teachers and students (noted tabular data was best). Noted NSTA journal and paper are in the process of transferring to electronic files.  
• AAPG, Norb Cygan - Organization offers several different programs: Teacher's Day at the AAPG convention with expanded events and opportunities at sectional levels (for example, provide credit opportunities). Working to provide teacher re-certification and graduate credit during Teacher's Day activities. Teacher of the Year Program provides $2500 to the teacher and $2500 for supplies. There is a web site for youth education. Coordinates programs with the Boy Scouts, Girl Scouts, and 4H, individual and local societies.

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Professional Development

Professional Development for Secondary Earth science Teachers
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Mike Smith stated that professional development and teacher preparation may be the greatest challenge of the revolution. Difficult to get pre-service teachers to change their thinking about science teaching and learning (university science teaching methods course is so drastically different than how they learn science in college). It can be especially difficult to get some experienced teachers to switch to inquiry-based programs. Must involve all stakeholders in educational system to support teacher professional development. Blueprint suggests that teachers align teaching with state standards - can be difficult if standards don’t align with the state tests.

AGI Professional Development. For the past two years, we’ve been funding teacher training through support from the AGI Foundation, GSA, and AAPG Foundation. In teacher workshops, we model the approach of the curriculum to show teachers how to teach EarthComm in the way it was envisioned. Also, teachers learn Earth science content by doing the units. Demonstrate web-based support available from AGI. We have also run two national curriculum leadership institutes and have 68 CLI leaders can go out and speak to teachers. AGI will pursue some new programs for 2002-2005. One program is to provide grants for teams from districts adopting program (rural, suburban, and urban). Teams must demonstrate a plan for implementation in their district. AGI will also strengthen web-based support, including searchable image collections, PowerPoint presentations (content support of particular topics or potential models or materials for use in classroom), downloadable videos of how to set up classroom activities and experiments, “best practice collection (what does a good chapter challenge look like?), and state collections of Earth science resources and data (provide organized resource that is easily searchable and stored on AGI server).

Blueprint Recommendations:

1. State should take responsibility for assessing Earth and space science in their state,
2. programs to expand state-district professional development,
3. start national effort to recruit Earth and space science teachers, etc.

Discussion ensued about professional development and challenges involved.

Earth Science Teacher Preparation

Bob Ridky presented. Anecdotes from past demonstrate the need for improving teacher education. The number of students has not really improved in 20 years, 7percent; National Geographic Society in 1902 wrote about Earth science teaching; Committee of 10 in 1910 at Harvard - more systematic study of geology and encouraging colleges to acknowledge Earth science as credit. In short, these issues have been around for a long time. National Standards - Earth scientists did not spearhead the inclusion of Earth science in the national standards, rather, the physicists, chemists, and biologists who recognized the importance of Earth science to their field. NSTA sends out a survey every year. Results: Numbers of Earth science teachers increased in the 60s and reached a climax. Dropped down again towards the early 90s. Mid 1990s the numbers started to back up and that number is associated with the introduction of the national standards. Now, however, the numbers are slipping again. The culprit is now that states like TX and CA are minimizing Earth science or even eliminating it in the curriculum. Examples: Teach forAmerica. Demonstrate that science or math majors can go out and be successful as a teacher for a 2-3 years. Half are staying in program. This matches the rate of teachers staying in the profession that are trained in traditional teacher training programs. 40 US states have alternative certification for teachers. May want to offer a track for teaching for non-education majors. Undergraduate Geology Programs - Students can get training in education courses as part of their geo programs (part of the additional elective courses required towards graduation). Offer examples of those schools that are doing these programs. Demonstrate that it can work.

Group Discussion

• Marcus Milling - How to raise the status of geoscience education majors in the geology departments so that they have as much respect and value and the standard majors who take structure, petrology, sedimentology. University and college geology departments are in danger as numbers of majors drops to 15,000 across the country. 4-6 years ago, the number was closer to 25,000-30,000 majors per year.
• Jill Karsten- Recognize that 4 HBCU's have Earth science departments (including geology, etc.).

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Diversity and Equity in Geoscience

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Jill Karsten reviewed recommendations from Revolution report. AGU wants to see numbers of majors increase as it affects membership pool. Recognizes need for well-trained scientific work force. Upcoming turnover due to retirement is creating a real void in scientific labs. Changing national demographics: the percentages of minority students are increasing and will soon be the majority. By not effectively reaching the group, they may be endangering survival and continuity of programs and research. Revolution Report: Focuses on inclusiveness and to develop better-informed population. Other concerns include: need for supporting professional development, increase Earth and space science educators, community Earth and space science interested in diversity issues should be expanded and publicized, and exemplary materials focusing on place-based connections to Earth and space science should be developed and disseminated (cultural responses may differ from mainstream culture).

AGU Response and Goals - Originally involved in Minority Participation Program, but then discontinued involvement. Now, however, realizing that diversity is an important issue, wants to get involved in the discussion. Creating a Defining Strategy for future plans. Key Issues: Many members are ignorant about the nature of the problem. Goal: educate and inform. Familiarity of minorities with the job opportunities, lack of visible role models, influence of parents on selecting viable career options. Many scientists that come out of HBCUs do not have Earth science departments, and only four have geology departments. Many minority students get their science at community college, and then are not exposed to Earth science in those schools. Minorities and women face obstacles in pursuing science careers

Goals: Getting members involved and educating them about the problems. Enhance and foster participation of minority scientists. For example, invite students to come to AGU meeting to present their work, attend special meetings directed at those students, also bringing the parents of students to attend and hear about opportunities. Increase the visibility of Earth and space science career opportunities, finding partnerships that can help disseminate the information. Promote incentives for minorities and women at academic institutions in the Earth and space science.

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Adjourn

Ed Roy adjourned the meeting at 5:00 p.m.

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