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. “These 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.” – 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

3. 700 Environmental
Education related
organizations in
Wisconsin

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:
● 23 Camps
● 20 K-12 School Programs or Groups
● 18 State-Run Parks, Programs, or
Groups
● 13 University-Run Programs or Groups
● 11 City/County-Run Program or
Groups
● 7 Friends Groups
● 6 Watershed Groups
● 7 Museums/Zoos/Aquariums

5. 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?

6. 1. How would you define
community science?
2. Is it different than
citizen science?
3. Who should be
involved in community
science?
Community Science

7. 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
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.

9. 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 communities’ 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)

10. “Shifting 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 about”
- Zocher & Hougham, 2018 (in review)
Ecopedagogy - critical pedagogy

11. Digital
Observation
Technology Skills
(DOTS)
Statewide Impact

12. Researching Educational Pedagogies
“Technology 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.” Hougham & Kerlin, 2016

14. Developing a sense of place with science and
storytelling
“In 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.” Hougham et al., 2017b
Student Led Water Quality Monitoring

16. Digital Literacy: Modern Tools for Observation and Inquiry
“DOTS 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.” Hougham et al., 2018a

18. Enhancing Outdoor Observation with Technology
“EARPOD 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.”
Hougham et al., 2018b

20. Pedagogy in Practice
“...guide students to use their knowledge…”
Zocher & Hougham, in review
“...address issues they continue to be passionate
about...” Zocher & Hougham, in review

21. A Maryland Avenue
Montessori Student took
interest in the difference in
temperature between the
black top and grass.

24. Scientific Story for the Thermal Group
Team Members: Azarey’a, 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  from
our cabin and
reported that and
we also found out
that the boys’ cabin
is a little cooler.
Hehe.
For more information, contact Justin Hougham, or check out our website:
justin.hougham@ces.uwex.edu • (608) 254-6461 • http://fyi.uwex.edu/environmentaleducation/

25. 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

26. Bayfield County, WI
• Bayfield, Ashland County Extension
• 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
• 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
• Urban
Ecology
Center
• 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
• 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.

27. Building Partnerships
“[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.” - La Escuela Fratney teacher
● Builds student confidence in observation and science Hougham et al., 2018
● Teachers gain access to program and build network

28. Student Data Collection

29. Sharing Data EPA EE Local Grant – EPA-EE-16-01
Grant Number: EPA-00E02045

30. Science Strikes Back!
● Community Science Fair
● Based in Milwaukee
● Started in 2017
● Brings together a diversity of community
members
● Hosted by Escuela Verde

31. Science Strikes Back, a
Community Science Fair

32. 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

33. Science Strikes Back:
Empowering Educators and Students to Impact Urban Watersheds 2018
Funding supported by EPA
Environmental Education Local
Grant, no. NE00E02399

34. Milwaukee
Partners
Escuela
Verde
The Urban Ecology
Center – Menomonee
Valley Branch
Reflo Sustainable
Water Solutions
The Friends of Wehr
Nature Center
The Milwaukee
Metropolitan
Sewerage District
The University of
Wisconsin –
Extension:
Upham Woods
Outdoor Learning
Center

35. An Environmental Education Network in the Milwaukee Community

36. ECOSYSTEM DATA
ANALYSIS ACTIVITIES
DIGITAL OBSERVATION
TECHNOLOGY SKILLS
(DOTS)
INDIGENOUS ARTS AND
SCIENCES (IAS)

37. DOTS + ITEST Data Collection: Summer 2017
https://sites.google.com/ces.uwex.edu/uphamwoodsddd/projects/itest-
earth-partnership-indigenous-arts-and-sciences

38. “Think like a Scientist”
Analyzing Student Data

39. “Guess that Ecosystem”
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

40. “Guess that Ecosystem”
Using Student Data to Hypothesize

41. QUESTIONS
AND
FEEDBACK
Resources
• Digging Deeper with Data: https://sites.google.com/ces.uwex.edu/uphamwoodsddd
• Digital Observation Technology Skills:
https://fyi.uwex.edu/environmentaleducation/programs/technology-programs/dots/
• DOTS Lending Request Survey: https://uwex.co1.qualtrics.com/jfe/form/SV_1Nyjq6OkJ9Nsl37

42. 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?

43. Thank you and supported by
Environmental Protection Agency;
Grant Number: EPA NE 00E02399
(2018) and EPA-00E02045 (2016)
National Science Foundation –
Innovative Technology Experiences for
Students and Teachers (ITEST); Grant
Number: NSF 1613811
The Community Members and our
Partners who contribute to Community
Science

46. 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.