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Workshop 2 - Justin Hougham

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Building Community Science:
Investing in Student Driven Scientific Inquiry
Dr. R. Justin Hougham
Director of Upham Woods
A...

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“These lands are to be used as an outdoor
laboratory and camp for youth, such as 4-H
clubs and other people cooperating wi...

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700 Environmental
Education related
organizations in
Wisconsin

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Workshop 2 - Justin Hougham

  1. 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. 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. 3. 700 Environmental Education related organizations in Wisconsin
  4. 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. 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. 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. 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. 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 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)
  9. 9. “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
  10. 10. Digital Observation Technology Skills (DOTS) Statewide Impact
  11. 11. 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
  12. 12. 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
  13. 13. 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
  14. 14. 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
  15. 15. 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
  16. 16. A Maryland Avenue Montessori Student took interest in the difference in temperature between the black top and grass.
  17. 17. La Escuela Fratney’s Thermal Investigators
  18. 18. “There 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 didn’t 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!!!” -La Escuela Fratney students
  19. 19. 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/
  20. 20. Scientific Story for the Thermal Group Team Members: Azarey’a, 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 • (608) 254-6461 • 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
  21. 21. Peer Presentations
  22. 22. 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
  23. 23. 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.
  24. 24. Building Partnerships ● Professional Development is offered to teachers ● Builds confidence using technology in outdoor ed and STEM framework Hougham et al., 2017
  25. 25. 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
  26. 26. Original Research Students led water quality research around the state. https://sites.google.com/view/uphamwoodsdotswatermonitoring/home
  27. 27. Student Data Collection
  28. 28. Sharing Data EPA EE Local Grant – EPA-EE-16-01 Grant Number: EPA-00E02045
  29. 29. Collaborative Research Through Data Sharing https://sites.google.com/view/uphamwoodsdotswatermonitoring/home
  30. 30. Original Research Project by Escuela Verde students
  31. 31. Original Research Project by Escuela Verde students
  32. 32. Original Research These science explorers used the Milwaukee Public Transport system, their keen eyes, and a DOTS kit to describe a transect of the city.
  33. 33. Science Strikes Back! ● Community Science Fair ● Based in Milwaukee ● Started in 2017 ● Brings together a diversity of community members ● Hosted by Escuela Verde
  34. 34. Science Strikes Back, a Community Science Fair
  35. 35. 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
  36. 36. 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 measuring… The maximum concentration of nitrates allowed in human drinking water is… 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
  37. 37. Science Strikes Back: Empowering Educators and Students to Impact Urban Watersheds 2018 Funding supported by EPA Environmental Education Local Grant, no. NE00E02399
  38. 38. 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
  39. 39. An Environmental Education Network in the Milwaukee Community
  40. 40. ECOSYSTEM DATA ANALYSIS ACTIVITIES DIGITAL OBSERVATION TECHNOLOGY SKILLS (DOTS) INDIGENOUS ARTS AND SCIENCES (IAS)
  41. 41. DOTS + ITEST Data Collection: Summer 2017 https://sites.google.com/ces.uwex.edu/uphamwoodsddd/projects/itest- earth-partnership-indigenous-arts-and-sciences
  42. 42. “Think like a Scientist” Analyzing Student Data
  43. 43. “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
  44. 44. “Guess that Ecosystem” Using Student Data to Hypothesize
  45. 45. 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
  46. 46. 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?
  47. 47. 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
  48. 48. 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.

Editor's Notes

  • 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
  • It’s 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, what’re they actually doing? What’s 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, what’re they actually doing? What’s the time frame they operate within? Where
    Clearing paper DOTS training and tech integration process: water stories summit

    Meet’s 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 what’s 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 doesn’t 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 learner’s experience in compounding their own knowledge through innate comparison (EPA grant 2018 “Why”) We saw this naturally occur with the students participating in Science Strikes Back.

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