The document summarizes the results of needs assessments and market analyses conducted with teachers and environmental educators in the Homer, Alaska area to identify gaps and opportunities in coastal education. The assessments found that while most teachers address topics like marine science and climate change, there is a need for more programs in physical oceanography, especially at the middle and high school levels. They also found that educators and teachers want more professional development and training opportunities focused on climate change issues. To address these gaps, the Kachemak Bay National Estuarine Research Reserve plans to develop new programs and workshops on physical oceanography and climate change topics for students and teachers.

1. During the spring of 2011 KBNERR education
staff conducted an environmental education
needs assessment and market analysis as part
of a Reserve-wide effort by the NERR to
identify gaps in coastal education.
On a local level these
assessments will enable KBNERR
and partnering coastal educators
in Homer to better meet the
needs of teachers and students
within the Kenai Peninsula
Borough.

2. Needs Assessment Survey
The Process:
KBNERR targeted all 16 schools within a 30-mile
radius of Homer.
A total of 156 teachers are employed at the 16
schools. All teachers at each school were
contacted by an email delivered through the
school superintendent.
40 teachers responded to the invitation to
complete the needs assessment for a total
response rate of 26%.

3. Key Needs Assessment Results:
Marine science is a required topic for 82.9% of the teachers
surveyed, while climate change science and estuary science
are required topics for about half of all teachers surveyed
(51.5% and 48.5% respectively).
The vast majority (97.4%) of
teachers are interested in including
more outdoor education into their
classroom schedule. Most would
like facilitated hands-on or inquiry-
based activities (88.9% and 77.8%
respectively).

4. Real-time and Archived Data:
Real time and archived data sets appear to be
underutilized by respondents, with 56.7% stating that
they use none of the above.
Temperature and air data garnered the highest response
rate at 20%.

5. The majority of teachers who participated in
the survey (68%) are teaching about the
science of climate change.
Given that 51.5% of respondents indicated
that climate change is a required part of their
school’s curriculum, it would appear that
some teachers are teaching about climate
change even when it’s not a curriculum
requirement.
“If 98 doctors say my son is ill and
needs medication and two say “No, he
doesn’t, he is fine,’ I will go with the 98.
It’s common sense – the same with
climate change. We go with the
majority, the large majority… The key
thing now is that since we know this
industrial age has created it, let’s get
our act together and do everything we
can to roll it back.”
Governor Arnold Schwarzenegger

6. Professional Teacher Development Opportunities:
Teachers identified a need for more science-based professional
teacher development opportunities.
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
computer-…
field work /…
estuarine…
Facilitating
Science
Using real-
Conducting
Marine or
content
hands-on…
time or…
Using
The top five professional teacher development needs identified are:
(1) conducting hands-on activities
(2) incorporating new lab activities
(3) facilitating inquiry-based activities
(4) marine or estuary science
(5) facilitating field work and data collection based

7. Market Analysis Survey
The Process:
KBNERR targeted coastal educators working within the greater Homer
area. A total of 13 educators from State, Federal, and non-profit
organizations were identified for the survey based on their experience
and/or interest in coastal education.
Nine educators responded to and
email request to fill out the Market
Analysis for a response rate of 69.2%.
All educators are known to KBNERR
staff, and most partner with KBNERR
on program delivery, outreach
efforts, and annual program planning.

8. Key Market Assessment Results:
Most respondents (75%) indicated that they address human
impacts to the environment, while five of eight responded that they
address climate change, sea level rise and/or ocean acidification.
Topics such as water chemistry; heat transfer; and physical
properties of water are not being taught. This indicates a clear gap
in Homer’s coastal environmental education.

9. 0
2
4
6
8
10
12
14
16
Nutrient Cycles and…
Life Cycles of…
Animal Migration
Invasive Species
Tides, Waves & Currents
Erosion and…
Climate Change/Sea…
Water Cycle
Heat Transfer
Water Density
the middle and high school level.
Water Chemistry
Lab or Field Work…
Technology &…
Commercial Fishing &…
Conservation
Human Impact on the…
Water Quality & Health
Actions citizens/students…
High
Middle
Elementary
these topics at the elementary school level, with a drop in both
The results also suggests that more coastal educators are teaching
numbers of environmental educators teaching and subjects taught at

10. The Science of Climate Change:
All responders include information about climate change in their
programming, with 42.9% stating that they almost always do, and just
28.6% stating that they usually do not.
All responders with the exception of one would like to receive local
environmental education training specific to climate change issues.
Would you be interested in local environmental education training
specific to climate change issues?
Response Response
Answer Options
Percent Count
Yes 83.3% 5
No 16.7% 1
Other (please specify) 1
answered question 6
skipped question 4

11. Professional Teacher Development Opportunities:
Six survey responders (out of nine) indicated that they offer professional
teacher development. Four target elementary school educators, while
the other two target middle school educators.
Based on the KBNERR Needs Assessment area high school teachers are
in need of coastal teacher professional development opportunities.
This lack of emphasis on high school- level professional teacher
development indicates a gap KBNERR should look to fill.
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary School iddle School Do notSchool
M High offer professional teacher development
Other (please specify)

12. Conclusion:
KBRR and other partner coastal educators can address
stated data gaps in the following areas:
Physical Oceanography:
Develop and deliver physical oceanography programs at the
middle and high school level (physical properties of water; water
. chemistry; water density; salinity; heat transfer; real estuary
measurements and data; and interdisciplinary research).
Include the use of real time and archived data sets.
Offer physical oceanography professional development
workshops to 7th – 12th grade teachers to meet the identified need
for more professional teacher development at the middle and high
school level.

13. Climate Change:
Based on the MA and NA survey results, both coastal
environmental educators and Homer area teachers are
hungry for a broad range of climate change
education, from sea level rise, to ocean acidification and
stewardship actions.
The KBRR Discovery Labs
format, along with targeted
teacher workshops, can
help to provide information
on the impacts of climate
change to Alaska’s ocean
waters, ocean
life, weather, and climate.

14. Questions?