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See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/242329571 Bridging Scientific Research and Education Through Research Learning Centers - Featured Presentation Conference Paper

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See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/242329571

Bridging Scientific Research and Education Through Research Learning Centers - Featured Presentation

Conference Paper · January 2011

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Bridging Scientific Research and Education Through Research Learning Centers

Susan Teel and Joy Marburger National Park Service Research Learning Centers National Science Teachers Association Conference San Francisco, CA March 2011

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Learning By Doing!

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ENGAGE, ENLIGHTEN, EMPOWER THROUGH SCIENTIFIC INQUIRY IN NATIONAL PARKS!

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NATIONAL PARK SERVICE MISSION

"...to promote and regulate the use of the...national parks...which purpose is to conserve the scenery and the natural and historic objects and the wild life therein and to provide for the enjoyment of the same in such manner and by such means as will leave them unimpaired for the enjoyment of future generations."

THE NATIONAL PARK SERVICE ORGANIC ACT OF 1916

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RESEARCH LEARNING CENTERS

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RLC MISSION AND GOALS

US National Park Service Research Learning Centers (RLCs) are designed to increase the effectiveness and communication of scientific research and education in the national parks to:

  • Facilitate the use of parks for scientific inquiry.
  • Support science-informed decision making.
  • Communicate the relevance of and providing access to

knowledge gained through research.

  • Promote resource stewardship through partnerships.
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  • New Audiences: Invite all people to learn about the natural and

cultural resources in parks.

  • New Technologies: Share park science using appropriate and

relevant technologies. New Standards: Set clear, measurable, and meaningful standards for quality.

  • New Partners: Work with partners to provide high-quality

programs and services.

  • New Evaluations: Learn from the various partners to improve

programs and science communication.

EDUCATION PILLARS

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RESEARCH AND EDUCATION PARTNERS

  • Museums
  • Nature Centers
  • Botanical Gardens
  • Local, County, and State Agencies
  • Federal Public Agencies

NATIONAL PARK UNITS (394 – 84.4 million acres) FISH AND WILDLIFE REFUGES (553 – 150 million acres) NATIONAL FORESTS (155 – 90 million acres) USGS – major research arm of the Dept. of Interior ENVIRONMENTAL PROTECTION AGENCY BUREAU OF LAND MANAGEMENT (245 million acres, surface lands)

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Research in Single Parks Research in Multiple Parks Research across NPS Park Boundaries WHERE CAN THE RESEARCH BE DONE?

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Internet Media: Web-based Citizen Science Research Internships Workshops

FOSTERING SCIENCE RESEARCH AND EDUCATION THROUGH:

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WEBCASTS:

DISTANCE LEARNING

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APPALACHIAN HIGHLANDS SCIENCE LEARNING CENTER GREAT SMOKY MOUNTAINS NATIONAL PARK

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APPALACHIAN HIGHLANDS SCIENCE LEARNING CENTER

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CMRLC is conducting virtual field trip programs -Live Interactive Virtual Explorations (LIVE)- with the Biscayne Coastal RLC (FL), researchers with High Performance Wireless Research and Education Network, UCSD, SDSU, and University of Miami, and many other

  • partners. The LIVE distance

education field trips allow real-time 2-way video and audio.

http://hpwren.ucsd.edu/LIVE/

The High Performance Wireless Research and Education Network (HPWREN) is a National Science Foundation funded network research project.

CALIFORNIA MEDITERRANEAN RESEARCH LEARNING CENTER (2001-2013)

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CITIZEN SCIENCE:

Fostering Public Involvement in Scientific Monitoring and Research

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INDIANA DUNES NATIONAL LAKESHORE May 15-16, 2009

ENGAGING SCIENTISTS AND THE PUBLIC TO INVENTORY ORGANISMS IN NATIONAL PARKS

All Taxa Biological Inventories (ATBI) and Bioblitzs

BIOBLITZS SLIME MOLDS (University of Arkansas - NSF)

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Middle School Students Assisting Researchers

Adranes lecontei Brendel (Staphylinidae: Pselaphinae) GSMNP “Beetle Blitz" (painting by ATBI volunteer artist Nancy Lowe)

  • Dr. Chris Carlton

Louisiana State University

APPALACHIAN HIGHLANDS SCIENCE LEARNING CENTER

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A small submarine (Remotely Operated Vehicle-ROV) can be deployed underwater and transmits real time video during the field

  • trips. This site allows the public (students and teachers) to

participate directly through the internet: http://www.researchlearningcenter.org/StSS/

CALIFORNIA MEDITERRANEAN RESEARCH LEARNING CENTER

(2001-2013)

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…Involves different age groups and different levels of training.

Middle school students learn about soils Spider blitz Birdathon

OLD-GROWTH BOTTOMLAND FOREST RESEARCH AND EDUCATION CENTER

Congaree National Park, SC

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GREAT LAKES RESEARCH AND EDUCATION CENTER

Indiana Dunes National Lakeshore

  • GLREC

located within a 2-hour drive of a diverse population of

  • ver 16 million people in the Chicagoland region
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RESEARCH FACILITIES: FIELD RESEARCH STATION

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GLREC NETWORK

10 GREAT LAKES PARKS

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RESEARCH INTERNSHIPS:

The Link Between Formal and Informal Education in National Parks

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Pictured Rocks National Lakeshore Northern Michigan University Masters Candidate

Hair Sampling of Black Bear for DNA Population Characterization

GLREC NETWORK PARKS

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PACIFIC COAST SCIENCE LEARNING CENTER

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PACIFIC COAST SCIENCE LEARNING CENTER

Point Reyes National Seashore

Undergraduate and Graduate Science Communication Interns Interns preparing to board a boat for some harbor seal capturing and tagging.

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National Park Service partners support park research, teacher-training, incorporating research methods.

RESEARCH-FOCUSED TEACHER WORKSHOPS

NSF funded university partnerships with the GLREC

Spreadsheets Across the Curriculum University of South Florida (web-based inquiry using Excel and 8 national parks as information base); 7 other RLCs involved Spatial and Temporal Dynamics of Local Extinctions: A 300-Year Experiment Brown University (RI) and the University of Wyoming (high school student and teacher training) Dispersion and Mixing Caused By Near-Inertial Waves in Lake Michigan Purdue University, West Lafayette (IN) (ROV, and coastal processes teacher training)

USGS-NPS partnership funding and in-kind support

Purple Loosestrife research and workshop Cattail population genetics research in Great Lakes parks

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USGS-NPS RESEARCH:

INVASIVE PLANTS WORKSHOP AND CITIZEN SCIENCE RESEARCH

PURPLE LOOSESTRIFE POPULATION DYNAMICS http://www.nwrc.usgs.gov/special/purplel/index.htm

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  • Climate Change Mitigation and Adaptation
  • Aquatic and Wetland Resources Protection and

Rehabilitation

  • Contaminants Remediation
  • Emerging Diseases and Pests
  • Invasive Species Management and Control
  • Landscape Corridors for Wildlife
  • Restoration of Terrestrial Habitats

RESEARCH NEEDS

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Greenhouse gases include: CO2, N2O, CH4, O3, H2O, aerosols

GREENHOUSE EFFECT

Facts: CO2 has increased from 280 to 390 ppm since the 1800s. Considered

  • ver a 100 year period, N2O has 298

times more impact per unit weight than

  • CO2. Methane has
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CLIMATE CHANGE

Significant effects are happening in public lands right now. Scientists expect disappearance of Glacier National Park’s glaciers within a decade.

Blackfoot (left) and Jackson (right) glaciers, Glacier National Park, were joined along their margins in 1914, but have since retreated into separate alpine cirques. Melting of glacial ice is a major contributor to sea level rise. Photos by E. B. Stebinger, Glacier National Park archives (1911), and Lisa McKeon, USGS (2009).]

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Catastrophic fire and insect

  • utbreaks claimed up to 18

percent of the high- altitude forests in Arizona and New Mexico in the past 24 years. Climate models indicate that the 21st century will be increasingly arid and droughts more severe and prolonged. Forest and woodland mortality due to fires and pathogens will increase.

CLIMATE CHANGE

Researchers at the University

  • f Arizona predict the worst-

case scenario showing that the American southwest could experience a 60-year stretch

  • f heat and drought unseen

since the 12th century.

PNAS Dec. 13, 2010

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ANIMAL AND PLANT PHENOLOGY

WE CAN OBSERVE CLIMATE CHANGE IMPACTS NOW THROUGH LONG-TERM MONITORING OF PLANT AND ANIMAL LIFE HISTORIES OR CYCLES.

“Phenology…is perhaps the simplest process in which to track changes in the ecology of species in response to climate change.” (IPCC 2007)

CLIMATE CHANGE RESEARCH AND MONITORING

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Edith's checkerspot butterfly Euphydryas editha quino ovipositing on blooming Plantago erecta. Despite its juicy appearance, this plant is likely to senesce in less than a month, thereby starving the caterpillars: an example of phenological asynchrony between closely-interacting species. (See Singer & Parmesan, Philosophical Transactions of the Royal Society of Biological Sciences pp. 3161–3176).

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Cooperate with agencies, NGOs, academia, public

  • Standardize collection of

phenology observations

  • Incorporate historical data
  • Provide online data entry,

downloading, visualization

  • Educate public
  • Incorporate new technologies

– e.g., remote sensing

CITIZEN SCIENCE RESEARCH AND MONITORING OF CLIMATE CHANGE

Vision The USA National Phenology Network (USA-NPN) encourages people of all ages and backgrounds to

  • bserve and record phenology as a way to discover and explore the nature and pace of our dynamic world.

The Network makes phenology data, models, and related information freely available to empower scientists, resource managers, and the public in decision-making and adapting to variable and changing climates and environments.

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LILACS

Yearly date of first leaf and first bloom for lilac shrubs, Syringa chinensis clone and Syringa vulgaris, for 1126 locations in the United States and Canada. Data is available for cloned lilac since 1956.

http://www.usanpn.org Mark Swartz, University of Milwaukee

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http://neoninc.org/budburst/

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CLIMATE CHANGE AMBASSADORS

High School Students Survey for Mountain Goats Students devoted their free time after school to studying climate change. They studied climate legislation, clean energy, alternative energy sources, and green jobs. The students aimed to become Climate Change Ambassadors to their peers and local community as well as researchers participating in real climate change research.

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  • Advancing the Science of Climate Change
  • Adapting to the Impacts of Climate Change
  • Limiting the Magnitude of Future Climate Change
  • Informing an Effective Response to Climate Change

CLIMATE CHANGE

AMERICA’S CLIMATE CHOICES:

Congressionally-mandated studies by NAS emphasize why the U.S. should act now to reduce greenhouse gas emissions and develop a national strategy to adapt to the inevitable impacts of climate change.

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THE FUTURE OF THE EARTH IS IN OUR HANDS

Meeting 21st-century sustainability challenges will require planning, cooperation, and integration that surpass 20th-century efforts in terms of geographic scope, jurisdictional breadth, multi-sectoral engagement, and the length of planning timelines.

1968 NASA Photo of the Earth from Apollo 17

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WEBSITES FOR MORE INFORMATION

MORE RLC INFORMATION:

  • AHSLC: http://www.nps.gov/grsm/naturescience/pk-homepage.htm
  • CCRLC: http://www.nps.gov/archive/glac/learningcenter/learningcenter.htm
  • GLREC: http://www.nps.gov/indu/naturescience/glrec.htm
  • GIREC: http://uwf.edu/centers/Gulf-Islands-Research-and-Education-Center/ (new)
  • MACA: http://www.wku.edu/mcicsl/
  • OASLC: http://www.oceanalaska.org/
  • OBFREC: http://www.nps.gov/cosw/
  • PCSLC: http://www.nps.gov/pore/parkmgmt/pcslc.htm
  • SERC: http://www.nps.gov/acad/serc.htm

CITIZEN SCIENCE RESEARCH:

  • http://webmail.itc.nps.gov/mailman/listinfo/npsphenofans
  • http://www.usanpn.org/
  • http://nwrcwebapps.cr.usgs.gov/cattail/
  • http://www.birds.cornell.edu/citscitoolkit
  • http://greatlakeswormwatch.org/

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