COVER SHEET FOR PROPOSAL TO THE NATIONAL SCIENCE FOUNDATION PROGRAM ANNOUNCEMENT/SOLICITATION NO./CLOSING DATE/if not in response to a program announcement/solicitation enter NSF 10-1
NSF 10-542
FOR NSF USE ONLY
NSF PROPOSAL NUMBER
05/24/10
FOR CONSIDERATION BY NSF ORGANIZATION UNIT(S)
1043323
(Indicate the most specific unit known, i.e. program, division, etc.)
DUE - CLIMATE CHANGE EDUCATION DATE RECEIVED NUMBER OF COPIES DIVISION ASSIGNED FUND CODE DUNS#
05/24/2010
1
11040000 DUE
EMPLOYER IDENTIFICATION NUMBER (EIN) OR TAXPAYER IDENTIFICATION NUMBER (TIN)
6891
FILE LOCATION
(Data Universal Numbering System)
069687242
07/07/2010 3:44pm S
IS THIS PROPOSAL BEING SUBMITTED TO ANOTHER FEDERAL AGENCY? YES NO IF YES, LIST ACRONYM(S)
SHOW PREVIOUS AWARD NO. IF THIS IS A RENEWAL AN ACCOMPLISHMENT-BASED RENEWAL
593102112 NAME OF ORGANIZATION TO WHICH AWARD SHOULD BE MADE
ADDRESS OF AWARDEE ORGANIZATION, INCLUDING 9 DIGIT ZIP CODE
University of South Florida 3650 Spectrum Blvd Tampa, FL. 336129446
University of South Florida AWARDEE ORGANIZATION CODE (IF KNOWN)
0015370000 NAME OF PERFORMING ORGANIZATION, IF DIFFERENT FROM ABOVE
ADDRESS OF PERFORMING ORGANIZATION, IF DIFFERENT, INCLUDING 9 DIGIT ZIP CODE
PERFORMING ORGANIZATION CODE (IF KNOWN)
IS AWARDEE ORGANIZATION (Check All That Apply) (See GPG II.C For Definitions) TITLE OF PROPOSED PROJECT
MINORITY BUSINESS IF THIS IS A PRELIMINARY PROPOSAL WOMAN-OWNED BUSINESS THEN CHECK HERE
CCEP: Coastal Areas Climate Change Education (CACCE) Partnership
REQUESTED AMOUNT
PROPOSED DURATION (1-60 MONTHS)
974,408
$
SMALL BUSINESS FOR-PROFIT ORGANIZATION
24
REQUESTED STARTING DATE
12/01/10
months
SHOW RELATED PRELIMINARY PROPOSAL NO. IF APPLICABLE
CHECK APPROPRIATE BOX(ES) IF THIS PROPOSAL INCLUDES ANY OF THE ITEMS LISTED BELOW BEGINNING INVESTIGATOR (GPG I.G.2) HUMAN SUBJECTS (GPG II.D.7) Human Subjects Assurance Number Exemption Subsection
DISCLOSURE OF LOBBYING ACTIVITIES (GPG II.C.1.e)
or IRB App. Date
pending
Pending
PROPRIETARY & PRIVILEGED INFORMATION (GPG I.D, II.C.1.d)
INTERNATIONAL COOPERATIVE ACTIVITIES: COUNTRY/COUNTRIES INVOLVED
HISTORIC PLACES (GPG II.C.2.j)
(GPG II.C.2.j)
EAGER* (GPG II.D.2)
RAPID** (GPG II.D.1)
VERTEBRATE ANIMALS (GPG II.D.6) IACUC App. Date
HIGH RESOLUTION GRAPHICS/OTHER GRAPHICS WHERE EXACT COLOR REPRESENTATION IS REQUIRED FOR PROPER INTERPRETATION (GPG I.G.1)
PHS Animal Welfare Assurance Number PI/PD DEPARTMENT
PI/PD POSTAL ADDRESS
4202 East Fowler Avenue SCA 528 Tampa, FL 33620 United States
Department of Geology PI/PD FAX NUMBER
813-974-2654 NAMES (TYPED)
High Degree
Yr of Degree
Telephone Number
Electronic Mail Address
PhD
1989
813-974-1598
[email protected]
PhD
1993
813-974-2471
[email protected]
PhD
1996
787-265-6380
[email protected]
PhD
1988
727-553-3335
[email protected]
PI/PD NAME
Jeffrey G Ryan CO-PI/PD
Allan Feldman CO-PI/PD
Fernando Gilbes CO-PI/PD
Frank E Muller-Karger CO-PI/PD
Page 1 of 2
Electronic Signature
CERTIFICATION PAGE Certification for Authorized Organizational Representative or Individual Applicant: By signing and submitting this proposal, the Authorized Organizational Representative or Individual Applicant is: (1) certifying that statements made herein are true and complete to the best of his/her knowledge; and (2) agreeing to accept the obligation to comply with NSF award terms and conditions if an award is made as a result of this application. Further, the applicant is hereby providing certifications regarding debarment and suspension, drug-free workplace, lobbying activities (see below), responsible conduct of research, nondiscrimination, and flood hazard insurance (when applicable) as set forth in the NSF Proposal & Award Policies & Procedures Guide, Part I: the Grant Proposal Guide (GPG) (NSF 10-1). Willful provision of false information in this application and its supporting documents or in reports required under an ensuing award is a criminal offense (U. S. Code, Title 18, Section 1001).
Conflict of Interest Certification In addition, if the applicant institution employs more than fifty persons, by electronically signing the NSF Proposal Cover Sheet, the Authorized Organizational Representative of the applicant institution is certifying that the institution has implemented a written and enforced conflict of interest policy that is consistent with the provisions of the NSF Proposal & Award Policies & Procedures Guide, Part II, Award & Administration Guide (AAG) Chapter IV.A; that to the best of his/her knowledge, all financial disclosures required by that conflict of interest policy have been made; and that all identified conflicts of interest will have been satisfactorily managed, reduced or eliminated prior to the institution’s expenditure of any funds under the award, in accordance with the institution’s conflict of interest policy. Conflicts which cannot be satisfactorily managed, reduced or eliminated must be disclosed to NSF.
Drug Free Work Place Certification By electronically signing the NSF Proposal Cover Sheet, the Authorized Organizational Representative or Individual Applicant is providing the Drug Free Work Place Certification contained in Exhibit II-3 of the Grant Proposal Guide.
Debarment and Suspension Certification
(If answer "yes", please provide explanation.)
Is the organization or its principals presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from covered transactions by any Federal department or agency?
Yes
No
By electronically signing the NSF Proposal Cover Sheet, the Authorized Organizational Representative or Individual Applicant is providing the Debarment and Suspension Certification contained in Exhibit II-4 of the Grant Proposal Guide.
Certification Regarding Lobbying The following certification is required for an award of a Federal contract, grant, or cooperative agreement exceeding $100,000 and for an award of a Federal loan or a commitment providing for the United States to insure or guarantee a loan exceeding $150,000.
Certification for Contracts, Grants, Loans and Cooperative Agreements The undersigned certifies, to the best of his or her knowledge and belief, that: (1) No federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement. (2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form-LLL, ‘‘Disclosure of Lobbying Activities,’’ in accordance with its instructions. (3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, Title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.
Certification Regarding Nondiscrimination By electronically signing the NSF Proposal Cover Sheet, the Authorized Organizational Representative is providing the Certification Regarding Nondiscrimination contained in Exhibit II-6 of the Grant Proposal Guide.
Certification Regarding Flood Hazard Insurance Two sections of the National Flood Insurance Act of 1968 (42 USC §4012a and §4106) bar Federal agencies from giving financial assistance for acquisition or construction purposes in any area identified by the Federal Emergency Management Agency (FEMA) as having special flood hazards unless the: (1) community in which that area is located participates in the national flood insurance program; and (2) building (and any related equipment) is covered by adequate flood insurance. By electronically signing the NSF Proposal Cover Sheet, the Authorized Organizational Representative or Individual Applicant located in FEMA-designated special flood hazard areas is certifying that adequate flood insurance has been or will be obtained in the following situations: (1) for NSF grants for the construction of a building or facility, regardless of the dollar amount of the grant; and (2) for other NSF Grants when more than $25,000 has been budgeted in the proposal for repair, alteration or improvement (construction) of a building or facility.
Certification Regarding Responsible Conduct of Research (RCR) (This certification is not applicable to proposals for conferences, symposia, and workshops.) By electronically signing the NSF Proposal Cover Sheet, the Authorized Organizational Representative of the applicant institution is certifying that, in accordance with the NSF Proposal & Award Policies & Procedures Guide, Part II, Award & Administration Guide (AAG) Chapter IV.B., the institution has a plan in place to provide appropriate training and oversight in the responsible and ethical conduct of research to undergraduates, graduate students and postdoctoral researchers who will be supported by NSF to conduct research. The undersigned shall require that the language of this certification be included in any award documents for all subawards at all tiers. AUTHORIZED ORGANIZATIONAL REPRESENTATIVE
SIGNATURE
DATE
NAME
Lynette Kos TELEPHONE NUMBER
Electronic Signature ELECTRONIC MAIL ADDRESS
May 24 2010 3:43PM FAX NUMBER
[email protected] fm1207rrs-07
* EAGER - EArly-concept Grants for Exploratory Research ** RAPID - Grants for Rapid Response Research Page 2 of 2
The Coastal Area Climate Change Education (CACCE) Partnership proposes to organize a number of partners in the coastal regions of the southeastern United States and U.S. territories in the Caribbean to educate the current generation of children and the next generation about global climate change, using sea level as a core theme. CACCE will establish new programs to educate the next generation of U.S. scholars in understanding climate in part by using paleo-sea level changes as a tool to examine the impact and reaction of ecosystems, including human communities, to past sea level change. The educational process will include building and analyzing scenarios to understand how to better handle human actions in the future. These educational efforts will have broad impacts for adapting to and mitigating the socio-economic challenges that global climate change (including rising sea-level) will impose upon coastal communities. The Intellectual Merit of the CACCE Partnership is based in its ability to bring together a wide range of stakeholders who have the interest in and the ability to accomplish major changes in the way that Americans are educated about climate change. By the end of the two-year Phase I funding period it will have accomplished the following: • Identified the needs and opportunities re climate change education specific to the coastal areas of the southeast and the Caribbean. This will be made available through the Internet for other CCE Partnerships or other interested parties. • Developed a comprehensive climate education plan for a Phase II proposal. All stakeholder groups will contribute to this plan and review it before the CACCE Partnership accepts it. • Implemented and tested in Florida and Puerto Rico a transdisciplinary model of climate change education and research. • Used the data from the evaluation, climate change education inventory, and stakeholder workshops to indentify new areas of research on climate change education. The Broader Impact of the CACCE Partnership will be the result of its ability to bring to the table representatives of a wide-range of stakeholder groups, including higher education, formal K-12 education, informal education, industry and business, and local community groups. CACCE will work to ensure that the Partnership is sustained past the Phase I funding period even if it does not receive Phase II funding so that the effort to produce better educated STEM professionals and better informed citizens continues in our region.
TABLE OF CONTENTS For font size and page formatting specifications, see GPG section II.B.2.
Total No. of Pages
Page No.* (Optional)*
Cover Sheet for Proposal to the National Science Foundation Project Summary
(not to exceed 1 page)
1
Table of Contents
1
Project Description (Including Results from Prior NSF Support) (not to exceed 15 pages) (Exceed only if allowed by a specific program announcement/solicitation or if approved in advance by the appropriate NSF Assistant Director or designee)
15
References Cited
4
Biographical Sketches
(Not to exceed 2 pages each)
Budget
8 19
(Plus up to 3 pages of budget justification)
Current and Pending Support
6
Facilities, Equipment and Other Resources
1
Special Information/Other Supplementary Docs/Mentoring Plan
13
Appendix (List below. ) (Include only if allowed by a specific program announcement/ solicitation or if approved in advance by the appropriate NSF Assistant Director or designee) Appendix Items:
*Proposers may select any numbering mechanism for the proposal. The entire proposal however, must be paginated. Complete both columns only if the proposal is numbered consecutively.
Coastal Areas Climate Change Education (CACCE) Partnership Introduction The Coastal Area Climate Change Education (CACCE) Partnership proposes to organize partners in the coastal regions of the southeastern United States and U.S. territories in the Caribbean to educate current and future generations of students, and inform the general public about global climate change, using sea level as a core theme. Over 50% of the U.S. population lives in coastal areas. Complex land, ocean and atmospheric processes interact in coastal environments, creating productive and diverse ecosystems whose dynamics are further complicated by climate variability. Coastal areas are tied to the nation’s commerce, transportation, recreation, nutrition, and health, and represent an important focus and a challenge for local, State, and Federal agencies. These issues affect societies around the globe. Clearly, understanding the varied impacts of climate change requires a level of scientific literacy among the population that can be used to engage and address problems of land use and coastal/ ocean resource management. CACCE will initially focus on sea level change, both its present-day evidence and its record in the past, as a tool to examine the impact and reaction of ecosystems, including human communities, to past sea level change. The educational process will include building and analyzing scenarios to understand how to better handle human actions in the future. These educational efforts will have broad impacts for adapting to and mitigating the socio-economic challenges that global climate change (including rising sea-level) will impose upon coastal communities. The CACCE Partnership's first steps are to assay community needs and develop a set of activities as part of this Phase I request. These include: 1) cataloguing existing climate change resources and identifying the needs and opportunities related to the effects of climate change on coastal regions; 2) expanding the partnership to include other key players and stakeholder groups in the region; 3) developing a comprehensive climate change education plan for coastal regions based on stakeholder needs and best practices in education and outreach; 4) testing a model for transdisciplinary research and learning; and 5) identifying areas for further research on climate change education. Climate change in coastal regions There is international consensus that global climate change is one of the most significant challenges we face. The observed rapid warming in Arctic regions and anomalous weather patterns recorded in the northern hemisphere are due both to increases in greenhouse gas levels and associated changes in atmospheric dynamics over the North Atlantic. Characterization of natural climate variability is essential if we are to predict the likely range of climatic variations in the future. Sea level around the world varies on a range of time scales, from event- driven phenomena like storms, diurnal and monthly tidal cycles, 104-5 yr cycles associated with orbital precession and polar wobble, to tectonic uplift and subsidence on the 106-7 yr scale associated with mantle convection. Global sea level and Earth’s climate are closely linked, with warmer climate periods in Earth’s recent history regularly associated with higher sea levels. Near the end of the last sea level highstand ~125,000 years ago, sea level rose at a rate of 36 mm/yr, (~4 m/century), and peaked about 4 to 6 meters higher than at present (Blanchon et al., 2009). Sealevel history over the last 2 million years shows a complex spatial and temporal pattern, linked to global variations in continental ice volumes and variations due to temperature-driven changes in seawater density (Alley et al., 2005). This record of past variability provides constraints on the timing and amplitudes of forcing mechanisms that trigger the growth and decay of ice masses, and on the response of ecological systems that help to understand future changes in sea level and how living organisms respond (Lambeck & Chappell, 2001).
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With over one third of the world’s population living in low-lying coastal regions, understanding the history and future effects of global sea-level change is a top priority in the Earth sciences (Milne et al., 2009). The southeast United States and in particular the state of Florida, with its long coastlines and extensive barrier islands, are particularly sensitive to small changes in sea level, which can cause extensive social impacts and economic losses (Deyle et al., 2007). Coastal estuaries, marshes, and coral reefs are among the most biologically productive and diverse ecosystems on the planet (Stevens and Montague, 2010). These are particularly vulnerable to rapid sea level rise and the forces driving this change, including fluctuations in temperature and in the volume of fresh water discharge and materials carried with it. They too are particularly vulnerable to rapid sea level rise (Craft et al., 2009). Based on projected rates and magnitudes of global warming, sea level is projected to rise 1-2 meters by 2100 (Ramstorf, 2010), resulting in extensive losses of coastal wetlands and very significant landward migration of barrier islands. In Florida, extensive salt marshes and mangrove swamps form highly productive and important ecosystems. All are within the current tidal range, and therefore are highly susceptible to sea level rise. The IPCC (2007) projects that by 2100, as much as one-third of all coastal wetlands could be drowned. A review by Ramstorf (2010) estimates between 0.8-1.2 m of sea level rise by 2100. Most of Everglades National Park is at or below 1 m in elevation, and the limestone surface underlying the Everglades is close to sea level from Florida Bay to Interstate 75 (Wanless et al., 1994). Much attention is currently focused on the role of the tropics in climate change, particularly on 101-102 yr timescales. Reliable predictions for hurricanes, droughts and other climate-related impacts that strain the economy and cause personal hardships in the Gulf and Caribbean basins require better understanding of the linkages between atmospheric, oceanic, and terrestrial components. Despite an increasing number of high-resolution paleoclimate reconstructions for the lower latitudes (e.g., Cariaco Basin, NE Brazil), our understanding of the impacts of abrupt climate changes at finer scales need improvement (Blunier & Brook, 2001). Developing this understanding requires accurate proxies connecting the Earth’s atmosphere and hydrosphere, as well as observations and samples from sites that are highly sensitive to regional climate change. Puerto Rico is an ideal location for monitoring and recovering highresolution climate records in the Intertropical Convergence Zone and for the effects of El Niño/Southern Oscillation (Jury et al., 2007). Educational need An understanding of science, including its processes and methods for warranting knowledge, is fundamental to appreciating the forces that produce climate change and the effect of changing climate on coastal regions. Numerous reports highlight the need for the public to better understand science and engineering (National Academies of Science, 2006; National Research Council, 2009; US Department of Education, 2002). Despite extensive efforts to improve student performance, the latest international tests show no improvement of either fourth or eighth graders in science scores between 1995 and 2007 (TIMSS, 2007). In addition, recent studies of the public’s beliefs about climate change indicate that they lack a basic understanding of science and its methods (Kohut, Doherty, Dimock, & Keeter, 2009; Maibach, Roser-Renouf, & Leiserowitz, 2009). Between 1980 and 2000, the need for new science and engineering professionals exceeded the overall growth rate of the number of science and engineering degrees earned in the U.S., a situation that is particularly acute in the geosciences (National Science Board, 2006; AGI, 2009). This present trend will become exacerbated if not addressed aggressively, as 26% of all science and engineering workers and 40% of all doctorates in science and engineering occupations in the U.S. are now older than 50 (National Science Board, 2008; AGI 2009).
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In much of the Southeastern US and the Caribbean, the number of students being trained in STEM fields is limited by poverty, disabilities, and communication challenges related to English as a second language. According to the 2009 report of the Florida Comprehensive Assessment Test (FCAT), almost 60% of eighth-graders score below expectations for their grade level (Florida Department of Education, 2009a). The majority of these students are in high poverty schools and/or schools with large numbers of English Language Learners (ELLs). 74% percent of students in free or reduced lunch program score at 2.0* or below on the 8th grade FCAT in science, and 96% of ELLs scored 2.0 or below (Florida Center for Research in Science, 2009a, 2009b). In 2007-08, 45.9% of Florida’s K–12 students were eligible for Free or Reduced Price Lunch, and 11.9% of the students were English Language Learners (ELL) (Florida Center for Research in Science, 2009b). Latino, African American, Native American student' participation in advanced STEM subjects remains low: only 12% of Latino and African American students, and 2% of Native American students enrolled in STEM Advanced Placement courses in 2008 (NSB, 2010), as compared to 70% of white students. CACCE's initial Phase I formal education partners have similar demographics. Hillsborough County Public Schools (HCPS) serves over 190,000 preK–12 students, of which 27% are Hispanic, 12% are ELLs, and 51% are in Free/Reduced-cost lunch programs (Florida Dept Education, 2009b). Pinellas County Public Schools (PCPS) shows similar demographics, with ~24% African-American and 21% Latino students. Poverty in the county exceeds 11%, and only about 41% of the district's African Americans and 54% of the Latino students. The State agency of Puerto Rico provides free meals or milk to all children in schools under their jurisdiction, regardless of the economic need so similar data is unavailable. Groups marginalized by poverty, race and language are less engaged in science and engineering decision making processes. Factors such as social class, race, ethnicity, national origin, and gender have been shown to significantly influence opportunities to learn and develop in the US (Banks, et al., 2007). The NRC (2009) found that engaging underrepresented groups in STEM was challenged by disproportionate resource distribution (e.g. science instruction), subpar performance on standardized tests, and lack of identification with STEM careers and the specialized language of STEM fields. Educational Programs The CACCE Partnership seeks to address these issues for K-16 students and community members in the coastal regions of the Southeastern US and the Caribbean, including those who are marginalized, limited by language, or from underrepresented groups. Given the diversity of the region’s population, it is important that CACCE configure its efforts to broaden participation in climate science. According to the NSF (2008), new approaches to classroom learning must reflect a view of science as influenced by individual experience and social and historical contexts. Banks et al. (2007) proposed four principles of formal and informal education delivery to broaden participation: (1) learning is situated in broad socio-economic and historical contexts and is mediated by local cultural practices and perspectives; (2) learning takes place not only in school but during everyday life, (3) all learners need support from a variety of institutions to promote their personal and intellectual development; and (4) learning is facilitated when learners are encouraged to use their home and community language resources as a basis for expanding their linguistic repertoires. Additionally, NSF (2008) recommends partnerships between science-rich institutions and local communities that inform the entire process. Prior Educational Efforts Formal and informal education on the causes and consequences of climate change has been accelerating over the past decade. Leadership for this effort in the U.S. has come primarily from *
Defined as limited success with the challenging content of the FL State Standards. 3
governmental institutions. These efforts are summarized in the latest edition of the U.S. Climate Action Report (United States Department of State, 2010). The current scientific consensus on climate change is summarized in (NRC Board on Atmospheric Sciences and Climate, 2010). Related documents have focused on the effects of climate change in Florida and the Gulf Coast (Florida Fish and Wildlife Conservation Commission, 2008; Florida Oceans and Coastal Council, 2009; Sole, 2008; Twilley, et al., 2001). Non-governmental organizations play an increasing role in climate change education. For example, in May 2010 the National Academies convened the first meeting of the Climate Change Education Roundtable (NAS, 2010), a two-year dialog to develop an articulated national strategy for improving public understanding of climate science among federal agencies and in business, academic, nonprofit, and community sectors. Other NGOs, including the Pew Center for Global Climate Change, the National Wildlife Federation, Sigma Xi, the Sierra Club, and the Smithsonian Center for Education and Museum Studies, have begun similar initiatives with their respective stakeholder groups. Much of what is referred to above are policy statements and reports with recommendations for action. In addition, a growing number of educational efforts are dedicated to climate change education. For instance, the Alliance for Climate Education (2010) is a national nonprofit that deploys climate scientists to high schools throughout the U.S. to organize innovative multimedia assemblies, and then work with students to develop and implement climate change awareness projects in their communities. And the Association for the Advancement of Sustainability in Higher Education administers the American College and University Presidents’ Climate Commitment (2009), signed by 685 institutions of higher education, which provides resources on climate change education for post-secondary audiences. Numerous web resources have been created by various science education groups, such as Climate Change Education (http://www.climatechangeeducation.org), the Climate Change Collection (http://serc.carleton.edu/climatechange), and the Lawrence Hall of Science (http://lawrencehallofscience.org/gss/). To date, however, very few educational resources for climate change education have been developed specifically for Florida and its Caribbean neighbors. CACCE Educational Model The CACCE Partnership will apply in its Phase I activities the model of Multiple Outcome Interdisciplinary Research and Learning (MOIRL) (Feldman, 2010). In this model, a range of stakeholders engage in varied research and learning activities leading to multiple outcomes. In the CACCE Partnership the stakeholders include: students (K-16 and graduate); teachers and education researchers; informal science educators; scientists and engineers; business and industry; policy makers; and community members. CACCE combines university-based academic interdisciplinary research (Aboelela, et al., 2007; Lattuca, 2002) with action research (Altrichter, Feldman, Posch, & Somekh, 2007) and community-based participatory research (O'Fallon & Dearry, 2002) in a way that is best described as “transdisciplinary” (Pohl & Hadorn, 2008). Learning occurs in all spheres of interactions among stakeholders: formal K-16 and graduate education; informal education settings; community activities; and business and industry. Learning also occurs as stakeholders engage in scientific, educational, community and business activities through their legitimate peripheral participation (Lave & Wenger, 1991) in research communities of practice (Feldman, 2009; Wenger, 1998). Goals and objectives The CACCE Partnership's goals are to 1) Prepare a new generation of climate scientists, engineers, and technicians; 2) Prepare our region’s citizens to understand global climate change and mitigate its impact; 3) Produce new knowledge on how to effectively do 1 and 2 above;
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4) Produce new knowledge about climate change and ways for society to adapt to and mitigate its impact. Our objectives for the Phase 1 effort are to: 1) Develop an inventory of existing climate change education resources, and to identify the needs and opportunities for improving climate literacy related to its effects on coastal regions; 2) Expand the CACCE Partnership to include other key players in the region including businesses, and additional post-secondary schools, K-12 school districts, informal education institutions, community organizations, and departments of education; 3) Develop a comprehensive climate change education plan for coastal regions linked to sea level change; and 4) Identify areas for further research on climate change education. By the end of the two-year Phase I period, CACCE will have 1) Identified issues with “traction” for effective communication and education on climate change education specific to the coastal areas of the southeast and the Caribbean. 2) Established a larger partnership with representation from business and industry, community groups, and a broader menu of formal and informal educational institutions in the region. This partnership will be structured so it can be sustained past the Phase I funding period, even if it does not receive Phase II funding, so that the effort to produce better educated STEM professionals and better informed citizens continues in our region. 3) Developed a comprehensive climate education plan for a Phase II proposal. All stakeholder groups will contribute to this plan and review it before the Partnership accepts it. 4) Piloted in Florida and Puerto Rico a “transdisciplinary” model for climate change education and research. 5) Used the data from our evaluation, climate change education inventory, and stakeholder workshops to indentify new areas of research on climate change education. Partnership Members CACCE's initial partnering institutions are the University of South Florida (USF), the University of Puerto Rico (UPR), the Hillsborough County Public Schools (HCPS), and the Florida Aquarium. Each of these organizations is represented at the level of PI or Senior Personnel. Dr. Jeffrey Ryan, chair of USF's Geology Department and an active investigator in geoscience education and geoinformatics, will act as PI and be responsible for financial and logistical oversight of the project. Dr. Allan Feldman, Department of Secondary Education will lead efforts related to education research and learning science in the project. Dr. Frank Muller-Karger of the College of Marine Sciences is a climate scientist and will coordinate efforts among the numerous USF climate science faculty involved in this effort (see the list of Participating Investigators in Supplemental Documents). Dr. Fernando Gilbes, Associate Professor and Director of the Geology department at UPR-Mayaguez, is also a climate scientist, and will oversee project efforts in Puerto Rico and the Caribbean. Efforts with formal and informal science education practitioners will be coordinated by Larry Plank, the secondary science supervisor for HCPS, and Debbi Stone, the Vice President of Education of the Florida Aquarium, who have worked together on like issues for many years. Managing Partner The managing partner of the CACCE Partnership will be the University of South Florida. Efforts will be managed through the USF School of Global Sustainability under the direction of PIs Ryan (Geology), Feldman (Education), and Muller-Karger (Marine Sciences), all of who have been PIs on major NSF-funded projects. The School of Global Sustainability, which was launched in 2010, derives its strength from the committed involvement of faculty representing natural and social sciences, education, engineering, business, the humanities, arts, and health to achieve integrated interdisciplinary research, scholarship and teaching. The mission of the
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School is to improve the quality of human life while living within the carrying capacity of supporting eco-systems. Human, societal, environmental, material, and economic activities are fundamentally integrated dimensions that are mutually reinforcing and a part of the complexity of global climate change. This “transdisciplinary” entity provides a unique structure that will facilitate the success of the proposed project intellectually, managerially, and fiscally. External Evaluator Evaluation will be led by the Coalition for Science Literacy (CSL) (http://www.csl.usf.edu), an independent educational institute housed within the University of South Florida. CSL will contract with Michael Howard and Associates to assist in the summative aspects of evaluation and to provide an outside perspective of the project (see below for further detail). Advisory Committee CACCE will establish an Advisory Committee comprised of key representatives from stakeholder groups in the region, as well as select leaders from involved academic institutions. The Committee will track the progress of the project, and will serve as a resource for bringing new private sector and governmental players into the effort. A partial list of individuals we have contacted about service on a CACCE Advisory Committee is listed in Table 1. Table 1: Possible Advisory Committee Members Allison Yeh Grant Rimbey Sandra Kling Dave Moore Jacqueline Keiser Sam Upchurch Dave Arthur Pamela Ortman
Hillsborough County Planning Commission ELEMENTS Architects and Interior Designers ECO2ASSET Solutions Executive Director, Southwest Florida Water Management District US Army Corps of Engineers, Jacksonville District SDII Global, Inc. Director, Florida Geological Survey InterfaceFLOR
Engaging Additional Partners: A key objective of this Phase 1 effort is to identify and engage a broader menu of partners in anticipation of a Phase 2 implementation submission. Preliminary contacts have already been made with a number of organizations (i.e., the University of the Virgin Islands, Eckerd College, the Museum of Science and Industry), which, for reasons related to logistics and time were not finalized in time for this submission. The Partnership will formalize connections with these organizations in time for a Supplemental award submission (if required) in 2011. Additional organizational partners will be sought to expand and complete our coverage of the normal educational trajectory in Florida and the Caribbean and to more actively engage the private sector. Specifically, we will seek to engage at least one major community college in the region (Hillsborough CC; St. Petersburg College; Valencia CC; Miami-Dade CC) as post-secondary education in Florida follows the “2+2” model, and broad outreach at the college level in our region necessitates involving community colleges. As well, we will see to involve at least one of our regional energy companies (Tampa Electric Co, or Florida Power and Light), and representation from other major industries that are either significant greenhouse gas contributors and/or will likely be impacted by changing climate and rising sea levels (i.e., the phosphate industry (possibly the Florida Institute for Phosphate Research); Lykes, Inc., SeaWorld Parks and Entertainment).
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Research and Implementation Framework The CACCE Partnership will implement a set of coordinated tasks to meet the goals and objectives outlined in pages 4 and 5. The Executive Committee described on page 14 will coordinate these tasks. A team of participants with representatives from all stakeholder groups will be responsible for each task, including climate scientists and learning science experts. Each team will engage in action research (Feldman & Minstrell, 2000) on its own practice for three main purposes: 1) to help provide formative feedback on the operation of the team and its progress toward its goal; 2) to produce a record of how the team accomplished its task as a resource for other partnerships; and 3) to identify needed areas of research on climate change education. Task 1: Climate Change Education Inventory The CCEI team as described above will develop the Climate Change Education Inventory (CCEI). Because all of the other teams depend on the information in the CCEI, it will be continuously updated and made available to all participants on the partnership website, which will be maintained as a public portal through the USF Libraries. The CACCE Partnership looks forward to collaborating with other CCE Partnership in the development of the inventory. The Climate Change Education Inventory (CCEI) team, led by PI Ryan with participation by faculty in the USF College of Education, Engineering, and Arts and Sciences, will conduct this effort. The CCEI team will have at least one representative from each stakeholder group and will be assisted by project staff and graduate students. The Team will also consult with the Advisory Committee and the Evaluation Team. The inventory will be developed through the completion of the following tasks:
1. An Internet and literature search of existing climate change education resources. Starting points include the websites developed by the US GlobalChange Research Program, NOAA, AAAS, and the National Conference on Science, Policy and the Environment. a. An important part of this task will involve identifying “teacher-ready” resource packages (i.e., PowerPoint lecture materials, interactive Web-based materials, etc.) that can easily be used by CACCE participating faculty and educators to present on different aspects of sea level and climate science to school, community and business audiences. Our Phase 1 project will pilot and our anticipated Phase 2 proposal will seek to implement a series of workshops, targeting college-level faculty and researchers, to train those engaged in climate science in how best to communicate the issues of climate change to non-scientific audiences. Identifying compelling resources and presentation materials, or conversely identifying the lack of such materials toward targeting their development in the future Phase 2 project, will be an important foundational task to complete.
2. A critical review of relevant STEM education standards, including the National Science Education Standards, the AAAS Benchmarks, the Florida Next Generation Sunshine State Standards, and standards documents from Puerto Rico. This will build on work already done by AAAS (AAAS Project 2061, 2007) and Tenam-Zemach (TenamZemach, 2007).
3. The development of surveys and interview/ focus group protocols to collect information for analysis and dissemination. These will build on the instruments already developed by groups such as the Pew Research Center for the People and the Press and the Yale Project on Climate Change. Planet Partners, a private organization focused on enhancing public understanding and appreciation of issues of science and sustainability, will assist in these efforts.
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4. The administration of surveys, and the conducting of interviews and focus group discussions among stakeholders to better capture the level of knowledge and understanding of climate change science, the beliefs about climate change, and the sources of that knowledge, understanding and belief. This information will be used to develop and implement effective means of communication and education about climate change. The surveys, interviews, and focus groups will be developed to answer the following questions: a) What are pre-service and in-service teachers' perceptions of climate change and the nature of science behind this idea? 1) How were these perceptions developed? 2) What impact do these perceptions have on if and how they teach about climate change? 3) How can we better prepare pre- and in-service teachers to teach about climate change? b) What are elementary, middle, and high school science and social studies students’, and university students’ perceptions of climate change and the nature of science behind this idea? 1) How were these perceptions developed? c) What are community members’ perceptions of climate change and the nature of science behind this idea? 1) How were these perceptions developed? d) What are members of the business community’s perceptions of climate change and the nature of science behind this idea? 1) How were these perceptions developed? The following are examples of the ways in which information will be gathered from stakeholder groups using surveys, interviews and focus groups: a. Survey of elementary and middle school and high school science and social studies students in Hillsborough County Public Schools, and of university students at USF and UPR, which will include the collection of demographic data and help to identify source of climate change education, if any (e.g. specific class, outside of school activity, informal science, television, specific persons, organizations etc.). b. Survey of elementary and middle school and high school science and social studies teachers in Hillsborough County. c. Survey of science teachers and science supervisors and Florida and other regional professional meetings, such as the Florida Association of Science Teachers and the Florida Association of Science Supervisors. d. Survey of staff and visitors of informal education institutions, to be coordinated by the Florida Aquarium. e. Survey of community members, especially those most vulnerable to climate change impacts like new immigrant communities and poor communities whose sources of information and level of awareness may be very different from more affluent communities. Grocery stores or local markets will be used as key locations for administering these surveys. f. Survey of businesses related to tourism and agriculture. This will be coordinated by Planet Partnership, which is currently working with the Florida Department of Environmental Protection to train tourism workers on sustainability. Surveys will also be administered in Puerto Rico. The surveys will be modified to suit the context of the Caribbean, and translated into Spanish, which will also allow them to be
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used in other Spanish speaking parts of the Caribbean. Survey data will be analyzed as collected, and will be used to indentify the issues to be included in the interviews and focus groups for which stakeholder groups.
5. Directly related to the topic of the CACCE proposal, a sea level changes workshop proposal has been submitted to NSF by Dr. Onac and co-workers. The purpose of the proposed workshop is to bring together an international group of researchers to discuss and promote opportunities for collaboration/education on the topics of sea-level data acquisition, calibration, and modeling. If funded, the outcomes of such a workshop will benefit this project through its compiling of all keynote speakers and lectures as video on the University of South Florida Libraries YouTube channel, which will be linked to the CACCE information portal. Similar “event opportunities” as they arise will be repurposed for use as a CACCE resource and made available to the CCE network via the USF Libraries substantial open-access online publishing systems.
6. A climate change education fair will be held in January 2012 in conjunction with the national meeting of the Association for Science Teacher Education that will be held in Clearwater, FL. Project PI Feldman is the co-chair of that meeting. In addition, a special symposium will be held as part of the annual meeting of the Association of Environmental Engineering and Science Professors to be held in July 2011 at the University of South Florida.
7. Planet Partnership will organize a set of community workshops that will include all CACCE stakeholders in various configurations. The workshops will be configured to facilitate the sharing of information about climate change science, policies, and education, as well as to collect data on stakeholder views and concerns. Some workshops will be targeted to focus on particular stakeholder groups or issues, while others will be explicitly inclusive of a broad spectrum of stakeholder communities to build communication and encourage synergies. Other targeted workshops will help CACCE participants to learn the skills needed for effective collaboration and communication. Planet Partnership will also make available its Ideal Island virtual community in which participants can build, create, and solve problems for climate change education. Task 2: Partnership Development Three sub-tasks are essential for the development of the partnership. They are: 1) Identifying and reaching out to potential partners and integrating them into the existing partnership (targeted organizations noted above); 2) Maintaining clear and open channels of communication; and 3) ensuring that any hierarchies inherent in the differences among institutions and stakeholder groups are minimized to ensure equitable participation. Prof. Linda Whiteford, USF Associate Vice President for Global Strategies, will convene the Partnership Development (PD) Team. Prof. Maya Trotz, who has extensive experience working with community groups in environmental engineering projects, Prof. Sharon Hanna-West, who has expertise in working with businesses on sustainability, and Prof. Barbara Spector, who has worked extensively in informal education, will aid her. Other team members will represent UPR, HCPS, the Florida Aquarium, and local community groups. CACCE will work to ensure that the Partnership is sustained past the Phase I funding period -- even if it does not receive Phase II funding -- so that the effort to produce better educated STEM professionals and better informed citizens continues in our region. Task 3: Develop a comprehensive climate change education plan Debbi Stone (Florida Aquarium) and Larry Plank (HCPS) will be co-conveners of the Education Plan (EP) Team, which will include a number of USF faculty and other members (see the Appendix in Supplemental Documents). The EP team will take on devising a comprehensive
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education plan to help prepare a new generation of climate scientists, engineers and technicians, and to prepare US citizens to understand global climate change and mitigate its impact. The EP team will begin by exploring different ways that the MOIRL model can be used to bring together participants from various stakeholder groups in research experiences that lead to learning. PI Feldman has had experience doing this as part of the NSF-funded STEM Research Academies for Young Scientists. PI Ryan, a current Councilor and past Executive Board member of the Council on Undergraduate Research (CUR) has run NSF-supported Research Experiences for Undergraduates (REU) Site programs, and develops strategies for using classroom experiences to engage students in research. Dr. Ben Flower in Marine Sciences works closely with colleague at Eckerd College to provide marine research and internship experiences for undergraduates at both institutions. Dr. Maya Trotz's ongoing Water Awareness, Research and Education project (WARE) employs a model of partnership that broadens participation in STEM fields, improves community awareness of environmental health issues, and delivers K-PhD education that integrates sustainability concepts. It is based in East Tampa, a seven square mile economically disadvantaged urban area with a majority African American population. One of the first WARE projects was the redesign of 3 stormwater pond areas to make them community accessible green spaces. An example of how this can be done in the CACCE project is described in the next section. The EP Team will also focus on identifying effective K-12 and informal education strategies, addressing the limited exposure climate change and sea level science receives in the state educational standards of Florida other states and territories of the region through creative strategies of informal education institution/school district cooperation and effective use of Web 2.0 tools and resources. The Florida Aquarium and Hillsborough County School System are well positioned to do this, having partnered in linked informal/formal education efforts for HCPS students and teachers for many years. The Aquarium has an active NOAA award aimed specifically at climate change education and outreach, and currently conducts teacher education workshops for the School district on the impacts of climate change as well as enrichment activities for student groups, and collects user data on educational experiences at the Aquarium for its own use. The EP Team will be charged with developing a plan that responds to the needs and opportunities identified in the CCEI, including synergistic activities funded by NSF and other agencies. Task 4: Test a model of transdisciplinary research and learning In year two the CACCE Partnership will implement and test the MOIRL model of transdisciplinary research and learning. In this model all participants are in the role of researcher and learner. There will be up to five test sites, each configured as a research group. USF will collaborate with HCPS, the Florida Aquarium, and a community group (e.g., the East Tampa Community Revitalization Partnership). UPR will collaborate with local schools and other organizations in its service area. Each site will have a research group that consists of at least one climate scientist, graduate and/or undergraduate research assistants, and participants from other partnering groups (i.e., teachers and students, aquarium guests, ecotourists, or community members). The MOIRL model will allow CACCE to leverage the considerable research talent available through USF and UPR in climate change and sea level science to significant educational impact. PI Muller-Karger is a world expert in the cycling of carbon in the marine environment (e.g., Muller-Karger et al 2005). Dr. Ben Flower (Marine Science) is recognized for his studies of climate change in the Gulf (e.g. Richey et al, 2007; LoDico et al 2006). Dr. Bogdan Onac (Geology) is globally recognized for the innovative use of cave mineral deposits to track in detail both climate and sea level variations (e.g., Dorale et al 2010; Onac et al 2008). PI Fernando Gilbes is expert in the study of nearshore nutrient cycling, with an emphasis on
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Caribbean and Puerto Rican issues (e.g. Gilbes and Armstrong, 2004; Gilbes et al, 2002). Maya Trotz (Civil Engineering) is expert in the field of sustainable development in low-income regions (Trotz et al 2009). Jeff Cunningham (Civil Engineering) works with Mark Stewart (Geology) in examining strategies for natural carbon sequestration (Okwen et al 2010). Graduate students, undergraduates, high school students, teachers and community members will have the opportunity to participate in such efforts, developing as they do an understanding of how science works, and an appreciation for a number of specific scientific issues that are tied up in the problem of climate change. Each research group will necessarily leverage its particular geospatial, geologic, biological, cultural and socio-economic setting to develop unique approaches to these problems Research groups will integrate information about coastal area climate change issues specific to their areas within Florida and the U.S. Territories in the Caribbean Sea; information from the CCEI; and the expertise of team members to develop specific research projects that build and expand upon the work of the CACCE climate scientists. Previous research by PI Feldman indicates that by using a modified cognitive apprenticeship model (Brown, Collins, & Duguid, 1989; Collins, Brown, & Newman, 1989), it is possible for participants to learn quickly how to engage in relatively technical research activities and make significant contributions to the scientists' ongoing research (Feldman & Pirog, 2008; Pirog & Feldman, 2009). Our participating faculty and researchers will take part in workshops to prepare for intensive collaborations with students and others, focused on how to conduct research with very diverse help, and how best to synthesize information. Planet Partnership’s Web 2.0 social networking and virtual meeting resources will help facilitate the work of the teams. The MOIRL Pilot Test research team will be co-convened by PI Feldman and Dr. Maya Trotz. Task 5: Identify areas for further research in climate change education Identifying areas for new research in climate change education will be addressed systematically throughout the CACCE project. Participants will be asked to reflect on and respond to this as part of the CCEI data collection process, and our results will be analyzed with the intention of identifying significant questions about climate change education. As noted above, all the teams will de facto be engaged in action research, in that they will be examining and considering best practices in community-engaged climate education and climate science while in the practice of these activities. The CACCE evaluation team will monitor its observations and analysis to highlight potential areas for future study. The Education Plan Team will compile these potential research targets from the various project participants for consideration by the project leadership. Evaluation and Management Plans Evaluation The CACCE Partnership views evaluation as an integral part of successful planning and implementation. It is an ongoing process that not only assesses activities and accomplishments, but also strives to determine their merit (value). The formative and summative evaluation plan serves two basic purposes: 1) documenting project activities, outcomes, and impacts for reporting to NSF and Partnership stakeholders; and 2) providing regular feedback to planning and decision-making to keep the Partnership on course toward its goals and objectives. The evaluation is closely integrated into the project from the outset, allowing Partnership personnel to monitor progress and incorporate lessons learned into subsequent plans and activities. The Partnership evaluation is designed to yield valid, defensible evidence of project effectiveness, using both quantitative and qualitative data sources specifically linked to the project goals and objectives. For each objective, multiple data sources provide triangulated information: objective measures yield data that can be aggregated and examine patterns, as well as magnitude and significance of changes; descriptive measures yield detailed information that enriches interpretation of quantitative results.
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The CACCE evaluation has three broad components: 1) The summative evaluation documents the extent to which the Partnership achieves its expected outcomes over the twoyear period for Phase I. 2) The formative outcome evaluation provides regular interim feedback on the status of Partnership objectives. It allows the Partnership to track progress toward the summative outcomes, making adjustments to address issues identified. 3) The formative process evaluation provides regular feedback on the operation of the Partnership itself – the extent to which activities take place on schedule, are conducted in accordance with the project design, and are implemented in a quality manner. It fosters accountability within the Partnership and identifies issues that could impact smooth and effective Partnership operations. Design of the CACCE evaluation is guided by evaluation questions formulated directly from the Partnership’s goals and objectives. Summative and formative outcome evaluation will ask to what extent • Is the project successful in identifying and documenting the current status of scientific and education resources, organizations, and practices? (Objective 1) • Does the project bring together representatives of key stakeholder communities and develop a broader network for collaboration? (Objective 2) • Is the project successful in identifying and documenting core issues, key educational needs, and educational opportunities relevant to the region that can serve as the basis for customizing standards-based instructional materials and PD and training models? (Objective 3) • To what extent is the project able to identify new areas of research that will lead improved climate change education? (Objective 4) Questions guiding the formative process evaluation will ask to what extent: • Does the project planning, decision-making, and management exhibit characteristics of an effective partnership? • Do Partnership personnel work effectively together in planning, delivering, and supporting project activities? • Does the Partnership conduct the number and variety of activities in accordance with the project timeline? • Do Partnership materials and professional growth activities demonstrate consistency with research on learning and effective professional development? • Do participants perceive Partnership activities as useful, relevant, and effective? To address these questions, evaluation activities include: • Independent analysis of materials and data developed by the project to assess the degree of confidence that can be placed in conclusions and recommendations of the project • Surveys of individuals engaged in the partnership effort • Interviews of Executive Council members • Interviews and/or focus groups of project participants • Observation of Partnership activities Data collection mechanisms include documentation templates, observation and interview protocols, data review protocols, self-report instruments, and other instruments that are available or developed as needed to address specific aspects of the project goals. High reliability will be achieved by wording questions, wherever possible, to measure each concept on a multiple-point scale. For knowledge assessment, sufficiently large numbers of high-quality items will be used to achieve reliability at professionally acceptable levels. Questions will be constructed by CSL staff and reviewed by experts in climate science, science pedagogy, educational measurement, and evaluation, following the Standards for Educational and Psychological Testing (1999).
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Evaluators will analyze the data collected, preparing annual mid-year and end-of-year evaluation reports discussing the results, highlighting issues identified, and making recommendations for consideration. These reports will be sent to the Executive Committee and discussed with the committee as needed. In addition, the lead evaluator will participate in Partnership planning and decision-making meetings to contribute the evaluation perspective and ensure that formative data are considered. As a result, the Partnership will have ongoing, up-to-date information on its status and progress. A plan for comprehensive evaluation of a potential Phase II Partnership request will be developed by the evaluation team in collaboration with representatives of each partner. This must coincide with development of the Partnership’s strategic plan for Phase II. Evaluation team members will work closely with the Executive Committee during strategic planning, including assisting the Committee in developing a “logic model” illustrating the Partnership’s “theory of action” that links its Phase II activities to the expected near-, medium-, and long-term outcomes. The logic model will be critical in formulating the Phase II evaluation questions and data collection/data analysis plan. As part of strategic planning, the Executive Committee will draft, and the partners approve, a detailed and specific list of programs, activities, objectives, and targeted outcomes. This will take place during the second year of Phase I. The evaluation team will collaborate with the Executive Committee to draft criteria and metrics for evaluating the effectiveness and success of each component and present these plans to all partners for comment. It will then estimate the costs of proposed implementation steps and work with project leadership to identify priorities and ensure that budgets are sufficient to conduct agreedupon activities. The final product will be a complete evaluation plan for Phase II, including specification of data collection methods, instruments, and timelines, and plans for analysis and reporting of results. Evaluation Team. The CACCE Partnership evaluation will be conducted by a team of experienced evaluators who are independent and separate from the project operation. The evaluation will be conducted through the Coalition for Science Literacy (CSL), an independent entity within USF that is not connected with the operational, science research, or education development components of the project. Dr. Gerry G. Meisels, CSL Director, will serve as the lead evaluator. Other evaluation team members include CSL staff members Dr. Anna R. Lewis and Dr. JoEllen Carlson, who are experts in educational measurement and evaluation. In addition, Dr. Michael N. Howard, President of Michael Howard and Associates of Greensboro, NC, will serve as an “external” member of the evaluation team. Dr. Howard has extensive experience as a project evaluator, having served as lead evaluator and evaluation team member in numerous projects supported by NSF, the U.S. Department of Education, and other sources over the past 15 years. Led by Dr. Meisels, the evaluation team will oversee all evaluation-related activities for the Partnership, including: 1) identify and/or develop needed instruments and protocols; 2) oversee data collection according to the evaluation plan; 3) analyze evaluation data, using valid and appropriate statistical techniques; 4) prepare annual mid-year and end-of-year evaluation reports discussing evaluation results, highlighting issues identified, and making recommendations for Partnership consideration; 5) collaborate with Partnership staff in preparing required reports for NSF; and 6) participate as a regular member of Partnership planning and decision-making meetings. Team members from CSL will serve in the role of “local” evaluators. Their presence on the USF campus facilitates their conduct of a major portion of ongoing evaluation tasks readily and cost-effectively, and makes results immediately available to Partnership leaders. The Evaluation Team will work closely with Partnership personnel to ensure that data collection is
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integrated as a regular part of Partnership activities and that data are processed quickly. Their familiarity with the institutions and partners give them a perspective useful for situating the Partnership in its local context. Dr. Howard’s role on the team is as an external (outside) consultant, experienced in partnership projects involving multiple institutions and stakeholders. In addition to working regularly with CSL team members on evaluation planning, instrument/protocol development, and data analysis/reporting, he will travel to the project for key activities to provide triangulation and “ground-truthing” to enhance the evaluation’s credibility. He will provide an outsider's perspective on the Partnership in its context to complement the ongoing evaluation work conducted by CSL. Management The University of South Florida will be the managing partner of this project. The University of Puerto Rico, The Florida Aquarium, and the Hillsborough County Public Schools will be the major partnering institutions. The PI team (identified Principal Investigators and Senior Personnel) will serve as an executive committee and will be responsible for all ongoing CACCE activities. They will be joined by a member of the evaluation team, Dr. Meisels, who will be ex officio on the Committee for purposes of formative evaluation. The Executive Committee will meet at least once a month, ideally bi-weekly during year one. Dr. Gilbes will attend most of these meetings virtually through Planet Partnership Web 2.0 technology, though he will attend initial meetings live, and will host at least one executive committee meeting at UPR in each year of the project. During the first year of the project all senior personnel, including those representing other institutions subsequently involved in the partnership (e.g., the Museum of Science and Industry; Eckerd College; and the University of the Virgin islands; Hillsborough Community College) will meet at least bi-monthly to plan and assess the progress of the implementation of activities described in Sections B and C above. These meetings will be held at USF or at the Florida Aquarium, and funds to permit live attendance by distant partners are requested. The implementation of the CACCE Partnership efforts will be accomplished by teams devoted to each of the tasks described in Sections A and B above. Each team should have at least one representative from each relevant stakeholder group. The teams will be in regular communication with the Executive Committee and will report progress and problems at the bimonthly partnership meetings. Project Timeline: Year 1: • Initiate compilation of climate education resources (especially those with a sea-level focus and/or “teacher ready” materials”; develop online Climate portal with USF Libraries • Seek out and engage critical new partners in CACCE; consider supplement submission as appropriate (see above) • Construct survey instruments for stakeholder surveys. • Hold initial stakeholder meetings (managed by Planet Partnership) • Initiate climate education planning efforts • Formative evaluation and response to results Year 2: • Complete stakeholder meetings and compile and analyze survey results • Refine education plan and pilot informal/K-12 education/outreach strategies • Pilot “transdisciplinary” MOIRL model research efforts • Pilot workshop for faculty on communicating climate science to non-science audiences, based on materials identified in materials surveys. • “Summative” evaluation of partnership efforts and identification of promising strategies • Completion of a comprehensive implementation plan for a Phase 2 proposal submission.
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Results from Prior NSF Support Allan Feldman: BE/CBC: Biogeochemistry of Fe (III) and Sulfate Reduction in Extreme Acidic Environments (NSF CHE-022179, $1,831,646, 09/15/2002- 08/31/2008; PI R. Yuretich). The project that investigated natural attenuation of an abandoned mine site in Rowe, MA by acidophilic anaerobic bacteria. Feldman directed the educational research component. Ten graduate students in STEM and four in education were supported by this project, along with ten undergraduate research participants. 5 papers, 10 conference proceedings, and 11 presentations reported on the scientific results and on how people learn to do science. Franklin County STEM Research Academies for Young Scientists (STEMRAYS) (DRL0639687, (2006-2009). $799,998, 12/1/2006-11/30/2010 PI Morton Sternheim). This project sought to have teachers and students engage in authentic science research activities with scientists. Teachers participated in scientists' research groups, and each ran an afterschool science club, engaging grade 4-8 students in the research. Three education graduate students participated. 4 presentations reported that teachers and students gained science content knowledge, and learned the skills needed to participate in authentic science inquiry. Jeffrey Ryan: Preparing Undergraduates for Research: Examining the use of Remote Instrumentation in Earth and Planetary Science Classrooms (NSF DUE-063307, $107,865, 12/01/06-11/30/10), integrates the use of remotely operable electron microprobe and scanning electron microscope instruments into upper-level and introductory geosciences courses. Student impression and student learning results from both courses indicate students feel empowered collecting their own data, and which translates into better overall performance. So far 12 students have followed on with independent research projects, of which 5 have been presented at sectional GSA meetings. The instructional approaches have been presented in a menu of CUR and GSA-sponsored short courses and workshops. Results of this effort include 9 presentations (5 with undergraduate lead authors), 3 convened workshops, and 7 workshop presentations. Using MARGINS Research Data Resources in the Classroom: Developing and Testing Multidisciplinary Mini-Lessons (PI: G. Abers, LDEO; sub award to Ryan) NSF-DUE 0633081) has conducted three workshops devoted to the development and assessment/testing of webdeliverable course materials based on NSF-MARGINS science. 35 “mini-Lessons” are now available (http://serc.carleton.edu/margins/) with several more in various stages of completion. Mini-Lessons are being assessed using a web-delivered observational protocol. An important broader impact of the project is that the efforts to re-purpose MARGINS research have become central to planning the education component of the successor program to MARGINS. Results of this effort include 4 presentations, 4 workshops/webinars, and 5 educational resources developed by Ryan. A Workshop to Design a Digital Research/Education Forum and "Pathway" for the Geosciences ($146,995; NSF DUE-0842177, 04/15/09-03/31/11) was held January 6-8, 2009 in Arlington, VA. Workshop activities are documented at http://www.geocybered.ning.com, and the workshop report is currently being finalized, with ongoing participant discussion via the website and the shared (via Google Docs) draft report document.
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References AAAS (1993). Benchmarks for science literacy. NY: Oxford University Press. AAAS Project 2061. (2007). Communicating and learning about global climate change: An abbreviated guide for teaching climate change from Project 2061 at AAAS. Washington, DC: AAAS Project 2061. Aboelela, S. W., Larson, E., Bakken, S., Carrasquillo, O., Formicola, A., Glied, S. A., et al. (2007). Defining Interdisciplinary Research: Conclusions from a Critical Review of the Literature. Health services research, 42(1), 329-346. ACUPCC. (2009). Leading profound change: A resource for presidents and chancellors of the ACUPCC. Boston, MA: ACUPCC. Alley, R. B., Clark, P. U., Huybrechts, P., & Joughin, I. (2005). Ice-sheet and sea-level changes. Science 310: 456-460. Alliance for Climate Education. (2010). Retrieved May 18, 2010, from http://www.acespace.org/ Altrichter, H., Feldman, A., Posch, P., & Somekh, B. (2007). Teachers Investigate Their Work: An Introduction to Action Research across the Professions (2nd ed.). New York: Routledge. American Geological Institute (2009) Status of the Geoscience Workforce 2009. http://www.agiweb.org/workforce/data.html. Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Gutiérrez, K. D., et al. (2007). Learning In and Out of School in Diverse Environments: Life-Long, LifeWide, and Life-Deep. Seattle, WA: The LIFE Center. Blunier, T. & Brook, E.J. (2001). Timing of millennial-scale climate change in Antarctica and Greenland during the Last Glacial period. Science, 291, 109-112. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Erlbaum. Dorale, J.A., Onac, B.P., Fornos, J.J., Gines, J., Gines, A., Tuccimei, P., Peate, D.W. 2010: Sea-level highstand and 81,000 years ago in Mallorca. Science 327: 860863. Feldman, A. (2010). Multiple outcome interdisciplinary research and learning. University of South Florida. Feldman, A., Divoll, K., & Rogan-Klyve, A. (2009). Research education of new scientists: Implications for science teacher education. Journal of Research in Science Teaching, 46(4), 442-459. Feldman, A., & Minstrell, J. (2000). Action research as a research methodology for the study of the teaching and learning of science. In E. Kelly & R. Lesh (Eds.), Handbook of Research Design in Mathematics and Science Education. Mahwah, NJ: Lawrence Erlbaum Associates. Feldman, A., & Pirog, K. (2008, January 10-12). STEM RAYS: Authentic Science Inquiry in Out-of-School Time Science Clubs. Paper presented at the Annual Meeting of the Association for Science Teacher Education, St. Louis, MO.
Florida Center for Research in Science, Engineering, and Mathematics. (2009a). Gap widens in eighth grade FCAT Science for Limited English Proficient. Retrieved January 28, 2010, from http://www.fcrstem.org/page523.aspx Florida Center for Research in Science, T., Engineering, and Mathematics. (2009b). Students on FRL advance the same as Non-FRL on eighth grade FCAT Science. Retrieved January 28, 2010, from http://www.fcrstem.org/page525.aspx Florida Department of Education. (2009a). 2009 Reading, Mathematics, and Science FCAT Results Fact Sheet. Florida Department of Education. (2009b). Florida School Indicators Report 2007-2008: Student membership by category. Retrieved from http://www.fldoe.org/eias/eiaspubs/fsir.asp Florida Department of Education. (2010). Next Generation Sunshine State Standards. from http://www.floridastandards.org/ Florida Fish and Wildlife Conservation Commission. (2008). Florida's wildlife: On the front line of climate change. Orlando, FL: Florida Fish and Wildlife Conservation Commission. Florida Oceans and Coastal Council. (2009). The effects of climate change on Florida’s ocean and coastal resources. A special report to the Florida Energy and Climate Commission and the people of Florida. Tallahassee, FL: Florida Oceans and Coastal Council. Gilbes, F., F. E. Müller-Karger, and C. E. Del Castillo. (2002) New Evidence For The West Florida Shelf Plume. Continental Shelf Research, 22:2479-2496. Gilbes, F. and R. A. Armstrong (2004) Phytoplankton Dynamics In The Eastern Caribbean Sea As Detected With Space Remote Sensing. International Journal of Remote Sensing, 25(7-8): 1449-1452. Kohut, A., Doherty, C., Dimock, M., & Keeter, S. (2009). Fewer Americans see solid evidence of global warming. Washington, DC: Pew Research Center for the People & the Press. Lambeck, K. & Chappell, J. (2001). Sea level change through the last glacial cycle Science, 29, 679-686. Lattuca, L. R. (2002). Learning Interdisciplinarity: Sociocultural Perspectives on Academic Work. The Journal of Higher Education,, 73(6), 711-739. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. LoDico, J. M., B. P. Flower, and T. M. Quinn, 2006, Subcentennial-scale climatic and hydrologic variability in the Gulf of Mexico during the early Holocene, Paleoceanography, 21, PA3015, doi:10.1029/2005PA00124 Maibach, E., Roser-Renouf, C., & Leiserowitz, A. (2009). Global Warming’s Six Americas: An Audience Segmentation Analysis. Fairfax, VA and New Haven, CT: Center for Climate Change Communication, George Mason University, and Yale Project on Climate Change, Yale University. Milne, G.A., Gehrels, W.R., Hughes, C.W., & Tamisiea, M.E. (2009). Identifying the causes of sea-level change. Nature Geoscience, 2, 471-478. Muller-Karger, Frank E., Ramon Varela, Robert Thunell, Remy Luerssen, Chuanmin Hu, and John J. Walsh. 2005. The importance of continental margins in the global
carbon cycle. Geophysical Research Letters, Vol. 32, L01602, doi:10.1029/2004GL021346, 2005. National Academies of Science. (2006). Rising Above the Gathering Storm. Washington, DD. National Academies of Science. (2010). Climate Change Education Roundtable. Retrieved May 18, 2010, from http://www7.nationalacademies.org/bose/Climate_Change_Education_Homepag e.html National Clearinghouse for English Language Acquisition. (2008). Educating English language learners: Building teacher capacity, Roundtable Report. Retrieved January 8, 2010, from http://www.ncela.gwu.edu/files/uploads/3/EducatingELLsBuildingTeacherCapacit yVol1.pdf National Research Council. (1996). National science education standards. Washington, DC: National Association Press. National Research Council. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Washington, DC: The National Academies Press. National Research Council. (2010). Advancing the Science of Climate Change. Washington, DC: National Academies Press. National Science Board. (2006). Science and engineering indicators 2006. Arlington, VA: National Science Foundation. National Science Board. (2008). Science and engineering indicators 2008. Arlington, VA: National Science Foundation. National Science Board. (2010). Science and Engineering Indicators 2010. Arlington, VA: National Science Foundation. National Science Foundation. (2008). Broadening Participation at the National Science Foundation: A Framework for Action. Retrieved April 10, 2010, from http://www.nsf.gov/od/broadeningparticipation/nsf_frameworkforaction_0808.pdf O'Fallon, L. R., & Dearry, A. (2002). Community-Based Participatory Research as a Tool to Advance Environmental Health Sciences. Environmental Health Perspectives Supplements, 110(52), 155-159. Okwen R, Stewart M, Cunningham JA. 2010. Analytical solution for estimating storage efficiency of geologic sequestration of CO2. International Journal of Greenhouse Gas Control, 4, 102–107. doi: 10.1016/j.ijggc.2009.11.002.Onac, B. P., Constantin, S. 2008: Archives of Climate and Environmental Change in Karst. Quaternary International (doi: 10.1016/j.quaint.2007.09.043). Pirog, K., & Feldman, A. (2009, January 8-10). From Science Teacher to Scientist. Paper presented at the Annual Meeting of the Association for Science Teacher Education, Hartford, CT. Pohl, C., & Hadorn, G. H. (2008). Core Terms in Transdisciplinary Research. In G. H. Hadorn, H. Hoffmann-Riem, S. Biber-Klemm, W. Grossenbacher-Mansuy, D. Joye, C. Pohl, U. Wiesmann & E. Zemp (Eds.), Handbook of Transdisciplinary Research. Richey, J.M., Poore, R.Z., Flower, B.P., and Quinn, T.M., 2007, A 1400 year multiproxy record of climate variability from the northern Gulf of Mexico, Geology, vol. 35 (5): 423-426; doi: 10.1130/G23507A.1.
Sole, M. W. (2008). Florida’s Energy & Climate Change Action Plan. Tallahassee, FL: FL Center for Climate Strategies. Standards for Educational and Psychological Testing (1999); (American Educational Research Association, American Psychological Association, National Council on Measurement in Education, 1999). Tenam-Zemach, M. (2007). An analysis of the themes of environmental sustainability in the United States curriculum science content standards. Unpublished Dissertation, Florida International University, Miami, FL. TIMSS. (2007). Science Achievement of Fourth- and Eighth-Graders between 1995 and 2007 from http://nces.ed.gov/timss/results07_science95.asp Trotz, M. A.; Muga, H. E.; Phillips, L.D.; Yeh, D.; Stuart, A.; Mihelcic, J. R. (2009) Nontraditional University research partners that facilitate service learning and graduate research for sustainable development. AC 2009-1393, Proceedings of the ASEE Annual Conference & Exposition, Austin, TX , June 14-17, 2009, 9 pages. Twilley, R. R., Barron, E. J., Gholz, H. L., Harwell, M. A., Miller, R. L., Reed, D. J., et al. (2001). Confronting Climate Change in the Gulf Coast Region: Prospects for Sustaining Our Ecological Heritage. Cambridge, MA and Washington, DC: Union of Concerned Scientists and Ecological Society of America. US Department of Education. (2002). Meeting the Highly Qualified Teachers Challenge: The Secretary’s Annual Report on Teacher Quality. Washington, DC. United States Department of State. (2010). U.S. Climate Action Report 2010. 5th. from http://www.state.gov/documents/organization/140636.pdf Wenger, E. (1998). Communities of practice: learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
BIOGRAPHICAL SKETCH
Jeffrey G. Ryan Department of Geology, University of South Florida 4202 East Fowler Ave. Tampa, Florida 33620 Phone: (813) 974-1598 FAX: (813) 974-2654 Email:
[email protected] Education and Post-Doctoral Experience: 1978-1983: B.S. (Summa Cum Laude), Geology, Western Carolina University 1983-1989: M.A., M. Phil., Ph.D., Columbia University. Thesis Title: The Systematics of Lithium, Beryllium and Boron in Young Volcanic Rocks. Advisor: C.H. Langmuir 1989-1991: Postdoctoral Fellow, Department of Terrestrial Magnetism, Washington, DC. Professional History: 2009-Present Chair, Department of Geology, University of South Florida 2005-2009 Assistant Chair, Department of Geology, University of South Florida 2003-2005 Program Director, EHR/DUE, National Science Foundation 2002-Present Professor, Department of Geology, University of South Florida 2000-2001 Interim Chair, Department of Geology, University of South Florida 1996--2002 Associate Professor, Department of Geology, University of South Florida 1991-1996 Assistant Professor, Department of Geology, University of South Florida Relevant and/or Significant Publications (students in boldface): Peterson, V.L., J.G. Ryan, and the 1997-1998 REU Site Program Participants (2008) Geochemistry and petrogenesis of the Buck Creek mafic/ultramafic complex, western North Carolina. Geological Society of America Bulletin, v. 121, pp 615-629. Agostini, S., Tonarini, S., Ryan, J.G., and Innocenti, F. (2008) Drying and dying of a subducted slab: Li and B isotope variations in Western Anatolia Cenozoic Volcanism. Earth and Planetary Science Letters, v. 272; 139-147. Savov, I.P., Ryan, J.G., D’Antonio, M. and P. Fryer (2007) Petrology and geochemistry of serpentinized peridotites from Mariana Forearc, South Chamorro Seamount, ODP Leg 195: Implications for the elemental recycling across and along the Mariana arc-basin system. Journal of Geophysical Research, v. 112, doi:10.1029/2006JB004749. Savov, I.P., Ryan, J.G., Kelley, K. and Mattie, P.D. (2005) Geochemistry of serpentinites from the Mariana Forearc- Conical Seamount, ODP Leg 125: describing fluid-mediated slab additions. Geochemistry, Geophysics, Geosystems, 6, Q04J15 DOI10.1029/2004GC000777. Benton, L., J.G. Ryan, and I. Savov (2004) Lithium abundance and isotope systematics of forearc serpentinites, Conical Seamount, Mariana forearc: Insights into the mechanisms of slab/mantle exchange during subduction. Geochemistry, Geophysics, Geosystems, v. 5, 10.1029/2004GC000708. Ryan, J.G. and Kyle, P.R. (2004) Lithium and lithium isotope variations in intraplate mantle sources: insights from McMurdo Group lavas (Mt. Erebus) and other intraplate volcanic rocks. Chemical Geology, v. 212, pp 125-142. Peterson, VL, J.G. Ryan, SP Yurkovich, SE Kruse and J. Burr A collaborative field-laboratory summer Research Experiences for Undergraduates (REU) program in geosciences. CUR Quarterly, Sept. 2003, p. 5-9. Berger, S, Cochrane, D., Simons, K. Savov I., J.G. Ryan, and V.L Peterson (2001) Insights from rare earth elements into the genesis of the Buck Creek Complex and other Blue Ridge ultramafic bodies. Southeastern Geology, 40, p. 201-212. Hochstaedter, A.F., Ryan, J.G., Luhr, J.F., and Hasenake, T. (1996) On B/Be systematics of the Mexican Volcanic Belt. Geochimica et Cosmochimica Acta. 60, 613-628. Ryan, J.G., Morris J.D., Tera F., Leeman W.P. and Tsvetkov A. (1995) Cross-arc geochemical variations in the Kurile island arc as a function of slab depth. Science., 270, 625-628.
NSF FORM 1362 (1/94)
BIOGRAPHICAL SKETCH Integrative Activities: NSF-MARGINS Program: (Member of MARGINS Education Advisory Committee, 2005-Present; Member, NSF MARGINS Steering Committee, 2005-2008; Co-Associate Editor, " Izu-BoninMariana Subduction System: A Comprehensive Overview", Theme in GCubed) NSF-EHR Projects and Funding: Two active projects supported by the NSF Course, Curriculum and Laboratory Improvement (CCLI) Program ("Preparing Undergraduates for Research: Examining the use of Remote Instrumentation in Earth and Planetary Science Classrooms", "Collaborative Research: Using MARGINS Research Data Resources in the Classroom: Developing and Testing Multidisciplinary Mini-Lessons"; PI of an NSF-Research Experiences for Undergraduates Site program, 1997-2002 ("Collaborative Research: REU: An integrated fieldlaboratory experience for undergraduates: constraints on the evolution of Southern Blue Ridge mafic-ultramafic massifs"); REU Supplement funds obtained to train 11 students on three past NSF grant awards. National Association of Geoscience Teachers, (Councilor-at-Large and Executive Committee member, 2007-present; NAGT Liason to the AGU Committee on Education and Human Resources; Coordinator and Facilitator of annual NAGT-CUR Short Course "Starting out in Undergraduate Research and Education" at the GSA Annual Meetings) Council on Undergraduate Research (Geoscience Councilor, 2001-present; Chair, CURGeosciences Division and Executive Board member, 2006-2008; Member, CUR Government and External Affairs Committee; Facilitator for the CUR Institutes " Beginning a Research Program in the Natural Sciences at a Predominantly Undergraduate Institution", and "Institutionalizing Undergraduate Research") Review Panelist for seven different NSF-supported Funding programs (Course, Curriculum and Laboratory Improvement; Advanced Technological Education; National STEM Digital Libraries; STEM Talent Expansion Program; Research Experiences for Undergraduates; NSF-MARGINS; NSF-NATO Postdoctoral Fellowships) List of Collaborators over Past Five Years: Dr. Geoff Abers, L-DEO Dr. Samuele Agostini, CNR-Pisa Dr. Zachary Atlas, USF Dr. Susan Eriksson, UNAVCO Dr. Toshi Hasenaka, Kunamoto Univ. Dr. Cathy Manduca, Carleton College Dr. Bill McDonough, Univ. Maryland Dr. Masaya Miyoshi, Kunamoto Univ. Dr. Virginia Peterson, Grand Valley State U. Dr. Allan Feldman, USF Dr. Don Reed, SJSU Dr. Roberta Rudnick, Univ. Maryland Dr. Ivan Savov, Leeds Univ. Dr. Steve Shirey, DTM Dr. Sonia Tornarini, CNR-Pisa Dr. Jim Walker, Northern Illinois Univ. Dr. Steven Yurkovich, WCU Dr. Gladis Kersaint, USF GCubed Theme Co-Editors: Dr. Shiuchi Kodaira (JAMSTEC); Dr. Sara Pozgay (ANU) Academic Advisors: Dr. Charles Langmuir, Columbia University Dr. Julie Morris, Washington Univ. (Postdoctoral) Recent Advisees: (9 MS; 1 Ph.D.; 48 REU Site Participants) Dr. Eric Tenthorey (MS: Australian National Univ.) Dr. Livio Tornabene (MS: Univ. Arizona) Dr. Ivan Savov (Ph.D.: Leeds Univ.) Dr. Kyla Simons (REU Site participant - Univ. Miami) Dr. Jeff Rahl (REU Site Participant: Washington and Lee Univ.) Dr. William Sullivan (REU Site Participant: Colby College) Dr. Julie O'Leary (REU Site Participant: DTM) Dr. Meagen Pollock (REU Site Participant: College of Wooster)
NSF FORM 1362 (1/94)
Allan Feldman, PhD Department of Secondary Education, College of Education University of South Florida, Tampa, FL Phone: (813) 974-2471
[email protected] Professional Preparation Stanford University Curriculum and Teacher Education Doctor of Philosophy Columbia University Teachers College Master of Arts New York University Mathematics Bachelors of Arts Appointments 2009- Professor, Science Education, Department of Secondary Education, College of Education, University of South Florida, Tampa, FL Research Areas: Science Education, Teacher Education and Action Research, Program Evaluation. 1993-2009 Professor, Science and Teacher Education, TECS Department, School of Education, University of Massachusetts, Amherst. 2007 (Fall semester)-Visiting Professor, Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel and Visiting Professor, Faculty of Education, University of Haifa, Haifa, Israel 2006 (January 1- May 31) Interim Chair, Department of Teacher Education and Curriculum Studies, University of Massachusetts Amherst 1984-89 Science Department Chair, Germantown Friends School, Philadelphia, PA. 1972-1989 Physics, mathematics, and middle school science teacher in public and private schools in NY, NJ, and PA. Five Publications Related to the Project Feldman, A., Divoll, K. and Rogan-Klyve, A. (2009). Research Education of New Scientists: Implications for Science Teacher Education. Journal of Research on Science Teaching. Davidson, T., Feldman, A., Rogan-Klyve, A. and Divoll, K. (2006). Science teacher learning through legitimate participation in scientific research. Proceedings of the Annual Meeting of the Association for Science Teacher Education, January 12-15, 2006, Portland, OR. Feldman, A. & Davidson, T. (2005). Talking about doing science: Scientists' and engineers' conceptions of the nature of science. Proceedings of the Annual Meeting of the National Association for Research in Science Teaching, April 2005, Dallas, TX. Weiss, T., Feldman, A., Pedevillano, D. E. and Capobianco, B. (2003). The implications of culture and identity: a professor's engagement with a reform collaborative. International Journal of Science and Mathematics Education, 1(3), 333-356. Feldman, A. (2002). Multiple perspectives for the study of teaching: Knowledge, reason, social context and being. Journal of research in science teaching, 39(10), 1032-1055 Five Other Publications Feldman, A. and Capobianco, B. (2008). Teacher Learning of Technology Enhanced Formative Assessment. Journal of Science Education and Technology, 17(1), 82–99. Feldman, A. (2000). Decision making in the practical domain: A model of practical conceptual change. Science education, 84(5), 606-623.
Feldman, A. and Minstrell, J. (2000). Action research as a research methodology for the study of the teaching and learning of science. In R. Lesh and E. Kelly (Eds.), Designing research for reform in mathematics & science education. Feldman, A. and Kropf, A. (1999). Teachers as curriculum decision-makers: The selection of topics for high school physics. Journal of Curriculum and Supervision. 14(3), 241-259. Feldman, A. (1997). Varieties of wisdom in the practice of teachers. Teaching and teacher education, 13(7), 757-773. Synergistic Activities STEM RAYS. Co-PI of the NSF-funded out of school time project in which grades 4-8 teachers and students engage in authentic science research in collaboration with scientists. Pioneer Valley PreK-16 STEM Pipeline Network: Direct this collaboration of school districts, institutions of higher education, and businesses that provides professional development for teachers and after-school activities for students. Evaluation projects. Have served as the outside evaluator for 10 projects, including four funded by the NSF. Developed a variety of instruments including interview protocols, surveys, and the “card sort.” Participation of underrepresented groups. Worked closely with Holyoke and Springfield Public Schools to improve the quality of bilingual science teaching. Developed and implemented a degree bearing teacher enhancement program in Springfield, MA. Collaboration Dr. David Ahlfeld, University of Massachusetts Dr. Marsha Alibrandi, Fairfield University Dr. Brenda Capobianco, Purdue University Dr. Charlene D'Avanzo, Hampshire College Dr. Kathleen Davis, University of Massachusetts Dr. Sarina Ergas, University of South Florida Dr. William Gerace, University of North Carolina Greensboro Mr. Aaron Kropf, Amherst High School Dr. Jim Minstrell Dr. Klaus Nusslein, University of Massachusetts Dr. Mary Rearick, Eastern Michigan University Dr. Morton Sternheim, University of Massachusetts Dr. Susan Thrasher, Five College Partnership Dr. Tarin Weiss, Westfield State College Dr. Richard Yuretich, University of Massachusetts Dr. Ximena Zuniga, University of Massachusetts Graduate Advisors Dr. J. Myron Atkin, Stanford University Dr. Lee Shulman, Stanford University Dr. Mary Budd Rowe (deceased), Stanford University Advisees Postdoctoral Advisee: Dr. Eric Klopfer, Massachusetts Institute of Technology Thesis Advisees: Dr. Marsha Alibrandi, Dr. Chrispen Matsika, Dr. Elizabeth Flores, Dr. Amy Gelinas, Dr. Brenda Capobianco, Dr. Tarin Weiss, Dr. Elizabeth Pedevillano, Dr. Curtis Turner, Dr. Karen St. Cyr
Fernando Gilbes, Ph.D. Associate Professor and Director Department of Geology University of Puerto Rico at Mayagüez Mayagüez, Puerto Rico 00681-9017 Phone: (787) 832-4040 Ext. 3000 Fax: (787) 265-3845 Email: Fernando.gilbes@ upr.edu Web Page: http//gers.uprm.edu
Professional Preparation: Ph.D. M.S. B.S.
University of South Florida, 1996 University of Puerto Rico at Mayagüez, 1992 University of Puerto Rico at Mayagüez, 1988
Appointments: Director, UPRM-Department of Geology, August 2009-Present Associate Professor, UPRM-Department of Geology, July 2005-Present Director, UPRM-Center for Hemispherical Cooperation in Research and Education in Engineering and Applied Science (CoHemis), August 2003-Present Assistant Professor, UPRM-Department of Geology, January 2002-June 20050 Co-Director, UPRM-CoHemis, August 2002-July 2003 Post-Doctoral Investigator, UPRM-Center for Subsurface Sensing and Imaging Systems (CenSSIS), October 2000-December 2001 Post-Doctoral Investigator, UPRM-Tropical Center for Earth and Space Studies (TCESS), January 1998December 2001 Post-Doctoral Investigator, UPRM-Department of Marine Sciences, January 1997-December 2000
Selected Publications: Rodríguez-Guzmán, V., F. Gilbes (2009) Using MODIS 250 m Imagery to Estimate Total Suspended Sediment in a Tropical Open Bay. International Journal of Systems Applications, Engineering and Development, 3(1):36-44. Rodríguez-Guzmán, V., F. Gilbes (2009) Estimating Total Suspended Sediments in Tropical Open Bay Conditions using MODIS. In: Proceedings of the 8th WSEAS International Conference on Instrumentation, Measurement, Circuits and Systems, Hangzhou, China, May 20-22, 2009, pp 83-86. Guild, L., B. Lobitz, R. Armstrong, F. Gilbes , J. Goodman, Y. Detres, R. Berthold1, and J. Kerr (2008) NASA Airborne AVIRIS and DCS Remote Sensing of Coral Reefs. In: Proceedings of the 11th International Coral Reef Symposium, Ft. Lauderdale, Florida, 7-11 July 2008, Session number 17, pp 1-5. Armstrong, R.A., H. Singh, S. Rivero, and F. Gilbes (2008) Monitoring Coral Reefs in Optically-Deep Waters. In: Proceedings of the 11th International Coral Reef Symposium, Ft. Lauderdale, Florida, 7-11 July 2008, Session number 17, pp 1-5.Torres J.L., R.A. Armstrong, J.E. Corredor, F. Gilbes (2007) Physiological Responses of Acropora cervicornis to Increased Solar Irradiance, Journal of Photochemistry and Photobiology, 83:839-850. Schellekens, J.H., F. Gilbes, G.D. Rivera, Y.C. Ysa, S. Chardon, Y. Fong. (2005) Reflectance spectra of tropical vegetation as a response to metal enrichment in the substrate of West-central Puerto Rico: Transactions 16th Caribbean Geological Conference, Barbados: Caribbean Journal of Earth Sciences vol. 39, p. 9-12. Ramirez-Beltran, N.D., F. Gilbes, J.M. Castro. (2004) A stochastic-Dynamic Model to Predict Fecal Coliforms at the Mouth of the Añasco River, Coastal Environment V, Incorporating Oil Spill Studies. C.A. Brebbia J.M. Saval Perez, and L. Garcia Audion (Editors), WIT Press. Singh, H., R. Armstrong, F. Gilbes, R. Eustice, C. Roman, O. Pizarro, J. Torres (2004) Imaging Coral I: Imaging Coral Habitats With The SeaBED AUV, Subsurface Sensing Technology and Applications, 5(1):25-42. Gilbes, F. and R. A. Armstrong (2004) Phytoplankton Dynamics In The Eastern Caribbean Sea As Detected With Space Remote Sensing. International Journal of Remote Sensing, 25(7-8): 1449-1452.
2 Armstrong, R.A., F. Gilbes, R. Guerrero, C. Lasta, and H. Miazán. (2004) Validation Of SeaWiFS-Derived Chlorophyll For The Rio De La Plata Estuary And Adjacent Waters. International Journal of Remote Sensing, 25(7-8):15011505. Gilbes, F., F. E. Müller-Karger, and C. E. Del Castillo. (2002) New Evidence For The West Florida Shelf Plume. Continental Shelf Research, 22:2479-2496. Gilbes, F., R. A. Armstrong, R. M. Webb, and F. E. Müller-Karger (2001) Seawifs Helps Assess Hurricane Impact On Phytoplankton In Caribbean Sea. EOS, Transactions, American Geophysical Union, 82(45):529 and 533.
Awards: 1998 1995-96 1992-94 1989-91
Sackett Prize for Innovative Research Department of Marine Science, University of South Florida Fellowship in the Global Change Research Program NASA Grant No. NGT-30316 Fellowship in the Graduate Student Researchers Program NASA Grant No. NGT-70260 Fellowship in the Graduate Student Researchers Program NASA Grant No. NGT-70099
Synergistic Activities: Coordination of multiple conferences and workshops as Director of CoHemis, including the most recent CoHemis International Conference on Green Communities. More information in http://cohemis.uprm.edu Design, development, and maintenance of multiple web pages related with research and education. Development of GERSVIEW: a web-based database for visualization and analysis of GIS layers of environmental parameters. More information in: http://gersview.uprm.edu Coordination of the Student Learning Assessment activities in the UPRM-Department of Geology since 2002 Chaired a technical session about the application of remote sensing in marine ecosystems studies during the 32nd International Symposium on Remote Sensing of the Environment that took place in San José, Costa Rica, on June 25-29 of 2007
List of Collaborators: Dr. Johannes Schellekens, Professor, UPRM-Department of Geology Dr. Roy A. Amstrong, Professor, UPRM-Department of Marine Sciences Dr. Jose M. Lopez, Professor, UPRM-Department of Marine Sciences Dr. Jorge Corredor, Professor, UPRM-Department of Marine Sciences Mr. Julio Morell, Professor, UPRM-Department of Marine Sciences Dr. Carlos Del Castillo, Investigator, John Hopkins University Mr. Richard Webb, Geologist, US Geological Survey
Thesis Advisor: Jorge Wichy, M.S. Student, Department of Geology Alexis Cruz, M.S. Student, Department of Geology Natlee Hernández, M.S. Student, Department of Geology Yadira Soto, M.S. Student, Department of Geology
Number of graduate students supervised in the past 5 years: 12 Ph.D. Advisor: Dr. Frank Müller-Karger
FRANK EDGAR MULLER-KARGER Work Address University of South Florida College of Marine Science 140 7th Ave. South St. Petersburg, FL 33701
[email protected] 727-553-3335 Office 727-553-1103 Fax http://imars.usf.edu
II. Education: 1979: B.S., Biological Oceanography. Florida Institute of Technology; 1984: M.S.,Oceanography. University of Alaska, Fairbanks; 1988: Ph.D., Marine and Estuarine Sciences. University of Maryland, College Park. Dissertation: Variation in the seasonal distribution of phytoplankton in the Caribbean Sea as observed in a series of Coastal Zone Color Scanner images (1978-1986). Advisors: Thomas R. Fisher and Charles R. McClain 2001 M.S., Management. University of South Florida. III. Employment: 2000-present: Professor. College of Marine Scineces,University of South Florida 2007-2009: Dean, School for Marine Science and Technology, Univ. Massachusetts Dartmouth 1994-2000; 1989-1994: Associate Professor; Assistant Professor. University of South Florida IV. Professional Interests and Expertise: Interdisciplinary Earth science and Earth observation; Oceanography, coastal and estuarine science, Satellite oceanography and remote sensing; Science education and strategic planning for formal/informal public education; Integration of science, management and education; Ocean Policy V. Recent Publications: Muller-Karger, Frank. E., R. Varela, R. C. Thunell, M. I. Scranton, G. T. Taylor, Y. Astor, C. R. Benitez-Nelson, L. Lorenzoni, E. Tappa, M. A. Goñi, D. Rueda, and C. Hu. 2010. The CARIACO Oceanographic Time Series. In: Carbon and Nutrient Fluxes in Continental Margins: A Global Synthesis. JGOFS Continental Margins Task Team (CMTT). Editors: Kon-Kee Liu, Larry Atkinson, Renato Quinones, Liana Talaue-McManus. Springer-Verlag, Berlin/Heidelberg. Muller-Karger, Frank E., Ramon Varela, Robert Thunell, Remy Luerssen, Chuanmin Hu, and John J. Walsh. 2005. The importance of continental margins in the global carbon cycle. Geophysical Research Letters, Vol. 32, L01602, doi:10.1029/2004GL021346, 2005. Muller-Karger, F. E., C. Hu, S. Andréfouët, and R. Varela. 2005. The Color of the Coastal Ocean and applications in the solution of research and management problems. In: Remote Sensing of Coastal Aquatic Environments: Technologies, Techniques and Application, R.L. Miller, C.E. Del Castillo and B.A. McKee [Eds.], Springer, 101-127. Muller-Karger, F., R. Varela, R. Thunell, M. Scranton, G. Taylor, J. Capelo, Y. Astor, E. Tappa, J. Akl, and T.-Y. Ho. 2004 (published 2005). Características de la fosa de Cariaco y su importancia desde el punto de vista oceanográfico. Memoria de la Fundación La Salle de Ciencias Naturales. 161-162: 215-234.
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Muller-Karger, F. E., R. Varela, R. Thunell, Y. Astor, H. Zhang, and C. Hu. 2004. Processes of Coastal Upwelling and Carbon Flux in the Cariaco Basin. Deep-Sea Research II. Special Issue: Views of Ocean Processes from the Sea-viewing Wide Field-of-view Sensor (SeaWiFS) Mission: Volume 2 - Edited by D. A. Siegel, A. C. Thomas and J. Marra. Vol 51/10-11 pp 927-943. Muller-Karger, F. E., R. Varela, R. Thunell, M. Scranton, R. Bohrer, G. Taylor, J. Capelo, Y. Astor, E. Tappa, T. Y. Ho, and J. J. Walsh. 2001. Annual Cycle of Primary Production in the Cariaco Basin: Response to upwelling and implications for vertical export. Journal of Geophysical Research. 106:C3. 4527-4542. Müller-Karger, F. E., and C. Fuentes-Yaco. 2000. Characteristics of Wind-Generated Rings in the eastern tropical Pacific Ocean. Journal of Geophysical Research. Vol 105. C1. 1271-1284. Muller-Karger, F. E., P. L. Richardson, and D. McGillicuddy. 1995. On the offshore dispersal of the Amazon's Plume in the North Atlantic. Deep-Sea Research I, Vol. 42, No. 11/12, 2127-2137. Muller-Karger, F. E., and R. Aparicio. 1994. Mesoscale Processes Affecting Phytoplankton Abundance in the Southern Caribbean Sea. Continental Shelf Research. Continental Shelf Research. (14:2/3). 199-221. VI. Integrative Activity: Editorial Board, Institute of Marine Affairs Journal: Caribbean Marine Science, Trinidad and Tobago; Editorial Board, Memoria, Fundacion La Salle de Ciencias Naturales, Venezuela; Ocean Studies Board, NRC; U.S. Commission on Ocean Policy; Organizer: Ocean Biogeochemistry Scoping Workshop, Hawaii (September 2010); Organizer, NASA Small Satellite Technology Initiative, NASA RemotelyPiloted Vehicle workshop; Organizer, Pan-Ocean remote Sensing Congress (PORSEC) international meeting: Quingdao, China, July 1998; Goa, India, 2000. PORSEC Executive Committee; Program Scientist, NASA Ocean Biogeochemistry, NASA Headquarters; Program Scientist, NASA SeaWiFS (Sea-viewing Wide Field of View Sensor); Program Scientist, NASA MODIS (Moderate Resolution Imaging Spectrometer); Member, SeaWiFS Science Team and SeaWiFS Science Team VII. List of Recent Collaborators: Ramon Varela, Robert C. Thunell, M.I. Scranton, G.T. Taylor, Y. Astor, C.R. Benitez-Nelson, L. Lorenzoni, E. Tappa, M.A. Goni, D. Rueda, Chuanmin Hu, M. Scranton, G. Taylor, J. Capelo, J. Aki T-Y. Ho, H. Zhang, VIII. Thesis and Dissertation Advisors Dr. Vera Alexander, (Univ. Alaska-Fairbanks: MS) Dr. Thomas R. Fisher (Univ. Maryland; Ph.D.) Dr. Charles R. McClain (NASA Goddard Space Flight Center: Ph.D.) XI. Recent Graduate Students: Doctoral: Maria Vega, Sennai Habtes, Laura Lorenzoni, Inia Soto, Digna Rueda, Enrique Montes, David Palandro, Bisman Nababan, Fernando Gilbes, Lisa Vanderbloemen, Zhiqiang Chen. Masters: Claudia Baron Aguilar, Abbie Harris, Inia Soto, Laura Lorenzoni, Carrie Wall, Enrique Montes, Ana Lucia Odriozola, MingRui Zhang, Wensheng Yao, Jingwei Ke, Herschel T. Hochman, Josh Henson, Haiying Zhang.
2
ORGANIZATION
SUMMARY PROPOSAL BUDGET
YEAR
FOR NSF USE ONLY PROPOSAL NO. DURATION (months) Proposed Granted AWARD NO.
University of South Florida
PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR
Jeffrey G Ryan
A. SENIOR PERSONNEL: PI/PD, Co-PI’s, Faculty and Other Senior Associates (List each separately with title, A.7. show number in brackets)
CAL
NSF Funded Person-months
ACAD
1. Jeffrey G Ryan - Professor and Chair 1.00 0.00 2. Allan Feldman - Professor 0.00 0.00 3. Frank E Muller-Karger - Professor 0.00 0.00 4. 5. 6. ( 0 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 3 ) TOTAL SENIOR PERSONNEL (1 - 6) 1.00 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL SCHOLARS 0.00 0.00 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 3. ( 3 ) GRADUATE STUDENTS 4. ( 0 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 0 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)
TOTAL EQUIPMENT E. TRAVEL 1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS) 2. FOREIGN
F. PARTICIPANT SUPPORT COSTS 0 1. STIPENDS $ 6,000 2. TRAVEL 8,000 3. SUBSISTENCE 4,000 4. OTHER TOTAL NUMBER OF PARTICIPANTS ( 50 ) G. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES 2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION 3. CONSULTANT SERVICES 4. COMPUTER SERVICES 5. SUBAWARDS 6. OTHER TOTAL OTHER DIRECT COSTS H. TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE)
1
TOTAL PARTICIPANT COSTS
SUMR
0.00 $ 1.00 1.00
Funds Requested By proposer
Funds granted by NSF (if different)
10,925 $ 10,889 17,778
0.00 2.00
0 39,592
0.00 0.00
0 0 67,200 0 0 0 106,792 13,037 119,829
0 31,500 0
18, 000 4,000 1,000 0 0 100,889 88,070 193,959 363,288
MTDC (excluding tuition and part. support cost) (Rate: 47.0000, Base: 280567)
TOTAL INDIRECT COSTS (F&A) J. TOTAL DIRECT AND INDIRECT COSTS (H + I) K. RESIDUAL FUNDS L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) M. COST SHARING PROPOSED LEVEL $ PI/PD NAME
Jeffrey G Ryan
ORG. REP. NAME*
Lynette Kos
0
131,866 495,154 0 495,154 $
$ AGREED LEVEL IF DIFFERENT $ FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Date Checked
Date Of Rate Sheet
fm1030rs-07
Initials - ORG
1 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET
ORGANIZATION
SUMMARY PROPOSAL BUDGET
YEAR
FOR NSF USE ONLY PROPOSAL NO. DURATION (months) Proposed Granted AWARD NO.
University of South Florida
PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR
Jeffrey G Ryan
A. SENIOR PERSONNEL: PI/PD, Co-PI’s, Faculty and Other Senior Associates (List each separately with title, A.7. show number in brackets)
CAL
NSF Funded Person-months
ACAD
1. Jeffrey G Ryan - Professor and Chair 1.00 0.00 2. Allan Feldman - Professor 0.00 0.00 3. Frank E Muller-Karger - Professor 0.00 0.00 4. 5. 6. ( 0 ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 3 ) TOTAL SENIOR PERSONNEL (1 - 6) 1.00 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL SCHOLARS 0.00 0.00 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 3. ( 3 ) GRADUATE STUDENTS 4. ( 0 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 0 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)
TOTAL EQUIPMENT E. TRAVEL 1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS) 2. FOREIGN
F. PARTICIPANT SUPPORT COSTS 0 1. STIPENDS $ 6,000 2. TRAVEL 8,000 3. SUBSISTENCE 4,000 4. OTHER TOTAL NUMBER OF PARTICIPANTS ( 50 ) G. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES 2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION 3. CONSULTANT SERVICES 4. COMPUTER SERVICES 5. SUBAWARDS 6. OTHER TOTAL OTHER DIRECT COSTS H. TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE)
2
TOTAL PARTICIPANT COSTS
SUMR
0.00 $ 1.00 1.00
Funds Requested By proposer
Funds granted by NSF (if different)
11,253 $ 11,216 18,311
0.00 2.00
0 40,780
0.00 0.00
0 0 69,216 0 0 0 109,996 13,275 123,271
0 31,500 0
18, 000 3,000 1,000 0 0 103,499 89,022 196,521 369,292
MTDC (excluding tuition and part. support cost) (Rate: 47.0000, Base: 233961)
TOTAL INDIRECT COSTS (F&A) J. TOTAL DIRECT AND INDIRECT COSTS (H + I) K. RESIDUAL FUNDS L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) M. COST SHARING PROPOSED LEVEL $ PI/PD NAME
Jeffrey G Ryan
ORG. REP. NAME*
Lynette Kos
0
109,962 479,254 0 479,254 $
$ AGREED LEVEL IF DIFFERENT $ FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Date Checked
Date Of Rate Sheet
fm1030rs-07
Initials - ORG
2 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET
ORGANIZATION
SUMMARY PROPOSAL BUDGET
Cumulative
FOR NSF USE ONLY PROPOSAL NO. DURATION (months) Proposed Granted AWARD NO.
University of South Florida
PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR
Jeffrey G Ryan
A. SENIOR PERSONNEL: PI/PD, Co-PI’s, Faculty and Other Senior Associates (List each separately with title, A.7. show number in brackets)
CAL
NSF Funded Person-months
ACAD
1. Jeffrey G Ryan - Professor and Chair 2.00 0.00 2. Allan Feldman - Professor 0.00 0.00 3. Frank E Muller-Karger - Professor 0.00 0.00 4. 5. 6. ( ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00 0.00 7. ( 3 ) TOTAL SENIOR PERSONNEL (1 - 6) 2.00 0.00 B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1. ( 0 ) POST DOCTORAL SCHOLARS 0.00 0.00 2. ( 0 ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER, ETC.) 0.00 0.00 3. ( 6 ) GRADUATE STUDENTS 4. ( 0 ) UNDERGRADUATE STUDENTS 5. ( 0 ) SECRETARIAL - CLERICAL (IF CHARGED DIRECTLY) 6. ( 0 ) OTHER TOTAL SALARIES AND WAGES (A + B) C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS) TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C) D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)
TOTAL EQUIPMENT E. TRAVEL 1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS) 2. FOREIGN
F. PARTICIPANT SUPPORT COSTS 0 1. STIPENDS $ 12,000 2. TRAVEL 16,000 3. SUBSISTENCE 8,000 4. OTHER TOTAL NUMBER OF PARTICIPANTS ( 100 ) G. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES 2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION 3. CONSULTANT SERVICES 4. COMPUTER SERVICES 5. SUBAWARDS 6. OTHER TOTAL OTHER DIRECT COSTS H. TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE) TOTAL INDIRECT COSTS (F&A) J. TOTAL DIRECT AND INDIRECT COSTS (H + I) K. RESIDUAL FUNDS L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K) M. COST SHARING PROPOSED LEVEL $ PI/PD NAME
Jeffrey G Ryan
ORG. REP. NAME*
Lynette Kos
0
TOTAL PARTICIPANT COSTS
SUMR
0.00 $ 2.00 2.00
Funds Requested By proposer
Funds granted by NSF (if different)
22,178 $ 22,105 36,089
0.00 4.00
0 80,372
0.00 0.00
0 0 136,416 0 0 0 216,788 26,312 243,100
0 63,000 0
36, 000 7,000 2,000 0 0 204,388 177,092 390,480 732,580
241,828 974,408 0 974,408 $
$ AGREED LEVEL IF DIFFERENT $ FOR NSF USE ONLY INDIRECT COST RATE VERIFICATION Date Checked
Date Of Rate Sheet
fm1030rs-07
Initials - ORG
C *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET
Budget Justification Page
Budget Justification: Senior Personnel. 1)One month salary/year for USF PI team members Ryan, Feldman, and Muller-Karger, who will each be leading different working groups within the partnership. Salaries for other partner leads (Plank, Gilbes, Stone) are included in their subaward budgets. Other Personnel 1)Support for three graduate assistants/year to do online and library research related to compiling and assessing available climate education materials and to assist in the prepration and facilitation of stakeholder and educator meetings. They will also assist with interviews, focus groups, and observations of CACCE meetings and workshops. Fringe benefit rates at USF are 18.33% for nine-month faculty (Feldman, Muller-Karger) and 18.33%+1004 (for health insurance) for 12-month faculty (Ryan). Graduate student fringe benefits include costs of annual student health insurance ($1368/year) + 1% administrative rate. Travel: Domestic Travel. Funds to cover travel of partnership PIs and team leads to Puerto Rico for one partnership meeting each year, estimated at $1500/traveler. Funds for dissemination and outreach of partnership activities at professional meetings and special venues for climate education, including meetings at NSF: $1500/traveler. Funds for three partnership investigators to attend NSF Program meetings each year: $1500/traveler Participant Support Costs: Costs associated with conducting stakeholder and educator workshops as part of our planning and community building efforts, both in Florida and in Puerto Rico. Planet Partnership will coordinate and manage the live meetings and will provide online resource support (see below), but costs for participant travel and food/beverage/etc. support are borne by the partnership. Under "other" are funds for modest honoraria to encourage the participation of key leaders from different stakeholder groups and/or key climate scientists. Other: Materials and Supplies: Costs for duplication and printing as required to support partnership activities an outreach efforts. Also, costs associated with the recording of meetings by graduate assistants (i.e., inexpensive tablet PC’s for meeting transcription and networking of results), estimated at $2000. Publication/dissemination: Costs for abstract fees, meeting registrations, etc. associated with PI and team leader outreach efforts. Subawards: Three subawards, to: Hillsborough County Public Schools ($20,000) The Florida Aquarium ($74370) The University of Puerto Rico at Mayaguez ($100,018)* *Due to ongoing nation-wide student protests at UPR campuses (see the Chronicle of Higher Education, 5/20/10 issue), official budget documents for the UPR subagreement could not be obtained.
Budget Justification Page
Other: a)Costs associated with project evaluation: $89428. The Coalition for Science Literacy, an independent USF entity, will conduct the evaluation. Vitae and a budgetary breakdown for the CSL assessment plan are included as Supplemental Documents. b)$20000/year to cover costs associate with the services of Planet Partnership, which organizes and facilitates live and virtual meetings on science and sustainability-related issues. Planet Partnership will pull together all stakeholder and educational meetings for the partnership. c)Tuition costs for graduate assistants, calculated assuming a 9 credit/semester load at $331/credit hour. Indirect costs for USF are 47% of direct costs - expenditures for tuition and participants. Subawards are subject to indirect costs for the first $25,000 of each award.
The Florida Aquarium Coastal Area Climate Change Education (CACCE) BUDGET JUSTIFICATION i. Salaries and Wages: Funding in the amount of $25,120 in salaries/wages is required for the two-year period of this project (Year 1: $13,030; Year 2: $12,090). Because the Initiative primarily involves content planning, survey implementation, and testing of content, salaries for staff to implement the CACCE activities constitute nearly 38% of the total Florida Aquarium project budget. Salaries included in this proposal reflect the estimated salaries at the time of submission. The Florida Aquarium used averages for salaries for staff. Debbi Stone, Vice President of Education, will provide leadership for this project and facilitate strong collaboration among partners. She will co-convene the Education Plan Team and will plan all elements of the teacher workshops. She will also serve as the liaison for informal science centers in the community. Lauren Tyler, Director of Youth Education, will assist with the development and coordination of all surveys and data collecting from Aquarium visitors and teachers. Kevin Van Dien, Supervisor of Public Programs, will oversee the staffing and training of all personnel who will directly collect all survey data and feedback from Aquarium visitors. Exhibit Educators, comprised of both full- and part-time personnel, will be the primary staff responsible for collecting visitor data as well as testing educational content under the supervision of senior education staff. Teacher Workshop Facilitator, will be responsible for conducting both educator teacher workshops in year 2. Reservations: Because the CACCE initiative will involve scheduling 2 teacher workshops, the time of reservations personnel is included. Rates average $11/hour. ii. Fringe Benefits: Fringe benefits are not included, as The Florida Aquarium does not have a negotiated federal rate for fringe or indirect costs. iii. Equipment: In Year 1, the budget includes the necessary equipment to conduct paperless surveys with Aquarium visitors. The specific item to be used will be determined based on the most up-to-date technology at the time, with current models averaging $1,000 to $2,000. Current examples include, but are not limited to: Samsung Q1 Ultra - XP Tablet PC, Fujitsu FPCM21621 and the Lifebook U820 5.6″ Mini Notebook. The total cost for Equipment is $7,200, with four touchscreen devices required at a cost of $1,800 each.
iv. Travel: Domestic travel funds: Communicating vital information about climate change to a broad audience requires reaching out into the community, beyond the audiences on-site. $1,000 is included in each year for travel (transport and lodging) to the Florida Association of Science Teachers Conference, with conference fees included in section vi (b). $1,300 is included in year 2 (transport and lodging) to the National Marine Educators Association Conference, with conference fees included in section vi (b). Total Travel for the project period is $3,300. v. Participant Support: None requested vi. Other Direct Costs a. Materials and Supplies: In both years of the project, $4,500 is budgeted ($9,000 total for both years combined) for copying approximately 90,000 items for distribution to Aquarium visitors. This includes any content that project partners wish for visitors to take with them as they leave. In year 1, $400 is budgeted to allow for climate change resources (books, journals, videos, etc.) for staff training and content knowledge expansion. In Year 2, $1,000 is required for supplies and materials for each of 4 workshops ($4,000 total in this category) that will be facilitated for high school and informal educators. Materials and Supplies, $500 per year for both years, is required for the facilitation of the meeting for the Informal Science community. In both the teacher workshops and Informal Science meeting, the materials and supplies are likely to include USB drives with pre-loaded content, folders, materials for hands-on activities, etc. The Materials and Supplies total $14,400. b. Publication/Documentation/Dissemination: Both years of the project include the registration fee (~$250 each year) for a Florida Aquarium representative to attend and present at The Florida Association of Science Teachers (FAST) conference to disseminate content and best practices sharing. Year 2 includes registration for the National Marine Educators Association conference. The cost for Publication/Documentation/ Dissemination will be $1,050. d. Computer Services: None requested e. Subawards: None requested f. Other: Use of Aquarium rooms for meetings/work sessions will cost $800 per use. It is expected that 3 meetings will occur in both years for a total of 6 meetings and $6,400 in total funds requested.
Use of Aquarium rooms for Teacher Workshops and Informal Science Educator Network Meetings will cost $800 per use. Two teacher workshops will occur in year 2 for a total of 2 uses in this category, and one Informal Science Educator meeting per year (2 for the project period) require room use of 4 occurrences and $3,200 in funds requested. Stipends for workshops: To make it more feasible for a wide variety of educators to attend, stipends of $75/participant are offered. Each workshop will serve up to 30 high school and informal science educators, with two workshops in year 2. The total cost for stipends will be $4,500. Refreshments for Informal Science Educator Network Meeting will allow for a comfortable and collaborative working environment for up to 40 informal science educators to meet once in year 1 and again in year 2. In year 1, the meeting will focus on a survey of needs, whereas in year 2 the focus will be on dissemination of content and materials to the network. At a cost of $18 per participant, or $720 per year, the total for this category is $1,500. Support for services a Formal Education specialist to facilitate Education planning efforts with HCPC: $3500 total. vii. Total Direct Costs: Year 1 Direct Costs total $35,880, and year 2 totals $38,490. The total for both years combined equals $74,370.00. viii. Indirect Costs: Not included, as The Florida Aquarium does not have a negotiated federal rate for fringe or indirect costs. ix. Total Direct and Indirect Costs: As The Florida Aquarium does not have a negotiated federal rate for fringe or indirect costs, this equals the Total Direct Costs category ($74,370.00). x. Amount of this Request: As The Florida Aquarium does not have a negotiated federal rate for fringe or indirect costs, this equals the Total Direct Costs category (vii) as well as the Total Direct and Indirect Costs (ix: $74,370.00).
Budget Justification Page
Budget Justification The requested yearly budget for UPRM includes a two-month salary for the co-principal investigator, Fernando Gilbes, which is calculated based on his actual salary as Associate Professor in the UPRM-Department of Geology (=$66,468*2/9=$14,771). Administrative and clerical work will be performed by the personnel of the Center for Hemispherical Cooperation in Research and Education in Engineering and Applied Science (CoHemis) as additional compensation of $3,000. Fringe benefits are calculated for the Co-PI and the CoHemis personnel at the established rate of 9.2% (=(14,771+3,000)*9.2%=$1,635). Office supplies and other expendable materials will be needed (=$1,000). It is expected that local activities will require several trips around Puerto Rico to visit schools and other agencies. Also, UPRM will organize one meeting of the partnership leader team each year. Therefore, $8,000 is requested for travel funds, which will include local trips in Puerto Rico and the lodging and food costs for six people who would travel to the UPRM meeting. Stakeholder workshops will be organized in Puerto Rico and $10,000/yr is requested for participant costs and for related activities, including materials and printing costs of the required publications. Indirect costs are calculated using the UPRM rate of 50%.
Current and Pending Support (See GPG Section II.C.2.h for guidance on information to include on this form.) The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.
Other agencies (including NSF) to which this proposal has been/will be submitted.
Investigator: Jeffrey Ryan Support:
Current
Pending
Submission Planned in Near Future
*Transfer of Support
Project/Proposal Title: Preparing Undergraduates for Research: Examining the use of
Remote Instrumentation in Earth and Planetary Science Classrooms NSF Source of Support: Total Award Amount: $ 115,985 Total Award Period Covered: 12/01/06 - 11/30/10 Location of Project: USF Person-Months Per Year Committed to the Project. Cal:1.00 Acad: 0.00 Sumr: 0.00 Support:
Current
Pending
Submission Planned in Near Future
*Transfer of Support
Project/Proposal Title: A Workshop to Design a Digital Research/Education Forum and
"Pathway" for the Geosciences NSF Source of Support: Total Award Amount: $ 146,995 Total Award Period Covered: 04/15/09 - 03/31/11 Location of Project: USF and UNAVCO Person-Months Per Year Committed to the Project. Cal:2.00 Acad: 0.00 Sumr: 0.00 Support:
Current
Pending
Submission Planned in Near Future
*Transfer of Support
Project/Proposal Title: USF Robert Noyce STEM Scholars Program
NSF Source of Support: Total Award Amount: $ 1,200,000 Total Award Period Covered: 10/01/10 - 09/30/14 Location of Project: USF Person-Months Per Year Committed to the Project. Cal:0.50 Acad: 0.00 Sumr: 0.00 Support:
Current
Pending
Submission Planned in Near Future
*Transfer of Support
Project/Proposal Title: Coastal Areas Climate Change Education Partnership (CACCE)
[This Proposal] NSF Source of Support: Total Award Amount: $ 997,908 Total Award Period Covered: 10/01/10 - 09/30/12 Location of Project: USF, UPR, Florida Aquarium, HCPS Person-Months Per Year Committed to the Project. Cal:1.00 Acad: 0.00 Sumr: 0.00 Support:
Current
Pending
Submission Planned in Near Future
*Transfer of Support
Project/Proposal Title:
Source of Support: Total Award Amount: $ Total Award Period Covered: Location of Project: Person-Months Per Year Committed to the Project. Cal: Acad:
Summ:
*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.
Page G-1
USE ADDITIONAL SHEETS AS NECESSARY
Current and Pending Support (See GPG Section II.D.8 for guidance on information to include on this form.) The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal. Other agencies (including NSF) to which the proposal has been/will be submitted
Investigator: Allan Feldman
None
Support: Current Pending Submission Planned in Near Future Transfer of Support Project/Proposal Title: Coastal Areas Climate Change Education Partnership (CACCE) Source of Support: NSF Award Amount (or Annual Rate): $997908.00 Period Covered: 10/1/10 - 9/30/12 Location of Research: University of South Florida, University of Puerto Rice, Florida Aquarium, Hillsborough County Public Schools Person-Months or % of Effort Committed to the Project: Cal: 0.0 Acad: 0.0 Summ: 1.0 Support: Current Pending Submission Planned in Near Future Transfer of Support Project/Proposal Title: USF Robert Noyce STEM Scholars Program Source of Support: NSF Award Amount (or Annual Rate): $1,200,000 Period Covered: 8/10/10 - 8/90/15 Location of Research: University of South Florida Person-Months or % of Effort Committed to the Project: Cal: 0.0 Acad: 0.5 Summ: 0 Support: Current Pending Submission Planned in Near Future Transfer of Support Project/Proposal Title: Science Made Accessible through Authentic Research and Technology Source of Support: NSF Award Amount (or Annual Rate): $1,154,164 Period Covered: 8/1/10 - 7/30/13 Location of Research: University of South Florida Person-Months or % of Effort Committed to the Project: Cal: 0.0 Acad: 1.13 Summ: 0 Support:
Current
Project/Proposal Title:
Pending
Submission Planned in Near Future
Transfer of Support
Franklin County STEM Research Academies for Young Scientists
(STEMRAYS) Source of Support: National Science Foundation Award Amount (or Annual Rate): $799,998 Period Covered: 09/01/06 through 8/31/10 Location of Research: University of Massachusetts Amherst Person-Months or % of Effort Committed to the Project: Cal: 0.0 Acad: 0.0 Summ: 1.0 Support:
Current
Pending
Submission Planned in Near Future
Transfer of Support
Project/Proposal Title: Teacher Learning of Technology-Enhanced Formative Assessment Source of Support: National Science Foundation Award Amount (or Annual Rate): $2,499,968 Period Covered: 6/1/05 through 5/31/10 Location of Research: University of Massachusetts Amherst Person-Months or % of Effort Committed to the Project: Cal: 0.0 Acad: 0.0 Summ: 1.0 Support:
Current
Pending
Submission Planned in Near Future
Transfer of Support
PV STEMNET Pipeline Middle School Science, Technology, Engineering and Mathematics Partnership Project/Proposal Title:
Source of Support: MA Department of Education Award Amount (or Annual Rate): $556,924 Period Covered: 9/1/06 through 8/31/10 Location of Research: University of Massachusetts Amherst
Person-Months or % of Effort Committed to the Project: Cal: 0.0 Acad: 1.0 Summ: 0.0 Support:
Current
Pending
Submission Planned in Near Future
Transfer of Support
Project/Proposal Title: PVSTEMNET Pipeline Program Source of Support: MA Department of Higher Education Award Amount (or Annual Rate): $350,000 Period Covered: 1/1/07 through 4/31/10 Location of Research: University of Massachusetts Amherst Person-Months or % of Effort Committed to the Project: Cal: 0.0 Acad: 1.0 Summ: 0.0
Fernando Gilbes, Ph.D. Associate Professor and Chair, UPRM-Department of Geology Email:
[email protected] Web Page: http//gers.uprm.edu Current Support 1. Developing a protocol to use remote sensing as a cost effective tool to monitor contamination of mangrove wetlands PI: Johannes Schellekens Co-PI: Fernando Gilbes Puerto Rico Sea Grant College Program $106,027 Jun 2006-Dec 2009 Person-months Per Year Committed to the Project: Calendar: 0.0 Academic: 0.0 Summer: 1.0 2. Bio-Optical Properties and Remote Sensing of Coastal Waters, subproject as part of the Cooperative Remote Sensing Science and Technology Center (CREST) CREST PI: Hamed Parsiani Subproject PI: Fernando Gilbes NOAA $450,000 aprox. Jan 2002-Dec 2011 Person-months Per Year Committed to the Project: Calendar: 0.0 Academic: 0.0 Summer: 1.0 3. Remote Sensing of Benthic Habitats, subproject as part of the Center for Subsurface Sensing and Imaging Systems (CenSSIS) CenSSIS PI: Miguel Velez Subproject PI: Fernando Gilbes NSF $500,000 aprox. Mar 2000-Feb 2010 Person-months Per Year Committed to the Project: Calendar: 0.0 Academic: 0.0 Summer: 1.0 4. Application of the Soil and Water Assessment Tool Model (SWAT) to Estimate Discharge and Sediment Yields from the Río Grande de Añasco Watershed, Puerto Rico PI: Carlos E. Ramos-Scharrón Co-PI: Fernando Gilbes UPR-Sea Grant College $166,071 Mar 2010-Feb 2012 Person-months Per Year Committed to the Project: Calendar: 0.0 Academic: 1.0 Summer: 0.0 Pending Support 1. Project/Proposal Title: Coastal Areas Climate Change Education Partnership (CACCE) Source of Support: NSF Award Amount (or Annual Rate): $997908.00 Period Covered: 10/1/10 - 9/30/12 Location of Research: University of South Florida, University of Puerto Rice, Florida Aquarium, Hillsborough County Public Schools Person-Months or % of Effort Committed to the Project: Cal: 0.0 Acad: 0.0 Summ: 1.0
2. The impacts of episodic rainfall events on coral reefs as determined with remote sensing, hydrological modeling and water quality monitoring PI: Roy Armstrong Co-PI: Fernando Gilbes NASA $ 998,312.00 Mar 2010-Feb 2013 Person-months Per Year Committed to the Project: Calendar: 2.0 Academic: 0.0 Summer: 0.0 3. A merged MODIS-MERIS data product for near-real-time water quality assessment in coastal tropical environments. PI: Fernando Gilbes Co-PI: Roy Armstrong and Yasmín Detrés NASA $750,705 November 2010-October 2013 Person-months Per Year Committed to the Project: Calendar: 0.0 Academic: 0.0 Summer: 2.0
CURRENT AND PENDING SUPPORT Frank Muller-Karger Current: PI: Collaborative research: The Cariaco basin oceanographic time series (NSF), 2008-2012. $270,000K/year. Effort: 1 month/year. PI: NASA Decision Support System: A Decision Support System for Ecosystem-Based Management of Tropical Coral Reef Environments. 2009-2012. $300,000/year. Effort: 1 month per year Co-PI: NASA Decision Support System: Improving the NOAA NMFS and ICCAT Atlantic Bluefin Tuna Fisheries Management Decision Support System. 2008-2011. $125,000/year. Effort: 1 month per year Co-PI: A Binational Gulf of Mexico HAB Risk Assessment and Communications Partnership: Red Antares. EPA Gulf of Mexico Program: Gulf of Mexico Alliance Regional Partnership Projects. 2007-2010. $90,000/year. Effort: 0.5 month/year Pending: PI: NASA / Integrating NASA Observations, Knowledge, and Virtual Reality into Ocean Literacy and Global Climate Change Education: A Comparative Study in Delivery Methods. NSF: This proposal
FACILITIES, EQUIPMENT & OTHER RESOURCES FACILITIES: Identify the facilities to be used at each performance site listed and, as appropriate, indicate their capacities, pertinent capabilities, relative proximity, and extent of availability to the project. Use "Other" to describe the facilities at any other performance sites listed and at sites for field studies. USE additional pages as necessary.
Laboratory:
All climate scientists have appropriate laboratory facilities.
Clinical:
N/A
Animal:
N/A
Computer:
Needed desktop, laptop, and other computer facilities are available for use at all partner sites.
Office:
Office space is available for the CACCE partnership at USF, UPR, the Florida Aquarium, and HCPS.
Other:
All partners will provide space for community and partnership meetings.
MAJOR EQUIPMENT: List the most important items available for this project and, as appropriate identifying the location and pertinent capabilities of each.
OTHER RESOURCES: Provide any information describing the other resources available for the project. Identify support services such as consultant, secretarial, machine shop, and electronics shop, and the extent to which they will be available for the project. Include an explanation of any consortium/contractual arrangements with other organizations.
Planet Partnership is will be contracted to organize and facilitate live and virtual meetings on science, sustainability and partnership building.
University of South Florida Mail - NSF CCEP-I Letter of Intent...
https://mail.google.com/a/mail.usf.edu/?ui=2&ik=4d7c334c44...
Jeffrey Ryan
NSF CCEP-I Letter of Intent Acknowledgment 1 message Oates, Karen K. To:
[email protected]
Fri, Apr 30, 2010 at 2:12 PM
NSF 10-542 Climate Change Education Partnership (CCEP) Program Phase I Proposals
Letter of Intent Acknowledgment
RE: CCEP-I LOI # 2168844
Dear Colleague:
This letter is to acknowledge receipt of your Letter of Intent to submit a proposal in response to the Climate Change Education Partnership (CCEP) Program, Phase I competition outlined in program solicitation NSF 10-542. Please read the following information thoroughly, as it contains important guidance related to your plans to submit a CCEP-I proposal.
1) UPLOAD a copy of the first page of this acknowledgment letter in the Supplementary Documents section of your full proposal when preparing it in FastLane (REQUIRED).
2) If the submitting organization has not received NSF funding previously, please contact the NSF Division of Grants and Agreements (DGA) to initiate the process of becoming a new NSF awardee PRIOR TO SUBMISSION OF THE FULL PROPOSAL. The CCEP-I awards being funded from NSF’s FY 2010 appropriation and all award paperwork must be submitted to DGA by mid-August, and we do not want to have any delays associated with new awardees.
3) Before submitting your proposal, please consult with your Institution Review Board (IRB) or equivalent to determine whether your proposed effort involves Human Subjects Research and, if so, whether it requires IRB approval or exemption. NSF must have documentation regarding IRB status when processing paperwork related to funding recommendations, so the earlier you begin this process, the less delay there will be in getting the paperwork through the NSF system. Please see http://www.nsf.gov/bfa/dias/policy/human.jsp for
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https://mail.google.com/a/mail.usf.edu/?ui=2&ik=4d7c334c44...
additional information regarding this requirement.
4) NSF Letters of Intent are for planning purposes only and are non-binding. They help NSF anticipate the types of expertise that will be required for the review process and avoid potential conflicts of interest. You will not receive personalized feedback on your specific project idea. However, the attached document offers some general advice that we encourage you to consider when preparing your full proposal.
General Comments Regarding CCEP-I Proposals:
We would like to reiterate that, as stated in the solicitation, each partnership “is required to be of a large enough scale that they will have catalytic or transformative impact that cannot be achieved through other core NSF program awards.” Phase I of the CCEP Program is intended primarily as a strategic planning and partnership building phase. NSF does not expect to select proposals for funding that outline significant activities related to implementation in the first two years. Examples of ‘implementation’ include creation of learning resources, curriculum development and testing, professional development for educators or policymakers, and/or student research activities.
NSF will be looking very carefully to see that the three required types of expertise – climate scientists, experts in the learning sciences, and education practitioners – are represented in the proposal and that they are equal participants in the effort. As we have received several queries as to what NSF means specifically by the categories of climate and learning scientists, further guidance is provided herein.
Climate scientists work in numerous disciplines conducting basic climate change research and/or graduate education in one or more of the biological, geological, atmospheric, oceanographic, or polar sciences, or other appropriate STEM fields, or in the science of risk analysis.
Learning scientists are experts doing research on how people learn individually (e.g., cognitive scientists, psychologists) or collectively (e.g., sociologists) – the emphasis is on those who actually conduct research and publish theory-based analyses on how people learn (in this case STEM concepts). Borrowing language from the NSF Science of Learning Centers program, learning scientist are engaged in work that “harnesses and integrates across multiple disciplines to create a common groundwork of conceptualization, experimentation and explanation that anchor new lines of thinking and inquiry towards a deeper understanding of learning.” Note that someone who conducts education research such as evaluation of the efficacy of a particular curriculum design or educational intervention does not necessarily qualify as a learning scientist.
PIs are encouraged to look at the Frequently Asked Questions document posted at http://www.nsf.gov
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University of South Florida Mail - NSF CCEP-I Letter of Intent...
https://mail.google.com/a/mail.usf.edu/?ui=2&ik=4d7c334c44...
/pubs/2010/nsf10052/nsf10052.jsp for additional guidance on this solicitation. General Proposal Preparation Comments:
· The NSF 10-542 program solicitation provides specific guidance related to proposal preparation, but these only augment (or in some cases supersede) what is defined in the NSF Grant Proposal Guide (GPG). Please follow all formatting requirements identified in the GPG unless otherwise noted in the CCEP-I solicitation. See http://www.nsf.gov/pubs/policydocs/pappguide/nsf10_1/nsf10_1.pdf.
There is a useful proposal preparation checklist on page 57 (Exhibit II-1).
· The GPG identifies required proposal elements, and your proposal will be RETURNED WITHOUT REVIEW if it does not comply with those requirements. IMPORTANT: NSF checks compliance using electronic systems that confirms a form as being submitted if it has text. You must enter some kind of text in each of the required forms (e.g., “Not Applicable”, “No Current and Pending Support”, or “No References Cited”), even if that form is not relevant to your proposal. There will be NO SECOND CHANCES to upload missing materials for this competition after the proposal deadline.
·
As per the GPG, please be sure your proposal has the following REQUIRED elements:
o Project Summary that explicitly and separately identifies the Intellectual Merit and Broader Impacts of the project – sub-heads for these two categories are strongly recommended o References Form – be sure to write something o Facilities, Equipment, and Other Resources Form – be sure to write something o Biographical Sketch for ALL SENIOR PERSONNEL – MUST follow the 2-page format with REQUIRED information specified in the GPG (professional preparation; appointments; publications; synergistic activities; collaborations & other affiliations, including your advisors and advisees) o Current and Pending Support for ALL SENIOR PERSONNEL – MUST include all current and pending support for ongoing projects and proposals regardless of source (e.g., Federal, State, local or foreign government agencies, public or private foundations, industrial or other commercial organizations). Be sure to include all projects requiring a portion of time of the PI and other senior personnel, even if they receive no salary support from the project(s).
· Senior Personnel are identified as either one of the following (and Bio Sketches and Current & Pending Forms are needed for all who qualify): o (co) Principal Investigator(s) -- the individual(s) designated by the proposer, and approved by NSF, who will be responsible for the scientific or technical direction of the project. NSF does not infer any distinction in scientific stature among multiple PIs, whether referred to as PI or co-PI. If more than one, the first one listed will serve as the contact PI, with whom all communications between NSF program officials and the project relating to the scientific, technical, and budgetary aspects of the project should take place. The PI and any identified co-PIs, however, will be jointly responsible for submission of the requisite project reports. o Faculty Associate (faculty member) -- an individual other than the Principal Investigator(s) considered by the performing institution to be a member of its faculty or who holds an appointment as a faculty member at
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another institution, and who will participate in the project being supported.
· If you are requesting salary support for postdoctoral appointees, you must include a discussion of your mentoring plan in the Supplementary Documents section, in order to comply with requirements of the America COMPETES Act. See page 47 of the GPG.
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BIOGRAPHICAL SKETCH Michael N. Howard, Ed.D Michael Howard and Associates, 2504 Netherwood Drive, Greensboro, NC 27408 Phone/Fax: 336.286.2683 E-mail:
[email protected] Professional Preparation Vanderbilt University, Nashville, TN Mathematics & Chemistry B.S., 1975 Vanderbilt University, Nashville, TN Mathematics & Chemistry M.A.T., 1978 University of Kentucky, Lexington, KY Science Ed. & Administration Ed.D., 1995 Dissertation title: "A Study of the Effectiveness of the Kentucky Activity-Centered Elementary Science Program in its Pilot Year" Appointments 1995-Present 1990-1995 1984-1990 1984-1988 1976-1984
Educational Consultant, president, Michael Howard & Associates, Greensboro, NC Director of Education Programs, Ky Science & Technology Council, Inc., Lexington, KY (incl. Project Director, Ky Statewide Systemic Initiative, 1992-95) Science Coordinator, K–12, Fayette County Public Schools, Lexington, KY Adjunct faculty, Chemistry Department, University of Kentucky, Lexington, KY Chemistry & Mathematics Teacher, Tates Creek Sr. High School, Lexington, KY
Recent Work with NSF-Supported Projects 2004-2008 External evaluator, ITEST project in WV, focusing on information technology 2002-2007 External evaluation team (with Inverness Research Associates), Appalachian MSP 2001-2007 External evaluator, NSF-funded Coalfield Rural Systemic Initiative in WV, VA 2001-2006 External evaluation team (with Inverness Research Associates), NSF-funded ACCLAIM Center for Teaching and Learning project 2001-2003 Research team (with Horizon Research, Inc.), “Lessons Learned from Systemic Reform” project 2000-2005 External evaluator, Project MERIT, math teacher enhancement project in WV 1999-2005 External evaluator, Coastal Rural Systemic Initiative program in NC, SC, VA 1998-2004 External evaluator, West Virginia Handle on Science, LSC project in WV 1996-2004 External evaluation team (with Inverness Research Associates), Appalachian Rural Systemic Initiative program in KY, TN, WV, VA, OH, NC 1992-1995 Project Director, Kentucky Statewide Systemic Initiative, Lexington, KY Recent Work with Other Projects 2004-present External evaluator, Title IIB Mathematics & Science Partnership projects in NC, TN, KY, FL 2008-present External evaluation team (with Westat, Inc.), Florida PROMiSE statewide Mathematics & Science Partnership project 2007-2008 External evaluation team (with Coalition for Science Literacy), cross-site evaluation of 10 state Title IIB Mathematics & Science Partnership projects in Florida 2001-2003 External evaluation team (with Horizon Research, Inc.), USDE-funded “Virtual Professional Development Schools” project Publications “SCIS II and the Elementary Science Teacher: A Program Evaluation,” (with Atwood, R.), Journal of Research in Science Teaching, 1989 “Kentucky Student Enrollment and Performance in High School Mathematics and Science Courses,” (with John Drake), Kentucky Department of Education, 1994
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Setting the Foundation for Reform: The Work of the Rural Systemic Initiatives, (with Mark St. John, et al), Inverness Research Associates, 2001 Lessons learned about designing, implementing, and evaluating statewide systemic reform. (with D. Heck, I. Weiss, et al). In N. L. Webb & I. R. Weiss, Study of the Impact of the Statewide Systemic Initiatives Program (Vol. 1). Wisconsin Center for Education Research, 2003. Synergistic Activities (2000) Member of a team from Horizon Research, Inc., that planned, facilitated and reported on a conference to compile lessons learned from the NSF-funded Local Systemic Change projects. Conference discussions among Principal Investigators and evaluators highlighted critical issues facing LSC projects with respect to preparing professional development providers, garnering administrative support, and achieving sustainability of reform. (2001) Coordinated development of a comprehensive “Program Improvement Review” process for the NSF-funded Coastal Rural Systemic Initiative. This process bases a program review upon standards and indicators drawn from school improvement research. The process documents program status and identify areas to target for improvement. (2001-02) Member of a team from Horizon Research, Inc., that planned and conducted case studies of Statewide Systemic Initiatives. The study highlighted the technical and political strategies in both SSI design and implementation that contributed to their long-term impact. The conceptual framework developed for the study is a useful tool for examining the strategic-ness of systemic reform efforts. (2003) Member of team from Inverness Research Associates that planned and facilitated a conference to connect NSF-funded projects operating in the Appalachian region. The conference brought together representatives from nine projects across four states to examine common issues in pursuing standards-based mathematics and science reform in rural communities. (2008) Member of a team working with Horizon Research, Inc. to develop an updated Professional Development Observation Protocol. The new protocol is based on a protocol developed and used in the cross-site evaluation of the NSF-funded Local Systemic Change program, updated to incorporate a conceptual framework and observation indicators that reflect current research on learning and teacher professional development in mathematics and science. (2009) Member of a team working with Westat, Inc., to explore applications of Social Network Analysis to evaluation of mathematics and science education projects, with particular focus on Mathematics and Science Partnerships. Collaborators and Other Affiliations Collaborators and Co-Editors Within the Last 48 Months Chuck Blanton, Appalachian State University; William Bush, University of Louisville; Al Byers, National Science Teachers Association; Marjorie Darrah, ISR, Fairmont, WV; Joy Frechtling, Westat, Inc.; Stephen Henderson, Ky Science & Technology Corp.; Gladis Kersaint, University of South Florida; Laura Lang, Florida State University; Terry Lashley, Southeast Educational; Gerry Meisels, University of South Florida;.; Bonnie Mizell, Orange County (FL) Schools; Wimberly Royster, Appalachian MSP; Diane Schmidt, Florida Gulf Coast University; Sharon Schultz, North Carolina State University (Science House); Sally Shafer, University of Kentucky; Terry Simpson, Maryville College (TN); Keith Smith, Edvantia, Inc.; Joseph Straley, University of Kentucky; Mark St. John, Inverness Research Associates; Iris Weiss, Horizon Research, Inc.; Gerry Wheeler, National Science Teachers Association.; John Yopp, University of Kentucky; Kimberly Zeidler, University of Kentucky. Graduate and Post-Doctoral Advisors Ronald K. Atwood, Professor of Science Education, University of Kentucky, Lexington, KY; J. Truman Stevens, Professor of Science Education, University of Kentucky, Lexington, KY.
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Gerry G. Meisels Professor of Chemistry and Director, Coalition for Science Literacy, University of South Florida 4202 East Fowler Avenue CHE205, Tampa, FL 33620 Tel. 813-974-7183; Fax 813-974-7128; e-mail
[email protected] EDUCATION
EMPLOYMENT HISTORY
RESEARCH
HONORS
Gymnasium, Vienna (Austria) 1941-49 University of Vienna, Chemistry, 1949-51; 1952-53 University of Notre Dame, Physical Chemistry, M.S. 1952, Ph.D. 1956 University of South Florida, Tampa, FL, 1988 to present Professor of Chemistry, 1988 to present Provost and Vice President for Academic Affairs, 1988-94 Director, Coalition for Science Literacy, 1994 to present University of Nebraska, Lincoln, NE, 1975-88 Professor and Chair, Department of Chemistry, 1975-82 Dean, College of Arts and Sciences, 1982-88 University of Houston, Houston, TX, 1965-75 Associate Professor, 1965-70, Professor, 1970-75, Chairman 1972-75 Union Carbide Corporation, Tuxedo, NY, 1959-65 Chemist, 1959-63, Assistant Group Leader, 1963-65 Gulf Oil Corporation, Pittsburgh, PA, 1956-59, Chemist, 1956-59 95 papers in reviewed science journals and 15 on education. Science Research Subjects included Analytical and Fundamental Mass Spectrometry, Radiation Chemistry and Chemistry of Gas Phase Ions; funded by NSF, U.S. Dept. of Energy, Welch Foundation, $1,450,000 over 24 years (1966 to 1988) Education research subjects include teacher characteristics, teacher turnover, and college science courses, Education Outreach: Professional development and induction, teacher recruitment, program evaluation, science courses, statewide planning, and legislative initiatives; Current funding $6,939,000 as PI or co-PI Fulbright Fellow Smith-Mundt Fellow Science Research Fellow (UK) Danforth Foundation Fellow Gordon Conference Chair Phi Beta Kappa American Chemical Society National Science Policy Award 2001
BIOGRAPHICAL LISTINGS:
Who’s Who in America, Who’s Who in Science; Who’s Who in the World
Who’s Who in the South and Southwest American Men and Women of Science
PROFESSIONAL
STEMFlorida Council, Member, 2009Florida Coalition for Improving Mathematics and Science Education (CIMS) 1998-present; Chairman, 1998-present; Interim Executive Director 1999Florida Higher Education Consortium for Mathematics and Science (HEC) 1994-present; Chairman, 1998-2000; Board member 1995-98, 2001National Alliance of State Science and Mathematics Coalitions (NASSMC). Board of Directors 2000-, Vice President 2006Council of Scientific Society Presidents (CSSP), 1984-1995 Council Chair, 1991, Executive Board, 1988-92 Chair, Committee on Government Affairs, 1986-90, 1992 American Society for Mass Spectrometry (ASMS), 1969-1999 President, 1986-88; Vice President, 1984-1986, Director 1988-1990 Council for Chemical Research (CCR), 1979-1988; Board Member 1982-4 American Chemical Society (ACS), 1952Chair, Committee on Economic Status, 1980-1983 Society of the Sigma Xi, 1955 to present; President UH chapter 1974-5
Publications, Representative of 18 in Education “Florida Teachers’ Attitudes About Teaching Evolution” S. R. Fowler and G. G. Meisels, The American Biology Teacher 72 No. 1, 96-99 (2010) “Florida Science Education Standards” one of 39 writers; February 2008 “Why Teachers Leave: Factors that Influence Retention or Resignation”, G. Kersaint, J. Lewis, R. Potter and G. G. Meisels, Teaching and Teacher Education 23, 775-998, August 2007 “Science Education in Florida” G. G. Meisels, R. L. Potter, and T. Baird, The Florida Humanist Journal 1, 4 (2007) “Florida’s Science Standards – How Do They Measure Up” (Editorial) G. G. Meisels and R. L. Potter, Tampa Tribune, March 17, 2006 “Enhancing Teacher Preparation and Improving Faculty Teaching Skills: Outcomes and Lessons Learned from Implementing “Science That Matters” a Standards Based Interdisciplinary Science Course Sequence” Robert Potter and Gerry Meisels, Journal of Science Education and Technology ISSN: 1059-0145 (paper) 1573-1839 (Online) Volume 14, Number 2’ June 2005; Pages: 191-204 “Science That Matters Volume II”. R. L. Potter and G. G. Meisels, Editors, Kendall-Hunt (2003) “Science That Matters Volume I (2nd ed.). R. L. Potter and G. G. Meisels, Editors, Kendall/Hunt (2003) “Science That Matters – An Overview”. R. L. Potter and G. G. Meisels, in “Science That Matters Volume I”. R. L. Potter and G. G. Meisels, Editors, White Oaks Press, Thonotosassa FL (2001); page STM1 “Developing a Regional Approach to Non-Majors Science Courses”, G. G. Meisels, H. R. Mushinsky and M. T. Stewart, 7th National Conference on College Teaching and Learning, Jacksonville, FL, March 1996 Publications, Representative of 95 in Science "Chemical Effects of Fission Recoils-IV. Temperature Distribution in the Tracks," J.A. LaVerne and G.G. Meisels, radiation phys. and chem. 21, 329 (1983); invited paper "Competition Between Isomerization and Fragmentation of Gaseous Ions. II. Nitromethane and Methylnitrite Ions," J.P. Gilman, T. Hsieh and G.G. Meisels, J. Chem. Phys.78, 1174 (1983) "On the Dissociation Dynamics of Energy-Selected Dimethylether Ions" T. Nishimura, Q. Zha, P. Das, Y. Niwa, and G.G. Meisels, INT. J. Mass Spec. and Ion Processes, 113, 177-189, (1992) Recent Grants and Contracts: (related to education) 2009 School Board of Polk County on behalf of NASA. “Central Florida Aeronautics Academy Curriculum Project”. Gerry Meisels Co-PI. 08/26/09 - 05/31/11. $410,256 (USF component). 2007 Florida Department of Education, Title IIB: “Partnership to Rejuvenate & Optimize Mathematics and Science Education,” Gladis Kersaint, PI; Gerry Meisels et al. co-PI’s, 11/15/07-6/30/10, $22,500,000. 2007 Florida Center for Research in STEM: “External Evaluation of Ten Science MSP Projects”; Gerry Meisels, PI, Robert Potter, co-PI; 8/1-07-9/30/08, $471,279 2006 US Dept. of Education (FIPSE). “Marketing of Science Teachers and Induction (MOSTI). Robert Potter, PI, Gerry Meisels, co-PI, USF; Andi Ringer, co-PI, Hillsborough County PS; and Judith Lombana, co-PI, Museum of Science and Industry. 10/1/06-9/30/2009, $568,799 2005 Florida Department of Education National Title IIB Mathematics and Science partnerships “Recruitment Preparation Support and Retention of Alternative Entrant Teachers.” Gerry Meisels, PI, Robert L. Potter and Gladis Kersaint, USF; Barbara Anderson, co-PI Hillsborough County PS, and Judith Lombana, co-PI, Museum of Science and Industry. 4/30/05-6/30/06 $1,042,994 2004 US Dept. of Education -Florida MURMSI Understanding Resignations of Science Mathematics And Reading Teachers). Gerry G. Meisels, PI, Jennifer Lewis, and Robert Potter co-Principal Investigators; University of South Florida, Roger O’Brian Polk Co. Schools; 11/1/2003-12/15/05, $303,294 2004 NSF “Florida Summit on Science and Mathematics Education” Gerry G. Meisels, PI, Robert Potter, co-PI, USF, Marsha Winegarner, co-PI, Florida DOE, Penny Haskins, Radiation Technologies, Inc. and Florida CIMS, 10/1/04-9/30/06, $157,798 2002 NSF “Science That Matters”: A Standards Based Interdisciplinary Science Course for Non-Science Majors and Future Elementary School Teachers- Material Upgrade and Multi-site Implementation. R. Potter PI, B. Cochrane, D. Zeidler and G. Meisels co-PIs 2/1/03-1/31/06 $104,269 2002 US Dept. of Education “Mathematics and Science Teacher Recruitment, Alternative Certification, and Induction”, G. Meisels PI, R. Potter, USF; J. Lombana, Tampa Museum of Science and Industry, and N. Marsh co-PI’s; Hillsborough County PS,10/01/02 – 9/31/06 $1,265,520
Appendix: Participating Faculty in the CACCE Phase 1 Project:
Below is a list of all the non-Senior Personnel participants in the CACCE Project. Disciplinary faculty Title and Name
Role
Institution and Unit
Prof. Jennifer Collins
EP Team member
USF Geography
Prof. Jeff Cunningham
Climate change scientist/MOIRL USF Environmental Engineering participating investigator Climate change scientist/MOIRL USF Marine Science participating investigator EP Team member USF Marine Science
Prof. Benjamin Flower Dr. Teresa Greely
Prof. Sharon PD Team member HannaWest Prof. Benjamin Herman CCEI Team member
USF Business
Prof. Tina Hohlfeld
EP Team member
USF Education
Prof. Jennifer Lewis
CCEI Team member/Learning USF Chemistry Education science investigator Climate change scientist/MOIRL USF Geology participating investigator Climate change scientist/MOIRL USF Geography participating investigator Climate change scientist/MOIRL USF Geography participating investigator/CCEI Team member CCEI Team member/Learning USF Chemistry Education Science investigator Climate change scientist/MOIRL USF Environmental Engineering participating investigator PD Team member; learning USF Education science investigator Climate change scientist; USF Geology informal science educator PD Team member, MOIRL Team USF Environmental Engineering co-convener CCEI Team member USF Education
Prof. Bogdan Onac Prof. Charles Paxton Prof. Philip Reeder Prof. Santiago SandiUrena Anwar Shadab Prof. Barbara Spector Prof. Mark Stewart Prof. Maya Trotz Prof. Dana Zeidler
USF Education
Prof. Don Chambers
Climate change scientist/MOIRL USF Marine Science participating investigator
Prof. Linda Whiteford
PD Team convener
USF Associate Vice President for Global Strategies
Prof. Christian Wells
CCEI Team co-convener, PD Team member
USF Director of the Office of Sustainability, and USF Anthropology
May 24th, 2010 Jeff Ryan, Ph.D. Department of Geology 4202 East Fowler Ave SCA528 Tampa, FL 33620 University of South Florida Dear Dr. Ryan: As the oil spill in the Gulf of Mexico continues to dominate the news, we are reminded of how important and how difficult it is to communicate effectively and cogently about science. How can we make real for people reading the news, or listening to the radio, or watching the television, that even though we are not sure of exactly where the spill will go or when it will arrive on the beaches and in the estuaries, we do know that it will arrive. And we also know that there will be social, economic, and political consequences both immediate and long term of the spill. These are critically important topics for an informed public to be able to understand. The May 2010 oil spill in the Gulf is only an example of the struggle that countries face as they try to prepare their population to be able to make informed decisions, stimulate practical behavioral change, and plan for a future where scarce resources will only become more limited .Complex issues such as the causes and consequences of climate change provide challenging and confusing discussions among scientists, and become more problematic when being communicated outside of scientific circles. As scientists, we understand some of the problems encountered when trying to communicate about complex and not completely understood topics to interested, but not necessarily scientifically trained audiences. And it is they we must reach. This proposal aims to educate the next generation of students to understand and be able to communicate effectively about complex topics such as climate change by focusing on a sea level change, sometime very real and very immediate. The Coastal Areas Climate Change Education (CACCE) proposal is designed to help create a more and better informed public through effective science education. It proposes to educate by focusing on the complex and critically important question of climate change and increasing sea levels both in the past and projected for the future. The CACCE partnership is a unique collaboration among researchers, teachers, and administrators at universities, community colleges, high schools, and museum institutions along the Gulf coast of Florida, and with researchers at the University of Puerto Rica and at the University of the Virgin Islands. The aim of the project is to establish new programs to educate the next generation of U.S. scholars in understanding climate in part by using paleo-sea level changes as a tool to examine the impact and reaction of ecosystems, including human communities, to past sea level changes. Understanding the past helps equip us to anticipate the consequences of such recurring processes in the future. The CACCE proposal creates an innovative partnership among groups in the coastal regions of southeastern United States and in the U.S. territories in the Caribbean to educate the current generation of children and the next generation about climate change, using sea level change as a core theme. Office of the Provost and Vice President for Academic Affairs University of South Florida 4202 East Fowler Avenue, ADM 226 Tampa, Florida 33620-6100 (813) 974-2154 FAX (813) 974-5093 http://www.acad.usf.edu
The five phases being proposed are to 1) develop an inventory of resources; 2) develop and expand the partnership to include businesses and other institutions, and community groups; 3) develop a comprehensive climate change education plan for coastal regions by including as many stakeholders as can be engaged; 4) develop and test a model of transdisciplinary research and learning; and 5) to identify areas for further research on climate change education. This is an ambitious agenda, but the expertise and experience of the team justifies it. The coPrincipal Investigators have long standing and successful experience with conducting National Science Foundation-funded research, and the collaborative team is drawn from disciplines critical to the understanding and teaching of the topic of climate change. They are drawn from the departments and colleges of geology, geography, marine science, education, environmental engineering, business, chemistry education, anthropology, and from the Hillsborough County Public School District Science, and the Florida Aquarium, among others contributors. As Associate Vice President for Academic Affairs and Strategic Initiatives, I strongly and without reservation, support this proposal. The University of South Florida is committed to increasing global literacy and impact, and this proposal will do that. The University of South Florida is also committed to enhancing sustainable communities through engaging them in collaboration and response to shared problems, and this proposal will do that. The University of South Florida is also committed creating sustainable futures for the next generation, and this project will help do that. And in addition, this proposal draws its strength not only from the individual expertise of its team members, but also, from the richness of transdisciplinary knowledge it brings to the table. In the spring of 2010, USF inaugurated its new School of Global Sustainability designed to encourage inter and transdisciplinary research and teaching across a wide range of disciplines by focusing on improving the lives of the next generations. During the same year, the University opened its first Offices of Sustainability, and of Community Engagement. The administrative and faculty decisions that created these new initiatives are clear statements of what the University finds important and will support. I believe this proposal embodies those ideals, critical thinking, and best practices. Sincerely,
Linda Whiteford Associate Vice President for Academic Affairs and Strategic Initiatives
Office of the Provost and Vice President for Academic Affairs University of South Florida 4202 East Fowler Avenue, ADM 226 Tampa, Florida 33620-6100 (813) 974-2154 FAX (813) 974-5093 http://www.acad.usf.edu
