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Title: ESSE 21 College and University Earth System Science Education for the 21st Century


1
ESSE 21 College and University Earth System
Science Education for the 21st Century
http//esse21.usra.edu
Donald R. Johnson Martin Ruzek Universities
Space Research Association
2
What is ESSE 21 ?
ESSE 21, sponsored jointly by NASAs Earth
Science Enterprise and the Office of Education
through the Universities Space Research
Association (USRA), is a collaborative
undergraduate/graduate Earth system science
education program offering small grants to
colleges and universities with an expanded focus
including minority institutions to engage faculty
and scientists in the development of courses,
curricula and degree programs and sharing of
learning resources.
3
The Earth System
4
NASAs Earth Science Enterprise
5
How we arrived at this point - ESSE I and II
ESSE - a NASA/USRA university-based cooperative
effort structured to overcome traditional
barriers to interdisciplinary science
education. Forty five colleges and
universities were competitively selected to
participate in ESSE 1 and ESSE II from 1991 -
2000 Faculty from these U.S. universities
collaborated with one another and with NASA
scientists to develop undergraduate curricula
and courses in ESS Each university offered at
least one survey course and one senior level
course in which faculty presented Earth systems
as an important class of challenging scientific
problems in relation to human dimensions and
sustainability Universities participated in an
exchange in which visiting faculty and scientists
from other participating universities and from
NASA brought to the classroom expertise and
perspectives different from those at the host
campus. Hands-on workshops and tutorials were
held each year for faculty and teaching
assistants to familiarize the group with new
software resources and methods for the
classroom.
6
ESSE II Participants and Course Enrollments
7
Summary of ESSE Accomplishments
ESSE Participants have embraced ESS as an
important course of studies are full partners
and leaders in the wave of systemic reform in ESS
were early adopters and now leaders in
electronic content delivery have formed
productive partnerships in expanding content and
courses ESSE as a Program has demonstrated
the success of leveraging resources in the
college and university environment maintains
a continuing web presence with active content
creation and collection develops and
contributes to new concepts - JESSE, EPOD, DLESE

8
NASA Needs
Leverage existing investments in Earth
observing from space to realize a world-view of
Earth system and global change science Migrate
the results of NASA science, applications, and
technology to the classroom, integrate core
science and engineering competencies and
collaborate with scientists, educators and
students in the college and university community
Improve recruitment and retention in Earth
system science and technology and foster the next
generation of sophisticated researchers and data
analyists with early introduction to new concepts
and technologies such as SEEDS, SensorWeb, etc.
Inspire the next generation of explorers
9
Societal Needs
Broad awareness, appreciation and
understanding of Earth system and global change
science Background necessary to address
sustainability, environmental equity and other
complex science/society issues - informed
decisions Expanded and continued opportunities
for engaging traditionally underrepresented
groups in science education and decision making
10
College and University Needs
  • Recognize the overall importance and relevance
    of Earth system science as an emerging course of
    studies of the 21st century
  • Develop and offer courses which describe the
    Earth system with fundamental understanding of
    the physical, chemical, biological and social
    processes
  • Access data and utilize models in the classroom
    for retrospective, interoperative and prospective
    studies of the Earth system
  • Attract and motivate students interested in
    careers across a broad spectrum of endeavors from
    environmental applications to the underlying
    fundamentals of the science.

11
ESSE 21 Stakeholders and Goals
12
ESSE 21 Goals
Support and expand an active community of
college and university educators and scientists
as partners dedicated to developing and offering
courses and relevant curricula in Earth system
science by joining of faculty from different
disciplines. When opportunity presents itself,
departments and degree programs in
interdisciplinary Earth system science will
emerge. Foster and enrich the grassroots
development of quality shared content at the
undergraduate and graduate level, incorporating
Earth system science, research, data, models,
visualizations, applications and technology for
classroom and laboratory use. Provide enabling
infrastructure that fosters and supports broad
collaboration among an interdisciplinary
community in the development of content and
serves as a focal point for sharing
interdisciplinary ideas, resources, and talents.
13
Community, Content and Infrastructure(Vines,
Fruit and Trellis)
Without a common supporting infrastructure
community growth is scattered, there is no
reinforcement through collaboration, content is
developed independently and is often not
available to the rest of the community - there is
limited fruit without cross fertilization,
disciplinary interests dominate and the vine of
interdisciplinary interests withers.
lt
ESSE 21 with its participants nurtures a fertile
collaborative environment for all in the holistic
development of Earth system science education for
the 21st century - the vine thrives from the
reinforcement of shared vision and purpose.
gt
14
ESSE 21 Objectives - Community
In fulfilling its mission, ESSE 21 will
Support an interdisciplinary group of faculty and
staff among colleges and universities committed
to systemic change and collaborative offering of
Earth system science courses in the classroom.
Provide opportunities for Earth system
educators and the larger interdisciplinary
community of researchers to partner with each
other and share interests, new results, ideas,
expectations, opportunities, products, learning
tools, etc. Promote Earth system science
concepts for broader extension to national
Science, Technology, Engineering and Mathematics
(STEM) education goals Extend awareness of the
NASA Earth Science Enterprise mission and
strategic goals (characterize, understand,
predict) to the college and university education
community Offer opportunities for international
collaboration, contributions and participation
15
ESSE 21 Objectives - Content
In fulfilling its mission, ESSE 21 will
Improve overall science literacy at the
undergraduate level by developing learning
materials that feature the scientific basis of
Earth system concepts Foster programs that
promote core competencies in interdisciplinary
Earth system topics and address recruitment and
retention issues in ESS fields. Support the
adaptation and integration of existing Earth
system science resources into undergraduate
learning environments, extending local resources
to broader audiences Support the creation of
new Earth system science learning resources,
course and curricula as visions unfold and new
horizons emerge, including development of degree
programs in Earth system and global change
science Support the implementation of best
practice pedagogies for student-centered
learning, including sound evaluation and
assessment strategies Submit Earth system
science resources developed to the NASA Product
Review and encourage peer reviewed publication of
content and concepts via the Journal of Earth
System Science Education (JESSE)
16
ESSE 21 Objectives - Infrastructure
In fulfilling its mission, ESSE 21 will
Provide long-term continuing opportunities for
participant interaction through annual meetings,
special topical workshops, special professional
meeting sessions, discussion forums, etc.
Create and maintain community Web resources,
content repositories, listservers, discussion
forums, summaries of news items of interest etc.
Serve as a broker for partner expertise,
coordinating participant contributions to other
projects seeking collaborators (e.g. in K12
education, pre-service education, etc). Serve
as a hub for responding to external opportunities
and seeking foundation support (e.g.,
sustainability, applications, technology,
international programs).
17
ESSE 21 Actions - Community
USRA will issue a series of Calls for
Participation soliciting interdisciplinary teams
of undergraduate faculty Each Call to
competitively select 6 teams Each team will be
funded for 2 years, up to 35K/yr, and receive
travel support for duration of program Over 6
years, 30 colleges and universities will be
involved Extend involvement to international
partners on a no-cost basis Organize
participant interest among the teams and beyond,
to include collaborations with other NASA funded
researchers and programs, at universities and
NASA centers Organize an annual meeting for
participants to foster discussion, projects, and
opportunities for collaboration Coordinate
opportunities for student involvement /
internships / summer programs
18
ESSE 21 Actions - Content
ESSE 21 will Facilitate and coordinate the
content development by team participants Stimulat
e and optimize a range of educational resources
Avoid duplication of efforts Balance materials
development Formulate development guidelines for
adapting products Encourage using data in the
classroom Apply common assessment and
evaluation rubrics to ESSE 21 content with the
involvement of assessment experts Work with
teams to disseminate content via the NASA product
review, and publish content via JESSE and/or
DLESE
19
ESSE 21 Actions - Infrastructure
ESSE 21 will Organize and maintain a web
presence and content supporting the ESSE 21
community, including list serves and discussion
boards, NetMeetings, databases, mailing lists,
etc. Serve as a nucleus for discussion and
community building and extension to other
disciplines aligned with ESS interests (ie life
science, social science, applications,
technology, policy ) Create collections,
services, and modules to assist the
participants Seek ways to maximize participant
interactions, exchange and collaboration
Coordinate travel for ESSE 21 exchanges
Generate an ESS speakers list and find speakers
when required Coordinate responses to funding
opportunities and proposal solicitations
Represent ESSE 21 as a body at professional
meetings and in response to opportunities that
can extend and benefit the mission of ESSE 21
20
Call for Participation
  • ESSE21 Call for Participation seeks creative and
    innovative proposals from college and university
    teams committed to furthering ESS in the
    classroom. Proposals will be solicited which
  • Develop new lower and senior level
    undergraduate interdisciplinary courses
  • Develop and implement an interdisciplinary
    Earth system science degree program leading to a
    major or minor.
  • Develop and offer courses leading to a
    certificate program aimed at improving competency
    in Earth system topics (e.g. remote sensing,
    image processing, GIS, etc.)
  • Develop network(s) including under represented
    institutions, statewide university systems and/or
    community colleges allied with a leading
    four-year institution(s) to develop and share
    common Earth system science expertise and
    resources
  • Create new comprehensive modular Earth system
    science content which promotes the
    interdisciplinary extension of science,
    technology, engineering and mathematics
  • etc.

21
Proposal Stage
Stage 1 Institutions without existing Earth
system science course(s), seeking to develop and
share new interdisciplinary courses and content
in Earth system science. Stage 2 Institutions
already offering various courses emphasizing
Earth system science content, seeking to develop
and share additional courses with new content and
formalize their Earth system science offerings
through systemic reorientation of degree tracks,
programs and/or departments leading to options
for a minor or major in Earth system
science Stage 3 Institutions who have already
adopted Earth system science through formal
degree tracks, programs and/or departments, now
seeking to develop interdisciplinary content in
new areas leading to various degree options in
Earth system science and bringing existing
content to a level that will be mutually shared
and potentially expanded through collaborations
with other institutions such as state university
systems including community colleges
22
ESSE 21 Associate Members
ESSE 21 also seeks Associate participation
Extends opportunities to participate without
funding (e.g. government, non-US, institutions
with interest) Selected by letter proposal
Invited to all meetings, discussions, workshops
Some travel funds may be available Provides a
formal way to participate, contribute and benefit
23
Program Characteristics
Basis for selection of ESSE 21 participants -
Call for Participation (CFP) First CFP
released Sep 15, 2002, proposals due Nov 15,
2002 27 proposals submitted, 26 electronically,
representing 13 MIs USRA conducted a mail
review involving 19 ESS educators and
researchers Proposals rated on strength and
relevance of ESS approach, implementation plan,
institutional commitment, evaluation plan,
outreach opportunity, budget 12 proposals were
recommended for funding in the first 2 years of
the program - 6 in year 1, 6 in year 2.
Presented to NASA on January 30, 2003
Acceptance/regret letters e-mailed February 6,
2003 8 of 12 teams are MIs. 840K (12 x 70K)
of subawards will leverage directly an addition
600K of institutional contributions. First
team meeting June 10-13, 2003 at Morgan State
University, Baltimore Next announcement planned
for late Fall 2003
24
ESSE 21 Teams - Year 1
Caroline Davies, Kansas City, Missouri Assistant
Professor, Department of Geosciences, University
of Missouri, Kansas City Earth System Science
and the Urban Environment in Undergraduate
Curricula Barbara Gibson, Hilo,
Hawaii Assistant Professor, Department of
Geography and Environmental Studies, University
of Hawaii Teaching Global Environmental
Change from Mountain to Ocean The Ahupuaa
Way Gene Rankey, Miami, Florida Assistant
Professor, Rosenstiel School of Marine and
Atmospheric Science, University of Miami
Music of the Spheres Coastal Earth System
Science at the University of Miami Mike Taber,
Greeley, Colorado Assistant Professor, Department
of Earth Science, University of Northern
Colorado Global Change A New Upper Division
Undergraduate Majors Course Frederick Wilson,
Baltimore, Maryland Research Scientist and
Lecturer, Department of Engineering, Morgan State
University Morgan State University Earth
System and Global Change Sciences
Program Donald Wuebbles, Urbana-Champaign,
Illinois Professor and Head, Atmospheric
Sciences, University of Illinois
Urbana-Champaign Development of an
Undergraduate Major in The Earth System,
Environment and Society at the University of
Illinois
25
ESSE 21 Teams - Year 2
Ezat Heydari, Jackson, Mississippi Assistant
Professor, Department of Physics, Atmospheric and
General Science, Jackson State University Earth
System Science Education at Jackson State
University Edbertho Leal-Quiros, San Juan,
Puerto Rico Professor and Director, Scientific
Research and Development, Polytechnic Univ of
Puerto Rico Introduction to Pollution
Protection of the Earth Systems Randal Mandock,
Atlanta, Georgia Associate Professor, Department
of Physics, Clark Atlanta University Module
Development to Study Energy Balance at the
Air/Land Interface Steven Moore, Seaside,
California Associate Professor, Earth System
Science Science and Policy, Cal State Univ
Monterey Bay Systemic Systems Infusing systems
thinking throughout a 4-year undergraduate
curriculum in Earth Systems Science and
Policy Anupma Prakash, Fairbanks,
Alaska Associate Professor, Geophysical
Institute, University of Alaska
Fairbanks Introduction to Geoinformatics for
Earth System Science Education Cameron Wake,
Durham, New Hampshire Research Assistant
Professor, Institute for the Study of Earth,
Oceans and Space and Department of Earth
Sciences, University of New Hampshire Advancing
Earth System Science Education for the 21st
Century An Interdisciplinary Educational
Initiative for University Students
26
ESSE 21 Teams - Year 1 and 2 Map
27
ESSE 21 Teams, Associates and Past ESSE
Participants
28
Keys Words-Earth System Science Education
ESSE 21 Keywords
capacity building and mutual program
stimulation bottoms up, grass roots, in the
classroom collaboration, partnerships,
teaming, multifaceted reinforcement, like
minds interdisciplinary, multidisciplinary
strengths of discipline, jointly pursuing common
interests communication and exchange of
concepts involving science and sustainability
exciting science and applications involving
multidimensionality with intersecting spaces
that remained to be explored The really unique
aspect of Earth system science lies within the
problems and unexplored challenges lying within
the intersecting spaces of disciplinary interests
which remain to be addressed and and where
applications remain to be developed.
29
Summary of anticipated benefits
Partnerships. ESSE 21 will establish new,
interdisciplinary partnerships creating
communities of researchers and educators sharing
a common interest in the Earth system and
leveraging existing resources and capabilities.
Resources. ESSE 21 is important for bringing
about the renewal, extension, and restructuring
of existing resources. The Program will
facilitate the timely development of new learning
materials that ensure a firm foundation of
science principles underlying the Earth
system Reform. The Program will motivate and
contribute to systemic change from the grassroots
level in how science and education departments
and degree programs interface in structuring the
study of the Earth system Opportunities. As a
collaborative group, ESSE 21can respond to other
announcements of opportunity, extending the
NASA-based Earth system resources to new
audiences and applications.
30
Backup slides beyond this point
31
ESSE 21 Teams - Year 1 and 2 with Associates
32
Community, Content and Infrastructure(Vines,
Fruit and Trellis)
Without a common supporting infrastructure communi
ty growth is scattered, content is developed
independently and is often not available to the
rest of the community.
ESSE 21 nurtures a productive community sharing
diverse content building on a common supportive
infrastructure
33
Opportunities Continue in the 21st Century
Striving for sustainability demands analysis of
the Earth system Wealth of data for global
monitoring of the Earth from NASA missions
Opportunities for analysis and prediction
abound Pervasive use of electronic media and
communications Advancing pedagogical
effectiveness through student discovery and
creativity involving guided scientific research
Complementary focus of Science, Technology,
Engineering and Mathematics in advancing Earth
system science education Need for assessment
and evaluation
34
What has ESS taught us?
Embracing Earth system science as a concept also
reveals No individual department or program
within a university or even single university has
the expertise and interest to adequately cover
the breadth and depth required The joining of
faculty from different disciplines within and
among universities is essential for achieving the
richness that Earth system science potentially
offers to classroom education. Earth system
science must retain the strength of traditional
disciplines for understanding the complexities of
interacting processes encountered. The
challenge is to develop and offer a variety of
Earth system science courses at different
universities and colleges which meet the needs
and interests of the faculty and students at a
particular institution. The collaborative
development and sharing of diverse educational
resources will create "a whole that is greater
than the sum of the parts".
35
ESSE 21 Summary
ESSE 21, sponsored by NASA through the
Universities Space Research Association, is a
collaborative education program offering small
2-year grants to engage an interdisciplinary
community of faculty and scientists in the
development of courses, curricula and degree
programs and sharing of learning resources
focused on the fundamental understanding and
application of Earth system principles for the
undergraduate and graduate classroom and
laboratory. ESSE 21 is built on the model of the
previous ESSE Program, and aims to support and
expand an active community, foster and enrich the
grassroots development of quality shared content,
provide enabling infrastructure that supports
collaboration ESSE 21 releases an annual Call
for Participation. The first CFP resulted in 27
proposals. In February, 2003, 6 teams were
selected for Year 1 Participation and 6 teams for
Year 2. Soliciting ESSE 21 Associates at
anytime. First team meeting in Spring 2003. Next
CFP expected in Fall 2003.
36
ESSE 21 Mission Statement
engage scientists and educators in the
collaborative development and offering of courses
and learning resources focused on the
fundamental understanding and application of
Earth system and global change science in the
undergraduate classroom and laboratory
motivate and effect systemic change through
adoption of courses and curricula in Earth system
and global change science within colleges and
universities provide an infrastructure to
support collaboration of faculty and scientists
within and among educational institutions and
with NASA programs and scientists strengthen
and expand interdisciplinary Earth system and
global change science education within the
overall formal and informal education structure
of this Nation
37
Global Change Course Instructors
Ben van der Pluijm, Department of Geological
Sciences, Program Director for UC Academic Minor
in Global Change vdpluijm_at_umich.edu David
Allan, School of Natural Resources and
Environment dallan_at_umich.edu George Kling,
Department of Biology gwk_at_umich.edu Perry
Samson, Department of Atmospheric, Oceanic, and
Space Sciences samson_at_umich.edu Vincent Abreu,
Department of Atmospheric, Oceanic, and Space
Sciences abreu_at_umich.edu Bunyan Bryant,
School of Natural Resources and Environment
bbryant_at_umich.edu Mary Anne Carroll,
Department of Atmospheric, Oceanic, and Space
Sciences mcarroll_at_umich.edu Richard Ford,
Anthropology riford_at_umich.edu  Gayl Ness,
Sociology gaylness_at_umich.edu
38
Interdisciplinary concerns of Earth system science
An understanding of Earth System Science
requires both breadth and depth from the
underlying scientific disciplines Earth system
issues (climate change, biodiversity,
urbanization, etc.) remain central to mapping a
sustainable future for society Decision
making must be based upon sound scientific
characterization and understanding of the Earth
system involving many disciplines Discovery and
critical thinking must be cultivated at all
levels across disciplines Disciplinary
expertise is essential for interdisciplinary
study
39
Opportunities for additional impact and future
contributions
ESSE 21 programmatic activities will focus
discussion and expertise in areas such as
Standards-based STEM education activities
State science education initiatives
Research/education partnerships International
programs Sustainable development,
environmental issues, policy Applications and
technology related to ESS Outreach to social
science and life science communities Forum for
common and special interests
40
What is Earth System Science?
Earth system science provides a physical basis
for understanding the world in which we live and
upon which humankind seeks to achieve
sustainability Earth system science embraces
chemistry, physics, biology, mathematics and
applied sciences in transcending disciplinary
boundaries to treat the Earth as an integrated
system Earth system science has been
stimulated by the the increasing role of human
activity in global change and the capabilities of
global monitoring of the Earth from space
Earth system science seeks a deeper understanding
of the physical, chemical and biological
interactions that determine the past, current and
future states of the Earth
41
ESSE 21 Objectives - Community (cont)
ESSE 21 will Support involvement of under
represented institutions and foster capacity
building through collaboration Facilitate a
survey of the capabilities for Earth system
science and identify current strengths and areas
for expansion among under represented
institutions Assist in establishing goals and
objectives for an Earth system science program
appropriate to institutional strengths,
aspirations and needs Draw upon the broader
resources and strength of established programs
Match goals and strengths of specific under
represented institutions through teaming
arrangements with each other and established
programs
42
ESSE 21 - First Call for Participation
ESSE 21 - First Call for Participation
Released September 15, 2002 Proposals due
November 15, 2002 27 proposals submitted, 26
electronically, representing 13 MSIs USRA
conducted a mail review involving 19 ESS
educators and researchers Proposals rated on
strength and relevance of ESS approach,
Implementation plan, institutional
commitment,evaluation plan, outreach opportunity,
budget 12 proposals were recommended for
finding, the first 2 years of the program - 6 in
year 1, 6 in year 2. Presented to NASA on
January 30 Acceptance/regret letters e-mailed
February 6, 2003 First team meeting later this
Spring Next announcement Fall 2003
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