evolution of a teacher professional development program that promotes teacher and student research

American Geophysical Union December 6, 2005

Evolution of a Teacher Professional Development Program that Promotes Teacher and Student Research

Evolution of a Teacher Professional Development Program that Promotes Teacher and Student Research

Stephen M. Pompea, Steven M. Croft,and Catharine D. Garmany

Public Affairs and Educational Outreach DepartmentNational Optical Astronomy Observatory

Tucson Arizona

Stephen M. Pompea, Steven M. Croft,and Catharine D. Garmany

Public Affairs and Educational Outreach DepartmentNational Optical Astronomy Observatory

Tucson Arizona


Kitt Peak National ObservatoryKitt Peak National Observatory


TLRBSE Research ProjectsTLRBSE Research Projects

SolarMagneticFields

Study howmagnetic fieldscreate featureson the solarsurface!

Spectroscopyof Giant andSupergiantVariableStarsProbe the strangebehavior ofirregular variablestars!

AGNSpectroscopy

Uncover themysteries of

distant galaxies!

NovaSearch

Discover flaringnovae in nearby

galaxies!


Professional Development for Teachers:Research Experiences Aid Retention and Renewal

Professional Development for Teachers:Research Experiences Aid Retention and Renewal


Evolution of a Teacher/Student Research Program at NOAO

Evolution of a Teacher/Student Research Program at NOAO

• Research Based Science Education ( almost 10 years ago, 3 telescopes)

• Teacher Leaders in RBSE (start 5 years ago, add another telescope plus mentoring and retention component)

• Teacher Observing Program (start 2 years ago, add travel and science fair)

• Spitzer Teacher/Student Research program (start 1 year ago, add an infrared space telescope)

• Large Synoptic Survey Telescope (expand audience and data sets)

• Research Based Science Education ( almost 10 years ago, 3 telescopes)

• Teacher Leaders in RBSE (start 5 years ago, add another telescope plus mentoring and retention component)

• Teacher Observing Program (start 2 years ago, add travel and science fair)

• Spitzer Teacher/Student Research program (start 1 year ago, add an infrared space telescope)

• Large Synoptic Survey Telescope (expand audience and data sets)


Spitzer Space TelescopeResearch Program for Teachers

Spitzer Space TelescopeResearch Program for Teachers

• 37 applicants-12 chosen

•Workshop at NOAO

•Workshop at AAS meeting

• Second cohort being selected

• 37 applicants-12 chosen

•Workshop at NOAO

•Workshop at AAS meeting

• Second cohort being selected


Three Day Workshop in Tucson in November, 2004

Three Day Workshop in Tucson in November, 2004


Teachers and Students Doing Research: More Questions than Answers

Teachers and Students Doing Research: More Questions than Answers

•What is real (authentic) research?

•Must teachers be involved in all aspects?

•How can it be brought to the classroom?

•How can we make major strides in content and process?

•How frustrating should the authentic research experience be?

•What is real (authentic) research?

•Must teachers be involved in all aspects?

•How can it be brought to the classroom?

•How can we make major strides in content and process?

•How frustrating should the authentic research experience be?


Teachers and Scientists: Two CulturesTeachers and Scientists: Two Cultures

•Different vocabulary (research, proposal or grant application)

•Different demands on time

•Role of criticism different

•Different vocabulary (research, proposal or grant application)

•Different demands on time

•Role of criticism different


More QuestionsMore Questions

•How can we evaluate and publish student research?

•What is the model for teachers on research teams? Equals (e.g. grad. students) or teacher VIPs?

•What is the mix of the mentoring team at NOAO?

•How can we evaluate and publish student research?

•What is the model for teachers on research teams? Equals (e.g. grad. students) or teacher VIPs?

•What is the mix of the mentoring team at NOAO?


AnswersAnswers

•We have a good model at NOAO, but

•You must rely on program operational (practical) answers.

•Answers are largely goal driven. (e.g. How hard should medical school be?)

•We have a good model at NOAO, but

•You must rely on program operational (practical) answers.

•Answers are largely goal driven. (e.g. How hard should medical school be?)


Non-answersNon-answers

• If you meet the Buddha on the road …

•Rilke: We must live the questions …These are important questions that must be grappled with.

• If you meet the Buddha on the road …

•Rilke: We must live the questions …These are important questions that must be grappled with.


Designing a Research Program for Teachers:Avoiding an Impedance Mismatch

Designing a Research Program for Teachers:Avoiding an Impedance Mismatch

Little things make the difference!


ConclusionConclusion

•NOAO has a robust program for teacher/student research

•We are always trying something new

• Focus on value-added for the teacher and classroom

•Our answers are not “the” answers, but might apply to other research organizations

•NOAO has a robust program for teacher/student research

•We are always trying something new

• Focus on value-added for the teacher and classroom

•Our answers are not “the” answers, but might apply to other research organizations

evolution of a teacher professional development program that promotes teacher and student research

Documents