I am delighted and honored to have been named a 2018-2019 Fulbright Scholar. Through the generous support of a Core Fulbright U.S. Scholar Grant, I will travel to Germany in the upcoming 2 years to collaborate with researchers at the IPN Leibniz Institute for Science and Mathematics Education at the University of Kiel and the Centre for International Student Assessment (ZIB) at the Technical University of Munich (TUM), Germany, to conduct analyses on data from the 2015 administration of the The Programme for International Student Assessment (PISA). As an integrated research/teaching project, I will not only have the opportunity to conduct PISA-focused research, but also engage in graduate and undergraduate teaching at one or both institutions. This is truly a once-in-a-lifetime experience, both professional and personal, and I am grateful for the support of the Fulbright Program and the German-American Fulbright Commission. A special thanks to Knut Nuemann and Anja Schiepe-Tiska, as well as colleagues and administrators at the University of Nebraska-Lincoln, for paving the way for me to pursue this work.
This past year, the E2FEW project has benefited tremendously from contributions of undergraduate research assistants supported through UNL’s Undergraduate Creative Activities and Research Experience (UCARE) program. Over the course of the past 12 months, the UCARE program has funded 4 undergraduate students to collect and analyze data, as well as disseminate project activities and research findings, in collaboration with the E2FEW project team. We are very thankful for the hard work of Holly White, Brooke Mott, Lexy Polivanov, and Saleh Husseini to videorecord CASNR classes, score student work, run stats, and develop posters for sharing our project work with the UNL community. We look forward to Holly and Brooke continuing their work this year as part of the E2FEW project team and Forbes group!
This summer, the Forbes team attended and presented at the 2018 Earth Educators’ Rendezvous on the campus of the University of Kansas in Lawrence, KS. As part of the conference, I had the unique opportunity to co-plan and co-facilitate a 3-day workshop – Advancing Transdisciplinary Dialogue in Geoscience Education Research – with my colleague Caitlin Callahan. The objective of the workshop was to advance research around grand challenges associated with teaching about the Earth in the context of societal issues. Attended by nearly 40 participants, the workshop was highly engaging for all involved. Many thanks to our participants and invited speakers: Laura Zangori, Anne Egger, Steve Semken, and Donna Charlevoix.
The Rendezvous also afforded the opportunity to present work from the WELL project and NC-FEW.
Forbes, C.T., Scherer, H., Li, C., Millenbah, K., Sintov, N., & Wang, H-H. (2018, July). Building a National Collaborative for Food, Energy, and Water Education (NC-FEW): Insights from a national conference. Poster presented at the Earth Educators Rendezvous (EER), Lawrence, KS.
Lally, D., Forbes, C.T., McNeal, K., & Soltis, N. (2018, July). National Survey of Geoscience Teaching Practices 2016: Current trends in geoscience instruction of scientific modeling and systems thinking. Presentation at the Earth Educators Rendezvous (EER), Lawrence, KS.
Petitt, D., Lally, D., Forbes, C.T., Brozovic, N., & Franz, T. (2018, July). Water in society: undergraduate learning and reasoning about socio-hydrological issues. Paper presented at the Earth Educators Rendezvous (EER), Lawrence, KS.
It was wonderful to engage with the geoscience education community and spend time on the KU campus. As always, Rock Chalk, Jayhawk!
For the past year, I have been fortunate to be involved in an NSF-funded endeavor to identify and articulate grand challenges driving geoscience education research in the years to come. The resulting product is a community framework for geoscience education research, which is freely-accessible to anyone with interests in this domain. I served on a working group for one of the 10 strands focused on teaching about the Earth in the context of societal issues, a summary of which can be found in published form here.
Teasdale, R., Scherer, H., Holder, L., Boger, R., & Forbes, C.T. (2018). Research on teaching about Earth in the context of societal problems. In K. St. John (Ed.), Community Framework for Geoscience Education Research (pgs. 49-60). National Association of Geoscience Teachers. Retrieved from https://doi.org/10.25885/ger_framework/5.
Many thanks to Kristen St. John and the other PIs for leading this effort!
It was a big summer of transition in the Forbes team, with team members moving on to next steps and new team members coming on board. Congrats to newly-minted Ph.D. Tina Vo who will begin a tenure-track position at UNLV as an Assistant Professor of Science Education in August. Dante Cisterna, UnICORN project postdoc, is also starting a new position at ETS in July. Destini Petitt completed her M.S. in the School of Natural Resources and will begin doctoral studies in the Dept. of Geography and Earth Sciences at the University of North Carolina-Charlotte. Ashley (McKenzie) Sutter (formerly Peterson), will leave us for a second time to return to her position with USDA. And, finally, Florian Böschl, doctoral student at the University of Leipzig in Germany, will return home after a summer in Lincoln. We wish them all the best!
Joining the team are two new SNR doctoral students, Amie Sommers and Kim Carroll-Steward, undergraduate research assistant Brooke Mott, and incoming postdoctoral researcher Ranu Roy, who recently completed her Ph.D. at Indiana University. They join a fantastic continuing group of team members, including SNR doctoral student Diane Lally, postdoc Devarati Bhattacharya, and undergraduate research assistants Holly White, Isabella Catalano, and Nancy Theodor.
In June, the WELS2 project team held our second 1-week workshop for more than 45 Nebraska middle- and high school science teachers from over a dozen school districts at the University of Nebraska-Lincoln Innovation Campus. Building on the previous summer workshop, teachers learned groundwater quality sampling techniques, used a computer-based, data-driven water balance model to explore regional water challenges, toured the Nebraska Water Sciences Laboratory, and developed curricular resources to use these tools in their own classrooms. Teachers also had the opportunity to participate in the workshop as part of a UNL graduate course – SCIL 800 Experiential Learning in Food, Energy, & Water II. A special thanks goes out to colleagues Trenton Franz, Dan Snow, and Dana Divine for working with teachers to utilize extraordinary UNL resources and tools, as well as to Tina Vo and Kate Gibson for helping plan and coordinate the workshop. We greatly appreciate funding from the USDA-NIFA PD-STEP program and Improving Teacher Quality (ITQ) grant program through the Nebraska Coordinating Commission for Postsecondary Education, both of which have made this program possible.
Congrats to Ashley (McKenzie) Sutter for publication of her thesis work in the International Journal of Science Education. Utilizing value belief norm (VBN) theory and construal level theory (CLT), the study explores how undergraduate students reason and make decisions about prairie dog conversation issues. The research, which was conducted in the SCIL 101 course (Science and Decision-Making for a Complex World), is grounded in the use of structured-decision making as a teaching and learning strategy in large enrollment, undergraduate STEM courses. Findings from the study illustrate the interrelationships between students’ values, problemmatization of the issue, and science-informed decision-making.
Sutter, A.M., Dauer, J.M., & Forbes, C.T. (2018). Construal level and value-belief norm theories: Implications for undergraduate decision-making on a prairie dog socio-scientific issue. In International Journal of Science Education, 40(9), 1058-1075.
Over the past two years, I have been working with an amazing group of colleagues to cultivate and establish a transdisciplinary community of educators and education researchers who focus on the Food-Energy-Water-Nexus. In May, we were fortunate enough to be able to take the next major step forward in this endeavor. Through funding through the USDA-NIFA Higher Education Challenge grant program, APLU’s Network of STEM Education Centers Research Action Cluster grant program, the University of Nebraska-Lincoln, and Virginia Tech, we were able to hold an invited conference with nearly 50 participants from over 40 U.S. and international institutions. The conference – Innovating Teaching and Learning in the Food-Energy-Water-Nexus: Toward a National Collaborative for Food, Energy, & Water Systems Education (NC-FEW) – was held May 22-23 in the Washington, D.C. metro area at the Virginia Tech Executive Briefing Center. Conference participants had opportunities to share their research and engage with colleagues from a diverse array of disciplinary backgrounds (education, STEM disciplines, agriculture, natural resources) to articulate and shape discourse around a systemic approach to FEW-Nexus education and education research. We benefited tremendously from insights of invited speakers, including INFEWS program officers Rachel Melnick (USDA-NIFA) and Tom Torgersen (NSF), Kacy Redd (APLU/NSEC), and Jeff Weld (White House Office of Science and Technology Policy). A special thanks to Co-PIs and conference planning committee members Hannah Scherer, Hui-Hui Wang, Nicole Sintov, and Kelly Millenbah for helping plan and facilitate the conference, as well as staff from the UNL Center for Science, Math, and Computer Education (CSMCE). We look forward to next steps advancing the goals and priorities of this developing network.
The Forbes team attended the 2018 annual meetings of the National Association for Research in Science Teaching (NARST), held March 10-13 in Atlanta, GA, the National Science Teachers Association (NSTA), held March 15-18 in Atlanta, GA, and the American Educational Research Association (AERA), held in New York City. We had the opportunity to present an array of findings from the WELL, MoHSES, UnICORN projects.
Bhattacharya, D., Forbes, C.T., Ingram, E., Hawley, L., Stevens, J. & Cisterna, D. (2018, March). Developing 3rd-grade students’ understanding of inheritance using a model-based curriculum. Paper presented at the annual meeting of the National Association of Research in Science Teaching (NARST), Atlanta, GA.
Bhattacharya, D., Forbes, C.T., Ingram, E., Hawley, L., Stevens, J. & Cisterna, D. (2018, March). Supporting scientific modeling practices in elementary science instruction about inheritance. Poster presented at annual meeting of the National Association of Research in Science Teaching (NARST), Atlanta, GA.
Bhattacharya, D., Ingram, E., Forbes, C., Cisterna, D. (2018, March). Using agriculture as a context for teaching genetics in elementary classrooms: Insights from UnICORN (Understanding Inheritance in CORN). Paper presented at the annual meeting of the National Science Teachers Association (NARST/NSTA sponsored session), Atlanta, GA.
Böschl, F., Vo, T., Forbes, C.T., Lange-Schubert, K., (2018, March). Development of an empirically grounded learning performance framework for elementary students’ modeling competency of water. Paper presented at the annual meeting of the National Association of Research in Science Teaching (NARST), Atlanta, GA.
Cisterna, D., Bhattacharya, D., Vo, T., Zangori, L., & Forbes, C.T., (2018, March). Examining multiple programs to supporting K-12 teachers’ instruction about water using scientific models. Submitted to the National Association of Research in Science Teaching (NARST), 2018 Annual International Conference, Atlanta, GA.
Lally, D., Dauer, J.M., Forbes, C.T., (2018, March). Helping undergraduate students’ CREATE understanding of scientific and popular media articles about contemporary water issues. Poster presented at the annual meeting of the National Association of Research in Science Teaching (NARST), Atlanta, GA.
Lally, D., Forbes, C.T., (2018, March). Water in society: Making water issues matter to undergraduate students. Session presented at the annual meeting of the National Science Teachers Association (NSTA), Atlanta, GA.
Petitt, D., Lally, D., Forbes, C.T., Brozovic, N., & Franz, T. (2018, March). Undergraduate students’ learning and reasoning about socio-hydrological issues. Poster presented at the annual meeting of the National Association of Research in Science Teaching (NARST), Atlanta, GA.
Vo, T., Bhattacharya, D., Baumfalk, B., Zangori, L., Welch, G., Forbes, C., (2018, April). Examining the impact of a modeling enhanced water unit on 3rd grade students’ scientific explanations. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York City, NY.
Vo, T., Forbes, C.T., (2018, March). A mixed methods comparison of elementary students’ model based explanations about water. Paper presented at the annual meeting of the National Association of Research in Science Teaching (NARST), Atlanta, GA.
For the second consecutive year, Sara Cooper, Science Education Director at the Nebraska Department of Education, and I had the distinct pleasure of welcoming science teachers, administrators, university faculty, and policymakers from around the state at the Nebraska K-12 Science Education Summit. This year’s event featured a workshop on the Next Generation Science Standards, invited talks by Dr. Phil Bell, Professor and Shauna C. Larson Chair in Learning Sciences at the University of Washington, and Dr. Christine Cutucache, Associate Professor and Haddix Community Chair of Science at the University of Nebraska-Omaha, as well as nearly 40 presentations of innovative science education curricula, resources, and other programs. Co-sponsored the Nebraska Department of Education, IANR Science Literacy, NebraskaSCIENCE, the Center for Science, Mathematics, and Computer Education, Nebraska 4-H, and the Nebraska Collaborative for Food, Energy, & Water Education, the 2017 Summit drew over 250 participants and showcased the recent adoption of Nebraska’s new state science standards. Be sure to check out media coverage from UNL and ABC Channel 8 KLKN-TV.