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- CBNERR Publications (4)
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Articles 1 - 8 of 8
Full-Text Articles in Education
Using Long-Term Data From Antarctica To Teach Ocean Acidification, Patrica S. Thibodeau
Using Long-Term Data From Antarctica To Teach Ocean Acidification, Patrica S. Thibodeau
VIMS Articles
There is a mystery to be solved! This lesson plan asks students to identify the Who, What, When, Where, Why, and How of ocean acidification (OA). Global oceans have absorbed approximately a third of the CO2 produced by human activities, such as burning of fossil fuels, over the past decade (Sabine et al. 2004). This accumulation of CO2 in the ocean has lowered average global ocean pH and decreased the concentration of carbonate ions (CO/ ) (Fabry et al. 2008). As a result of this OA, the carbonate chemistry of the global ocean is rapidly changing and affecting marine organisms …
Assessing Short-Term Learning And Long-Term Impacts Of Non-Formal Education Programs, Mallory Munden, Sarah Nuss
Assessing Short-Term Learning And Long-Term Impacts Of Non-Formal Education Programs, Mallory Munden, Sarah Nuss
VIMS Articles
Non-formal education programs, such as summer camps, offer opportunities for immersive learning and increased experiential science. Summer camps at the Chesapeake Bay National Estuarine Research Reserve in Virginia provide hands-on marine science experiences for 1st–8th grade students. This article assesses the short-term learning gains and long-term impacts of attending a marine science summer camp. Across all age groups, there is evidence of short-term learning, high numbers of new experiences for campers, and increased scientific confidence in many campers. The longitudinal study revealed that these impacts may last until at minimum college, influencing career choice, extracurricular activities, and course enrollment.
Assessing Resiliency In The Face Of Sea-Level Rise, Kristen Sharpe, Sarah Nuss
Assessing Resiliency In The Face Of Sea-Level Rise, Kristen Sharpe, Sarah Nuss
VIMS Articles
The ocean is inextricably linked to human societies. Climate change and its associated impacts to the aquatic environment pose problems for human communities as well. It is important for students and citizens to understand the changes they can expect to see on a local level, and prepare to respond to those impacts due to climate change. In this lesson, high school earth science students participate in a mock “stakeholder meeting” activity, where they role-play as land planners, emergency responders, and watermen, using climate change projections and county elevation information to create resilience plans for their communities in the year 2050.
Integrating Technology Into Science Field Investigations, Sarah Nuss
Integrating Technology Into Science Field Investigations, Sarah Nuss
VIMS Articles
One of the most valuable results of environmental education is the clear association between understanding of STEM (science, technology, engineering, and math) concepts after participation in outdoor programs, as outlined in the National Science Foundation’s Environmental Science and Engineering for the 21st Century report (NSF, 2000). One component of STEM is technology. Technology can assist in “problem solving, consensus building, information management, communication, and critical and creative thinking”, the main goals and missions of environmental education as stated by the NSF report. These tools allow students to participate in science as a scientist would. By using appropriate technology, and developing …
Understanding Changes In Seagrass Communities, Sarah Nuss, Celeste Venolia
Understanding Changes In Seagrass Communities, Sarah Nuss, Celeste Venolia
VIMS Articles
Seagrass is an incredibly valuable habitat in the Chesapeake Bay. Students will use mock seagrass patches, modeled after a research transect along Goodwin Island, Virginia, to analyze change in seagrass percent cover during, and following, a major die-off event in 2010. Students also analyze water quality graphs from the same time period to help them determine why the die-off may have occurred.
Enhancing Climate Education For A Changing Chesapeake Bay, Sarah Nuss, Jacklyn Beck
Enhancing Climate Education For A Changing Chesapeake Bay, Sarah Nuss, Jacklyn Beck
VIMS Articles
The Chesapeake Bay National Estuarine Research Reserve in Virginia (CBNERR), located at the Virginia Institute of Marine Science (VIMS), coordinates Climate Education for a Changing Bay (CECB), a program providing meaningful watershed educational experiences (MWEEs) that are fully integrated and systemic into the classroom curriculum for ninth grade students in Gloucester and Mathews County, Virginia. CECB also provides interrelated professional development opportunities for teachers in the region. The overall objective of CECB is to improve climate literacy within local high schools by advancing the use of locally relevant environmental data and information in classroom curriculum, field experiences, and professional teacher …
Integrating Research And Education With Public Outreach At Coastal Laboratories, John D. Milliman
Integrating Research And Education With Public Outreach At Coastal Laboratories, John D. Milliman
VIMS Articles
Coastal marine and Great Lakes laboratories increasingly are asked to provide both advisory and educational outreach to the general (and often specific) public. To facilitate this interchange, basic and applied research must be more integrated with advisory services, with care taken to present facts and concepts, not opinions or advocacy. Moreover, outreach efforts should be proactive, not reactive. With the rapid expansion of telecommunications, such as electronic mail and teleconferencing, outreach can optimize the links between education and research. Public outreach also gives graduate students an opportunity to utilize practical applications and interpretations of marine science, thus providing valuable experience …
Biology At The College Of William And Mary Before The War Between The States, Donald W. Davis
Biology At The College Of William And Mary Before The War Between The States, Donald W. Davis
VIMS Articles
Like nearly all of the current subjects of instruction at the College of William and Mary, Biology naturally traces back into departments under other names. Meager as must have been the teaching during the early years in any of the fields specifically mentioned in the Charter granted in 1693 by the British sovereigns, certainly some matter within our :present field was contemplated in the listing of objects mentioned in the preamble of the Charter: " ... to the end ... that the youth may be piously educated in good letters and manners .. . to make, found and establish a …