RE: paleonet GSA 2002 Session on Linking Research and Education

["Andrew Rindsberg" <arindsberg@xxxxxxxxxxxxxxx>]

D

 

This rings the death knell on funds for such partnerships for such as you and me. We've lost our window of opportunity.

 

A

-----Original Message-----
From: paleonet-owner@nhm.ac.uk [mailto:paleonet-owner@nhm.ac.uk]On Behalf Of Paul G Harnik
Sent: Wednesday, May 08, 2002 11:58 AM
To: PaleoNet@nhm.ac.uk
Subject: paleonet GSA 2002 Session on Linking Research and Education

At the 2002 Annual Geological Society of America meeting in Denver, Paul Harnik (Paleontological Research Institution; pgh3@cornell.edu) and Robert Ross (Paleontological Research Institution; rmr16@cornell.edu) will convene the following National Association of Geoscience Teachers-sponsored topical session:

Title: Geoscience Research Partnerships as a Strategy for Engaging K-16 Students and Teachers in Inquiry-Based Learning (Topical Session T39)

Session Description:

        Involving K-16 students and teachers in authentic scientific research can benefit both scientific and education communities: students and teachers get a chance to experience science first hand, and researchers are able to collect larger quantities of data than previously possible. The geosciences are ideal for such partnerships, as they capture the public imagination daily (as reflected in popular media), and many fundamental research questions remain unanswered due to the sheer magnitude of human labor that is involved to gather and synthesize the necessary data. Involving students in research is not a new idea, but has traditionally been employed only with upper-level undergraduate majors and select groups of high-achieving high school students. Integrating research and education in less traditional settings such as introductory undergraduate classes, courses for non-majors, and pre-college classrooms has recently begun to increase in frequency.  While the number of partnerships between K-16 students, teachers, and geoscientists grows, issues of educational assessment and data quality are paramount for documenting the impact research partnerships can have on either educational reform or scientific research.
                
Volunteered abstracts on projects in any phase of development are welcome additions to this session, with particular interest in issues of data quality and learning assessment.

Please contact either of us if you have any questions or suggestions.  The deadlines for abstract submission (http://www.geosociety.org/meetings/2002/) is July 16 (electronic).  We look forward to an engaging dialogue in Denver on the challenges and benefits of these research and education partnerships.

****************************************************************************

Paul G. Harnik

Educator

Paleontological Research Institution

1259 Trumansburg Road

Ithaca, NY 14850

ph: 607 273 6623 x22

email: pgh3@cornell.edu

web: www.priweb.org