Susan Lynds

Reef-Scale Thermal Stress Monitoring of Coral Ecosystems: New 5-km Global Products from NOAA Coral Reef Watch

The U.S. National Oceanic and Atmospheric Administration (NOAA) Coral Reef Watch (CRW) program has developed a daily global 5-km product suite based on satellite observations to monitor thermal stress on coral reefs. These products fulfill requests from coral reef managers and researchers for higher resolution products by taking advantage of new satellites, sensors and algorithms. Improvements of the 5-km products over CRW’s heritage global 50-km products are derived from: (1) the higher resolution and greater data density of NOAA’s next-generation operational daily global 5-km geo-polar blended sea surface temperature (SST) analysis; and (2) implementation of a new SST climatology derived from the Pathfinder SST climate data record. The new products increase near-shore coverage and now allow direct monitoring of 95% of coral reefs and significantly reduce data gaps caused by cloud cover. The 5-km product suite includes SST Anomaly, Coral Bleaching HotSpots, Degree Heating Weeks and Bleaching Alert Area, matching existing CRW products. When compared with the 50-km products and in situ bleaching observations for 2013–2014, the 5-km products identified known thermal stress events and matched bleaching observations. These near reef-scale products significantly advance the ability of coral reef researchers and managers to monitor coral thermal stress in near-real-time.

Making Earth Science Data Accessible and Usable in Education

The Earth Exploration Toolbook provides instructions on accessing and analyzing Earth science data to explore scientific concepts and issues. To enable responsible decision-making in the future and to ensure the development of the next generation of scientists, students must develop the skills that enable them to explore scientific questions, assess the results of scientific research, and draw and communicate conclusions to others. These skills are essential as society faces science and engineering challenges, including the need to understand and respond to the impacts of changes in Earths climate.

Peer-Review of Digital Educational Resources—A Rigorous Review Process Developed by the Climate Literacy and Energy Awareness Network (CLEAN)

ABSTRACT Educators seek to develop 21st century skills in the classroom by incorporating educational materials other than textbooks into their lessons, such as digitally available activities, videos, and visualizations. A problem that educators face is that no review process similar to the formal adoption processes used for K–12 textbooks or the college-textbook review process exists for these types of online educational resources. However, educators need authoritative high-quality digital teaching materials. The scientific journal peer-review system offers a well-established model to adapt to the requirements of a peer review of educational materials. In this paper, we review ten review processes developed to evaluate digital geoscience educational resources and focus in detail on a rigorous iterative peer-review process recently developed by the Climate Literacy and Energy Awareness Network (CLEAN) project. This process builds upon existing efforts and emphasizes the “curation” of a digital collection that addresses the Essential Principles of Climate Literacy and the Energy Literacy Principles. Providing educators with thoroughly reviewed educational materials is especially important for fast changing, societally important, and sensitive areas such as climate and energy science.

Geoscience Data for Educational Use: Recommendations from Scientific/Technical and Educational Communities

ABSTRACT Access to geoscience data has been difficult for many educators. Understanding what educators want in terms of data has been equally difficult for scientists. From 2004 to 2009, we conducted annual workshops that brought together scientists, data providers, data analysis tool specialists, educators, and curriculum developers to better understand data use, access, and user-community needs. All users desired more access to data that provide an opportunity to conduct queries, as well as visual/graphical displays on geoscience data without the barriers presented by specialized data formats or software knowledge. Presented here is a framework for examining data access from a workflow perspective, a redefinition of data not as products but as learning opportunities, and finally, results from a Data Use Survey collected during six workshops that indicate a preference for easy-to-obtain data that allow users to graph, map, and recognize patterns using educationally familiar tools (e.g., Excel and Google Earth).

Arctic Climate Connections Curriculum: A Model for Bringing Authentic Data Into the Classroom

ABSTRACT Science education can build a bridge between research carried out by scientists and relevant learning opportunities for students. The Broader Impact requirements for scientists by funding agencies facilitate this connection. We propose and test a model curriculum development process in which scientists, curriculum developers, and classroom educators work together to scaffold the use of authentic, unprocessed scientific data for high school students. We outline a three-module curriculum structure that facilitates these goals. This curriculum engages students in the collection, description, visualization, and interpretation of data; develops understanding of the nature of science; includes prompts to develop higher-order thinking skills; builds knowledge of regional relevance of climate change in students; uses active learning techniques; and can be easily integrated with the Next Generation Science Standards. The curriculum was reviewed and tested in the classroom. To shed further light on the curriculum development process, we gathered reflection data from the scientists, curriculum developers, and educators. Scientists appreciated the collaborative process in which they contributed their expertise without requiring a large time commitment or strong expertise in science education. The curriculum developers viewed the modular structure as helpful in breaking complicated scientific concepts into teachable steps. Classroom educators appreciated the detailed description and step-by-step instructions to navigate data analysis tools like Excel or Google Earth. Initial classroom implementation of the curriculum by 11 teachers with over 1,100 students showed high levels of interest in the topic and engagement. Further work is needed to assess efficacy of the curriculum through classroom observations and measures of student learning.