Sharing the Message of Global Change Through Multimedia, Vertically Integrated Outreach Curriculum

该项目正在开发一个基于网络的课程，介绍气候变化对不同地区的影响。这是PI目前正在实施的针对研究生、本科生和K-12学生的教育计划的扩展。新课程是基于PI在阿拉斯加北极、圣地亚哥地中海型生态系统和墨西哥拉巴斯沙漠的研究地点收集的近乎实时的生态生理学数据。新课程强调了气候变化的重要性，科学数据和概念在现实世界中的应用，以及一个地区的气候事件（如厄尔尼诺事件）如何影响其他地区的气候变化（如北极振荡）。通过nsf赞助的GK-12“小学科学社区合作伙伴关系”（PISCES）项目，数量有限的网络课程正在早期开发中。目前的项目不仅通过增加在线组件和结构来加强现有课程，而且还提高了教师和家长的内容知识，覆盖了更多的公众受众，并影响了本科生态学课程。课程的目的是更有活力，与全球变化研究和项目信息的其他来源的联系更紧密，并使用户范围更广。本项目将使用的数据包括温度、降水、碳通量、土壤湿度、土壤辐射、风速和风向、蒸散发、土壤和空气温度。课程获取和项目成果将通过以下方式传播：(1)课堂和公众使用的可上网课程课程；(2)不同地区学生之间的视频会议；(3)“科学之夜”为社区和家长提供了解全球变化的机会；(4)举办一系列公开讲座，向教师和社会人士介绍课程；(5)让学生参与圣地亚哥州立大学的两个本科生态学课程，并对课程进行改进；(6)在阿拉斯加州巴罗、加州圣地亚哥和墨西哥拉巴斯的中心社区地区（遗产或社区中心、学校或博物馆）安装带有联网计算机的独立式交互式信息亭。利用圣地亚哥州立大学、圣地亚哥县教育办公室、北坡区学区和东北生物研究中心（CIBNOR）的设施，通过视频会议的研讨会在阿拉斯加和拉巴斯的K-8教师和学生中取得了很大的成功。该项目的基于web的组件提供了一种通用的方法，可以接触到地理上不同的目标受众，也可以接触到全球的其他受众。

This project is developing a Web-based curriculum about how different regions are affected by climate change. It is an expansion of education programs currently being implemented by the PI, which target graduate, undergraduate, and K-12 students. The new curriculum is based on the near-real-time ecophysiological data being collected at the PI's research sites in arctic Alaska, San Diego's Mediterranean-type ecosystem, and the La Paz desert in Mexico. The new curriculum highlights the importance of climate change, the real-world application of scientific data and concepts, and how climatic events in one region (e.g., El Nino events) affect climate change in other regions (e.g. arctic oscillations). Through the NSF-sponsored GK-12 "Partnerships Involving the Scientific Community in Elementary Schools" (PISCES) Project, a limited number of Web-based lessons are in early development. The current project is not only enhancing existing lessons with additional on-line components and structure, but also improving teacher and parent content knowledge, reaching a larger public audience, and impacting undergraduate ecology courses. The curriculum is designed to be more dynamic, more intensive in its links to additional sources of global change research and project information, and to reach a broader spectrum of users. Data to be used in this project include temperature, precipitation, carbon flux, soil moisture, soil radiation, wind speed and direction, evapotranspiration, and soil and air temperatures. Access to the curriculum and the results of the project will be disseminated through (1) Internet-accessible curriculum lessons for classroom and public use; (2) videoconference feeds between students in different regions; (3) "science night" opportunities for the community and parents to learn about global change; (4) a public lecture series introducing the curriculum to teachers and the community; (5) involvement of students in two undergraduate ecology classes at San Diego State University with enhancements to the curriculum; and (6) freestanding, interactive kiosks with Internet-connected computers to be installed at central community areas (heritage or community centers, schools, or museums) in Barrow, Alaska, San Diego, California and La Paz, Mexico. Workshops via videoconference have been highly successful in the past at reaching K-8 teachers and students in Alaska and La Paz, utilizing facilities at San Diego State University, the San Diego County Office of Education, the North Slope Borough School District, and the Centro de Investigaciones Biologicas del Noroeste (CIBNOR). The Web-based component of the project provides a versatile means of reaching the geographically diverse intended audience, as well as potentially reaching other audiences around the globe.