EnvironMentors Chapter Core Program Expectations 2011-12 Academic Year NCSE-supported EnvironMentors chapter host universities must be a dues paying member to at least one of NCSE's membership programs including the University Affiliates Program, Council of Environmental Deans and Director (CEDD), Council of Energy Research and Education Leaders (CEREL), Association for Environmental Studies and Sciences (AESS). In addition, NCSE EnvironMentors chapters commit to the following goals, strategies, and activities. Essentials 1. Foster the EnvironMentors mission at your chapter to "mentor and motivate students underrepresented in the sciences as they plan and conduct environmental science research projects and acquire the skills that will allow them to build careers and to become more active stewards of their communities and the environment". 2. Support a one- to-one mentoring program. 3. Plan an EnvironMentors program delivery model to take place over an at least 8-month program period (8 months is considered the minimal time period for students to establish a lasting bond with their mentor, and conduct a rigorous environmental science project including experimental research). 4. Aim for at least 15 students to complete the program by presenting projects at chapter fairs for existing chapters; and at least 12 students completing the program by presenting projects at chapter fairs for new chapters. Planning 5. Assemble a chapter team including one director, at least one coordinator and at least one teacher before the start date of the chapter's program season. 6. Develop an Annual Chapter Plan and Program Calendar before the start date of the chapter's program. 7. Integrate new technologies into chapter programming. a. Develop a list of field-based technology tools to support your students’ field research (funds for purchasing these technology tools provided on cost reimbursement basis). b. Participate in an initial individual consultation in using the EM Online Community. c. Support students and mentors in uploading personal profiles and project topic information on the community website. d. Maintain your chapter community website with pertinent information to communicate to your students, mentors, and other chapter participants.
8. Integrate college access/success into programming. a. Participate in an initial consultation regarding partnerships with college access programs at your university campus and local community and with National Office and consultant Dr. Tia McNair, from American Association of Colleges and Universities. Participation 9. Ensure that at least one representative participates in the EnvironMentors Preseason Planning Workshop, September 10, 2011 in Estes Park, Colorado. 10. Participation of at least one representative per chapter in EM monthly webinars and/or conference calls. Administration 11. Provide timely delivery of chapter reports listed below. a. Chapter director, coordinator, and teacher contact information (September) b. List of students’ first/last names, contact information, and demographics (September/October) c. List of mentors’ first and last names, contact information, and affiliation (September/October) d. List of student-mentor pairings (October) e. List of students’ general project topics (October/November) f.
List of student names completing the program and presenting projects at chapter fairs (April)
g. List of student names, project titles, and abstracts for students competing at the National EnvironMentors Fair (May) h. EM Student Drop Forms for any student who leaves the program (Ongoing) 12. Follow through on communications with national EM office, including timely response to e-mails, phone calls, scheduling of monthly chapter support calls, and RSVPs for webinars and conference calls.
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EnvironMentors Chapter Research and Evaluation Expectations 2011-12 Academic Year NCSE EnvironMentors chapters commit to the following research and evaluation strategies, and activities. Chapters: 1. Obtain parental permission slips from all participating students under the age of 18. 2. Administer Pre Program Student Surveys and send completed surveys and parental permission slips to Colorado State University within 4 weeks of program start date. 3. Actively cooperate with the EnvironMentors Research and Evaluation team in scheduling student focus groups when called upon. 4. Actively assist EM National Office in collecting student longitudinal data by providing current student and student alumni contact information within 2 weeks of program start date. 5. Administer and submit Post Program Surveys to Colorado State University within 2 weeks of conclusion of the program season. 6. Take EnvironMentors Core Capacity Assessment Tool (online survey instrument to assess chapter capacities). 7. Complete and submit Chapter Post Program Surveys to EM National Office. 8. Participation of top three winning students and at least one chapter representative in end of year focus groups, held in conjunction with National Fair and Awards Ceremony.
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Core EnvironMentors Activities ACTIVITY EnvironMentors Orientation Event
DESCRIPTION The Orientation Event is traditionally an upbeat and fun event to provide an opportunity for students and mentors to meet one another for the first time, learn more about the program, and consider whom they might like to work with as a mentor or mentee.
TIME FRAME September
Kick Off Event
The Kick Off Event introduces students and mentors for the first time in a non-threatening, group setting. Student-Mentor Manuals will be distributed and each mentor-mentee pair will work through the Getting to Know You pages and submit completed Student Mentor Commitment Forms.
September/October
Mentor/Mentee Training Workshop
This workshop will provide a deeper understanding of the roles of mentors, the fundamentals of a mentoring relationship, and review the program calendar and expectations.
September/October
EnvironMentors Meetings
EnvironMentors meetings are where students receive the EnvironMentors curriculum, workshops, events, or meet with their mentors. It is best to have EnvironMentors meetings at least once a month, in a place that has the necessary resources needed for that meeting (i.e. computers with internet access for research).
Throughout the Year
Scientific Method and Project Design Workshop
The project design workshop will give students a greater understanding of the scientific method. Students will learn the difference between independent, dependent, and controlled variables, as well as experimental methods, sampling techniques and create a materials list.
November
Scientific Writing Workshop
This workshop is to familiarize your students with proper scientific writing techniques. Students will receive tools for best conveying their data, conclusion and discussion.
November
Background Research Workshop
This workshop will review the process of conducting a Literature review and annotated bibliography, including primary and secondary sources of information and citation guidelines.
December
Experimental Methods Workshop
The experimental method workshop will present tools to help students develop a detailed materials list, and replicable experimental procedure. Students will also learn how to accurately collect, record and interpret scientific data.
February
Lesson Planning and Presentation Skills Workshop
This workshop will equip students with skills for writing/implementing lesson plans for elementary school students and presenting to fair judges to prepare students for their elementary school and fair presentations. The workshop should address everything from project display to proper presentation attire.
April
Chapter Fair
The Chapter Fair represents the culminating event and ceremony for your students and mentors. Top three students from each chapter will go on to compete for college scholarship at the National EnvironMentors Fair in Washington, DC.
April
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Chapter Director’s Role The Chapter Director plays a lead role in organizing EnvironMentors at your university, developing ties with other colleges and departments on campus, developing the partnership with a local high school and teacher, recruiting mentors, and building additional financial and inkind support for the chapter within the university and community. The Chapter Director can be a faculty or staff member, or equivalent, with strong leadership skills in program and organizational development and management. A Chapter Director will commit approximately 10% – 15% time to devote to their chapter. •
Provide leadership and overall direction to program including fundraising and building support for program within the university and local community.
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Set overall strategic direction and goals for program to support the overall program mission of, “mentoring and motivating high school students from under-resourced communities as they conduct scientific research and acquire skills that will allow them to build careers and become more active stewards of their communities and the environment.”
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Support and supervision of the Chapter Coordinator, ensuring that all core program components as outlined in the chapter letters of agreement are being fulfilled.
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Identification of a partner high school and lead teacher(s).
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Develop the overall program budget and be responsible for the fiscal management of the program.
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Identification and cultivating strategic partnerships within the university and/or local community organizations to assist in delivering key components of the program.
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Assist Chapter Coordinator in identifying and recruiting mentors among faculty, graduate, and undergraduate students, and working professionals in your community.
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Participation in webinars and conference calls when available.
Chapter Coordinator’s Role Coordinators play a diverse role in the EnvironMentors program. They are the liaison between the students and mentors, serving as important resources for both Lead Teachers and Students. In this sense it is important that Coordinators maintain strong communication between each individual within the EnvironMentors Program. In addition, Coordinators organize activities that will foster the learning of students and create a lasting relationship with mentees and mentors. Therefore the Coordinator role is valuable to the overall success of the EnvironMentors program. A strong Chapter Coordinator will commit approximately 50% or more time to their chapter. The following are sample activities to be completed by Coordinators: •
Work with Lead Teachers at partner schools to identify and recruit approximately 20 students for participation in your EnvironMentors program. - Identify if the Class Integration Model or Club Based Model is best suited for your program - Develop your annual program calendar. - Develop a student incentive package.
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Recruit mentors among faculty, graduate, and undergraduate students, and working professionals in your community to provide one-to-one mentoring with your students.
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Coordinate EnvironMentors events including: program orientation, kick-off event, field trips, college access activities, and chapter fairs.
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Conduct a mentor and mentee training workshop and skills training workshops on topics of Project Design, Science Writing, Experimental Methods, Lesson Planning, and Presentation Skills.
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Oversee students and mentors, troubleshooting challenges with student participation and retention, and/or student-mentor relationships.
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Serve as main point of contact for mentors through weekly e-mail updates, regular phone and e-mail support, coordination of mentor social events and occasional one-onone in-person meetings.
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Hold students accountable for all assignment deadlines.
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Participate in webinars and conference calls.
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Make use of the EnvironMentors Community for communicating with your chapter participants and exchange of information and ideas with Coordinators from other chapters.
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Plan and conduct your Chapter’s Fair in April 2012.
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Submit all Chapter Reports by designated due dates.
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Teacher’s Role EnvironMentors partner teachers play an important role in delivery of EnvironMentors at each university chapter’s partner high schools, and the success our students in the program overall. The best EnvironMentors programs result when Teachers, Coordinators, and Mentors work collaboratively to develop the EnvironMentors program, support implementation of EnvironMentors at the school, and provide academic assistance students need to complete their projects and have a successful experience in the program. Therefore, EnvironMentors asks teachers to work closely with the EnvironMentors Chapter Director and Coordinator to carry out the following activities: •
Determine if the EnvironMentors will be academically integrated into a particular science class or will operate on a club-basis.
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Collaborate with your Chapter Coordinator to develop a program calendar that includes assignment deadlines, events, workshops, field trips, and other activities.
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Integrate EM program calendar into your class curriculum or club based program.
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Work with your Chapter Coordinator to develop a student incentive package based on your students’ backgrounds and preferences that will link incentive rewards to specific assignments, or milestones.
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Assist your Chapter Coordinator with promotion of EnvironMentors at school and recruitment of students for the program within the class integration framework or for the club based model.
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Help Coordinator with planning and organizing of EnvironMentors events, workshops, and field trips, and ensure that students participate in events.
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Support all aspects of implementation of the EnvironMentors Curriculum with students (and mentors); including holding students accountable for assigned deadlines and making use of the grading rubric.
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Support all aspects of college access and technology integration components.
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Fully participate in all EnvironMentors Evaluation Program including administration of Pre- and Post-Program Surveys, qualitative research as defined for the year, student participation in longitudinal research, and focus groups.
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Participate in the end of year debriefing meeting in conjunction with the national fair and awards ceremony in Washington, DC.
Mentor’s Role Mentors are the foundation of your EnvironMentors program. Your mentors will provide their student-mentees with the knowledge, guidance, and support to develop and complete an inquiry-based science project based on an environmental topic of the student’s interest. To this end, EnvironMentors asks its mentors to commit to the following fundamental expectations of the program. •
Meet with their student once-per-week, or at least three times per month, at a consistent time and location that is convenient to both the mentor and student.
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Stay in contact with their student via phone, e-mail, and the EnvironMentors Community between in person meetings.
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Accompany their student to mentor-mentee skills workshops, field trips, and other scheduled events.
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Work closely with their student to elicit a research topic based on the student’s personal interests and concerns about the environment. Assist their student in development of a project poster or display board for presentation purposes at chapter and national EnvironMentors Fair
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Provide guidance and support for their students to develop the background research paper, design and conduct the experiment research, analyze the data, and develop conclusions for the project.
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Help their student best prepare for presenting at the chapter and national EnvironMentors Fair.
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Assist students as they consider various future college and career options with an emphasis on opening doors to environmentally-related college degree programs and professions.
Technology Integration Information Sheet Introduction The EnvironMentors technology integration component will extend students’ research and learning through incorporation of social media to connect students within and across chapters with hand held and digital sampling equipment to enhance students’ experimental field research. The new technology integration program component includes three main elements: 1. Online EnvironMentors Community which will support social networking among students with other students, mentors, and topic experts within and across chapters, as well as collaborative learning among chapter directors, coordinators, and teachers. 2. Digital Tool Kits including hand held electronics, digital still and video cameras, simple GPS units, and other digital sampling equipment to enhance student’s experimental field research. The ability to upload images and data will support further engagement in the online EM Community Site. Funding for Digital Toolkits is provided to all chapters. 3. Technology integration lessons and activities which will be integrated throughout EM’s core curriculum and link the use of hand held and digital sampling/monitoring equipment with EM’s online community and NCSE’s Encyclopedia of Earth. Tips for EnvironMentors Technology Integration Develop your chapter’s Digital Tool Kit. Consider what hand held devises and digital sampling/ monitoring equipment you want all of your students to have available for their research. Let students know that they will be establishing a personal profile for their EM project within the online EM community and encourage them to take pictures related to their project as early as possible. Review the basic technology integration lessons, ideas and consider how you will weave these into your EM program. Introduce students to NCSE’s Encyclopedia of Earth (EOE), (www.ncseonline.org/eoe) early on in the program to assist them in reviewing the expansive array of environmental issues and topics they might consider for their research. Hone in on their EM project topic; support students in conducting their literature review research; and identify topic experts for their expert interview. Assist students with credibility assessments in online research including and other new engines Utilize Google Earth and Google Maps to enable students to virtually identify and help characterize their EM field research study site. Work with Excel features to support students in organizing and analyzing their data as well as in developing tables, charts, and graphs to display their data. Make use of Web Cams to allow students who may not qualify to come to Washington, DC for the national Fair and Awards Ceremony to virtually present their projects to judges in DC.
The EnvironMentors Community: Working Together, Learning Together, Growing together
Section Getting to know your mentor Getting to know your cohort of EM students
Objective(s) Students will: - Post their profile and photo onto the online community - Blog about their first meeting with their mentor
The Scientific Method
Students will: - Use online sites to learn about the scientific method
Project Brainstorming
Activity CORE ACTIVITY 1 – Have students log into the EM online community (http://environmentors.net/) and complete their online profile (students must complete all profile fields to be eligible for the drawing) and post a photo to the community. The online community user’s guide will be provided with instructions on “how to” complete their profiles. Supplemental Activity Reflective Blog – Have students write a reflection on their first meeting with their mentor. Include thoughts on the activity students did with their mentors and something interesting that they learned about their mentor. Post this on their My Project Page as a blog. Student to Student Interviews – Pair EM students and have each pair interview each other, take a photograph, and upload this to their Profile Page. Supplemental Activities Reflective Blog – Have students write about the scientific method, which parts of the method did they not understand? Which sections would they like to learn more about? What do they think is the most important stage of the scientific method?
- Use the EM online community to test their knowledge about scientific method
Mentor College Access Quiz – Have students talk with their mentor, what college or university did he/she go to? What type of university/college? What did he/she study? What are some of the universities in their state and what types of scientific research do they conduct? Students will post onto their My Profile Page EM one important piece of advice that their mentor gave about applying to colleges and universities.
-Blog about their experience learning the scientific method
Scientific Method Scavenger Hunt – Provide students with books, magazines, or online resources for each step of the science method. Ask each group to present information on what the procedure is in each step, why it is important, copy one or two examples to present.
-Blog about what they learned about college access from their mentor Students will: - Connect with the outdoors and develop
Supplemental Activities A Walk in the Woods – Have students and mentors, or your student cohort, take a walk outdoors and take photos of things in nature that captivate their attention. Use these photos as a basis to begin project brainstorming. Also, have student post their photos onto their My Profile
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The EnvironMentors Community: Working Together, Learning Together, Growing together
Project Planning
ideas for projects
Page.
- Connect to the NCSE Encyclopedia of Earth (EoE) website
Mind Mapping – The NCSE Encyclopedia of Earth (EoE) is a free online electronic reference about the Earth, its natural environment and their interaction with society. Have students find two articles of interest using the EoE website (http://www.eoearth.org/). Have students identify two or three ideas/issues in each article and complete the mind mapping exercise with their mentor found on page 49 of the Student manual.
Students will:
CORE ACTIVITY 2 Online Posting - Once students have narrowed down their ideas for project topics, have students post their project topic with a brief summary onto the EM online community My Project Page.
-Post Project Topic and Summary to online community -Begin to think about college
Supplemental Activities Connecting Students – After students have posted their project topic onto their My Project Page, have students read through the list of 2010-11 project topics on the online community (http://environmentors.net/projects). Are there projects similar to their own? Have students search for one or two students at other chapters that have similar interests and pose questions to these students on their My Project Page. College Access Inquiry – Have students find 2 universities or colleges that offer degree programs related to their research. What other types of degree programs do these colleges/universities offer that sound interesting? What types of classes in high school do they need in order to apply to these schools? What is the deadline for application?
Background Research
Students will: - Post 2-3 sources found online to their EM project page - Use the EoE website to find credible online research -Use the EoE website to find an expert for students’ Expert
CORE ACTIVITY 3 Project Portfolios – Students will create a digital portfolio of websites, videos, and other articles related to their project topic and post 2-3 sources to their My Project Page. Supplemental Activities Reflective Blog – Have students blog about the most interesting thing they have learned about the subject matter they’re studying? What is one surprising fact that learned while conducting their literature research? Have them post to their My Project Page as a blog entry. Find an Expert - Have students search the EoE website (http://www.eoearth.org/) and identify 23 articles that are of interest and in their project topic field. Each article in the EoE has a lead author who can be contacted by following the link over the author’s name. Have students choose 2-3 articles of interest and send an email message to the lead author requesting an
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The EnvironMentors Community: Working Together, Learning Together, Growing together
Interview assignment
interview. Video Search – Have students search through online versions of current newspapers and find videos on YouTube about their project topic that they will include in their annotated bibliography. Post these videos onto their Profile Page.
Experimental Methods and Data Collection
Students will: - Post Research Question and Hypothesis to the online community - Post Experimental Methods to the online community -Use Google Earth and Google Map to locate study site
CORE ACTIVITY 4 Share Your Research Question – Now that students have begun their experimental research, have them post their research question(s), and hypothesis to their My Project Page CORE ACTIVITY 5 Experimental Research Photos – Have students locate their study site by using the Google Earth feature on the online community, post photos of their study site, their experimental research and/or EM field trips and activities to their My Project and/or Profile Page Supplemental Activities Satellite Imaging of Your Study Site – Have students use the Google Earth and/or the Google Map websites to locate their study site. Students can print these images out and post on their project poster. Imagining Your Experiment - Have students develop a schematic illustration of the steps they will need to complete in order to carry out their experimental procedure. These step-by-step drawings will provide students a visual sense of the materials needed to conduct their experiment. From these drawings, have students make a list of the materials needed for their experiment. YouTube – Have students create a video of their experiment and post on their Profile Page. Reflective Blog – Have students blog about the most interesting and most challenging aspects of their experimental procedure? What are some of the solutions they have come up with to address these challenges? How has their mentor helped you through this process?
Communication Deadline
Students will: -Post conclusion and abstract to the online community
CORE ACTIVITY 6 Project Abstract – Now that students have completed their project research and carried out their experimental research, have students post a brief conclusion and abstract summary to their My Project Page on the online community. Supplemental Activities Reflective Blog – Now that students have completed the academic year as an EnvironMentor, what were some of the memorable moments shared mentors? With other EM students? What
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The EnvironMentors Community: Working Together, Learning Together, Growing together
were some of the challenges being an EnvironMentors student? Student-to-Student Interviews – EM students will interview each other (each from a different chapter) via webcam/Skype to learn more about each research project. Students will write one paragraph explaining their partner’s project and the environmental issue that it addresses. The interviews will be posted on the EM online community as a blog entry.
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College Access Introduction and Suggested Activities Introduction EnvironMentors has partnered with the National College Access Network (NCAN) to enhance the college access programming to all chapters. The overall goal of EM's partnership with NCAN is to assist chapters in delivering college prep activities and support services needed by students. It is highly suggested that chapter identify a potential partner organization to assist in delivering college access activities. Three Steps Towards College Access Success 1. Be sure to take advantage of NCAN’s membership by obtaining membership registration to NCAN's Website. There are a number of resources and materials to help you deliver college access information to your students. 2. Identify potential college access partners located on or off campus to assist in delivering applicable college access information to your students. It is suggested that one college access workshop per month would be beneficial. The NCAN website provides a directory of College Access Programs across the country. See list of suggested activities below for ideas on potential topics. 3. Take advantage of consultative opportunities provided by the Dr. Tia McNair at the Association of American Universities and Colleges by coordinating an initial college access consultation.
College Access Suggested Activities Activities College Access Training for Mentors & College Access Orientation
Description Mentors will be introduced to the college access expectations of being an EM Mentor. Mentors should be prepared to act as secondary one-on-one college access advisors to further the students understanding of the college access process. College Access orientation will be in conjunction with the Kick- Off/Orientation. Parent involvement in supporting the college access process is pivotal. This event will explain the college access commitments of both the students and the parents.
Study Skills and Time Management
This section will cover practicing good study habits and time management skills. Students will be provided resources (based on grade level) to teach them how to organize and prioritize their academics, work, extracurricular (EnvironMentors) and volunteer activities for effective time usage. In the process of organizing all of their activities students will identify all of their activities and begin creating a college access student portfolio. Stress the importance of a program like EnvironMentors in the college access portfolio/ process.
College Access Early Action & College Search
This workshop will cover the steps of college access for grades 9-12. Students (based on grade level) should be made aware of how to gear their high school courses, test scores, extracurricular activities, volunteer activities, jobs/ internships, and other portfolio building activities towards college access. Stress the importance of creating a student portfolio that showcases their work throughout high school. This workshop will also introduce students to the college characteristics (type, cost, location, size, campus, etc.) that are important to consider when students are searching for suitable colleges. Students should also get an understanding of how to determine which colleges are in a realistic range for them to attend based on college characteristics.
Admissions Process
Students will gain an understanding of the college admissions process. Important discussion topics for this portion of the workshop are college applications, admission essays, admission recommendations, SAT scores, admission interviews, and DEADLINES. Encourage senior students to register for the SAT/ ACT. This workshop would be best presented with break-out groups for each grade.
Standardized Testing
Students should have already taken the PSAT administered by their high schools. This section will emphasize the importance of the resources available
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to students based on their PSAT. Upperclassman should receive information on registering, financing and preparing for the SAT/ ACT/subject tests. Also address the importance of preparing for AP course exams. Financial Aid ParentStudent Night
Financial Aid is the most important aspect of college access and requires a lot of parent (guardian) involvement. Students and parents should learn the basics of how to secure funding for post secondary education. This workshop must stress the importance of the FAFSA and how it relates to obtaining other types of financial aid. Other financial aid sources such as loans, work study, grants and scholarships should be discussed as well. There are a number of important topics that relate to financial aid and the NCAN Advisor Module has provided over 70 pgs to cover these topics.
Writing Workshop
Personal Statements are vital to the college application process. This workshop should provide students with writing tips and possibly writing activities to familiarize students with the proper approach to their college admission essays. This activity will be an addition to the scientific writing workshop.
Career Planning & Environmental / STEM/ Other Post Secondary Degrees Awareness
The career planning workshop will expose students to the various careers in the environmental and STEM fields. Mentors, university faculty and other community professionals in these fields can present on their professions and other related careers. This workshop should also explain the educational paths that will prepare students for such careers.
College Life (A Day In the Life)
Students should have at least one experience with college tours, college presentations, and other on- campus informational opportunities.
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Annual Chapter Plan 2011-12 EnvironMentors Program Season Mission/Vision 1) EnvironMentors mission is “to mentor and motivate high school students who are underrepresented in the sciences as they plan and conduct environmental research and acquire skills that will allow them to build careers and become more active stewards of their communities and the environment.” In general terms, how would you articulate your chapter’s mission? __________________________________________________________________________________ __________________________________________________________________________ 2) How would you articulate you chapter’s vision or overall impact that you seek to make through your EM program? __________________________________________________________________________ __________________________________________________________________________ 3) What are the overall goals you hope to achieve through your 2011-12 EnvironMentors Program? For you students: ___________________________________________________________ __________________________________________________________________________ For your mentors: ___________________________________________________________ __________________________________________________________________________ For your university/college (internal or external): __________________________________________________________________________ __________________________________________________________________________ For your partners (high school or college access partners): __________________________________________________________________________ __________________________________________________________________________ 4) How do you intend to integrate technology (online community, digital toolkits) your chapter? __________________________________________________________________________ _________________________________________________________________________ 5) What role do you see college access serving at your chapter and what are your plans to
integrate some form of college access in your 2011-12 program season? __________________________________________________________________________ __________________________________________________________________________
6) What chapter strengths and successes from past years do you hope to build on, and incorporate in your 2011-12 program? __________________________________________________________________________ __________________________________________________________________________ 7) What new program strategies, activities, partnerships, and/or new college/university resources will you incorporate into your 2011-12 program to support your chapter goals? __________________________________________________________________________ __________________________________________________________________________ 8) What challenges do you foresee to meeting your program goals/objectives? Please list strategies to adaptively manage these challenges. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Monthly Program Checklist MONTH August
EVENT(S) Mentor Recruitment
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ACTIVITIES CHECKLIST Submit Chapter Contact Information and signed Chapter Subcontract.
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Develop your 2011-12 Annual Chapter Plan.
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Meet with your lead teacher to determine whether you will coordinate your program through a Class-Integration Model or some other credit earning experience, Club-based Model, or other innovative model.
National EM Support Support: Pre-Season Planning Retreat on September 10. Planning Call with national EM Deliverables to National EM: Signed Chapter Subcontract
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Develop your 2011-12 Chapter Schedule of Events and start filling out your Event Planning Form.
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Develop your student recruitment/retention strategy.
Chapter Contact Information
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Meet with your university’s Risk Management officer to discuss any additional coverage that may be needed.
2011-12 Annual Chapter Plan
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Conduct mentor recruiting and background checks on all mentors. See Mentor Recruiting.
2011-12 Event Planning Form
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Plan and coordinate logistics for your field trips.
2011-12 Schedule of Events
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Plan/coordinate your 2011-12 EM Program Orientation, Mentor/Mentee Training Workshop, and Kick off Events.
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Find a suitable College Access Partner to help deliver college access materials and events.
Sept.
Student Recruitment
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Participate in the Welcome Conference Call
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Plan to participate in the September Pre-Season Planning Workshop
Program Orientation
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Complete mentor recruiting and fill out a mentor contact spreadsheet to share with national EM office.
College Access Training and Orientation for Mentors and Parents (suggested)
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Teachers and Coordinators work together to recruit approximately 20 students. See Student Recruiting
First Meeting
Support: Pre-Season Planning Workshop Excel Templates for Students and Mentors Pre-Program Surveys
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Develop a Student Excel Worksheet with student contact information (home and cell phone, emergency contact, email address, home address, demographics, etc). Send a letter to parents or guardians to introduce EnvironMentors and yourself. Review the letter with your students and send home a copy for students to talk with their parents/guardians. It’s a good idea to send a compilation packet of permission slips with the letter, including any field trip permission slips, media waivers, evaluation permission slip, and FERPA waiver. Conduct your first student meetings. Work on developing good rapport and trust among your student group and review EnvironMentors student expectations.
Program Planning Templates and Samples Monthly Planning Call with national EM Deliverables to National EM Mentor Excel Worksheet Student Excel worksheet Permission Slip Copies (Evaluations, Media Release, FERPA) Pre-Program Survey
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Promote your Program Orientation among your students and mentors.
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Administer the Pre-Program Survey to all students. Send completed surveys to National EM.
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Put on your Program Orientation Event. Include a section on College Access Training and Orientation for Mentors and Parents.
October
October Webinar
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Attend or listen to the recorded October Webinar posted on the Online Community website.
Mentor & Mentee Training
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Conduct a Mentor Training. Use the Mentor Training template to plan the event and the Mentor Training PowerPoint for the presentation. Part of the Mentee Training is a College Access Time Management Workshop.
Kickoff Event □ Field Trips Scientific Methods Workshop
Nov.
November Webinar
Conduct a Mentee Training. Use the Mentee Training template to plan the event and the Mentee Training PowerPoint for the presentation.
Support: Program Planning Templates and Samples EnvironMentors Online community EnvironMentors Manuals (Electronic) Planning Call
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Based off of information gathered during your Program Orientation, match Student-Mentor Pairs.
Deliverables to National EM
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Conduct a Kickoff event where your students will meet their mentors for the first time. Collect all Student Program and Mentor Meeting Commitment Forms.
Student-Mentor Pairing Excel Worksheet
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Follow up with mentors to ensure that their first independent Student – Mentor meeting successfully occurred.
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Have students and mentors establish their profiles on EnvironMentors Community.
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Conduct 1-2 field trips with students and mentors
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Conduct Application of the Scientific Method Workshop.
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Work through Student Project Topic Planning and brainstorming exercises. Make sure mentors also work with students on these exercises.
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Attend or listen to the recorded November Webinar posted on the Online Community website.
Profiles on the EnvironMentors Online Community
Support: Program Planning Templates and Samples
Science Writing Workshop College Writing Workshop (suggested)
Dec.
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Conduct Science Writing Workshop.
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Initiate Literature Review research for student’s background research papers.
Planning Call
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First Student Due Date: Student Project Topic Forms
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Plan a bridging activity for the December winter break to keep your group motivated.
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College Writing Workshop (suggested).
December Webinar
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Attend or listen to the recorded December Webinar posted on the Online Community website.
Library Field Trip
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Coordinate a research trip to university library preferably with mentors.
Winter Break Incentive Activity
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Guide mentors to work with their students on the Annotated Bibliography Assignment. Check in with students and mentors once a week to ensure that they are working with their students on the Expert Interview activity.
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Plan an Incentive Activity during the winter break for students and mentors.
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Consistently remind students and mentors of the due date for the Background Research Paper (mid/late January) as well as the date you have set for your Experimental Design workshop (early January).
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College Access Early Action and College Search. Resources (NCAN Advisor Training Module (Chap. 4& 6), Early Awareness/ College Preparation (7-10), Application Process
Deliverables to National EM List of Student Project Topics
Support: Program Planning Templates and Samples Monthly Planning Call with EM National Deliverables to National EM Reimbursement Receipts for Incentive Event
January
January Conference Call
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February February Webinar Experimental Design Workshop
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□ March
March Webinar
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Career Planning Workshop
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(33-40)) Attend or listen to the recorded January Webinar posted on the Online Community website. Continue to check in with mentors and students to ensure that they are on track to complete their expert interview and annotated bibliography Provide a fun Incentive activity and/or student incentive awards to motivate students to complete assignments. Suggested: Invite Parents and students to attend the College Admissions and Financial Aid Workshop. Resources (NCAN Advisor Training Module (Chap. 6) pgs 9-12); Resources (NCAN Advisor Module (Chap.7), Financial Aid (1-76)) Attend or listen to the recorded February Webinar posted on the Online Community website. Conduct the Experimental Design Workshop for students and mentors to learn data collection and analysis procedures. Continue to stay in contact with students and mentors to ensure that students are conducting their experimental research. Have students update their profiles with their project topic and experiment on the EnvironMentors Online Community. Attend or listen to the recorded March Webinar posted on the Online Community website. Suggested: Conduct a Career Planning Workshop for students to make them aware of the availability of environmental science degree programs and careers, and review the college access concepts learned throughout the EM year.
Support: Monthly Planning Call with EM National Deliverables to National EM Reimbursement Receipts for Incentive Event
Support: Program Planning Templates and Samples Monthly Planning Call Deliverables to National EM Updated Profiles on the EnvironMentors Online Community Support: Program Planning Templates and Samples Monthly Planning Call Deliverables to National EM
April
May
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Continue to encourage students to work on their research papers and experiments. Review the EnvironMentors Evaluation Form with them to make sure they are prepared for their Chapter Fair.
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Optional: Begin planning for the Elementary School Presentations by identifying a local elementary school and speaking with administration about student presentations in April.
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Coordinate the logistics for Planning Your Chapter Fair including in-kind product donations, fundraising, and identifying judges.
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Plan the Lesson Planning and Presentation Workshop.
April Webinar
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Attend or listen to the recorded April Webinar posted on the Online Community website.
Lesson Planning and Presentation
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Help Students and Mentors prepare for their presentations by putting on the Lesson Planning and Presentation Workshop.
Elementary School Presentation
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Optional: Hold the Elementary School Presentations.
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Host your Chapter Fair and remember to take plenty of photos.
Chapter Fairs
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National Fair
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Start coordinating logistics for attending the National EnvironMentors Fair in Washington, DC. Attend the National EnvironMentors Fair and Awards Ceremony, May 2012
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Complete the Chapter, Mentor, and Teacher Evaluation Reports
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Administer the Post Program Surveys to students and send
Date of your Chapter Fair
Support: Program Planning Templates and Samples Monthly Planning Call Deliverables to National EM List and Abstracts of Chapter Fair Winners Support: National EnvironMentors Fair and Awards Ceremony Monthly Planning Call
directly to Colorado State University. CONGRATULATIONS, YOU HAVE COMPLETED YOUR ENVIRONMENTORS SEASON!
Deliverables to National EM Chapter Program Report Teacher Program Reports Post Program Surveys
EnvironMentors Event Planning Form Event
Logistics
Objectives (What is the message/skill/ information you want your participants to leave it)
Program Orientation Est. cost: $_______
Location: Date: Est. # of People: Materials Needed:
Kick Off Event Est. cost: $_______
Location: Date: Est. # of People: Materials Needed:
Mentor/Mentee Training Est. cost: $_______
Location: Date: Est. # of People: Materials Needed:
Field Trip Est. cost: $_______
Location: Date: Est. # of People: Materials Needed:
Field Trip Est. cost: $_______
Location: Date: Est. # of People: Materials Needed:
Field Trip
EM Component Covered
Measurable Outcomes
(Why should you be doing this event?)
(What tangible will participants leave with- ex. mind-map, or students demonstrating a skill )
Env. Knowledge Student-Mentor relationship College Access Tech. Integration Skills Building Env. Knowledge Student-Mentor relationship College Access Tech. Integration Skills Building Env. Knowledge Student-Mentor relationship College Access Tech. Integration Skills Building Env. Knowledge Student-Mentor relationship College Access Tech. Integration Skills Building Env. Knowledge Student-Mentor relationship College Access Tech. Integration Skills Building Env. Knowledge Student-Mentor
Location: Date:
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Potential Partners (What organizations or groups would help me plan this event)
Est. cost: $_______
Est. # of People: Materials Needed:
Scientific Method & Project Design Workshop Est. cost: $_______
Location: Date: Est. # of People: Materials Needed:
Scientific Writing Workshop Est. cost: $_______
Location: Date: Est. # of People: Materials Needed:
Background Research Workshop Est. cost: $_______
Location: Date: Est. # of People: Materials Needed:
Experimental Methods Workshop Est. cost: $_______
Location: Date: Est. # of People: Materials Needed:
Lesson Planning & Presentation Skills Workshop Est. cost: $_______
Location: Date: Est. # of People: Materials Needed:
Chapter Fair Est. cost: $_______
Location: Date: Est. # of People: Materials Needed:
relationship College Access Tech. Integration Skills Building Env. Knowledge Student-Mentor relationship College Access Tech. Integration Skills Building Env. Knowledge Student-Mentor relationship College Access Tech. Integration Skills Building Env. Knowledge Student-Mentor relationship College Access Tech. Integration Skills Building Env. Knowledge Student-Mentor relationship College Access Tech. Integration Skills Building Env. Knowledge Student-Mentor relationship College Access Tech. Integration Skills Building Env. Knowledge Student-Mentor relationship College Access Tech. Integration Skills Building
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Chapter Calendar Template The Planning Calendar below provides a framework to build your own chapter’s EnvironMentors calendar. Event
Student & Mentor Orientation and College Access Orientation Date: _________________________
To Do
Pre – Program Surveys Date: _________________________
Event
Mentor Training Date: _________________________
Event
Mentee Training and College Access Study Skills Date: _________________________
Event
EnvironMentors Kick Off Date: ________________________
Field Trip
Field Trip Date: ________________________
Field Trip
Field Trip Date: ________________________
Field Trip
Field Trip Date: ________________________
Workshop
Elements of Project Design/Introduction to the Scientific Method Date: ________________________
Assignment Project Topic Form Due Date: November 20 Holiday
Thanksgiving Break Date: November
Workshop
Science Writing Workshop
Date: _______________________ Workshop
College Writing Workshop Date: _______________________
Field Trip
Research Trip to University Library Date: _______________________
Assignment Annotated Bibliography Due Date: _______________________ Holiday
Winter Break Dates: _______________________
Assignment Expert Interview Request Forms Due Date: _______________________ Workshop
College Access Early Action & College Search Workshop Due Date: _______________________
Assignment Expert Interview Notes Due Date: _______________________ Assignment Background Research Paper Due Date: _______________________ Field Trip
Incentive Trip Date: ________________________
Assignment Hypothesis Form Due Date: _______________________ Assignment Experimental Method & Materials List Due Date: _______________________ Assignment Raw Experimental Data Due Date: _______________________ Holiday
Spring Break Dates: ______________________
Assignment Data Analysis, Discussion, & Conclusion Due Date: ________________________
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Workshop
College Admissions and Financial Aid Workshop Date: ________________________
Workshop
Environmental Career Awareness Workshop Date: ________________________
Assignment First Draft Research Paper Due Date: ________________________ Workshop
Elementary School Lesson Planning & Presentation Skills Workshop Date: ____________________________
Assignment Final Research Paper Due Date: ____________________________ Assignment Project Display Board or Poster Due Date: ____________________________ Assignment Elementary School Visit Lesson Plan Due Date: ____________________________ Field Trips
Elementary School Presentations Date: ____________________________
Event:
Chapter Fair and Awards Ceremony Date: __________________________ (must be before 4/15)
To Do
Post Program Surveys Date: __________________________
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Chapter Incentive Packages Student’s Intrinsic Motivation and Extrinsic Rewards Each chapter has been provided funds through the Chapter Service Contracts to be used to create an incentive package of extrinsic rewards to help encourage students in developing their projects, completing assignments, participating in research and evaluation activities. Developing student incentives is particularly important for chapters that conduct club-based model programs that do not include the academic accountability provided through the classintegration model. Most students who join EnvironMentors are highly motivated in the early months of the program. In reality, however, EnvironMentors is a long term project for a high school student to undertake. TIP: Coordinators and teachers should explain the significance of each of the program’s major components, assignments, and milestones in the beginning of their EnvironMentors school year. Students typically do well in the early weeks and months of the program. The going can get rough for many students after the Winter Holidays. Most students lose contact with their mentor over the winter break resulting in loss of focus on EnvironMentors and their projects. TIP: Encourage your mentors to stay in regular contact with their students during your university’s break particularly since this is longer than the high school’s winter break. Additionally, the background research paper, annotated bibliographies and expert Interview assignments are all due during the second half of the program after students’ winter break. At this time many students need a series of incentives to encourage timely completion of their assignments. Student incentives and extrinsic rewards and the Program Calendar: Coordinators and Teachers are encouraged to work together to build incentives and extrinsic rewards into your program calendar aligned with spring due dates. Types of Incentives and Motivators: Field trips (i.e. a hiking, skiing, or a skating trip); Movie or bowling nights; or Gift Cards to popular retail outlets or movie theatres. Plan In Advance: Whatever you determine is the best use of your incentive funds for extrinsic rewards, planning in advance for: what you will include in your incentive package and how and when you will allocate these incentives will go a long way to supporting your students in completing their projects during the crucial latter months of the program.
EnvironMentors Education Context & Relevant Education Styles Case Statements • Studies have found that our current national science program initiatives for K-12 education are still wanting.1 • Many students get discouraged from science during their high school experience; therefore it is important to cultivate their scientific curiosity while they are still young.2 • Latino and African American science proficiency scores are typically lower than that of their Caucasian Americans counterparts.3 • Mentors and Formative Experiences help form a student’s selection of science as a college/career path.4 • Positive outdoor experiences help improve academic achievement in science, powers of observation, and increase capacities related to empirical observation and analytical examination.5 Principles: • Mentors should… be pre-matched and have comprehensive mentor training and support maintain consistent interaction with their mentee. practice relationship-building based on trust and enthusiastic leadership by the mentor. •
Science learning should… be student directed and learner centered. make science relevant to the learner’s everyday life. facilitate a process by which one’s separate influential spheres (family, school, jobs) overlap to increase the depth of learning. build on students’ prior knowledge. Involve inquiry based learning. Include presenting and defending student obtained results.
•
Informal Science and Environmental Education… needs to have parental involvement or support to some extent. should include Place-based learning in which student become familiar with their own community as a context for learning about environmental content and issues. should breed awareness to action in which the mentor facilitates a process through which the mentee progresses from awareness of an issue to acquiring the knowledge, attitudes, and skills to take action regarding that issue based on the learner’s own conclusions.
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[NRC] National Research Council. 1996. National Science Education Standards. Washington (DC): National Academy Press. Brainard, Suzanne G. Ph.D. and Linda Carlin. “A Longitudinal Study of Undergraduate Women in Engineering and Science.” Frontiers in Education Conference, 1997. 3 Johnson, Clarence and William Allan Kritsonis, PhD. “The Achievement Gap in Mathematics: A Significant Problem for African American Students.” DOCTORAL FORUM: National Journal for Publishing, 2006 - nationalforum.com
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Wai-Ling Packard, Becky and Dam Nguyen. “Science Career-Related Possible Selves of Adolescent Girls: A Longitudinal Study” Journal of Career Development. (Springer, Netherlands: Volume 29, Number 4). June, 2003.
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Hofstein, Avi; Sherman Rosenfeld. “Bridging the Gap Between Formal and Informal Science Learning.” Studies in Science Education, 19408412, Volume 28, Issue 1, 1996, Pages 87 – 112.
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facilitates active and long-term learning.
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Place-based education Place-based education is a holistic approach to education, conservation and community development that uses the local community as an integrating context for learning at all ages. It fosters vibrant partnerships between schools and communities to both boost student achievement and improve community health and vitality--environmental, social and economic. Project-focused and inherently tailored by local people to local realities, place-based education is relevant to anyone, anywhere.i •
Characteristicsii o o o o
•
It emerges from the particular attributes of a place. The content is specific to the geography, ecology, sociology, politics, and other dynamics of that place. It is inherently multidisciplinary. It is experiential, including a participatory action or service learning component which can lead students to ecological and cultural sustainability. It connects place with self and community. Students learning through the ecological lens make include multigenerational and multicultural connections as they interface with community resources.
Importanceiii o
o
Some critics of place-based education believe that the primary goal of schooling should be to prepare students to work and function in a highly technological and consumeroriented society. In contrast, place-based educators believe that education should prepare people to live and work to sustain the cultural and ecological integrity of the places they inhabit. To do this, people must have knowledge of ecological patterns, systems of causation, and the long-term effects of human actions on those patterns (Orr, 1994). One of the most compelling reasons to adopt place-based education is to provide students with the knowledge and experiences needed to actively participate in the democratic process.
Inquiry-based science learning Through the process of inquiry, individuals construct much of their understanding of the natural and human-designed worlds. Inquiry implies a "need or want to know" premise. Inquiry is not so much seeking the right answer -- because often there is none -- but rather seeking appropriate resolutions to questions and issues. For educators, inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life.iv Content of disciplines is very important, but as a means to an end, not as an end in itself. The knowledge base for disciplines is constantly expanding and changing. No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives. For modern education, the skills and the ability to continue learning should be the most important outcomes. v •
Inquiry Learning Processvi o
Start with an open-ended question or demonstration (as opposed to beginning a lesson with definitions and explanations).
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o o o o o
Gather responses and subsequent questions from students with little comment or direction. Require students to collaborate on designing experiments or methods of inquiry. Student teams conduct experiments or gather data. If time allows, re-evaluate question based on new data and re-experiment or collect new data based on revised question. Students present findings as an oral presentation, a poster presentation or an evaluative write-up.
Expeditionary Learning Outward Bound Model Expeditionary Learning Outward Bound (ELOB) is an intense school reform model in which every aspect of a school promotes an experience-based approach to education. That means students learn their core academic subjects through using the City itself as a classroom. Students’ educational experiences revolve around expeditions — long-term, in-depth studies of a topic or theme that involve field work, service, adventure, and a cumulative final project or performance. The model focuses on character growth and teamwork, using the motto ‘we are all crew, not passengers’.vii •
ELOB Principlesviii o An emphasis on character and academic development; o Social commitment, vision, and service; o Cooperation and healthy competitions against oneself and standards; o The importance of caring and intimacy, solitude and reflection and success and failure as means to and conditions for learning; o Respect for nature and the environment; o Diversity and inclusiveness in the classroom; o Creation of conditions in schools for all students to discover and construct meaning. o ELOB schools restructure schedules, school organization, teacher-student relationships, curriculum, professional development, and assessment to create and support a community of learners engaged in expeditions.
Student Centered projects In a student-centered classroom, students are encouraged to participate actively in learning the material as it is presented rather than being passive and perhaps taking notes quietly. Students are involved throughout the class time in activities that help them construct their understanding of the material that is presented. The instructor no longer delivers a vast amount of information, but uses a variety of hands-on activities to promote learning.ix Student-centered learning is about helping students to discover their own learning styles, to understand their motivation and to acquire effective study skills that will be valuable throughout their lives. To put this approach into practice, teachers need to help students set achievable goals; encourage students to assess themselves and their peers; help them to work co-operatively in groups and ensure that they know how to exploit all the available resources for learning.x Learning is thus more a form of personal development than a linear progression that the teacher achieves by rewards and sanctions. Errors are seen as a constructive part of the learning process and need not be a source of embarrassment. xi •
Principles: xii o The learner has full responsibility for her/his learning o Involvement and participation are necessary for learning o The relationship between learners is more equal, promoting growth, development o The teacher becomes a facilitator and resource person o The learner experiences confluence in his education o The learner sees himself/herself differently as a result of the learning experience
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“What is Place Based Learning”. Promise of Place. 2008. http://www.promiseofplace.org/ Woodhouse, Janice L. and Clifford E Knapp. “Place. Based Curriculum and Instruction: Outdoor and Environmental Education Approaches”. ERIC Digest. ERIC Clearinghouse on Rural Education and Small Schools (Charleston WV: 2000). http://www.ericdigests.org/20013/place.htm. 1 Woodhouse and Knapp. 1 “Workshop: Inquiry Based Learning. Concept to Classroom”. Thirteen Ed Online. 2004. http://www.thirteen.org/edonline/concept2class/inquiry/ 1 Workshop: Inquiry Based Learning. 1 Franklin, Wilfred A. “Inquiry Based Approaches to Science Education: Theory and Practice.” Department of Biology, BrynMawr University. http://www.brynmawr.edu/biology/franklin/InquiryBasedScience.html 1 “NYC Outward Bound Opens Two New Expeditionary Learning Schools in Brooklyn”. (Bensonhurst, NY: 2007). http://www.nycoutwardbound.org/pdf%20and%20word%20files/NYCOBBrooklyn07.pdf 1 “Expeditionary Learning Outward Bound Program Description.” National Staff Development Council. http://www.nsdc.org/midbook/outward.pdf 1 Timberlake, Karen. “Using Student Centered Learning Strategies in the Chemistry Classroom”. Department of Chemistry, Los Angeles Valley College. (Valley Glen). http://www.karentimberlake.com/student-centered_classoom.htm 1 Hall, Brenda. “Student-centered Learning: Explorations in Learning”. (2006) http://secondlanguagewriting.com/explorations/Archives/2006/Jul/StudentcenteredLearning.html 1 Brenda Hall. 1 Brenda Hall. 1
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Class Integration and Club Model Benefits, Limitations, and Special Considerations Class Integration Model: Benefits Builds grade accountability into students participating in the program therefore providing a strong means of accountability to support individual student retention in the program. Serves as a means to have a set day, time, and location during which students come together at least once per week or more during which students focus entirely on the EnvironMentors project. Building continuity in meeting time, location, camaraderie, and team spirit among the EnvironMentors student cohort is vitally important to maintaining individual student retention over the course of the academic and EnvironMentors program year. The class integration model automatically supports this continuity. For Student Coordinators, the class integration model offers you full support and partnership with the lead teacher, therefore providing you an additional support to maintain students’ participation in the program. Limitations Due to scheduling constraints, the class integration model cannot insure that all the students enrolled in the class will strong interest in science and the environment and commitment to working with a mentor in the program. Special Considerations Do everything possible to enroll only those students with a demonstrated interest in science and the environment into your class. This can be done by including EnvironMentors in the course title, or meeting with the incoming students before the year starts to explain the EnvironMentors Program. Make sure that students understand the expectations of the EnvironMentors from the beginning. EnvironMentors Club Model Benefits Provides a means to identify and enroll only those students who demonstrate strong interest in science and the environment into your “EnvironMentors Club”. Students essentially volunteer to join the “EnvironMentors Club” and participate in all of the activities, field trips, and workshops, and meet all of the EnvironMentors Project assignments inherent in the program. Students demonstrate an intrinsic motivation to their involvement in the program. Limitations
No grade accountability for a long term project may hurt voluntary student enrollment. Therefore students lack extrinsic academic motivation to maintaining their participation in the program over the full academic and EnvironMentors program year. Motivation and participation are high during the fall when students participate in enjoyable activities such as field trips. Participation routinely drops after the winter holiday when students have to actually get to work to complete their Background Research Paper, and conduct their experimental research. Special considerations: Do everything possible to identify a determined meeting time and location when and where students will meet at least once per week. This will help to build continuity, camaraderie, and team spirit among the EnvironMentors student cohort and therefore help to maintain individual student retention over the course of the academic and EnvironMentors program year. Do everything possible to help foster students’ relationship with their mentor. If the relationship between the student and mentor is strong, they will be positively motivated to do well in the program in order to work well with their mentor. If the relationship with the mentor is strong, they will also be motivated by not wanting to disappoint their mentor. Overall importance of developing cohort of students who demonstrate true interest in science and the environment and are exhibit true commitment that they want to be involved in the program.
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Curriculum Standards Emphasized by EnvironMentors Scientific Inquiry: Raise Questions • Observe the world and identify questions of interest that can be investigated through experimentation using the Scientific Method. • Demonstrate the ability to do background research on the topic and be able to recognize credible sources. Investigate • Design an experiment with a testable hypothesis, and replicable procedure. • Identify controls, as well as independent and dependent variables. • Perform and record observations and measurements in an organized manor with consistency and precision. • Choose appropriate tools and equipment available to accurately and precisely collect data. • Properly use, store, and care for equipment, instruments, and materials. • Practice proper safety techniques throughout entire investigation. Analyze • • • •
Compare data collected from all experimental data sets. Identify possible sources of lurking variables, uncontrolled variables, and experimental or human error that may have lead to inconsistent results. Use appropriate technology such as graphing and statistical programs to analyze results. Develop a conclusion after assessing reliability of results.
Communicate • Full understanding and application of the entire Scientific Method is demonstrated through Final Research Paper. • Present and explain data comparisons from experimental data sets and trials using graphs and charts appropriate for each particular data set. • The ability to communicate effectively while referring to a clear visual display. Data Analysis and Statistics: • • •
The ability to calculate mean, median, and mode for a set of data and use terms effectively. Students design their experiments using random sampling techniques, and understand the meaning of bias and how to avoid it. Students present their data using appropriate graphical representation and are able to interpret them clearly.
Scientific Writing: Standard English Conventions • Proper use of grammar, diction, spelling, punctuation and capitalization is evident, as well as proper sentence and paragraph structure. • Paragraph organization gives writing a flow that is easy for the reader to follow. • Student writes to a professional audience demonstrated through appropriate diction, and possibly new vocabulary that is project specific. Research Analysis • A clear understanding that the purpose of Scientific Writing is to build off of what is already known referring to published research, and then communicating the results of his or her own new research and what conclusions it has led to. • Project topic and research question are developed using background research to gather information through field studies, experiments, interviews, electronic sources, journals and other texts. • Incorporate background research into the Introduction of the research topic by looking at similarities and differences as well as conclusions of past and current studies on similar or related topics. Style and Organization • While writing a scientific report, information is organized in the same format as a scientific journal with subsections including: title page, abstract, introduction, background research, experimental method, results and analysis, discussion and conclusion, bibliography, acknowledgements, and appendices. • Student understands the difference between the active and passive voice, and learns to avoid the passive voice whenever possible. • Student understands the difference between formal and informal English, and properly uses formal English in all Scientific Writing avoiding using the first person. • Writing is clear and concise, avoiding long sentences that “run-on”. • Integration of tables, graphs, and spread sheets into scientific journal style documents that can be referred to by a reader to enhance understanding of the entire document.
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Teacher Planning Form In order to help map out how EnvironMentors will function at you school this year, please fill out the following guiding form and give a copy to your Chapter Coordinator. School Name: _________________________EnvironMentors Chapter:________________ Teacher Name:______________________________ 1) Why do you want EnvironMentors in your school? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2) In my school, EnvironMentors will be run as the □ Class-Integrated Model □ Club Model 3) Will you be integrating EnvironMentors into your curriculum? If so, How? ______________________________________________________________________ ______________________________________________________________________ 4) Will you be grading the students’ EnvironMentors Assignments? If so, will you be using the EnvironMentors Grading Assignment Rubric? If not, what type of rubric will you use? ______________________________________________________________________ ______________________________________________________________________ 5) Goal Number of Students to be Recruited: _______________________________ 6) EnvironMentors Meeting Location, Times, and Days: Room: ______________________________________________________ Building (optional):_____________________________________________ Meeting Day(s):_______________________________________________ Meeting Times: _______________________________________________ 7) With long-term projects, students need motivation to continue working through their projects. EnvironMentors has allotted each chapter money for Student Incentives to be used throughout the year. Please list some ideas you have for using the incentive money and keeping the students motivated. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
EnvironMentors 100 Point Grading Rubric Assignment 1: Student and Mentor Meeting Commitment Form= 5 points (2.5 pt. each) Complete form and turn in by designated due date. Completed form includes both student and mentor signatures. Assignment 2: Project Topic Form= 5 points (1pt. each) Develop a project topic of his or her personal interest, identifying the environmental issue, including root(s) of the problem that the project will address. Describe the compelling need for the project in terms of importance to the community and the environment in approximately 100 words. Clearly articulate in approximately 100 words the overall purpose and goals of the project that will be conducted using the Scientific Method to aid in investigation. Pose an innovative and unique research question which to the best of his or her knowledge has never been addressed before. Write an Introduction for the Final Research Paper combining all the previous points using proper grammar, punctuation, and spelling to communicate in a clear and concise manner. Assignment 3: Annotated Bibliography= 10 points (2 pt. each) Identify at least 3 credible books, professional journals, or newspaper or magazine articles related to project topic. Identify at least 3 credible primary internet sources related to project topic. Properly cite each source. Prepare a summary in paragraph form of 100-200 words for each source. Use proper grammar, punctuation, and spelling to communicate in a clear and concise manner. Assignment 4: Expert Interview Notes= 10 points (2 pt. each) Research field experts and identify most realistic top choices. Contact 2-3 experts and set up an interview with at least 1. Develop a thoughtful list of questions for the interview and send questions to interviewee in advance. Before conducting the in-person interview, materials are prepared, and interviewer is dressed appropriately and on time. Write and send a thank you note to the interviewee. Assignment 5: Background Research Paper= 10 points (2 pt. each) Paper is between 5-10 pages in length.
Paper includes reference to the student’s Expert Interview, three primary internet sources, as well as three non-internet sources accompanied by proper citations. Summary of ideas for investigating student’s main topic are included. Presented research gives reader an idea of the direction of the research project, as well as initial hypothesis. Entire body of work has a clear flow in paragraph form, without outstanding grammatical errors. Assignment 6: Hypothesis Form= 5 points (2.5 pt. each) Complete form and turn in by designated due date. Completed form includes both Mentor and Chapter Coordinator’s initials. Assignment 7: Experimental Methods and Materials List= 10 points (2 pts each) Identify independent, dependent, and controlled variables including what quantity the student will measure, and how the measurements will be made. Identify at least 3 experimental data sets and 1 control data set. Identify a study site or sites that are suitable to conduct his/her research. To what extent does the student demonstrate an understanding of the need to return to the same study site(s) to conduct multiple experimental trials? Write a detailed materials list including quantities, while also specifying items that might be difficult for the student to obtain. Describe his/her sampling techniques and methods. To what extent does he/she clearly outline experimental procedures that follow a logical and systematic sequence of events needed to collect necessary observations and data? Assignment 8: Raw Experimental Data= 5 points (2.5 pt. each) Tables should be designed in an organized way that is easy to write in while actually collecting data in the field. Record data in an organized way for all variables in the procedure, and any changes made to the procedure are noted. Meteorological conditions should be recorded for every specific day that data is collected. Assignment 9: Data Analysis= 5 points (2.5 pt. each) Organize the data in a useful manner, creating graphs that show important trends in the data. Properly calculate mean, median, and mode and any other important statistics for the data in a way that helps illuminate the significance of the experimental results. Assignment 10: Discussion and Conclusion= 5 pts (2.5 pt. each) Write a clear discussion about the experimental results that is 2-3 pages in length. Discussion includes information from all seven sections of the data interpretation worksheet.
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Assignment 11: Final Research Paper= 10 points (1 pt. each) Each of the following sections is written in paragraph form, without severe grammatical errors, helping to give the entire body of work clear flow and an adequate length of approximately 1012 pages:
Title Page Abstract Introduction Background Research Experimental Method Results and Analysis Discussion and Conclusion References Acknowledgements Appendices
Assignment 12: Project Display Board= 10 points (2 pt. each) All required elements are displayed including: project title, abstract, problem statement, research question, hypothesis, experimental procedure, materials list, map(s) of study site(s) location, results (tables of data and observations as well as graphs and charts), discussion, conclusion, and acknowledgements. Required elements are displayed on board or poster in a clear and organized way. Display is visually appealing and creativity is demonstrated throughout. Individual conducts himself/herself professionally at the fair, including dressing appropriately for the event and discussing research topic with the judges. Extra items are displayed on table including: extra copies of Abstract for judges, final copy of Research Paper in a 3-ring binder, and student’s EnvironMentors manual with all raw data and project planning information. Assignment 13: Elementary School Visit Lesson Plan= 10 points (2 pt. each) Student is prepared for lesson with planned activities and necessary materials to fill lesson time. Lesson plan includes an interactive activity that demonstrates creativity. Educational objective of the lesson is met, and the comprehensions of the elementary students are assessed. Student’s diction while teaching reflects age group’s maturity. Student is dressed appropriately and conducts him/herself professionally. Total Points Earned: _______
Total Possible Points: 100
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