Four Years of Web-Based Professional Development:
Evaluating the National Science Teacher Association‘s Web Seminars
Greg Sherman, Ph.D.
Instructional Design and Evaluation Consultant
Prepared for the National Science Teachers Association
Draft 5-23-2008
Executive Summary
Since 2003, the National Science Teachers Association (NSTA) has been offering
intensive Symposia at its national and regional conferences designed to provide participants with
in-depth looks at emerging topics of interest in science and education. These face-to-face
sessions have included opportunities to follow up with session presenters within online ―live‖
Web Seminars during the month following each conference. Not only have Web Seminars been
available as follow-up experiences for Symposia participants and other teachers who did not
have an opportunity to attend the face-to-face sessions, but they have also been offered as stand-
alone experiences addressing a wider range of topics and facilitated regularly throughout the
entire year. This evaluation report provides a summary of the attitudinal data as well as some
achievement data collected from participants of these professional development experiences.
This report also provides the results of a more comprehensive evaluation of the Symposia
facilitated at NSTA‘s 2008 national conference in Boston. Additionally, results of a follow-up
survey asking Symposia participants from one year ago to reflect on the impact of the Symposia
experiences on their teaching practice are also reported.
This evaluation report presents detailed analyses of the four separate evaluations
conducted, and the overall results across all four evaluations are overwhelmingly favorable. A
general summary of these results are provided below:
Evaluation #2: Web Seminar Attitude Survey Summary 2004 – 2008 (April)
129 Web seminars involving 5,552 participants
Participants indicated that experiences were valuable and relevant
Presenters were regarded as knowledgeable, clear, and responsive to questions
98.5% would like to see more Web Seminars opportunities available
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 2
Introduction to the Evaluations
The National Science Teachers Association (NSTA) provides a wide variety of
professional development products, resources and experiences designed to help science
educators improve their professional practice. NSTA services include the publication of paper-
based books, journals and newsletters addressing the needs of professional science educators; the
development of electronic newsletters, vetted resources accessible through SciLinks/SciGuides,
and content-specific learning modules called SciPacks; the organization of national and regional
science education conferences; the facilitation of web-supported seminars and short courses; and
the development of tools within a web-based ―Learning Center‖ that help educators identify
content areas in need of improvement, create and share personal libraries of NSTA resources,
and plan professional development goals while tracking successful professional development
accomplishments within an electronic portfolio.
According to statistics from the U.S. Department of Labor, there are approximately 2.1
million kindergarten through high school teachers currently responsible for facilitating science
instruction in the United States. NSTA is well aware of the number of educators needing to
continually improve their understanding of the science subjects they teach, and over the years
NSTA has responded to these growing needs by increasing the type and amount of science
education professional development opportunities it offers. For example, during the past few
years NSTA has dramatically increased its offering of free web-based professional development
sessions. NSTA has also increased its library of web-based learning modules, journal articles,
and book chapters. Through the support of external funding agencies and government
partnerships, NSTA has been able to provide many of these professional development resources
for free or for nominal charges. By continuing to provide an affordable variety of methods and
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 3
models for supporting professional development efforts, NSTA hopes to realize its mission of
―…promoting excellence and innovation in science teaching and learning for all.‖
Because NSTA supports such a wide array of professional development opportunities, it
has established procedures for collecting formative evaluation data in order to continually
improve its efforts. Collecting and analyzing both informal and formal evaluation data occurs
regularly within the online SciPacks, short courses, conference Symposia, Web Seminars, and
face-to-face training. Ordinarily, evaluation data collected throughout these experiences are
tabulated and analyzed by the program directors for each type of professional development
opportunity, with adjustments made to subsequent offerings based on the feedback received. But
occasionally data from a number of implementations are aggregated in order to summarize
overall effects of NSTA-supported professional development materials and experiences.
This report reflects such an effort to examine data across a number of NSTA-supported
opportunities. Since 2003, NSTA has been offering half-day or full-day intensive Symposia at
its national and regional conferences, designed to provide in-depth looks at emerging topics of
interest in science and science education. These face-to-face sessions are facilitated at the
conference sites, and they have included opportunities to follow up with the session presenters
online within Web Seminars during the next few month following each conference. Attitudinal
data about the sessions are collected at the conclusion of the face-to-face portion of the
experience, and this report summarizes and reflects upon the overall results of these evaluations.
Not only have Web Seminars been available as follow-up experiences for Symposia participants
and teachers who did not have an opportunity to attend the face-to-face presentations, but stand-
alone Web Seminars have been offered free of charge regularly during the past four years.
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 4
Attitudinal data from the participants of these experiences have also been measured, and this
report aggregates multiple years of this Web Seminar attitudinal data.
In addition to the attitudinal data collected over the past few years, this report also
summarizes the results of an impact survey distributed online to participants of conference
Symposia from one year ago. This survey was designed to measure the effects of the Symposia
experiences on classroom practices. This report also includes the results from an achievement
pretest-posttest as well as an expanded attitudinal survey distributed to participants of this year‘s
national conference Symposia.
Specifically, this evaluation report addresses the results of survey data analyses for the
following experiences:
Evaluation #1: Symposia Achievement and Attitude Survey Summary 2003 – 2007
Evaluation #2: Web Seminar Attitude Survey Summary 2004 – 2008 (April)
Evaluation #3: 2008 National Conference Symposia Pretest-Posttest and Attitudinal
Survey Summary
Evaluation #4: 2007 National and Regional Conference Symposia Follow-Up Survey
Results
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 5
Evaluation #1: Symposia Survey Summary 2003 – 2007
Evaluation #1 Introduction
NSTA Symposia offer half-day or full-day face-to-face learning experiences at NSTA
national and regional conferences. These instructional opportunities continue beyond the
conference, with two follow-up web-based sessions offered soon after the conference is over,
and email-based listservs established to facilitate ongoing dialogues about the content. Symposia
are designed to enhance teachers‘ knowledge of both science content and best teaching practices,
with content and topics aligned to national science education standards. Symposia are facilitated
by scientists, engineers, and educational specialists from NSTA partners such as the National
Aeronautics and Space Administration (NASA), the National Oceanic and Atmospheric
Administration (NOAA), the Food and Drug Administration (FDA), the National Science
Foundation (NSF), Sally Ride Science (SRS), and NSTA Press authors.
Since 2003, there have been 2,080 participants enrolled in 52 Symposia offered at NSTA
conferences. All the Symposia topics facilitated since 2003 are listed in Appendix A. The
purpose of this section of the evaluation is to summarize the data collected by Symposia
personnel since 2003. These data points include the participants‘ attitudes about the Symposia
experiences, attitudes regarding the instructors, and general achievement gains based on cursory
evaluations of pretest and posttest responses.
Evaluation #1 Methods
At the beginning of each Symposium, the participants completed a very brief informal
pretest designed to focus thinking on the nature of the content and topics to be addressed. There
were between four and seven pretest items per Symposium. The average number of participants
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 6
across all Symposia was 40.0 (SD = 18.7), with a range of 8 – 81 participants. The following
represents some examples of these pretest/posttest items:
Briefly describe what constructivism means. Give an example from everyday life or from
classroom experiences.
List three types of spacecraft power systems.
How does the Sun affect the International Space Station? How is that different on Mars?
Briefly explain how the principle of conservation of energy applies to a collision between
two cars. No need to use formulas or equations, but you can if you wish.
List three ways to integrate the discussion of science careers with classroom activities.
What happens when carbon dioxide from the air dissolves in the ocean?
Following each Symposium, the participants reflected upon the experience by responding
to the same pretest items as well as to a collection of survey questions designed to measure
attitudes about the overall experience, including attitudes about the instructors. Most Symposia
had more than one instructor; the average number of presenters across all Symposia was 4.1 (SD
= 2.3), with a range of 1 – 7 instructors/facilitators.
After each face-to-face Symposium was completed, the Symposia director collected the
pretest/posttest/survey sheets and tabulated the survey data. The pretest/posttest item data were
scored in a somewhat informal fashion. The presenters provided an answer key to the Symposia
director, who reviewed each participant‘s pre/posttest responses side-by-side. Based on the
suggested answers from the answer key, differences in pretest/posttest responses were graded
using the following categories:
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 7
Positive Change: Pretest response is not correct, posttest response is
correct OR pretest response is somewhat correct, but
posttest answer reflects a markedly better response.
No Change: Both pretest and posttest responses are correct.
No Change-Negative: Both pretest and posttest responses are incorrect.
Due to a variety of factors, the survey and pretest/posttest data were only collected and
tabulated for 26 of the 46 Symposia.
Evaluation #1 Results and Discussion
The data in Table 1 represent a summary of the general attitudes expressed about the
face-to-face sessions reported by 993 participants across 26 different Symposia. These data
indicate extremely favorable reactions to many important aspects of the experiences. The mean
responses to all attitude items fell between 4 and 5, with a response of ―5‖ reflecting an
agreement level of ―Excellent‖ and a response of ―4‖ indicating an agreement level of ―Good.‖
Participants indicated that the session met expectations (M=4.74), was relevant to themselves
(M=4.67) and their organizations (M = 4.73), that the materials were useful (M=4.72), and that
the visual aids were helpful (M=4.82). It is important to note that standard deviations are not
reported in these statistics because the mean scores for each item actually represent a mean of
means. That is, the available data for each item was the mean score for participants of each
Symposium. Because the number of participants was known, each Symposium mean score was
weighted by a factor equivalent to the number of participants. Likewise, estimating effect size
for the attitudinal constructs represented in the items for each group of Symposia participants
was not possible because individual scores were not available to determine variance and
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 8
establish appropriate confidence intervals. Regardless, the overall mean scores reported in Table
1 do reflect the general attitudes for each item represented.
In addition to these very favorable responses, 99.5% of the respondents agreed that the
delivery format was appropriate for the topic, and 97.9% indicated that they would recommend
the session they attended to others. Relative to these very favorable responses, only 89.0% of the
respondents agreed that enough time was provided in the session to learn all that was needed.
These data are presented in Table 2. Some of the open-ended responses to questions about the
Symposia strengths and limitations are reported in the discussion section of this evaluation.
Table 1: Symposia Participants’ General Attitudes about Face-to-Face Session
Scale: Excellent = 5; Good = 4; Average = 3; Fair = 2; Poor = 1
Survey Item Mean
This session met my expectations. 4.74
The content of this session was relevant to me. 4.67
The content of this session was relevant to my organization. 4.73
Participant materials provided were useful. 4.72
The visual aid(s) used were helpful. 4.82
Note: Data based on the survey results of 26 Symposia, N = 993
Table 2: Symposia Participants’ General Attitudes about Face-to-Face Session
Survey Item % Yes
Was the delivery format (e.g. lecture, small group) appropriate for
99.5
this topic?
Was enough time provided to learn the subject matter covered in the
89.0
session?
I will recommend this session to others. 97.9
Note: Data based on the survey results of 26 Symposia, N = 993
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 9
As previously indicated, attitudinal data were not the only information collected from the
Symposia participants and evaluated. Pretest and posttest performance was also analyzed, albeit
in a very basic manner. Because individual items were only categorized according to whether or
not a gain between pretest and posttest was identified, the only available statistic to apply across
all Symposia was a calculation of the average number of participants who demonstrated gain or
no gain on each item. But since the pretest/posttest items were different for each Symposium
topic, only a broad average gain across all items is meaningful. Based on the recorded data, each
pretest/posttest item across all 26 Symposia for which data were evaluated averaged 55.1% (SD
= 8.2%) of the participants showing a gain in the way they communicated correct, complete
answers.
The data presented in Table 3 communicate very favorable responses regarding the
specific characteristics of the Symposia presenters. Again, a response of ―5‖ indicates an
agreement of ―Excellent‖ and a ―4‖ indicates an agreement of ―Good.‖ The data summarize
attitudes about 102 different presenters, and the responses were remarkably homogeneous in a
positive way. Nearly all participants felt their instructors were knowledgeable about the subject
(M = 4.91), responsive to questions (M = 4.87), and communicated adequately in vocal
projection and articulation (M = 4.84). Participants also felt that the pace of delivery was
appropriate (4.75) and that explanations were clear (M = 4.80).
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 10
Table 3: Symposia Participants’ General Attitudes about Face-to-Face Session
Scale: Excellent = 5; Good = 4; Average = 3; Fair = 2; Poor = 1
Survey Item Mean
Knowledge of subject 4.91
Clarity of explanations 4.80
Responsiveness to questions 4.87
Voice projection/articulation 4.84
Pace of delivery 4.75
Note: Data based on the survey results of 26 Symposia, N = 102 instructors/presenters
The attitudinal data collected and tabulated across all the nearly 1000 participants
represents an amazing success story. All the attitudinal items reported favorable mean response
scores between ―Good‖ and ―Excellent‖ with respect to meeting expectations, relevance, and the
usefulness of provided materials. When asked to summarize overall opinions about the
Symposia, many participant responses were similar to the following actual comments:
Well planned, good pace, lots of info; activities appropriate to learning concepts.
It was very informative and gave me ideas for activities I can use. Useful to apply in
the classroom.
It was well-organized with clear expectations, great and varied content and helpful
follow-up.
This session was packed with awesome information and very adaptable lesson ideas.
In addition the resources were awesome. Fun use of cheap or free materials.
You address issues in a different way and with much more detail that ever before.
Very applicable to units I will teach in my 7th and 8th grade classes upon my return.
Interactive, great activities with practical applications.
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 11
Cleared up some misconceptions and presented doable hands-on demos for very
abstract topics.
Attitudes about the various presenters were overwhelmingly positive as well. Comments
about the different presenters included such statements as:
I would attend other Symposia by the same presenter. Great attitude and passion for
the subject and audience.
She really kept me focused with her delivery, sense of humor, and visuals.
It was clear that she had a great deal of experience with teachers.
Very knowledgeable, interesting and engaging speaker.
One of the only noticeable areas for improvement seems to be in the area of time. The
lowest rated attitude item addressing the presenters (―pace of delivery‖) was also the lowest rated
item within the session mechanics portion of the survey. Only 89% of the participants responded
―Yes‖ to the question ―Was enough time provided to learn the subject matter covered in the
session?‖ This may seem like a fairly positive response, but compared to the other responses,
this was a lower-than-normal reaction. The amount of time participants spent within the
Symposia experiences ranged from a half-day (four hours) to a full day (eight hours). It seems
unbelievable that some participants might not have felt this was enough time to accomplish
everything the Symposium intended, but the fact that each Symposium included up to seven
presenters perhaps contributed to a rushed perception. But the perception of not enough time
may be regarded as a positive in some ways; after all, time flies when you are having fun.
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 12
Web Seminar Survey Summary 2004 – 2008 (April)
Evaluation #2 Introduction
NSTA Web Seminars are 90-minute professional development experiences that use
online learning technologies to allow participants to interact with nationally acclaimed experts,
NSTA Press authors, and scientists, engineers, and education specialists from NSTA partner
organizations. These sessions are ―live‖ with respect to time; that is, they occur at a designated
time within an online environment. Presenters can display digital presentations while
simultaneously communicating their voice across the computer network. Participants can use
web-based tools allowing them to mark-up and annotate presenter's slides, share desktop
applications, and engage in text-based chats with other participants. Quiz and polling-style
questions are also asked within the web-based environment, maximizing the interactivity.
Figure 1 depicts a screen capture of a typical Web Seminar session using the software
Elluminate Live!®.
Figure 1: Sample Web Seminar screen depicting status, chat and presentation windows
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 13
Web Seminars are offered as follow-up opportunities to the Symposia presented at
national and regional conferences. They are also offered free of charge throughout the year as
stand-alone experiences. Appendix B lists the different Web Seminar topics presented by NSTA
since 2004.
Since 2004, NSTA has presented 129 separate Web Seminars involving 5,552
participants. The average Web Seminar attendance has been 43 participants, with a range of 5 –
180 people participating online simultaneously. Although no pretests or posttests have been
administered during the Web Seminars, the participants were encouraged to complete a brief
online evaluation form that addresses the content as well as the presenter. This section of the
evaluation report presents a summary of all the online data collected following the presentation
of each Web Seminar.
Evaluation #2 Methods
As previously indicated, the 5,552 participants across the 129 Web Seminars offered
since 2004 were encouraged to complete a brief survey following the 90-minute experience.
Due to a variety of factors, only the data from 109 Web Seminars were available for analysis.
This sample represented 4,691 of the 5,552 participants (84.5%).
The participants were informed that the surveys would remain anonymous, and that their
candid responses would be used to help improve the quality of future Web Seminars. All data
were collected online and exported for analysis.
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 14
Evaluation #2 Results and Discussion
The results of the general attitude surveys administered at the conclusion of the Web
Seminars are reported in Table 4. Similar to the Symposia data, the response summaries for each
survey item presented in Table 4 fell between 4 and 5, with a response of ―5‖ reflecting an
agreement level of ―Excellent‖ and a response of ―4‖ indicating an agreement level of ―Good.‖
These data indicate that the participants felt the Web Seminars were personally valuable (M =
4.50) as well as personally relevant (M = 4.41). The participants also believed that the
interactive nature of the Web Seminars was valuable (M = 4.59) and the time the Web Seminar
was offered fit their schedules (M = 4.48). The data in Table 4 also show that 98.5% of the
participants would like to see more future Web Seminars like the one just completed.
Table 4: Web Seminar Participants’ General Attitudes about Session
Scale: Excellent = 5; Good = 4; Average = 3; Fair = 2; Poor = 1
Survey Item Mean
Overall, the Web Seminar was valuable to me. 4.50
The content of this Web Seminar was relevant to me. 4.41
The interactive nature of the Web Seminar was valuable. 4.59
The time the Web Seminar was held fit my schedule. 4.48
Survey Item % Yes
Would you like to see more Web Seminars like this one offered in the
98.5
future?
Note: Data based on the survey results from 109 Web Seminars, N = 4,691
The data presented in Table 5 summarize the survey responses reflecting participants‘
attitudes about their presenter. Based on the same scale as other surveys addressing attitudes
about presenters, the data in Table 5 indicate very favorable perceptions of the presenters‘
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 15
knowledge of the subject (M = 4.93), clarity of explanations (M = 4.75), responsiveness to
questions (M = 4.82), and pace of delivery (M = 4.63).
Table 5: Web Seminar Participants’ General Attitudes about Presenter
Scale: Excellent = 5; Good = 4; Average = 3; Fair = 2; Poor = 1
Survey Item Mean
Knowledge of subject 4.93
Clarity of explanations 4.75
Responsiveness to questions 4.82
Pace of delivery 4.63
Note: Data based on the survey results of 109 Web Seminar presenters
The data reported in this Web Seminar section are very similar to the data presented in
the Symposia evaluation section. Though the average mean scores are a little lower, all the final
scores indicate that the 4,691 participants across the 109 Web Seminars for which data are
available felt that their experiences were valuable and relevant, and that the interactive nature of
the web-based instructional presentations was valuable as well. Additionally, most of the
participants responded that the time of the sessions fit their schedule. Of course, this is a little
misleading because if the meetings did not fit their schedules, they would not be participating.
However, the general attitudes appear outstanding, a claim corroborated by the respondents‘
positive attitudes about the Web Seminar presenters.
Like the Symposia evaluations, the pace of delivery was described favorably, yet it was
still the lowest-scored item on the Web Seminar survey. Examining some of the archived Web
Seminar sessions revealed that it was not uncommon for the presenter to spend more than 20
minutes answering questions from participants, as well as encouraging them to share classroom
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 16
applications of the material presented. This can contribute to a rushed conclusion within the 90
minutes allocated to the presenter, a common problem within online as well as face-to-face
instructional experiences. But the more experience gained by the NSTA Web Seminar
personnel, the fewer timing problems might arise in future Web Seminars.
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 17
2008 National Conference Symposia Survey Summary
Evaluation #3 Introduction
Like all NSTA national conferences in the last five years, the 2008 conference in Boston
included the facilitation of various Symposia. Table 6 is a listing of the sponsors, titles, and
number of participants and presenters for the six 2008 Symposia.
Unlike previous Symposia, however, it was decided that additional evaluation data would
be collected in order to paint a more accurate picture of the effects the Symposia have on the
attitudes and achievement of the participants.
The purpose of this section of the evaluation report is to summarize the expanded
attitudinal data and present a statistical analysis of the pretest versus posttest performances of the
participants.
Table 6: NSTA 2008 National Convention Symposia Sponsors, Titles and Number of
Participants and Presenters
Sponsor Topic Participants Presenters
NOAA Coral Ecosystems 78 4
21st Century Explorer – Today‘s
NASA 51 6
Knowledge for Tomorrow‘s Explorer
Teach Science Concepts and Inquiry
FDA 75 5
with Food
Mapping the Moon: Simulating LOLA
NASA 81 4
in the Classroom
International Polar Science, Global Discoveries: IPY
Polar Year Research Update for Teachers 41 3
(IPY)
From Astrobiology to Zoology:
SRS Igniting Students‘ Interests in Science 23 4
Careers
Total: 349 26
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 18
Evaluation #3 Methods
A content pretest was distributed to the participants of each Symposium at the beginning
of each session. At the end of the session, the participants were provided with the same questions
as a posttest, along with the expanded session attitude items and the same presenter evaluations
used to evaluate presenters in all the preceding Symposia.
Evaluation #3 Results & Discussion
The data included in Table 7 present the pretest and posttest results for each Symposium
facilitated during the 2008 national conference. These data reflect participant performance on
assessments addressing Symposia content, with items ranging from multiple-choice questions
measuring individual concepts to more open-ended questions covering broad aspects of the
Symposia. Samples of the more open-ended items for each Symposium are included in
Appendix D. A scoring key for each test was created by the Symposia facilitators. Both the
pretests and posttests were graded by a single third-party evaluator. Some participants left the
Symposia before the end and did not participate in the posttest. Their pretest data were excluded
from the analysis.
The data in Table 7 indicate that the mean scores for participants attending each of the
Symposia improved between the pretest and the posttest, with mean gain scores ranging from
28.2% for participants in the International Polar Year Symposium to 45.9% for participants in
the 21st Century Science Symposium. Paired-sample t-tests conducted on participant
performance for each of the Symposia were conducted, and the gain scores for each group were
significant (p < .01).
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 19
Table 7: Pretest and Posttest Means, Standard Deviations, Gain Scores and t-test Significance
Values by Symposia
Maximum Raw Raw
N Possible Pretest Posttest % Gain P
Symposia Score Mean [SD] Mean [SD]
NASA: Mapping the Moon 3.86 7.54
53 10 36.8% <.01
[2.73] [2.10]
FDA: Food Science 6.30 14.20
48 20 39.5% <.01
[1.34] [2.25]
NASA: 21st Century Explorer 3.96 11.30
41 16 45.9% <.01
[2.26] [2.16]
Sally Ride Science: Science 7.88 16.25
16 20 41.9% <.01
Careers [1.64] [1.75]
NOAA: Coral Ecosystems 3.91 8.36
57 12 37.1% <.01
[2.34] [2.01]
International Polar Year: IPY 5.10 8.20
30 11 28.2% <.01
Research Updates [2.96] [1.41]
Unlike the performance data, which are presented by Symposium as well as across all
participants, the attitudinal data have been summarized and analyzed as a large single group of
data. The results of the attitude surveys are presented in Table 8. These results differ from the
data reported for Symposia presented previous to the 2008 national convention in a few distinct
ways. Not only have additional items been included, but the scale is different. In the surveys
distributed for the 2008 national convention Symposia, the participants were asked to identify
their level of agreement with the provided attitudinal statements using four levels of choices:
strongly agree, agree, disagree, and strongly disagree. This four-point scale resulted in a broader
distribution of results, as well as summary scores between ―3‖ (agree) and ―4‖ (strongly agree).
These data indicate that 92.5% of the participants agreed or strongly agreed that the session met
their expectations (M = 3.49), 94.7% agreed or strongly agreed that the content was relevant to
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 20
their professional growth (M = 3.51), 93.3% agreed or strongly agreed that the materials
provided were useful (M = 3.59), 85.9% agreed or strongly agreed that the visual aids used in the
presentation were helpful (M = 3.55), 93.7% agreed or strongly agreed that they learned a lot
from the session (M = 3.51), and 91.4% of the participants agreed or strongly agreed that they
would recommend NSTA Symposia to colleagues (M = 3.55).
Although 86.9% of the participants agreed or strongly agreed that their Symposium
experience was one of the best professional development opportunities they experienced
compared to other conference-related activities, the actual rating was slightly lower than some of
the other positive responses (M = 3.20). Likewise, 93.9% agreed or strongly agreed that the
follow-up Web Seminar opportunities could be a valuable extension to the in-person Symposium
experience, but the overall mean score was lower than some of the other responses (M = 3.30).
On the whole, however, the responses were overwhelmingly positive.
The data in Table 9 represent a summary the 2008 national conference Symposia
participants‘ attitudes about the presenters. The scale for these surveys was the same as the
presenter attitude survey instrument used in all previous Symposia evaluations, with a ―5‖
representing ―Excellent,‖ ―4‖ representing ‗Good,‖ etc. These data indicate that 96.6% of the
participants felt the presenters‘ knowledge of the subject was excellent or good (M = 4.77),
91.4% felt the presenters‘ clarity of explanations was excellent or good (M = 4.59), 94.3% of the
participants believed the presenters were excellent or good at responding to questions (M =
4.69), 93.4% felt the presenters‘ voice projection and articulation were excellent or good (M =
4.68), and 92.0% felt the pace of delivery was either excellent or good (M = 4.59).
Table 8: 2008 National Conference Symposia Participants’ General Attitudes about the
Sessions
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 21
The following scale was used for this survey:
SA = Strongly Agree [4 Points]
A = Agree [3 Points]
D = Disagree [2 Points]
SD = Strongly Disagree [1 Point]
SA A D SD M
Survey Item [4] [3] [2] [1] (SD)
152 96 18 2 3.49
This session met my expectations.
56.7% 35.8% 6.7% .8% (.66)
The content of this session was relevant to 151 103 13 1 3.51
my professional growth. 56.3% 38.4% 4.9% .4% (.61)
The provided participant materials were 149 101 17 1 3.59
useful. 55.6% 37.7% 6.3% .4% (1.91)
162 96 9 2 3.55
The visual aid(s) used were helpful.
60.2% 35.7% 3.3% .7% (.60)
154 96 16 1 3.51
I learned a lot from this Symposium.
57.7% 36.0% 6.0% .4% (.63)
I would recommend NSTA Symposia to 164 88 13 2 3.55
my colleagues. 61.4% 33.0% 4.9% .7% (.63)
Compared to other conference-related
92 133 31 4 3.20
professional development opportunities I
35.7% 51.2% 11.9% 1.5% (.70)
have experienced, this was one of the best.
I believe the follow-up Web Seminar
opportunities could be a valuable 102 143 6 10 3.30
extension to this in-person Symposium 39.1% 54.8% 2.3% 3.8% (.70)
experience.
N = 271 (distinct participant surveys tabulated)
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 22
Table 9: Symposia Participants’ General Attitudes about Presenters
Scale: Excellent = 5; Good = 4; Average = 3; Fair = 2; Poor = 1
E G A F P Mean
Survey Item [5] [4] [3] [2] [1] (SD)
977 207 35 3 0 4.77
Knowledge of subject
80.0% 16.9% 2.9% .2% 0% (.50)
835 279 93 10 2 4.59
Clarity of explanations
68.5% 22.9% 7.6% .8% .2% (.68)
922 224 57 10 2 4.69
Responsiveness to questions
75.9% 18.4% 4.7% 5.7% .2% (.61)
923 217 10 9 2 4.68
Voice projection/articulation
75.6% 17.8% 5.7% .7% .2% (.63)
826 287 76 18 2 4.59
Pace of delivery
68.3% 23.7% 6.3% 1.5% .2% (.69)
Note: Data based on the survey results of 6 Symposia, 26 instructors/presenters, N =
1229 (distinct participant surveys tabulated)
When asked if the delivery format (e.g. lecture, small group) was appropriate for the
topics presented, 249 of 258 participants responded ―yes‖ (96.9%), and when asked if enough
time was provided to learn the things the Symposia intended, 210 of 248 responded ―yes‖
(84.7%).
In addition to numerical data collected, the workshop participants were asked to reflect
upon what they felt was the best part of their Symposium, along with offering suggestions for
improving the Symposium for future implementations. A summary of the best aspects of
Symposia included the following (all were mentioned by multiple participants):
Hands-on activities
Knowledgeable, entertaining and varied presenters
Relevant, useful materials
Challenging, interesting content
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 23
Real-world examples of science applications
Conversations with colleagues
Some of the areas for improvement mentioned by multiple participants included the following:
Increase the overall amount of time
Spend more time with hands-on activities
Offer multiple sessions with smaller Symposium size
Include more time for question and answer sessions
Include more take-away material for classroom application and use
This evaluation represents a slightly closer examination of the attitudes expressed by
Symposia participants about their experiences. The data reflect two very important points. First,
the general attitudinal responses mirror the general attitudes expressed by the participants of
previous Symposia, in both attitudes about the structure of the Symposia and perceptions of the
presenters. Second, the data indicate that the participants believed that they learned a lot from
the session, that the session was one of the best conference-related activities in which they
participated, and that they would recommend Symposia to their colleagues. Additionally, most
of the participants agreed that the follow-up Web Seminar opportunities constitute valuable
extensions to their Symposia experiences. These perceptions underscore the overwhelmingly
positive reception that the Symposia continue to garner.
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 24
2007 National and Regional Conference Symposia Follow-Up Survey Results
Evaluation #4 Introduction
The NSTA held three regional conferences and one national conference during 2007.
Appendix C lists the Symposia that were offered during these conferences, including the
conference dates and locations. Although attitude data as well as achievement gain scores were
collected for the participants of these Symposia, NSTA was equally interested in how the
Symposia experiences impacted actual professional practice. To evaluate impact, an online
survey was developed that asked questions both about the participants‘ initial motivation for
enrolling in the Symposia and what the participants did in the year that followed with the
information and materials received. This also included determining attitudes about the follow-up
Web Seminars for those who chose to participate.
The purpose of this section of the evaluation is to present the results of this follow-up
survey and reflect upon specific Symposia factors that might have resulted in a greater impact in
the classroom.
Evaluation #4 Methods
During April 2008, a message with link to the survey was emailed to all the participants
from those Symposia listed in Appendix C. The message indicated that the participants were
being asked to provide anonymous feedback to NSTA in an effort to improve its professional
development programs. An incentive of free NSTA Press online resources was offered to those
who responded within 10 days. Approximately 300 email messages were successfully sent, and
73 responses to the survey were recorded within the 10 days the survey was available (24.3%
response rate).
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 25
Table 10 presents a distribution of the grade levels and/or science subjects taught by those who
responded to the survey. These data indicate that over half of the respondents taught middle
grade science (grades 5 – 8). The average number of years teaching experience by the
respondents was 12.0 (SD = 9.1), with a range of 1 – 35 years.
Table 10: 2007 Symposia Follow-Up Survey Respondents Grade Level and/or Subjects
Taught
# of
Grade Level(s) Taught
Respondents
Elementary 6
Middle School/Jr. High (5 – 8) 38
Secondary-Biology 4
Secondary-Chemistry 1
Secondary-Physical Science 1
Secondary-Earth Science 1
Secondary-Multi 5
College 1
Science Specialist/Coordinator 4
Other/None 12
Total: 73
The data in Table 11 present the distribution of the Symposia that the survey respondents
attended during 2007. All the Symposia offered in 2007 are represented by more than one
respondent.
Some of the data collected and tabulated did not exist in numeric format. Such open-
ended items included item #4 (―Please describe the reason(s) why you chose to participate in the
selected Symposium.‖) and item #5 (―Please describe any of the ways in which your
participation in the Symposium has supported your personal efforts to improve your abilities as a
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 26
professional educator.‖). Responses to these items were grouped into categories of similarities
by a single evaluator, and then each category was named by the evaluator with a general label
indicative of the intent of the collective statements. Since a single evaluator was used, there was
no need to conduct a reliability test.
Table 11: 2007 Symposia Follow-Up Survey Number of Participants by Symposium
Topic
# of
2007 Symposia Respondents
Arctic and Antarctic Living Systems 6
IPY: The Fragile Ice 3
NASA: Living and Working in Space 3
NOAA: GPS and Geodesy for Dummies 5
FDA: Food Safety and Nutrition 2
NSTA Press: Energy: Stop Faking It! 6
Nanoscale Science: Activities for Grades 6-12 2
NASA: Successful Strategies for Involving... 4
FDA: Teach Science Concepts and Inquiry... 2
IPY: The Role of Polar Regions in Earth‘s... 4
SRS: From Astrobiology to Zoology (careers) 6
NASA: Igniting the Flame of Knowledge 3
IPY: Impact of Polar Climate... 9
IPY: Polar Climates, How are... 6
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 27
Evaluation #4 Results & Discussion
The data in Table 12 represents a summary of the reasons participants gave for
participating in their selected Symposium. Twenty-five respondents (34.2%) indicated that they
chose to participate in their selected Symposium because they were personally interested in the
topic, while 17 respondents (23.3%) indicated that they wanted to add Symposium material to
their library of science curriculum and classroom resources. Ten participants (13.7%) indicated
that they wanted to gain more knowledge and experience with unfamiliar or outdated science
content. Other statements provided by a few of the participants included such reasons as being
required to attend, to confirm or validate what they had been teaching, and to improve their
teaching practice.
Table 12: Responses to the statement “Please describe the reason(s) why you chose to
participate in the selected Symposium.”
Number of % of Total
Reason Respondents Respondents*
Personally interested in the topic 25 34.2%
Add to my library of science curriculum and
17 23.3%
classroom resources
Gain more knowledge and experience with
10 13.7%
unfamiliar or outdated science content
Required to attend the session 4 5.5%
Reputation of the speakers 4 5.5%
Confirm/validate what I am currently teaching 4 5.5%
Follow-up to projects I have been involved in 4 5.5%
Meet my professional needs/goals 3 4.1%
Improve my teaching practice 3 4.1%
Feel it is a very important topic for my students 3 4.1%
Find inspiration 1 1.4%
Recommended by my peers 1 1.4%
*These may add up to over 100% since respondents‘ answers could have included more
than one reason.
The survey respondents were asked to describe ways in which their participation in their
selected Symposium had supported their personal efforts to improve their abilities as
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 28
professional educators. Nineteen respondents (26.0%) indicated that the sessions helped them
increase their overall understanding of the topics they teach. Thirteen (17.8%) responded that
they wanted to improve the amount and type of hands-on and/or inquiry-based experiences they
implement in their classes. Table 13 presents these data as well as the additional responses
reported, which include the use of the Symposia experiences to update existing content and
activities (12 responses, 16.4%) and the use of resources provided to present better material to
students (10 responses, 13.7%). Other benefits noted by respondents include increasing teacher
support networks, raising confidence levels, and helping participants accomplish personal
professional development goals.
Table 13: Responses to the statement “Please describe any of the ways in which your
participation in the Symposium has supported your personal efforts to improve your
abilities as a professional educator.”
Number of % of Total
Response Respondents Respondents*
Increase my overall understanding of the topics I
19 26.0%
teach
Improve the amount and type of hands-on and/or
13 17.8%
inquiry-based experiences I implement
Update the content and activities I facilitate 12 16.4%
Resources have helped me present better material
10 13.7%
to my students
Increase my network of teachers to communicate
5 6.8%
with about my practice
Increase my confidence level teaching the material 5 6.8%
Inspired me to do a better job 3 4.1%
Help me accomplish my professional development
3 4.1%
goals
Increase how I present the work of scientists in my
2 2.7%
class
*These may add up to over 100% since respondents‘ answers could have included more
than one reason.
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 29
One of the most important questions in the follow-up survey asked the Symposia
participants to describe specific ways in which they integrated Symposium content into their
classroom experiences. Nearly 40% of the respondents (29 of 73) reported that they had
implemented lesson materials received from the Symposia. Additionally, 12 respondents
(16.4%) indicated that the Symposia experiences translated into improvements in the type and
amount of examples presented in the classroom, 11 respondents (15.1%) indicated that the
Symposia experiences caused them to increase the type and amount of inquiry in their
classrooms, and nine respondents (12.3%) reported that they improved their classroom
discussions. Table 14 presents these other ways in which the Symposia experiences affected
classroom instruction.
Table 14: Responses to the statement “Please describe any specific ways in which you
have integrated Symposium content into your classroom experiences.”
Number of % of Total
Response Respondents Respondents*
Implemented lesson materials received from
29 39.7%
Symposia
Improved the type and amount of examples I use in
12 16.4%
the classroom
Increased the type and amount of inquiry in my
11 15.1%
classroom
Improved my classroom discussion topics and
9 12.3%
answers
Included information about science careers in my
3 4.1%
curriculum
Increased my use of technology in teaching 2 2.7%
Improved my existing lesson plans in general 2 2.7%
Included more guest speakers in my practice 1 1.4%
*These may add up to over 100% since respondents‘ answers could have included more
than one reason.
The survey respondents were asked whether or not they participated in either of the
online Web Seminars following the conference Symposia. Nineteen of the 73 respondents
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 30
(26.0%) indicated that they had participated in one of the follow-up Web Seminars. Of these 19,
16 respondents (84.2%) selected ―I had a great Symposium experience, and I was interested in
participating further‖ as one of the reasons why they chose to participate, while 15 of the
respondents (78.9%) selected ―The content was relevant to my needs as a professional educator,
and I wanted to learn more‖ as a reason. Eight of the 19 survey respondents (42.1%) who
participated in the follow-up Web Seminars also selected ―The time of the live online seminar
was convenient for me‖ as one of the reasons why they participated, seven (36.8%) selected ―I
usually benefit tremendously by participating in such online experiences,‖ and six (31.6%)
selected ―I felt the need to expand upon the Symposium experience.‖ Additionally, one of the 19
wrote that the presenter was always an entertaining and effective teacher, while another wrote
that learning how to use current technology to communicate online was one of the reasons to
participate in the Web Seminar.
Those Symposia participants who did choose to participate in follow-up Web Seminars
were asked to record their level of agreement with attitude statements about the experience. The
data in Table 15 present these results. These data indicate that 21 of the 23 respondents (91.3%)
agreed or strongly agreed that they were satisfied with the overall quality of the Web Seminar
they experienced. Twenty-one out of 22 respondents (95.5%) agreed or strongly agreed that the
degree and type of interactivity helped them obtain something valuable from the Web Seminar
experience, and 18 of 20 respondents (90.0%) reported that they were satisfied with the amount
and type of interactivity during the Web Seminar. Nineteen of 21 Web Seminar participants
(90.5%) agreed or strongly agreed that the content presented in the follow-up Web Seminar was
valuable and relevant to their needs as educators, and 20 of 21 (95.2%) agreed or strongly agreed
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 31
that they would recommend the follow-up Web Seminar experience to anybody who participated
in a face-to-face Symposium.
Table 15: Attitudes about Symposia Follow-Up Web Seminars
Scale: SA = Strongly Agree; A = Agree; D = Disagree; SD = Strongly Disagree
Survey Item SA A D SD
I was satisfied with the overall quality of the Web
13 8 2 0
Seminar.
The degree and type of interactivity helped me obtain
9 12 0 1
something valuable from the Web Seminar experience.
I was satisfied with the amount and type of interactivity
8 10 1 1
during the Web Seminar.
The content presented in the follow-up Web Seminar was
11 8 2 0
valuable and relevant to my needs as an educator.
I would recommend the follow-up Web Seminar
experience to anybody who participated in a face-to-face 13 7 1 0
NSTA Symposium.
Fifty-four of the 73 survey respondents (74.0%) indicated that they did not participate in
any of the related Web Seminars following their participation in the conference Symposia. The
data presented in Table 16 rank the reasons why they chose not to participate. The primary
reason, reported by 37 of the respondents (68.5%), was the inconvenient time during which the
live online seminars were offered. Other selected reasons included inadequate access to the
Internet (or appropriate computer hardware) and not feeling comfortable enough with technology
skills to work through the necessary pre-seminar checklist (or encountering technical difficulty
when trying to connect).
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 32
Table 16: Reasons Selected for Not Participating in Symposia Follow-Up Web Seminars
Number of % of Total
Reason Respondents Respondents*
The time of the live online seminar was not
37 68.5%
convenient for me.
I did not have adequate access to the Internet and/or
appropriate computer hardware at the time the 6 11.1%
follow-up seminar was offered.
I do not feel comfortable in my technology skills to
work through the necessary pre-seminar checklist, or
6 11.1%
encountered technical difficulty when I tried to do so,
and as such, decided against participating.
The content was not relevant to my needs as a
5 9.3%
professional educator.
I did not feel the need to expand upon the
4 7.4%
Symposium experience.
I was not adequately reminded about when and where
4 7.4%
(URL) the Web Seminar would take place.
I prefer not to participate in such online experiences.
1 1.9%
I did not have a great Symposium experience, so I
0 0%
was not interested in participating further.
*These may add up to over 100% since respondents could select multiple reasons. N =
54.
Additional reasons why some Symposia participants chose not to experience the follow-
up Web Seminars included ―I was always too late and blocked out,‖ ―I did not have the time
necessary to participate,‖ and ―I participated in a related Web Seminar before the Symposia.‖
What is very noticeable in the Table 16 data is the fact that none of the respondents indicated that
they had had a bad Symposium experience. This further supports the overwhelmingly favorable
response to the Symposia opportunities in general.
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 33
Final Discussion
The overall purpose of collecting and reporting the data for these four distinct evaluations
was to assess the general efficacy of NSTA Web Seminars and Symposia in affecting the
practices of professional educators. Although the data do not reflect a complete picture of the
effects or effectiveness, there has been enough information collected since 2004 to draw robust
conclusions regarding specific aspects of these professional development opportunities. First
and foremost is the consistent pattern of positive responses to survey items asking participants to
rate the degree to which the sessions were satisfying, met expectations, and were relevant. In all
cases, the participants of the Web Seminars and Symposia regarded the experiences as valuable
in relation to satisfaction, relevance, and meeting expectations. Additionally, the participants
were equally positive about recommending these professional development opportunities to
others.
Positive attitudes were not the only benefits reported by the participants. On average,
over half of the Symposia participants surveyed since 2004 demonstrated a gain in content
knowledge measured via pretest/posttest questionnaires. Although a test of significance cannot
be performed on the data, these results do suggest that the Symposia experiences have an impact
on the content knowledge of the participants. These data are consistent with self-reported data in
the follow-up survey. Over 25% of the respondents indicated in open-ended responses that the
Symposia had increased their overall understanding of the science content they teach.
The more specific analysis for those Symposia participants at the 2008 national
conference in Boston provides further evidence that achievement gains do occur. The
achievement gains for all participants ranged from approximately 30% to 45%, with all gains
representing statistically significant improvements in content knowledge for the topics
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 34
addressed. These same participants indicated in a follow-up survey that such gains in content
knowledge have had an impact on their instructional practices. They reported that the Symposia
prompted them to improve the type and amount of inquiry-based experiences they implement
and that the resources provided during the Symposia led to better classroom materials. In related
data, nearly 40% of the participants reported that they have used the lesson materials they
received during the Symposia, noting improvements in their examples used in the classroom and
in related class discussions.
Taken as a whole, the Web Seminars and conference Symposia represent very successful
professional development opportunities provided by NSTA, with support from a number of
external agencies and sponsors. These successes are not just measured in positive attitudes; they
are reflected in the application of improved content knowledge and materials to enhance
classroom practices. In fact, the attitudinal as well as achievement results are so favorable that it
is easy to take for granted the fact that the Web Seminars are successful because of efficacious
interactive interfaces and a technical staff dedicated to ensuring that the sessions are presented
with minimal technical difficulty. There is no doubt that if the operation did not run as smoothly
as it has over the past few years, the evaluation data would have reflected this. As NSTA
continues to improve its ability to offer computer-supported professional development
opportunities, it should keep in mind that its greatest strengths lie in the people who plan,
organize, and implement the experiences.
There are currently over 2 million teachers in the United States responsible for
facilitating science instruction in K-12 classrooms, and NSTA is committed to providing the best
possible professional development experiences for those teachers who need to learn more about
the subject matter they are responsible for teaching. By continuing to offer quality face-to-face
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 35
conference Symposia as well as web-based seminars, NSTA is providing innovative and
accessible programs for an increasing number of educators. And through the continued support
of external funding agencies, NSTA can continue offering effective professional development
experiences for current as well as future science teachers.
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 36
Appendix A: Symposia Topics 2003 – 2007
FDA/NSTA Symposium: Food Safety and Nutrition
FDA: Teach Science Concepts and Inquiry with Food
IPY/NSTA Symposium: Impact of Polar Climate Change on Living Systems
IPY/NSTA Symposium: Polar Climates, How Are They Changing?
IPY/NSTA Symposium: The Fragile Ice
IPY: Arctic and Antarctic Living Systems
IPY: The Role of Polar Regions in Earth‘s Changing Climate System
NASA/ITEA/NSTA Symposium: Robotics
NASA/NSTA Symposium: Effects of Spaceflight on the Human Body
NASA/NSTA Symposium: Living and Working in Space: Energy
NASA/NSTA Symposium: Living and Working in Space: Habitat
NASA/NSTA Symposium: Lunar Exploration
NASA/NSTA Symposium: Preparing for the Journey to Space: Energy
NASA/NSTA Symposium: Robotics
NASA/NSTA Symposium: Stars, Planets, Life, and the Universe
NASA: Aerospace Technology
NASA: Extreme Solar System Exploration
NASA: Hubble Space Telescope
NASA: Igniting the Flame of Knowledge: Human Space Flight
NASA: Mars
NASA: Robotics
NASA: Successful Strategies for Involving Parents in Education
NASA: Using NASA Resources to Study the Earth: Human Impacts on Land Cover Change
NOAA/NSTA Symposium: Coral Ecosystems
NOAA/NSTA Symposium: GPS and Geodesy for Dummies: Do You Know Where You Are?
NOAA/NSTA Symposium: The Ocean's Role in Weather and Climate
NSTA Press: Nanoscale Science: Activities for Grades 6-12
NSTA Symposium: Doing Good Science
NSTA Symposium: Energy: Stop Faking It!
NSTA Symposium: Force and Motion: Stop Faking It!
NSTA Symposium: Picture Perfect Science Lessons
NSTA Symposium: Science Curriculum Topic Study
NSTA Symposium: Uncovering Student Ideas in Science
NSTA Symposium: Watershed Dynamics
Sally Ride Science/NSTA Symposium: From Astrobiology to Zoology: Igniting Students‘
Interests in Science Careers
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 37
Appendix B: Web Seminar Topics 2004 – 2008 (April)
Absolute Zero: The Cold, Hard Facts About the Coolest Stuff in Physics
FDA: Food Safety and Nutrition
FDA: Teach Science Concepts and Inquiry with Food
FDA: Teach Science Concepts and Inquiry with Food: Salt
IPY: Arctic and Antarctic Living Systems
IPY: Impact of Polar Climate Change on Living Systems
IPY: Polar Climates: How Are they Changing?
IPY: The Fragile Ice, Web Seminar I
IPY: The Role of Polar Regions in Earth‘s Changing Climate System
NASA JPL: Are We Alone?
NASA JPL: Exploring Mars with CRISM and the Mars Reconnaissance Orbiter
NASA JPL: How Science REALLY Gets Done
NASA JPL: Inquire, Engage, and Explore: The Mars Student Imaging Project
NASA JPL: Robotic Exploration of the Red Planet
NASA JPL: Robotics Engineering: Big Toys, Big Fun
NASA JPL: Using Earth to Explore Mars
NASA: Extreme Solar System Exploration
NASA: History of Winter
NASA: How to Maximize Your NSTA Conference Experience
NASA: Igniting the Flame of Knowledge: Human Space Flight
NASA: Landsat Data, Web Seminar I
NASA: Living and Working in Space: Energy
NASA: Living and Working in Space: Habitat
NASA: Lunar Exploration
NASA: Preparing for the Journey to Space: Energy
NASA: Robotics
NASA: Spaceflight and the Human Body
NASA: Stars, Planets, Life, and the Universe
NASA: Successful Strategies for Involving Parents in Education
NOAA: Coral Ecosystems
NOAA: GPS and Geodesy for Dummies: Do You Know Where You Are?
NOAA: The Ocean's Role in Weather and Climate
NSDL: Bones - A Virtual Lab
NSDL: Bringing the Field to the Classroom: Birds
NSDL: Charging into Electrostatics
NSDL: Chemistry Comes Alive!
NSDL: Computational Biology
NSDL: Discover Microbial Worlds
NSDL: Earth in Reverse: Magnetic Wiggles on the Ocean Floor
NSDL: Flower Bulb Science: Activities for the Hands-On Classroom
NSDL: Hotspots, Plumes and LIPs: Everything's Coming Up Igneous!
NSDL: Hurricanes
NSDL: It's Alive: Using Online Life Science Resources in Middle School Classrooms
NSDL: Learning by Doing: Computational Science
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 38
NSDL: Making Digital Resources Work for You
NSDL: Plate Tectonics Made to Order
NSDL: Selecting and Using Digital Phenomena and Representations for Middle School Science
Instruction
NSDL: Small Creatures Under the Microscope - the Exploratorium
NSDL: Studying Genomes: From the Lab to the Classroom
NSDL: Teach Engineering
NSDL: Under the Microscope: Using Images to Enhance Inquiry—the Exploratorium
NSF/NOAA/NASA IPY: The Fragile Ice
NSTA Press: Doing Good Science
NSTA Press: Energy: Stop Faking It!
NSTA Press: Force and Motion: Stop Faking It!
NSTA Press: Investigating Safely
NSTA Press: Nanoscale Science: Activities for Grades 6-12
NSTA Press: Picture-Perfect Science Lessons
NSTA Press: Science Curriculum Topic Study
NSTA Press: Uncovering Student Ideas in Science
NSTA Press: Watershed Dynamics
NSTA: How to Maximize Your NSTA Conference Experience Fall Conferences, 2007
SRS: From Astrobiology to Zoology: Igniting Students‘ Interests in Science Careers
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 39
Appendix C: NSTA Symposia Offered at Regional and National Conferences in 2007
Conference Location Date Symposia
Southern Area Birmingham, December 6- Arctic and Antarctic Living Systems
Conference AL 8, 2007
Nanoscale Science: Activities for
Grades 6-12
Western Area Denver, CO November 8- NASA: Successful Strategies for
Conference 10, 2007 Involving Parents in Education
FDA: Teach Science Concepts and
Inquiry with Food
IPY: The Role of Polar Regions in
Earth‘s Changing Climate System
Northern/Midwestern Detroit, MI October 18- SRS: From Astrobiology to Zoology:
Area Conference 20, 2007 Igniting Students‘ Interests in Science
Careers
NASA: Igniting the Flame of
Knowledge: Human Space Flight
NSTA National St. Louis, Mar. 29 - Apr. NSF/NOAA/NASA: Impact of Polar
Conference on MO 1, 2007 Climate Change on Living Systems
Science Education
NSF/NOAA/NASA: Polar Climates,
How are they Changing?
NSF/NOAA/NASA: The Fragile Ice
NASA: Living and Working in Space:
Habitat
NOAA: GPS and Geodesy for
Dummies: Do You Know Where You
Are?
FDA: Food Safety and Nutrition
NSTA Press: Energy: Stop Faking It!
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 40
Appendix D: NSTA Symposia Sample Open-Ended Pretest-Posttest Items
Symposia Topic [Sponsor] Pretest-Posttest Item
Describe the components of a coral reef ecosystem
and explain how human activity impacts the life and
health of a coral reef. List at least three ways in
Coral Ecosystems [NOAA]
which humans can reduce or eliminate these factors
that negatively impact the life and health of coral
reefs.
Make a recommendation for long duration stay in a
reduced gravity environment to NASA. Include in
your recommendation the following: (1)
21st Century Explorer – Today‘s interventions that are needed to maintain a healthy
Knowledge for Tomorrow‘s Explorer cardio system (2) description of how the
[NASA] interventions might be integrated into a new crew
exploration vehicle (3) environmental factors that
might affect the design of the new crew exploration
vehicle
What specific information is available to consumers
on the Nutrition Facts Label? If you had to suggest
Teach Science Concepts and Inquiry
the components of a well balanced meal to a
with Food [FDA]
student, what types of food would you include and
why?
What is the meaning of the acronym ―LRO‖? What
Mapping the Moon: Simulating kind of information will it collect for scientists and
LOLA in the Classroom [NASA] how will it collect it? Why does NASA want to
collect more information about the Moon?
How is climate change affecting the Earth‘s poles?
Polar Science, Global Discoveries: In what ways can the changes taking place in the
IPY Research Update for Teachers Earth‘s polar regions affect those who live in the
[IPY] continental United States? What two actions can
you take to help mitigate these changes?
List two ways you might address science careers
within typical classroom activities. How might they
From Astrobiology to Zoology:
improve the quality and effectiveness of a typical
Igniting Students‘ Interests in Science
classroom science activity? How might these
Careers [SRS]
practices affect your students‘ interests in science
careers?
Evaluation of NSTA Symposia & Web Seminars 2004 – 2008 Page 41