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					    THEMIS Education and
      Outreach program
     L. M. Peticolas1, N. Craig1, I. Ruderman1,
     T. Quinn1, D. Meilhan1, V. Angelopoulos1,
      S. Odenwald2, A. Walker3, D. Dearborn4,
               D. Pierce4, C. Russell4
       1. UCB, 2. Astronomy Café, 3. Cornerstone Evaluation,
                            4. UCLA
Fall AGU 2005
         Accomplishments to date
  Started a teacher workshop site in
   Carson City, NV with LHS
 Installed 12 magnetometers
 Directly involved 14 schools with 14
   teachers, many more involved
 2 teacher workshops held in June ’05
   and June ‘06
 Developed, tested, & revised
   Magnetism on Earth teacher’s
   guide, now in-use in classrooms
 Real-time data on the web
 Archived data available on the web
   soon (debugging interface)
 SWTM 2005
            Data on the Web   > IN THE CLASSROOM
                              >GEONS Data

SWTM 2005
            Data Formats

   30 minute
   24 hour
   3 ways of
    the data

                 Time versus Frequency   Time versus XYZ   Time versus HDB
                 The color represents
                 spectral Power

SWTM 2005
            Evaluation results: how are we doing?
                Three main ways of evaluating program:
                     Teacher PD workshop questionnaires
                     Yearly phone interviews with teachers
                     Direct teacher feedback via email or at workshops
                     Our perceptions
                Cornerstone Evaluation creates reports on data

Teacher feedback                              Many try to persuade other teachers
 Most chose to be part of this              to use materials
program to motivate and/or involve            All use email and THEMIS web page

students in ‘real science’                   for communication, many value
 All are using ideas/materials from
                                             teacher-teacher emails
workshops                                     At PD workshops, most want more

 Many create their own lessons
                                             time to cover materials even while
                                             rating presentations as ‘clear.’
 Archived data is important
SWTM 2005
   Don Dearborn at University of California, Los Angeles (UCLA) for
    installing the magnetometers and his interaction with the
    communities while in their town.
   David Pierce at UCLA for creating software that produces plots of
    the data for the website and teacher use.
   Igor Ruderman and Tim Quinn at UC Berkeley for getting the
    real-time and archived data on the web
   Daniele Meilhan at UC Berkeley for maintaining contact with the
    teachers every week.
   The teachers – without their hard work, this program would not be

SWTM 2005
            The end

            > IN THE CLASSROOM

SWTM 2005
            Lesson Examples (science & data)

                           Background science lessons
                               Exploring Magnetism and
                                Magnetism on Earth teacher
                               Space Science Weekly Problem
                           Using data in the classroom
                               Correlations of magnetism data
                                with other space weather data
                               Soda bottle Magnetometer
                                comparison to research-grade
                                school magnetometer
SWTM 2005
        Sustainability and Multiplier Effects
        (NASA requires sustainability and dissemination)

Previous experience lead teacher to express sustainability concerns
                                            Yearly PD workshops
                                            Student Observation Network
                                            Mission Observatory in AK
                                            THEMIS-GLOBE Bay Mills
                                            Teacher-Teacher Outreach
                                             (Michigan Science Teacher
                                             Association workshops
   Established partnerships are invaluable  Community Outreach

In conclusion, this type of program is only possible with the
commitment of funds and personnel, teachers, E/PO folks, scientists,
engineers, software engineers…, over the long term (4+ years).
SWTM 2005

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