Wednesday, February 24, 2010

Tentative Program Timeline

Sunday, March 21st
  • Meet on-campus for early morning departure
  • All day travel from University of Washington, Seattle to Olympic Coast, with stop at ONP Headquarters in Port Angeles to meet with Park officials
  • Lodging: UW’s ONRC in Forks (http://www.onrc.washington.edu/)
Monday, March 22nd
  • Morning: COASST survey (potentially at Third Beach)
  • Afternoon: Free afternoon with potential for beach walk (hopefully with NPS Ranger or Jerry)
  • Lodging: ONRC
Tuesday, March 23rd
  • Hoh Rainforest with Jeremy
  • Evening conversation with Jeremy
  • Lodging: ONRC
Wednesday, March 24th
  • Tentative: Drive from Forks to Hurricane Ridge with Jeremy
  • Lodging: Hotel in Port Angeles
Thursday, March 25th
  • Elwha Beach transect with Kieran (afternoon)
  • Evening photo share activity
  • Lodging: Hotel in PA
Friday, March 26th
  • Elwha with Kieran and students (all day)
  • Potential evening event with local photographer at PA bookstore
  • Lodging: Hotel in PA
Saturday, March 27th
  • Possibility for a morning hike, weather/energy permitting
  • Return to Seattle by early evening (time dependent on ferry schedule)

Fees and Payment Deadline

The total cost of the trip will be $350 per student, which will be due by Friday, February 26th, at 5:00 pm. This payment must be made in the form of a check made out to "The University of Washington" and will cover the cost of lodging, food, transportation, and all park entry fees. You will want to bring additional spending money for any personal purchases or snacks you may wish to make throughout the week.

Pre-Departure Meetings & Readings

Over the coming weeks, as we prepare to depart for Olympic, we will meet together as a group twice:

  • Wednesday, March 3, 4:30-7:30pm: General Orientation and COASST Training (on-campus)
  • Saturday, March 13, afternoon (exact time TBA): Meeting with program partners, final preparations before departure

In addition, we’ll be sharing some readings with you, which will cover issues specific to Olympic, as well as some background on the National Park System itself. Readings will be distributed via email or at our pre-departure meetings. It is important that you take these preparations seriously, so that we can make the most of our short time at Olympic, both collectively and individually. Don’t hesitate to get in touch with Brook, Laura or Aley if you have any questions or concerns.

Partner Project Descriptions #3 – Making Connections: Integrating Formal and Informal Learning Experiences for Teens who are at Risk of Dropping out

Making Connections: Integrating Formal and Informal Learning Experiences for Teens who are at Risk of Dropping out of School
Kieran O’Mahony

This study builds on how several attempts to integrate formal schooling with informal learning experiences outside the school fail to engage students or increase science learning (Hosselkuss, 2009; Young, 2009). Risk of student failure, including dropping out, is a continuing and considerable predicament in the local schools that pertain to this study. The crisis persists despite attempts to relate school learning to everyday learning in an area of intense relevance to the lives of the participants. This Making Connections project will integrate formal classroom learning with informal experiential learning by first, engaging students in the restoration of their community landscape, and thereafter, in their “telling” of the story to peers and to the outside world.

This study is situated around the largest dam removal project in the world today and focuses attention not only on STEM issues but, in addition, has far-reaching implications for matters relating to energy production, indigenous culture, green design, technological modeling, sustainable solutions, and communications. This proposal documents a project that will measure student learning in a blended formal/informal learning environment. The outcomes will allow us judge the best way to proceed with a longitudinal study that will look at issues of retention and sustainability. A pilot study (O''Mahony, 2009) indicated that students showed measureable successes, asking deeply relevant questions and making connections between a theoretical knowledge base and hands-on observations in the field. In this next phase of research, we seek to develop and measure students’ learning in 21st century video, and docent skills.

The purpose of this project is two-fold: (i) to show if and how learning sciences principles—based on How People Learn models and LIFE Center research, e.g., (Bransford & Schwartz, 2008; Bransford, et al., 2005; NRC, 2000)—will lead to measurable learning benefits, and (ii) capture critical video footage that establishes a baseline for a larger term project. This project’s timing is driven by ongoing scientific work, which involves study of the effects of removing two dams on Native American lands. Once the dams are removed (in 2010) the opportunity to engage local students in the capture of scientific data f this kind will be gone forever. The overall goal is to develop student expertise in areas of scientific education that stem from the restoration of the river watershed. This will allow us to seek funds for a longitudinal study to increase student learning in STEM subjects and ultimately retain scholars in school in an area where dropouts are extremely high (48%). By applying appropriate learning science principles, we will test ways to connect students’ field and classroom experiences that result in the acquisition of important life-wide and life-deep skills. Students will learn and apply scientific principles as they also learn to develop videographer and museum-like docent skills and, in so doing, capture and process valuable footage of the present (pre-dam-removal) landscape.

The project will partner with The National Park Service (NPS), who will develop visitor activities for the site so that others can learn about the myriad of geo-scientific and social issues involved in dam removal and habitat restoration. The following url deploys an exemplar video that was created by students working with scientists from the National Park Service. In spite of its obvious drawbacks for education (it lacks deep scientific concepts that we plan to introduce to local students in the implementation of this project), it serves to illustrate the kind of product that we envision: http://www.ericrejman.com/elwha/screen/sd.html.

We will spend half day on the beach at the river mouth working through a beach transect - so that Honors students would know exactly what the school students need to do and learn and understand. While there we will explore ways that would make the work more meaningful, engaging and how the concepts might be delivered to the kids so that they could own them this is the pedagogic content layer, which is so important for transmission of declarative knowledge so that it doesn't remain inert. Then we will spend time at the dam exploring the silt and the teaching methodologies around 'preconceived ideas' and people's proclivity to hold onto some pretty amazing concepts even when they are told and sometimes until they get to touch and experiment themselves.

The second day we will have school kids with us and use our knowledge to mediate the knowledge and experience so that the kids begin to ask deep questions and make connections between the observed phenomena and the physical landscape. This will allow the two groups to begin to communicate and set up mentor mentee relationships that we can foster and grow with technology over time.

Partner Project Descriptions #2 – Mountains, climate, and trees: the role of climate in shaping forested landscapes

Mountains, climate, and trees: the role of climate in shaping forested landscapes
Jeremy Littell

Climate is not something we think of "seeing" - after all, climate goes by boring descriptions like "the statistics of weather". But climate is much more interesting than that! Think for a minute, even from your chair in the Puget Lowlands around Seattle, and see if you can imagine what a subalpine larch tree (Larix lyallii) in the high central Cascades is witnessing in its climate. Right now, it is 50 degrees (F) outside and there are azaleas blooming in Seattle, but some small larches I am familiar with are buried under 65 inches of snow, and the air temperature above that snow this afternoon at 2pm was 30.2 degrees (F). Why do I care, and more importantly, how do I know this?

Climate - and its fingerprints - are all around you. From a tall building in Seattle, you can sometimes see the snows of the Olympics and the Cascades, and sometimes all you can see is the inside of clouds. In the spring and summer, you can watch the changes in the snowpack over weeks - on Rainier or on Mt. Constance in the Olympics - from the relatively balmy Puget Sound. All this tells you something about the climate in those places. But how do trees see the climate? Anyone who has ever hiked up a tall mountain knows that climate changes as you go up in elevation - it generally gets cooler and wetter, and the tree species change as you move up, eventually giving way to the alpine - a place with no trees. These zones of different trees tell us a lot about climate. Where a tree species can germinate and how fast it will grow are partially determined by climate, and there are species of trees that are characteristic of certain environments and climates. Larch is one of them - it likes the cold, snowy, dry drainages of the high eastern Cascades. But I'm also an armchair scientist - there is a SNOTEL station at Hart's Pass that records snow, temperature, and other data and posts it to the internet in near-real-time, so I know what my little larches are witnessing without having to be there myself, shivering in a tent or bundled up to take data even in a warm year.

On the Olympic Peninsula, I've done work focusing on a single tree species (Douglas-fir) as well as the group of tree species that inhabit upper treeline - the place where forest gives way to alpine meadows. The Douglas-fir work I do focuses on understanding how climate controls the growth of trees of the same species in different climates. For example, the Douglas-fir growing just above the Hoh River live in a relatively warm, wet climate for Douglas-fir, but six hundred meters up in elevation, on the same mountain, it is much cooler and wetter. The same species at that elevation is subjected to a much snowier environment, and this is reflected in the growth rings of the trees. The trees at lower elevations are sensitive to summer drought - even in the Olympics! - but the trees up high are more sensitive to snowpack than to drought, and years with too much snow cause them to grow less, not more. Another example is the trees living at the edge of the forest, at treeline on Hurricane Ridge. Here, the trees are mostly species that are the most tolerant to long winters, deep snows, and low temperatures. Like the higher elevation Douglas-fir, their growth is limited by snow. But one of the potential impacts of climate change is to encourage establishment of more seedlings in places where trees couldn't grow well before, such as in the alpine zone just above treeline.

During the experiential spring break, we will go to the Hoh Rainforest and spend some time trying to understand how trees see climate, and try to think about what some of the oldest trees (some older than seven centuries) have witnessed in terms of climate. Depending on the weather and conditions, I plan to show you how a dendroclimatologist (tree ring climate) does basic field work. I am fortunate enough to have a job that takes me to the mountains every summer to try to better understand what climate does to trees and what trees can tell us about climate. I got started in that job because I loved being in the mountains, and the skills I learned there allowed me to study things most people can't, or won't. We will use a combination of tools to try to understand these things - micro temperature sensors, increment borers, special camera lenses - but also just our wits. Some things science will help you verify, but your observation skills and imagination are arguably more important than all the measurement tools because that's where the cool questions come from. Weather permitting, we will visit treeline, though we won't see many seedlings. But what we can see will tell us a lot about how treeline may change, and why it is the way it is currently.

We are going to go places where tires are not allowed - and for good reason. But this also means we need to be prepared - the sun may shine, but it may not. It may snow, or it may not. Certainly, it will be muddy in places, and Nature does not much care who gets wet, cold, and miserable. On a given day in the mountains, it is possible to freeze and fry, get drenched and go thirsty, be too full and then starving. If nothing else, the trees that have the most to tell about climate seem to like extremes. If we are lucky, we will have a pleasant stroll in the woods, but if we are luckier, we will know why the mountains capture our imaginations. What I hope you come away with from this is a sense of having had a good time in the forests and treelines of the Pacific Northwest - in many ways, there is no place like this on Earth. I also hope to share my own sense of awe, at the power of climate and at the perseverance of some ancient trees, but also to share the idea that science of this sort is exciting and full of opportunities.

Partner Project Descriptions #1 – COASST Beach Survey

COASST Beach Survey
Julia Parrish, Jane Dolliver and the COASST Team at the School of Aquatic & Fisheries Sciences, UW
http://depts.washington.edu/coasst/

Realizing the pressing needs of marine natural resource management, coastal conservation, and the need for good science and a stewardship ethic among citizens, the Coastal Observation and Seabird Survey Team (COASST) sees a future in which all coastal communities contribute directly to monitoring local marine resources and ecosystem health through the establishment of a network of citizen scientists, each collecting rigorous and vital data. Through their collective efforts, and the translation of their individual data into baselines against which any impact—from human or natural origins—can be assessed, nearshore ecosystems worldwide will be actively known, managed, and protected.

COASST is a citizen science project of the University of Washington in partnership with state, tribal and federal agencies, environmental organizations, and community groups. COASST believes citizens of coastal communities are essential scientific partners in monitoring marine ecosystem health. By collaborating with citizens, natural resource management agencies and environmental organizations, COASST works to translate long-term monitoring into effective marine conservation solutions.

We will spend a half-day conducting a COASST survey on Third Beach. One of our pre-departure meetings in March will include a COASST training.

Program Description

Described by the National Park Service as “a land of contrast and variety”, Olympic National Park reveals diversity in all forms. In this experiential spring break program students will explore the dramatic physical diversity of the park while examining the diverse ways in which humans interact with this space. We will move from the rugged Pacific coastline to the dramatic Hoh rainforest and perhaps even on to the sweeping alpine vistas of Hurricane Ridge—depending on snow levels, of course! With a particular focus on the ways in which the University of Washington community interacts with the park, students in this program will engage in a variety of projects, from avian mortality surveys of the coast to tree core surveys, outdoor education mentoring with local teenagers to gauging snow pack levels in the high country.

Underlying and intertwined with these projects is the unique natural history of the park, and participants will examine how Olympic National Park is meeting the demands of its own popularity by discussing some important questions: What are the major challenges that face Olympic National Park, and what does it consider its most significant accomplishments? How does the park balance the diverse interests of the urban and industrial areas surrounding its borders? How has the social and scientific research conducted in the park contributed to this understanding? And why is understanding this diversity essential for understanding the future of this important place?

Over the course of one week students will move together throughout the park, meeting with park officials, University faculty and researchers, artists, and everyday citizens who care deeply for Olympic National Park. Through service, research, discussion, hiking, questioning, teaching, and reading, we will above all explore why this place matters in our culture and to our future.