4846 Views (as of 05/2023)
  1. Jennifer Bourgeault
  2. https://www.linkedin.com/in/jennifer-bourgeault-6428572
  3. United States GLOBE Country Coordinator
  5. University of New Hampshire, The GLOBE Program
  1. Tracy Ostrom
  2. Project Coordinator
  4. University of California Berkeley
  1. Haley Wicklein
  3. University of New Hampshire

GLOBE Student Research Symposia (GLOBE SRS): Building Capacity and Community ...

NSF Awards: 1546713, 80NSSC18K0135

2019 (see original presentation & discussion)

Grades K-6, Grades 6-8, Grades 9-12, Informal / multi-age

This video showcases the U.S. Regional GLOBE Student Research Symposia (SRS), which began in 2015 with funding from the National Science Foundation (Grant #1546713) and is currently funded by a grant from NASA (Grant #80NSSC18K0135) and Youth Learning As Citizen Environmental Scientists (YLACES).
Thus far, the project has provided 583 students with the opportunity to share their science research using GLOBE Program data collection at symposia events where they meet students from other states, discuss their research with scientists, and visit science-related venues to envision themselves in those locations pursuing a STEM career.
The GLOBE Program (sponsored by NASA, with support from the NSF, NOAA and the Department of State) is an international science and education program that provides students and the public worldwide with the opportunity to participate in data collection and the scientific process.
After participating in the Student Research Symposia, students’ self-efficacy increased for the science practices. Here is what student and teachers said about the event:
  • "[The scientific process] doesn't seem scary or impossible anymore." –SRS Student
  • “The SRS made me realize that science is fun, and there is so much to do within the science field.” -SRS Student
  • “It is good to learn from other students that we don't already know and just meet and talk to people of different backgrounds.” -SRS Student
  • “The students realize that they can contribute to the scientific community and that their research is important. They feel part of ‘Science.’” -SRS Teacher
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Discussion from the 2019 STEM for All Video Showcase (22 posts)
  • Icon for: Kate Meredith

    Kate Meredith

    Informal Educator
    May 12, 2019 | 08:44 p.m.

    I am looking forward to finding out more about how you support so many teachers from diverse areas across the US


  • Icon for: Jennifer Bourgeault

    Jennifer Bourgeault

    Lead Presenter
    United States GLOBE Country Coordinator
    May 13, 2019 | 11:24 a.m.

    We are happy to answer any questions you may have about supporting teachers from all over the US. One of the most important assets of GLOBE is the network of GLOBE Partners at colleges, universities, professional development organizations, NASA, and informal science centers, among others. GLOBE Partners are familiar with the needs of the local community they serve and with the GLOBE Program. Many successful student research projects can be traced back to collaboration between a teacher and GLOBE Partner working on tailoring what classroom research looks like within the framework a particular teacher has to work.

  • Icon for: Jennifer Bourgeault

    Jennifer Bourgeault

    Lead Presenter
    United States GLOBE Country Coordinator
    May 12, 2019 | 10:19 p.m.

    Thank you for viewing our video and sharing your comments! My name is Jen Bourgeault and I serve as the United States Country Coordinator for the GLOBE Program, based out of the Leitzel Center at the University of New Hampshire. For the past four years, the U.S. office and GLOBE Partners from across the country have organized a series of 6 GLOBE Student Research Symposia each year. These provide an opportunity for students to present their research to other students and to STEM professionals. They also participate in activities such as tours of NASA centers, hands-on activities at university labs and visits to scientific venues. Through grant funding (thank you to NSF, NASA and YLACES), we provide travel support from schools in under-served and underrepresented communities.

    We look forward to answering your questions about our project but also would appreciate hearing what challenges you have faced bringing students and teachers together and providing a meaningful experience for all. What are your go-to activities for maximizing a short time together (in our case 1.5 days) so that students connect with each other? 

  • Icon for: Matthew Cass

    Matthew Cass

    Higher Ed Faculty
    May 13, 2019 | 10:33 a.m.

    Hi Jen,

    Great work!  Are there plans to expand the GLOBE symposia to include community college (or other undergraduate) GLOBE members? 

  • Icon for: Jennifer Bourgeault

    Jennifer Bourgeault

    Lead Presenter
    United States GLOBE Country Coordinator
    May 13, 2019 | 11:35 a.m.

    Hi Matt! Always great to hear from you. Each year we revisit the grade span that the events are geared to engage, which is 5-12. We specify middle and high school because we are small at this time and want to make sure that all students have an opportunity to participate in activities. Having separate activities for elementry, middle, high school and college level students is probably out of our reach until we can grow enough (in budget and staff) to accommodate a larger age range. Peer review is also an important component of the event and I forsee some challenges there too. Perhaps one national GLOBE undergraduate/community college Student Research Symposium might be worth thinking about? Are you in? :-)

  • Icon for: Marcy Seavey

    Marcy Seavey

    May 16, 2019 | 09:28 a.m.

    Matt, I would encourage community college and undergraduate students to submit their research to their state Academy of Science.  Most states have an annual meeting, a journal, or both.  I know in Iowa, the Academy of Science offers greatly reduced registration for students and a welcoming atmosphere for new scientists.  It also helps students network with faculty from across their state and learn about summer ur, reu, and other opportunities.  GLOBE related research would be very welcome.

  • Icon for: Jake Foster

    Jake Foster

    May 13, 2019 | 12:58 p.m.

    It is wonderful to see a diverse group of students discussing critical environmental issues with scientists and each other. How many students (are anticipated to) participate across the 6 symposia? I am interested in how schools choose to participate in a symposium -- do they typically send a small group of students, might they hold a school- or district-based symposium first then send a representative to one of the 6? It seems that there are many more schools and students doing GLOBE-based projects than are able to attend the 6 regional sessions. Could you talk about the balance of providing a diverse group of students with authentic STEM experiences vs. providing an opportunity for those who already excel in science? Thank you for sharing this work.

  • Icon for: Haley Wicklein

    Haley Wicklein

    May 13, 2019 | 01:35 p.m.

    Hi Jake! Thanks for your comments and questions. Last year we had 266 students participating across all 6 Symposia, and this year we anticipate a slight increase in our numbers. Most schools bring a small number of students, and they have many different ways of choosing students to attend - some do hold local symposia, some make decisions based on interest or classwork. We actually wrote an article on this topic highlighting some of our teachers attending this year! 

    Our goal with the SRS is to engage teachers and students that don't already compete in similar events, and may be newer to the research process. One way we accomplish this is by allocating travel funding to schools to schools that are new to these events, and that are in underserved and underrepresented communities. We also rely on our many wonderful GLOBE Partnerships to reach out to schools in their local communities. In reality, we end up with a mix of new and repeat teachers. This leads to many great opportunities for new and veteran teachers to network and build community. However, we are working on strategies to recruit new teacher-student teams to the events. We would love ideas! 

  • Icon for: Jake Foster

    Jake Foster

    May 13, 2019 | 09:15 p.m.

    I appreciate the goal to encourage those newer to the research process. There are those schools and/or teachers that participate in many different ways, providing their students with a rich array of resources and opportunities, and many more that are not active in research-based activities or projects, making it much more difficult for students to engage themselves. Are there particular tools or strategies that you encourage your GLOBE Partnerships to employ to try to bring teachers or schools on board that have not previously been very engaged in research-based projects?

  • Icon for: Jennifer Bourgeault

    Jennifer Bourgeault

    Lead Presenter
    United States GLOBE Country Coordinator
    May 15, 2019 | 05:24 p.m.

    We have a couple tools that we developed and gathered through this project and we do hope to expand the network to get them into more teachers' hands. We provide GLOBE Partners with links and resources to widely share the Teacher Hotline and our Science Practice webpages and  webinars. We send out some other resources like this Planning Guide too. I've described some of the mechanisms below but we don't have a formal delivery of the system since each GLOBE Partners has a different audience and what works for one, may not work for another. Our experience has been that Partners and teachers pick and choose what they need from the lists.

    Lots of our encouragement is through Partner to Partner recommendations. GLOBE Partners have their own network to share resources and provide professional development for each other. If someone finds something that works, we encourage them to share it through one of our monthly webinars, our Partner listserve or at the annual North American Regional Meeting. The GLOBE Partner listserve is where Partners post questions and challenges and others can offer solutions. We also host monthly Zoom meetings we call "Watercoolers" where we gather and share ideas that we use in professional development. It is informal but gives us a chance to ask questions and build our community. I stress this because when you are trying new things, I think that trust in your community where you can take a risk, get advice and give it too, is important. These watercoolers have spurred some of the webinar topics such as the Right Question Institute's Question Formulation Technique and the CER framework.

  • Icon for: Marcy Seavey

    Marcy Seavey

    May 16, 2019 | 09:35 a.m.

    Jake, Great questions.  The teachers I have worked with tend to do best if they start small. Doing  One or two protocols with students and then remain open to the students own questions and interests.  The protocols provide a framework for collecting meaningful data that is immediately useful to scientists.  As students collect data they make observations that lead to "why do we see this?" And " that's weird".  That is when the database, visualization tools, and student reports can help students transition from data collectors to scientists.  


    Another way to get inspired is to read the student reports online.  Because these are written by peers, they are relatable.  Students are not intimidated by them (impressed yes!). They can Invision themselves doing the same thing.  

  • Icon for: Janet Struble

    Janet Struble

    Project Manager
    May 16, 2019 | 09:48 a.m.

    Hi Jake,

    I would like to add to the conversation. You stated

    "It seems that there are many more schools and students doing GLOBE-based projects than are able to attend the 6 regional sessions."

    YOU are CORRECT! 

    GLOBE Mission EARTH at the University of Toledo encourages local schools and  students to attend the GME SATELLITES (Students And Teachers Exploring Local Landscapes to Interpret The Earth from Space) Student Conference at the University of Toledo. We realize that many students may not be able to attend SRS. GME-UT provides the opportunity for students to present their research. This year we had over 200 students present over 100 research projects.


    If you would like more information, GLOBE Mission EARTH has a video.

    Thanks, Jake!

    Janet Struble, Project Manager, GLOBE Mission EARTH

  • Icon for: Camellia Sanford-Dolly

    Camellia Sanford-Dolly

    Senior Research Associate
    May 13, 2019 | 01:44 p.m.

    Do the teacher-student partnerships always emerge in the context of support from an overarching GLOBE partner to help them navigate the research and subsequent symposia? From your current research and evaluation efforts, what have you found out about the ways in which teachers extend the experience for these students after the symposia take place? (i.e., how do teachers follow up with those students or expand upon their symposium experience in their other classes?).

  • Icon for: Haley Wicklein

    Haley Wicklein

    May 14, 2019 | 11:47 a.m.

    Most teachers come to the SRS with the support of a GLOBE Partner, although there are many ways that schools find out about the event (see Tracy's comment below). 

    From our evaluation we have found that the majority of teachers (86% in 2018) felt that participating in the SRS improved their ability to integrate science research into the classroom. Teachers felt that it gave them better insight on how to present GLOBE to their students, opened up curriculum options, and that they are better able to help students engage in the scientific process. Some teacher brought new activities and skills to their classroom from the teacher professional development and student activities held at the event.

    Many teachers that participate in the SRS also go on to submit projects to GLOBE's International Virtual Science Symposium, attend a GLOBE annual meeting, or return to the SRS in future years.

  • Icon for: Jennifer Bourgeault

    Jennifer Bourgeault

    Lead Presenter
    United States GLOBE Country Coordinator
    May 15, 2019 | 05:37 p.m.

    We do have teachers that participate in the Symposia without a supporting GLOBE Partner but they are very few, and typically are experienced in supporting students in research already. We do find that some Partners help to navigate the pieces that must be in place in just getting to the Sympsosia such as school board support, figuring out transportation, loaning or helping to purchase equipment and being another set of eyes and guidance during data collection. Outside of the research these can also be daunting tasks for first-time teachers. They are jumping right into an overnight event.

    One really interesting outcome is that the students return to their schools and advocate for more research experiences in the classroom or as Haley mentioned, come back to the Symposium again and again, collecting data outside of school and sometimes, finding someone else to bring them if their current teacher is not in GLOBE.

  • Icon for: Breanne Litts

    Breanne Litts

    Assistant Professor
    May 13, 2019 | 07:10 p.m.

    Thanks for sharing your work! I really appreciated hearing from students themselves as well. It sounds like, individually, students really find this experience valuable. I am curious about the longer term impact of the symposia across students (i.e. what happens after the symposia?). I also wonder how students find out about this opportunity and how they are invited or opt in to participating. Who are the students exactly? 

    One small note, for a more general audience, could you give a quick summary of what the GLOBE Program is and what the GLOBE data base is? 

  • Icon for: Tracy Ostrom

    Tracy Ostrom

    Project Coordinator
    May 13, 2019 | 08:48 p.m.

    Hi Breanne,

    All GLOBE schools are invited to participate in the SRS experience. Notification of the regional events comes to GLOBE teachers via email or directly from a GLOBE partner working with a GLOBE teacher/students. The GLOBE website and social media followers are also provided information on the SRS. To learn more about the GLOBE PROGRAM, visit www.globe.gov. GLOBE stands for Global Learning and Observation to Benefit the Environment. It is an international science education program that provides students and the public worldwide with the opportunity to participate in data collection and the scientific process, and contribute meaningfully to our understanding of the Earth system and global environment. As students collect data in the fields of atmosphere, hydrosphere, biosphere and pedosphere (soil), they enter their data into the GLOBE database which is made available to scientists, including NASA, around the world.

    The main criterium for participation in an SRS is that the students are engaged in GLOBE research through data collection using GLOBE protocols and/or using data from the GLOBE database to investigate their research question.


  • Icon for: Trey Smith

    Trey Smith

    Graduate Student
    May 14, 2019 | 11:00 p.m.

    I loved hearing from students about their experiences with the GLOBE program and presenting research findings in symposia. I imagine that having these young researchers contribute to an international database is essential for helping us, as a global community, understand the effects humans have on Earth's various spheres. I'm wondering about whether you've seen students build on some of their findings and experiences to advocate for local, state, or national policy changes. Are advocacy and civics included within the scope of the GLOBE program and symposia? 

  • Icon for: Jennifer Bourgeault

    Jennifer Bourgeault

    Lead Presenter
    United States GLOBE Country Coordinator
    May 15, 2019 | 06:09 p.m.

    Advocacy and civics are not included directly within the program but we do have "Community Impact" recognition during the symposia. Many of the students start with questions based on something that they see or hear about as a concern in their local area - erosion near water bodies, the quality of community drinking water sources, health of salmon as a food source to name a few. With that kind of start, we have seen some students who have been inspired to present to their school or town government boards! Another example of using GLOBE locally is this article on a group from Puerto Rico who tested water quality and designed filters after Hurricane Maria! Students attended both the Southeast Symposium and entered their project in the 2018 International Virtual Science Symposium. They also attended the GLOBE Learning Expedition in Ireland that summer!

    Discussion is closed. Upvoting is no longer available

    Trey Smith
  • Icon for: Matt Silberglitt

    Matt Silberglitt

    May 16, 2019 | 08:12 p.m.

    Thank you, Jen for all you do for GLOBE and the SRS. I hope the Southwest SRS wraps up another amazing year of student research!

  • Icon for: Brian Drayton

    Brian Drayton

    May 20, 2019 | 08:08 a.m.

    Very interesting video and discussion!

     I am curious if you have a sense whether, in the schools where your participants come from, GLOBE participation has spread from the first teacher to others in the same school or district?

  • Icon for: Haley Wicklein

    Haley Wicklein

    May 20, 2019 | 11:20 a.m.

    Hi Brian. This definitely does happen in some schools. We have teachers that will bring newer colleagues to the SRS event to get them excited about GLOBE, or will work to involve other teachers in their schools. As part of our travel funding application we ask them to provide a brief statement on how they can assist in expanding the GLOBE professional learning community locally. Responses include: 

    • "We will encourage other teachers to get trained and participate and encourage students and parents to use GLOBE observer."
    • "I serve as a mentor teacher for new science teachers in our school. This gives me the opportunity to promote GLOBE in our local community."
    • "I will be introducing the elementary aspect of GLOBE to several teachers in our January professional development/ in-service day."
  • Further posting is closed as the event has ended.