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The National Marine Educators Association (NMEA) 2018 Membership Profile 国家海洋教育者协会(NMEA) 2018年会员简介

Current Pub Date : 2023-10-03 DOI: 10.5334/cjme.84

Joanna Philippoff, Jenny East

{"title":"The National Marine Educators Association (NMEA) 2018 Membership Profile","authors":"Joanna Philippoff, Jenny East","doi":"10.5334/cjme.84","DOIUrl":"https://doi.org/10.5334/cjme.84","url":null,"abstract":"In 2018 a questionnaire was administered to the National Marine Educators Association (NMEA) membership to better understand the composition of its members. The purpose of this survey was to both assist NMEA leadership in engaging in data-driven decision-making when creating programs and serve as a foundation upon which to base and reflect on diversity initiatives. A 2002 membership survey allowed us to gauge changes in some demographic metrics over time. The 2018 survey had a response rate of 61% (N = 385). Members predominantly identified as white (82%) and female (70%). They were highly educated (70% held a masters’ or doctorate degree) and coastally based (67% lived within 25 miles of the ocean). Since 2002 there has been an increase in the percentage of members identifying as female (60 to 70%) and those indicating they were older than 61 (~10 to 25%). Over this same period members identifying as white decreased (97 to 82%) and the percentage of formal educators in the organization decreased (46 to 33%). Results from the 2018 survey provided additional insight into members’ educational training, geographic distribution, organization engagement, and familiarity with the Ocean Literacy Principles. These results can contribute to improved NMEA programming and serve as a benchmark upon which to reflect on changes to the organization’s composition over time. We think findings will help all marine educators, regardless of NMEA membership, situate their work in the broader marine education community and may inform other non-profit volunteer organizations how to conduct surveys to better understand their own membership.","PeriodicalId":81054,"journal":{"name":"Current","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135738515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cosplay as a Novel Method for Outreach in Ocean Science Cosplay作为海洋科学拓展的新方法

Current Pub Date : 2023-10-03 DOI: 10.5334/cjme.80

Mark Patterson, Susan Patterson, Ethan Edson, Sara Williams, Jessica Torossian, Amanda Dwyer

{"title":"Cosplay as a Novel Method for Outreach in Ocean Science","authors":"Mark Patterson, Susan Patterson, Ethan Edson, Sara Williams, Jessica Torossian, Amanda Dwyer","doi":"10.5334/cjme.80","DOIUrl":"https://doi.org/10.5334/cjme.80","url":null,"abstract":"We present our experience using cosplay to engage attendees on the topic of microplastics pollution at the world’s largest Comic-Con convention, held annually in San Diego, California, USA. Cosplay is an activity that has gained popularity in the last two decades. Cosplayers wear costumes and fashion accessories, usually representing specific characters from comic books, manga, anime, or superhero franchises. Cosplayer conventions are often large events. For example, Comic-Con International has > 150,000 attendees over a several-day period, and provides a large platform for outreach. Our costumes and accessories were a mix of science (coral polyp costume; microplastics sampling device ‘sword’), and fantasy (Amphitrite costume; with bracelets and hair made with plastic debris). We found that the novelty factor of our costumes and accessories, not part of the traditional cosplay pantheon of characters, was a captivating way to engage convention attendees. During a 6-hour period in the Exhibit Hall, we dispersed 240 flyers with information on the problem of microplastics pollution and our laboratory’s efforts to develop sensing solutions. Engagement lasted 1–8 minutes in length, with 1–9 attendees at a time. All attendees we engaged took the proffered flyer after the interaction. With a low barrier to entry, and ability to reach large numbers of people, we propose cosplay as a novel method for marine education and outreach. Cosplay can be used by student groups, non-governmental organizations, university researchers, and citizen scientists to educate the public about pressing problems facing the oceans and the proposed solutions.","PeriodicalId":81054,"journal":{"name":"Current","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Hands-on Hypoxia: Engaging High School Educators in the science behind Marine Microbial Dynamics in Hypoxic Coastal Areas Through Field and Classroom Experiences 实践缺氧:通过实地和课堂体验，参与低氧沿海地区海洋微生物动力学背后的科学的高中教育工作者

Current Pub Date : 2023-10-03 DOI: 10.5334/cjme.86

Kyla J. Kelly, Dieuwertje J. Kast, Cara A. Schiksnis, J. Cameron Thrash

{"title":"Hands-on Hypoxia: Engaging High School Educators in the science behind Marine Microbial Dynamics in Hypoxic Coastal Areas Through Field and Classroom Experiences","authors":"Kyla J. Kelly, Dieuwertje J. Kast, Cara A. Schiksnis, J. Cameron Thrash","doi":"10.5334/cjme.86","DOIUrl":"https://doi.org/10.5334/cjme.86","url":null,"abstract":"The University of Southern California’s (USC) Joint Educational Project’s STEM Education Programs hosted a three-day summer workshop focused on marine microbiology and coastal deoxygenation for high school educators. To increase ocean literacy in high school students from Title I schools, topical marine science research was translated into four lesson plans appropriate for classrooms that teach biology and environmental science. The lesson plans focus on how marine microbes affect and are affected by the dissolved oxygen content of seawater but covered diverse oceanography topics including microbial ecology, nutrient cycling, physical ocean dynamics, and climate change. This education framework was designed to promote and facilitate hands on discovery-based learning and making observations about the natural world. The workshop and lesson plan development were executed in partnership with faculty and graduate students researching marine microbes and oceanography from USC’s Marine and Environmental Biology department to provide scientific expertise on the subject matter. At the workshop, educators were guided through each lesson plan and given classroom sets of materials to complete each of the experiments in their own classrooms. Educators also had the opportunity to experience the academic research process at both USC and the Wrigley Institute of Environmental Studies on Catalina Island, California. Teachers valued this interactive experience to learn from professional scientists and STEM educators. They left the workshop equipped with the knowledge and confidence to teach these marine microbiology and biogeochemistry concepts in their classrooms.","PeriodicalId":81054,"journal":{"name":"Current","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Current Log 当前的日志

Current Pub Date : 2023-01-01 DOI: 10.5334/cjme.100

Zach Greenberg

引用次数: 0

Marine Science, Climate Change, and the Next Generation Science Standards: Understanding the Knowledge and Perspectives of K-8 New Jersey Teachers 海洋科学、气候变化和下一代科学标准:理解新泽西K-8教师的知识和观点

Current Pub Date : 2023-01-01 DOI: 10.5334/cjme.74

Lauren Madden, Louise Ammentorp, Nathan Magee, Graceanne Taylor

{"title":"Marine Science, Climate Change, and the Next Generation Science Standards: Understanding the Knowledge and Perspectives of K-8 New Jersey Teachers","authors":"Lauren Madden, Louise Ammentorp, Nathan Magee, Graceanne Taylor","doi":"10.5334/cjme.74","DOIUrl":"https://doi.org/10.5334/cjme.74","url":null,"abstract":"Teachers must feel adequately prepared to teach about any topic. Research demonstrates that teachers at the K-8 level are often underprepared to teach about climate change (Plutzer et al., 2016). Understanding marine environments is essential for building a comprehensive perspective on climate change and climate systems. Although the Next Generation Science Standards (NGSS) have been widely used throughout the US and provide many opportunities to address marine science and climate change, many K-8 teachers are not comfortable implementing these standards (Haag & Megowan, 2015; Harris et al., 2017). Existing science curricula focus almost exclusively on the third of Earth’s surface covered in land, rather than the two-thirds covered in water. To better understand the current state of teachers’ knowledge of climate change, marine science, and effective use of the NGSS, we surveyed 164 preservice and practicing K-8 teachers and conducted a focus group discussion with 10 survey respondents. We used an explanatory sequential mixed-methods design approach (Cresswell & Clark, 2017) to analyze data and describe K-8 teachers’ understanding of these topics. Participants had mixed levels of comfort with their knowledge and ability to teach both climate change and marine science, but a high level of interest in learning more. They also shared strategies they were currently using to teach these topics. Participants reported mixed levels of confidence and comfort using the NGSS. Our findings revealed the range of current understandings of climate change, marine science and the NGSS held by teachers in New Jersey, and are instrumental for informing future curricular and professional development projects.","PeriodicalId":81054,"journal":{"name":"Current","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135914058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

More than a Hobby: Marine Science Career Development through the Lens of Social Cognitive Career Theory 不止是爱好:社会认知职业理论视角下的海洋科学职业发展

Current Pub Date : 2023-01-01 DOI: 10.5334/cjme.83

Travis Willingham Windleharth, Lindsay Holladay, Colin Katagiri

{"title":"More than a Hobby: Marine Science Career Development through the Lens of Social Cognitive Career Theory","authors":"Travis Willingham Windleharth, Lindsay Holladay, Colin Katagiri","doi":"10.5334/cjme.83","DOIUrl":"https://doi.org/10.5334/cjme.83","url":null,"abstract":"Entering the UN Decade of Ocean Science there is high demand for a diverse marine science workforce, even as our understanding of what motivates people toward marine science careers is limited. To address this, we interviewed thirty ocean and marine science professionals across a range of jobs to identify a comprehensive series of factors that promote marine science career interest as well as factors that impact the choice to move into this career space. We then mapped those to the social cognitive career theory (SCCT) model of career development (Lent, Brown & Hackett 2002) and identified which factors most present themselves as positive drivers or negative barriers to choosing the career field. We identified two themes that promoted interest and career choice-making in the marine science field: 1) participation in ocean recreation and 2) access to informal learning experiences. Conversely, the major barriers for entry into the marine science field were 1) education costs including unpaid internships and 2) job competition and corresponding low pay in the field. Both of these barriers significantly impact underrepresented populations within this field. Elements of the SCCT model were utilized to not only devise the interview questions for this study but also the qualitative codes (inductive and specific factors) used to analyze the 16 hours of interview data. The four themes (positive drivers & negative barriers) that emerged from the data are presented within this paper, along with a model of the findings.","PeriodicalId":81054,"journal":{"name":"Current","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135913330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0