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Scientific research that involves nonscientists contributing to research processes – also known as ‘citizen science’ – supports participants’ learning, engages the public in science, contributes to community scientific literacy, and can serve as a valuable tool to facilitate larger scale research, says a new report from the National Academies of Sciences, Engineering, and Medicine.
Download Free PDF

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The National Academies of Sciences, Engineering, and Medicine

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Learning Through Citizen Science: Enhancing Opportunities by Design

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Carolyn Brinkworth, UCAR

Jamila Rockette, GLOBE

Janelle Johnson, MULTI STEM

Jessica Honaker, The Bug Chicks

John Ristvey, UCAR SciEd

Kristie Reddick, The Bug Chicks

Kristin Wegner, GLOBE

Sara Herrin, GLOBE

Contact: mosquitoes@GLOBE.gov

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How can you apply today's content or approaches with Focal Students?

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How can you apply today's content or approaches with Focal Students?

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What would you need to modify for this to work with your focal students? How do you think they would respond?

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GLOBE Observer invites you to make environmental observations that complement NASA satellite observations to help scientists studying Earth and the global environment.

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Get the App

GLOBE Observer, the app of The GLOBE Program, invites you to make environmental observations that complement NASA satellite observations to help scientists studying Earth and the global environment. Those in the 120+ GLOBE countries can download and use the app.
Lee esta página en español.
By using the GLOBE Observer app, you are joining the GLOBE community and contributing important scientific data to NASA and GLOBE, your local community, and students and scientists worldwide.

To participate, downloadthe app, register with an email address (you can also register using a web form), then go outside and follow the prompts in the app to observe your environment.

As you collect data, you can earn milestone badges for every 1-5-10-25-50-75-100-150-200-250-300-400+ observations you submit under each protocol. You will receive an email with each milestone badge, unless you choose to opt-out under your account settings. You can also start a streak by collecting data for more than two days in a row. Missing Saturday and Sunday will not disrupt your streak. Track your badges and streaks under My Achievements on the GLOBE Observer app home screen. Learn more.

New and interested users are encouraged to learn more about The GLOBE Program. A one-page summary of GLOBE Observer is also available.

The GLOBE Observer app currently includes four main tools: Clouds, Mosquito Habitat Mapper, Land Cover and Trees.

By photographing clouds, recording sky observations, and comparing them with NASA satellite data, you can help scientists gain a new perspective on clouds that satellites just can't provide: from the ground looking up! This new perspective will help refine satellite-derived models and enhance scientific understanding of Earth's atmosphere.

By photographing and classifying the land cover over an area the size of a soccer field, you will be assisting those scientists working to enhance global maps of land cover use. Your observations will contribute to new maps with a finer spatial resolution than is possible using satellites alone. Land cover is critical to many different Earth processes, and is of interest to a wide variety of scientists and decision makers.

The Trees tool allows citizen scientists to measure tree height (and optionally tree circumference) to track the growth of trees over time. Tree height is the most widely used indicator of an environment's ability to grow trees. Observing tree height allows NASA scientists to understand the gain or loss of biomass which can inform calculations of the carbon that trees and forests either take in from or release into the atmosphere.
Available Languages:
The GLOBE Observer app is currently available in these languages:

متوفر باللغة العربية

Dostupno na hrvatskom jeziku

Beschikbaar in het Nederlands

Disponible en français

Erhältlich auf Deutsch

Available in English

हिंदी में उपलब्ध है

Disponível em português

Доступно на русском

Disponible en español

มีให้ในภาษาไทย

Phiên bản Tiếng Việt

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Get the App - GLOBE Observer - GLOBE.gov

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GLOBE Observer, the app of The GLOBE Program, invites you to make environmental observations that complement NASA satellite observations to help scientists studying Earth and the global environment. Those in the 120+ GLOBE countries can download and use the app. Lee esta página en español.

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Mosquito Larvae Identification Guide (1)

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The GLOBE Zika Education and Prevention project will be pushing the edge of citizen science impact, aiming to enlist thousands of students, teachers, and community leaders to collect data on mosquitoes for a global mapping project.

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In this project, teachers, students and citizen scientists will safely collect larvae samples in 22 Zika-affected countries in three GLOBE regions. The GLOBE Zika Education and Prevention project will encourage STEM studies and build networks with public health officials to better control mosquitoes and reduce mosquito-borne infectious disease.

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Professional Development PPT Presentation PDF

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Professional Development PPT Presentation PDF

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Presentations from the professional development.

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Personal Action Plan_CO Mosquito Training

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Examine Diversity, Inclusion and Privilege in Science and Science Instruction

Learn How Citizen Science and Technology are Increasing Inclusion

Obtain Training on the GLOBE Observer App

Create a Personal Action Plan for Further Engagement

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How do you plan to implement GLOBE mosquito education?

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How do you plan to implement GLOBE mosquito education?

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What next steps would you take to progress GLOBE mosquito education in your organization? What skills, training, and/or resources would you need to reach your objectives?

The Personal Action Plan template is a form of S.M.A.R.T. goal-setting; see how using this goal-setting structure can help you achieve content-focused goals during the school year, by: Susan Hitt.

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Every August, as the summer days wind down and the school year approaches, I find myself reflecting on the previous year as I make plans for the new school year. What went well that I'd like to maintain? Or, perhaps even more importantly, what would I like to improve upon?

Just being aware of the goals we want to achieve isn't the same thing as making those goals happen, however. I've learned that the act of putting my goals down on paper for the new school year really helps me stay focused. But what's the best way to do this? Year after year, I tried different goal-setting methods, but I found it always seemed to be like those New Years' resolutions: Such a great idea in January, but long forgotten by February.

So how could I map out my goals in August and stick with them month after month, no matter how busy my day-to-day schedule might be? After doing some research, I came across the S.M.A.R.T. goal format. While this goal-setting approach is most often used by those in the corporate world, with a few tweaks here and there, they can easily become the educator's new best friend.

Have you heard of the S.M.A.R.T. goal format? Here's a quick breakdown:

Now, for those of you, who, like me, learn better from examples, here's one of my own S.M.A.R.T. goals for this new school year, which revolves around the following:
Strengthening My Professional Learning Network (PLN)

S pecific: To extend my professional learning network. Why? Having a collaborative network of educators to engage with, both face-to-face and virtually, is pivotal to continuing my own learning as an educator. Talking with my peers or on an online forum about the best way to implement a certain standard or a creative way to engage students with a piece of text is much more enjoyable than insisting on working solo.

M easurable: I will participate in at least two Twitter chats a month (one being the monthly #CoreAdvocates chat), find and follow one new educational blog each month, participate in one book study (whether virtually or face-to-face) each semester, and join and engage with Google+ communities.

A chievable: To achieve this goal, I need to do several things. I need to schedule the time on my calendar for Twitter chats so I don't forget to participate. I also need to research how to use Google+ communities as this online PLN is relatively new to me.

R elevant: One of our district's goals is to promote lifelong learning. By extending my own professional learning network, I'm embracing the district goal by making it a personal goal. Daily, I'm able to glean helpful suggestions and ideas from my PLN whether it's on Twitter, Facebook, or by chatting with my colleague across the hall about her new lesson she's working on.

When I sit down to create my goals year after year, I always keep my teaching standards in mind. At the end of the day, my job is to support student learning. Because of this, it's important for me to ensure my own personal classroom goals align with what's best for my students. So while expanding my PLN might not necessarily seem as though it's focusing on the standards I need to teach, in reality, the two are very much aligned. When I have a problem, it's my PLN who can help me. If I'm struggling with finding an engaging text to teach a reading literature standard, I can tweet out a request for help or I can walk down the hall and ask a team member. It's important to me that we all remember we're in this together. Our job is to not just to support our students as they continue their learning from year to year, but to support our peers in their learning venture as well. Without my PLN, I might have never discovered my best lessons. And that is why I'm focusing this year on expanding my PLN. I refuse to stop learning, because if I do, not only do I suffer, but so do my students.

You may be thinking that creating a S.M.A.R.T. goal is time-intensive. Why go to all that trouble? The answer: while it's easy to just verbalize a goal with your colleagues or to jot out a goal on a post-it note, eventually you and your colleagues will get bogged down with the day-to-day tasks in the classroom and forget about your goal. The post-it note will get covered up with other post-it notes. This is why I utilize the S.M.A.R.T. format, because identifying not just a goal but creating an in-depth plan of action to achieve that goal is what makes S.M.A.R.T. goals work. While I often have to grapple with identifying all the pieces to my S.M.A.R.T. goals, I find that, because of that productive struggle, I'm much more vested in seeing my goal through to the end. Unlike those New Year's goals that are long forgotten by February, I'm much more likely to find success with my classroom goals now.

So, I ask you, what's your S.M.A.R.T. goal going to be this year? Find a pencil, pour a cup of coffee, and get started with goal-setting using the S.M.A.R.T. goal template attached to this post. I encourage you to tweet your S.M.A.R.T. goal to me using my Twitter handle @susanhitt and use #CoreAdvocates so we can work as a community to support each other in our ventures.

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Setting S.M.A.R.T. Goals as an Educator - Peers and Pedagogy

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Every August, as the summer days wind down and the school year approaches, I find myself reflecting on the previous year as I make plans for the new school year. What went well that I'd like to maintain? Or, perhaps even more importantly, what would I like to improve upon?

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GLOBE Mission Mosquito

Scroll down to see past updates.

There are 3 slides to view. Click the Play to advance or wait for automatic slide advancement every 10 seconds.

Designed as a reference guide to seven mosquito-borne diseases. Use it in both formal and informal education settings.

Image credit to Jen Paul Glaser @ scribearts.org

The goal of GLOBE Mission Mosquito is to create an organized citizen science community - primarily through formal education, with targeted outreach to informal education - that will conduct and report local observations using the GLOBE Observer Mosquito Habitat Mapper ( GO MHM). Using the mobile app, citizen scientists identify potential breeding sites for mosquitoes, sample and count mosquito larvae, and with optional equipment, examine and photograph a specimen to identify its genus.

Campaign outreach events will connect the GLOBE Observer citizen science community with NASA scientists who want to work in partnership with citizen scientists and use GO MHM data. NASA scientists are interested in understanding changing weather patterns, extreme weather events, insect ecology and human behavior affect the range, frequency and distribution of mosquito vectors that can potentially cause disease.

The Mission Mosquito Campaign will be driven by a series of scientific questions. Three basic questions initiate the campaign:

Identify baseline (2018-2021) for range and distribution of vectors such as Aedes aegypti and Aedes albopictus.

Identify seasonality of local mosquito vectors: first sighting, last sighting, period of greatest number of observations

Quantify change in mosquito frequency and distribution at local, regional, national and global scales with specific reference to prevailing environmental parameters, such as precipitation, land cover, surface temperature, and soil moisture.

An ultimate goal of Mission Mosquito is to facilitate scientific research on mosquito vectors of disease, including research by students and scientists (citizen and professional).

Click here to receive our newsletter and notifications of upcoming webinars!

GLOBE Mission Mosquito is co-led by NASA Goddard Space Flight Center (GSFC) and the Institute for Global Environmental Strategies (IGES), working in collaboration with the GLOBE Implementation Office. This project is based upon work supported by NASA under IGES award No. NNX16AE28A: NASA Earth Science Education Collaborative (NESEC).

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There are 3 slides to view. Click the Play to advance or wait for automatic slide advancement every 10 seconds. Designed as a reference guide to seven mosquito-borne diseases. Use it in both formal and informal education settings.

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Partners & Country Coordinators
GLOBE partners and country coordinators train and mentor teachers in implementation of GLOBE protocols and activities.
Teacher's Community
GLOBE teachers are trained in GLOBE scientific protocols and educational learning activities.
Find a Collaboration Partner
Find other teachers who are interested in collaborating on GLOBE projects, protocols or other activities.
STEM Network (GISN) & Blogs
The GLOBE International STEM Network (GISN) is an international network of STEM professionals that work with GLOBE students around the world conducting science. STEM professionals mentor students and teachers, present scientific ideas, and/or collaborate on scientific research.

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GLOBE brings together students, teachers, scientists and community members to collaborate on inquiry-based investigations of the environment and the Earth system, and to better understand, sustain, and improve Earth's environment at local, regional, and global scales.

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Funded by NSF. Community based approach.
Check out FB and Twitter!
Focus on teacher PD to more effectively engage underserved students
Earth systems science based learning activities--GLOBE (Global Learning & Observations to Benefit the Environment)
Workshops & research on implementation
Our research: STEM content, 21st century skills, career pathways
Questions about follow up?

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MULTI STEM

MULTI STEM is a Community Based Approach to Engaging Students and Teachers in Effective STEM Education

MULTI STEM (NSF 1615193) has been advancing efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by implementing a strategy that purposefully combines educational methodologies based on the Global Learning and Observation to Benefit the Environment (GLOBE) program. Students have opportunities to increase knowledge and skills. Pre-service and in-service teachers will participate in sessions that will help them attract and retain students in education pathways to STEM careers. The goal is to modify and refine a community-based model that will comprehensively address teacher preparedness and student participation in STEM fields.

STEM Resources

Learn about local STEM events in Metro Denver...

Discover STEM an online resource of STEM happenings for parents, educators and community members

Newsletters
MULTI Oct 2019 Newsletter MULTI January 2020 Newsletter MULTI May 2020 Newsletter
Don't forget to check back for upcoming dates, Water Cooler presentations, and other MULTI sponsored events - please share them...

STEM Water Cooler Series
Join us for online STEM events. Registration is required. Visual Storytelling & Design
Discover the power of collective storytelling and virtual reality!

Presentation: Thursday, May 28 at 3:00 4:00 MDT

Registration: forms.gle/f6EKAX2ktnQACskF9
Nature, Exploration & Energy
Interactive presentation which will highlight compost and sustainability, including how to put a worm compost bin together! Presented by Consumption Literacy Project and Humans2Nature. Worm Bin Instructions: Building a Worm Bin by Community Learning

Video Link
Nature, Exploration & Energy
Presented - Wednesday, May 20
Curls on the Block!
Presenter Analise Harris is the founder of Curls on the Block, a Denver-based enrichment program for girls of all curls and colors to embrace, explore and empower their natural selves while working to increase engagement, investment, and commitment to careers in science, technology, engineering, art, and math (STEAM).

Video Link
Curls on the Block Water Cooler
Presented - Wednesday, May 6
Start-up to Symposium
Presenter Kate Goss a teacher leader of the MULTI STEM grant and educator at St. Vrain Montessori School.

View the water cooler presented on November 2, 2019: Start-up to Symposium

2020 MULTI STEM Summer Institute

July 13 to 18, 2020 - In-person Summer Institute. Cancellation due to national health restrictions and in accordance with state, local, and university health and safety recommendations.

STEM Teaching Tools Unconference - August 4 to 7

The MULTI STEM team has been asked to serve as host for the upcoming regional STEM Teaching Tools Unconference sponsored by the ACESSE Collaborative, Council of State Science Supervisors, University of Colorado, and the University of Washington. "An unconference is a participant-driven meeting. The term 'unconference' has been applied, or self-applied, to a wide range of gatherings that try to avoid hierarchical aspects of a conventional conference, such as sponsored presentations and top-down organization." (Wikipedia) It is a meeting self-organized by participants into emergent workgroups around topics of interest. People vote with their participation. Attendees will come from states in the western region of the US to share innovative and equitable science pedagogy. MULTI STEM teachers will be asked to share some of the work they've been doing in their own classrooms.

STEM Teaching Tools: http://stemteachingtools.org/
A Community-based Approach to Engaging Students and Teachers
This video documents three years of work on an ITEST grant that represents a collaboration between Metropolitan State University of Denver, Community College of Denver, GLOBE, and University of New Hampshire. Our work has focused on broadening access to STEM pathways for students and families who are underrepresented in STEM opportunities. The video shares an overview of our project components--workshops for preservice and inservice elementary and secondary teachers, near peer mentorship of K-12 students by college students, and STEM career expos.
http://stemforall2020.videohall.com/p/1876

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stem workshop or instruction development

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MULTI STEM, Additional resources for educators.... Request an onsite STEM workshop, a STEM Speaker, or instructional development assistance

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MULTI STEM (NSF 1615193) has been advancing efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by implementing a strategy that purposefully combines educational methodologies based on the Global Learning and Observation to Benefit the Environment (GLOBE) program.

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What useful connections did you make during the workshop?

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What useful connections did you make during the workshop?

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Save the date!
GLOBE IVSS & SRS--May 17 & 18th in Mescalero, NM
Discover STEM Career Expo-March 16
Two day summer institute June 5 & 6

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GLOBE Training available across multiple Science Protocols around the world

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Add comment with:

First and Last Name

School or Organization

Grade Level, Subject, Professional/ Personal Focus

One Professional Development Goal for Today.

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MULTI GLOBE STEM Workshop: Mosquito Madness - March 15, 2019

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Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.

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Focal Students may be traditionally under-represented and/or under-served by STEM education; they're not typically participating in STEM for whatever reasons.

Please think about your student(s) that have difficulty connecting with STEM education and describe their circumstances in a Comment below.

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Fresh from Florida!

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Mosquito Larvae for sale at Sachs Systems Aquaculture

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Great as fish food or for science experiments! Available in groups of 100, 200, or 500.

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GLOBE International STEM Network Members (GISN)

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GLOBE International STEM Network Members (GISN)

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The GLOBE International STEM Network (GISN) is an international network of STEM professionals (Science, Technology, Engineering, Mathematics) that work with GLOBE students around the world conducting science. STEM professionals mentor students and teachers, present scientific ideas, and/or collaborate on scientific research. Each relationship between a STEM professional and a GLOBE school is unique, and is determined by the STEM professional and the school.

Check Out The Website for Career Connections:
https://www.globe.gov/web/globe-international-stem-network/overview/gisn-members

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From Outlier Research: "In all cases, it is clear that some of the most valued components of STEM schools are not STEM-discipline specific, but relate to broader, transferrable, lifelong skills…Educational philosophers such as Dewey, Piaget, Vygotsky, and Bruner have advocated for inquiry and constructivist approaches for over a century. They argued

for student autonomy, relevance, collaboration with peers, and learning-by-doing."

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Welcome, from Tony Murphy, GLOBE Implementation Office (GIO), Director 

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Welcome, from Tony Murphy, GLOBE Implementation Office (GIO), Director 

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Amy Barfield, GLOBE Program Specialist

GLOBE Virtual Student Science Symposium (IVSS)

Each year, in an entirely online format, students can share their research, earn virtual badges, get feedback from a team of STEM professionals, and discuss their research with other students and the GLOBE community.

Student Research Reports

Events & Campaigns

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News Briefs & Letters to the Community Monthly News Briefs and GIO Director Letters to the Community provide the GLOBE community with news it can use as well as timely information about important GLOBE events.

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US Regional Student Research Symposia (SRS)

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US Regional Student Research Symposia (SRS)

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Students from across the United States have the opportunity to come together at one of six face-to-face regional Student Research Symposia (SRS) to share the results of field investigations using GLOBE Program protocols or data from the GLOBE database.

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Students from across the United States have the opportunity to come together at one of six face-to-face regional Student Research Symposia (SRS) to share the results of field investigations using GLOBE Program protocols or data from the GLOBE database.

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Connecting to Colorado's Science Education Community

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Connecting to Colorado's Science Education Community

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A Padlet of Science Education resources for Colorado Teachers

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5 Things We Learned About Creating a Successful Workplace Diversity Program

1. Focus on intervention, not just bias reduction

2. Invite non-managers to foster communication across the organization

3. Keep the focus on workplace issues, not personal ones

4. Keep the conversation going to stay accountable

5. Be flexible, in both content and delivery

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Executive Summary

Companies today spend millions of dollars on workplace diversity programs and outreach, often with little to show for it. A team at the University Corporation for Atmospheric Research (UCAR), a large, federally funded research institute, kept this in mind when creating a workplace diversity training program. The program is now a routinely offered, four-part course that covers topics related to power and privilege, gender, and race, and includes a three-hour bystander intervention training. They found it has increased collaboration among participants, helped research labs create more inclusive environments, and made employees more actively engaged in diversity-related issues throughout the organization. After three years of iterating, evaluating, and improving UNEION, they've learned five key practices for how to implement a successful workplace diversity program: 1) Focus on intervention, not just bias reduction; 2) Invite non-managers to foster communication across the organization; 3) Keep the focus on workplace issues, not personal ones; 4) Keep the conversation going to stay accountable; and 5) Be flexible, in both content and delivery.

Nick Purser/Getty Images

Companies today spend millions of dollars on workplace diversity programs and outreach, often with little to show for it. Research has found that most workplace diversity programs fail to produce meaningful diversity and inclusion, and some have actually increased bias among individual employees. In STEM fields, both the private and public sectors continue to struggle with recruiting and retaining a diverse workforce. As of 2017, nearly 75% of those in computing and mathematical fields were men and fewer than 15% were black or Hispanic.

We kept this in mind when creating our own workplace diversity program. Three of us (Brinkworth, Aponte, and Young) work at the University Corporation for Atmospheric Research (UCAR), a large, federally funded institute that focuses on producing research and supporting scholars in the atmospheric and earth sciences. Like many technical workplaces, UCAR, which has approximately 1400 employees, has struggled to recruit and retain women and people of color. But UCAR very strongly believes that diversity, equity, and inclusion are fundamental to producing our best science.

In 2015, UCAR appointed Brinkworth as the Director for Diversity, Education, and Outreach (DEO), (later called the Chief Diversity Officer), and was tasked with making UCAR more diverse and inclusive. Shortly after that, a small group of employee researchers led by Young asked about the lack of spaces within the organization to discuss diversity-related topics - a critical issue for employee development and retention. Brinkworth worked with these employees to co-create a diversity training program called UNEION, which stands for UCAR|NCAR Equity and Inclusion.

UNEION is now a routinely offered, four-part course that covers topics related to power and privilege, gender, and race, and includes a three-hour bystander intervention training. The goal of the program is twofold: first, to train participants on how to build inclusive teams, facilitate diversity-related conversations within their divisions, and identify other practices that can promote a positive workplace culture; second, the program serves as a community for those interested in fostering equity and offers a venue for action. More than 80 employees have completed UNEION, and 10 have participated as organizers or "lead learners." We've found that UNEION has increased collaboration among participants, helped research labs create more inclusive environments, and made employees more actively engaged in diversity-related issues throughout the organization.

Participation in the program is voluntary and any employee can join. Whereas many similar diversity programs target only managers and HR, we have managers, administrative, and scientific staff participate together in mixed groups to capture multiple perspectives. Cohorts range from 10 to 25 participants, and the sessions incorporate a mix of discussion and hands-on activities. The course meets once a month for four months, although many participants choose to informally communicate, both online and in person, between sessions.

The sessions are developed by organizers or "lead learners" who act as participants, rather than as instructors or trainers, in order to maintain a flat hierarchy. They create the reading list, activities, and discussion topics for UNEION. Most have formal training or personal experience with diversity-related issues, although this is not required to participate. Materials from both academic literature and popular media, such as TED talks, are incorporated into the sessions, and participants are encouraged to share their personal experiences within UCAR.

While we still meet resistance from employees who do not understand how diversity and inclusion are related to their job in a scientific organization, this resistance is becoming less common as we continue to engage in change management and make the case for inclusivity across UCAR. After three years of iterating, evaluating, and improving UNEION, we've learned five key practices for how to implement a successful workplace diversity program:

Focus on intervention, not just bias reduction

Many workplace diversity programs have focused only on bias reduction. Studies have shown that when employers require bias reduction training, hostilities can actually increase. In voluntary programs such as UNEION, research suggests that those who elect to participate already see themselves as "pro-diversity." That's why we move beyond attempting to reduce bias and toward putting inclusion into action.

We learned that the majority of UNEION participants were already aware of societal biases and workplace barriers that women, people of color, and other marginalized groups face. Because research suggests having high levels of awareness before training can lead to more engagement in diversity-related programs, UNEION focuses on 1) equipping participants to intervene when they see bias or harassment unfolding, and 2) training people on how to talk to others about organizational diversity.

UNEION leaders dedicate one session to in-depth bystander intervention training, so people know how to step in when they observe instances of bias and discrimination. The training begins with a demonstration of different intervention techniques, with lead learners role-playing a scenario (based on real instances that had been reported at UCAR), asking the participants for interventions, then acting those suggestions out. For example, in one prompt, the group is asked to respond to a situation where a white researcher tells an Asian colleague that they "work well together because... well, you're white in my book!" Participants then separate into small groups to review the scenarios, devise a strategy to intervene, and act it out in front of others.

Participants consistently report this session as the most impactful, having boosted their confidence to intervene appropriately with peers, supervisors, and upper management. Follow-up surveys have found that 80% of past participants reported they did intervene in inappropriate workplace situations after receiving this training.

While UNEION does include readings and activities designed to challenge participants' views of workplace inclusion, the goal is to put those ideas into action. At each session, lead learners introduce community resources for improving diversity and inclusion. For example, participants not only discussed why systemic racial inequalities and sexism can lead to fewer women and people of color in STEM, but also how to improve UCAR's student outreach programs and local organizations that could support those efforts.

Alongside these pieces, UCAR has made significant structural efforts to be a more inclusive organization, including undertaking a comprehensive workplace culture study, developing a diversity, equity, and inclusion strategic plan, expanding an outreach and mentoring program for underrepresented students, revamping hiring procedures, and reviewing policies to ensure they are equitable for all. These efforts have significantly shifted the conversation about diversity and inclusion at UCAR. An optional full-day retreat in November 2017 attracted more than 10% of UCAR's staff and approximately 85% of our senior leadership to discuss future diversity and inclusion efforts and strategic planning.

Invite non-managers to foster communication across the organization

Many workplace diversity trainings tend to target only managers. Because previous research shows there are benefits to recruiting diverse groups in terms of race and gender for trainings, UNEION lead learners also emphasize recruiting from all levels of the organization, including non-technical and clerical staff. Research has also shown that inviting non-managers to diversity and inclusion workshops can help organizations better identify points of conflict and possible resolutions. Approximately one-third of past participants have been research staff, and two-thirds have been administrative employees (many of whom have scientific training but are working in program or education-related roles). Over 40% of UNEION participants are in management roles. And over half of past participants we surveyed said they formed collaborations with people in different research areas or departments from their cohort.

At a recent Diversity Action Summit at UCAR, over 140 employees convened to collectively identify UCAR's unique challenges and opportunities for diversity and inclusion, as well as develop responsive strategies and short-term action steps to create a more inclusive environment in each laboratory and workgroup. We followed up on these plans with customized workshops for each lab, program, and department to help them identify priority areas in order to see positive cultural change.

Keep the focus on workplace issues, not personal ones

Personal issues and career paths are inevitably intertwined. The lack of diversity and inclusion in workplaces can also be due to personal decisions or other non-workplace factors. For example, research from the Center for Talent Innovation shows that more women than men have to pause their careers to take care of children or aging parents. People of color and LGBT individuals also face additional challenges, both in and out of the workplace, to advancing their technical careers.

So initially, UNEION embraced the overlap between work and home and included readings and discussions related to topics such as childhood socialization and parenting. However, feedback from those sessions indicated that participants wanted the focus to be on workplace issues and inclusion at all levels of the organization. We also saw research suggesting that diversity training be solely focused on business issues.

The session was reworked to acknowledge external challenges that can impact work performance, advancement, and career choice, while keeping the conversation away from the explicitly personal, such as parenting choices. This kept the issues grounded in the context of work, an important feature of successful diversity programs, while maintaining a forum for people to discuss the ways in which personal identity can affect one's experience in the organization.

Keep the conversation going to stay accountable

Research shows that the most successful workplace diversity programs are those with higher levels of continued engagement and accountability, such as task forces, diversity managers, and mentoring programs. So, during and after the course, lead learners began holding one-on-one meetings, workshops, and town halls, and encouraging participation in diversity-related outreach programs. Lead learners also promote a cohort mentality among participants by encouraging collaboration and informal information sharing.

Many past participants have ongoing relationships with UNEION leaders and the Office of Diversity and Inclusion at UCAR. Nearly 90% of those surveyed who completed UNEION have incorporated diversity and inclusion into their team building activities, outreach efforts, and recruitment and retention plans. And we've found that many people get introduced to UNEION and other diversity-related programs at UCAR through UNEION alumni.

Be flexible, in both content and delivery

There is no one-size fits all curriculum for workplace diversity programs. Each organization and even each group of participants will have different needs, so facilitators should be flexible in their content, delivery, and structure.

UNEION is now designed so only the introduction has set content. The remaining sessions are developed by the lead learners based on pre-workshop surveys that provide information about the interests, challenges, and biases of participants. This means readings and activities vary greatly by cohort based on the needs of the group. For example, in one cohort, many people raised questions about so-called "reverse racism" in the pre-course survey, a concept not previously addressed in the course. The flexible structure allowed lead learners to change the content to specifically address "reverse racism," which resulted in a 23% decrease in the number of people in that cohort who felt "reverse racism" was an issue at UCAR.

Each cohort brings new challenges and learning opportunities. Although we strive to both expand our course offerings and keep previous cohorts engaged, as a small office with resource constraints, we have to make compromises. We want to respect the time of our lead learners, who participate in UNEION in addition to their normal workplace responsibilities. Besides being the "right thing to do," we know that building a more diverse and inclusive community of researchers, educators, and support staff will help UCAR produce more creative and innovative scientific outcomes.

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5 Things We Learned About Creating a Successful Workplace Diversity Program

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Executive Summary Companies today spend millions of dollars on workplace diversity programs and outreach, often with little to show for it. A team at the University Corporation for Atmospheric Research (UCAR), a large, federally funded research institute, kept this in mind when creating a workplace diversity training program.

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Integrating Bugs into Your Science Teaching

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Integrating Bugs into Your Science Teaching

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[The Bug Chicks] offer training workshops for aspiring and veteran outreach professionals and professional development sessions for docents, educational volunteers, science communicators.

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We offer training workshops for aspiring and veteran outreach professionals (we recently taught a cohort of NSF-funded graduate students at the University of California Riverside) and professional development sessions for docents, educational volunteers, science communicators. We are faculty with Amazon Workshops' Educator Academy, a 10-day intensive Continuing Education program in the Peruvian Amazon for K-16 teachers. We help producers and media companies make sure they have proper insects information and, in some cases, help people with insect identification.

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We offer training workshops for aspiring and veteran outreach professionals (we recently taught a cohort of NSF-funded graduate students at the University of California Riverside) and professional development sessions for docents, educational volunteers, science communicators. We are faculty with Amazon Workshops' Educator Academy, a 10-day intensive Continuing Education program in the Peruvian Amazon for K-16 teachers.

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How to find other resources
Remaking the modules
"Like" the Padlet to follow
Other questions?
FAQ & Documentation

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[Kristie and Jess]  are entomologists who teach about the amazing world of insects, arachnids and their relatives. [They] use these animals to help people #BeBrave, feel empowered in their lives, recognize their potential, open their minds and break down prejudices and barriers.

Bugs Rule.

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I brought in a 10 year old boy that I was tutoring to your library presentation. He was a difficult child, very strong willed, talkative, and difficult to redirect. As expected he interrupted you a lot and wanted to monopolize the event. You took each interruption and used it as a springboard to share even more interesting facts and details about the insects. None of the other children were neglected, you kept eye contact with the group while allowing him to touch and handle the insects with your other eye on him. I was very impressed! And, moreover, I had fun! I am not particularly fond of insects, but I held them as you asked and enjoyed it, too! You make learning exciting, interesting, and you are SO inclusive, making each person there feel valued and accepted. It is a gift!

Ginger Clausen, Teacher

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I brought in a 10 year old boy that I was tutoring to your library presentation. He was a difficult child, very strong willed, talkative, and difficult to redirect. As expected he interrupted you a lot and wanted to monopolize the event.

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Not just because it's the right thing to do (it is), but because we know that individuals from a broad range of backgrounds working together are better able to solve the toughest and most complex scientific challenges.

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UCAR's Diversity & Inclusion Strategic Priorities

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UCAR's Diversity & Inclusion Strategic Priorities

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UNEION 101 is four introductory sessions in the UNEION (UCAR|NCAR Equity and Inclusion) training series:

1. OUR PLACE IN SOCIETY

2. GENDER

3. RACE

4. PUTTING IT INTO PRACTICE

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UNEION 101 is the introductory course in the UNEION (UCAR|NCAR Equity and Inclusion) training series. Below you will find a list of resources we use during the four training sessions.

UNEION is open to all NCAR and UCAR employees and visitors.

Session 1: Our place in society

An introduction to the many different identities that an individual can simultaneously hold - including gender, race, socioeconomic status, sexual orientation- and ways in which privilege and unconscious bias can affect our interactions.
Background materials
Session 2: Gender

The concept of gender identity, how gender is socialized in society, how gender can affect workplace experience, and gender-based and sexual harassment.
Background materials
Session 3: Race

The idea of race as a social construct, microaggressions, the effect of society's attitudes towards race, and people of color's workplace experiences
Background materials
Session 4: Putting it into practice

Hands-on training in bystander intervention: tools for how to interrupt a problematic situation and stand up for colleagues and friends in the moment

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University Corporation for Atmospheric Research

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UNEION 101 is the introductory course in the UNEION (UCAR|NCAR Equity and Inclusion) training series. Below you will find a list of resources we use during the four training sessions. UNEION is open to all NCAR and UCAR employees and visitors.

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Each summer, SOARS undergraduate protégés spend ten weeks conducting original research at the National Center for Atmospheric Research (NCAR) or at laboratories of other SOARS sponsors. By the end of the summer, protégés will prepare scientific papers and present their research at a colloquium.

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SOARS: Significant Opportunities in Atmospheric Research and Science

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SOARS is dedicated to broadening participation in the atmospheric and related sciences. It is an undergraduate to graduate program built around a summer research internship, mentoring by top scientists, and a supportive learning community.

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By identifying potential breeding sites for mosquitoes, sampling and counting mosquito larvae, and by using optional equipment to examine, photograph and identify the genus of your specimens, you will be enabling scientists to verify predictive models of mosquito population dynamics. In addition, public health authorities can use your observations to inform where, when, and how to intervene in their communities to reduce disease risk.

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An early workshop at Brooklyn College shows plans for the NASA GLOBE Observer app allowing citizen scientists to report breeding sites of disease-carrying mosquitoes.

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Telling a Science Story using Google Voyager

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Telling a Science Story using Google Voyager

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Student scientists from around the world are using the GLOBE Observer app to combat the Zika virus in their communities.

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Aw snap! Google Earth isn't supported by your browser yet. Try this link in Chrome instead. If you don't have Chrome installed, download it here.

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UCAR Foothills Lab Campus, Building 1, second floor: Earth Observatory Lab (EOL) Atrium

EOL Atrium (follow signs): upon entering Building FL2,  proceed up stairs to right of Reception (or use elevator to right of main entry doors). Turn left (right if elevator) to cross skybridge to Building FL1. Pass through double-doors on left, proceed diagonally left to EOL Atrium.

Restrooms (follow signs): located to right of EOL Atrium, through sitting area near kitchenette.

Cafeteria: located in FL2 Building, first floor; use hallway past Reception, proceed down hallway past auditorium & restrooms, turn right at Cafeteria entry hallway.

Foothills Laboratory Cafeteria Menu for Friday, March 15:

BREAKFAST: Eggs Benedict or Grits

LUNCH:
Soup: Creamy Spinach & Bacon
Sandwich: Farmer's Market Quesadilla, Carrot Sticks (V)
Grill: Chef's Choice
Entree: Almond Crusted Sole Filet, Creamy Orzo with Sun-dried Tomatoes & Feta, Peas

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UCAR Foothills Lab, building 2
(FL2 BLDG)
3450 Mitchell Lane, 80301

Please feel free to park in the Visitor Lot located in front of "FL2 BLDG" (go straight at the stop sign). Public Access is through FL2 main entrance doors (to the right of satellite array).

No check-in required @ Reception; GLOBE / MULTI staff will be in lobby area before workshop for guidance

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"A standard or pattern, especially of social behavior, that is typical or expected of a group."

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Hear from SOARS staff, proteges, and alumni collaborative efforts to increase underrepresented groups in the atmospheric sciences.

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2018 STEM for All Video Showcase: Transforming the Educational Landscape

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SOARS: Broadening Participation in the Atmospheric Sciences Extreme weather. Climate change. Air pollution. These are the challenges that help define the atmospheric sciences. They are challenge...

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Mosquito Larvae Identification Guide (1)

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Jan Heiderer, Manager, GLOBE Communications

Julie Malmberg, Project Manager, GLOBE Education

Contact: mosquitoes@GLOBE.gov

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"Connecting to Colorado's Science Education Community

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"Connecting to Colorado's Science Education Community

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Randy Russell, Game & Interactive Multimedia Developer, UCAR SciEd

Emily Snode-Brenneman, Program Specialist, UCAR SciEd

Tiffany Fourment, Education Specialist, UCAR SciEd

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Carolyn Brinkworth, Chief Diversity and Inclusion Officer, UCAR

Eslam Khair, Community Support, GLOBE Implementation Office

Janelle Johnson, Principal Investigator, MULTI

Kadidia Thiero, SOARS Program Lead, UCAR

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Ground Rules + Tools

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In discussions around diversity and equity, it's important to understand that everyone sees and experiences the world differently: What is "right" in your experience may not be so in someone else's.

We ask everyone who participates in our trainings to consider different perspectives, for the purpose of sensitivity, learning, and growth. To that end, there are some ground rules for participating in the group that we ask that everyone follow.

GROUND RULES:

1. Be willing to acknowledge that sexism and racism exist.

2. Acknowledge that we are all systematically taught misinformation about our own group and about members of other groups. This is true for everyone, regardless of our group(s).

3. Agree not to blame ourselves or others for the misinformation we have learned, but to accept responsibility for not repeating misinformation after we have learned otherwise.

4. Agree to respect others. This includes honoring others' experiences by being sensitive to them.

5. Agree to raise your hand when you want to speak unless otherwise specified.

6. Keep in mind that no one should be required or expected to speak for their whole race or gender. They couldn't if they wanted to!

7. Take responsibility for and accept the consequences of your words.

8. Be willing to keep an open mind: It is likely that some of your beliefs will be challenged by the group.

9. Take risks. Comfort is overrated. Dare to engage yourself.

10. Agree to participate in the creation of a "safe"* atmosphere for open discussion.

11. Equality pertains to all people with NO exceptions.

12. Agree to keep specifics of what is discussed in the group confidential. What is said in group discussions, stays there. What is learned there, leaves there.

13. Share the air. If you have a tendency to dominate discussions, take a step back, and let others participate. If you haven't said much, you're invited to participate more.

14. Hold leaders accountable. All of us are growing and evolving, and nobody gets things right all the time. We all agree to hold each other accountable, even those people who are leading our sessions.

*Note that in No. 10, we put the word "safe" in quotes. This is because people with some identities or personal experiences rarely feel safe in any room, and it's important to acknowledge that.

USEFUL TOOLS FOR DISCUSSIONS
Oops, ouch
Part of having these conversations is messing up. (In diversity work, this is inevitable, no matter how experienced you are.) If you say something that is hurtful or problematic and you realize it, you can say "oops" to acknowledge it and then try again. Alternatively, if someone else said something harmful or problematic then you can say "ouch," which lets everyone know that there's something that needs to be discussed further. The specific words "oops" and "ouch" aren't necessarily used all that often, but the idea gives people a way to bring these things up. See more below on how to effectively call someone out/in and how to apologize properly.
Everybody's right, but only partially
The goal is not to agree, but to gain deeper understanding. Remember that your experiences of how the world works and how society treats you are not the same as anyone else's.
Use "both/and," rather than "either/or," thinking
Someone else may be making a good point that you may miss if you're concentrating on disagreeing with part of it. Agree with the parts you agree with, and disagree with the parts you don't. Remember that sometimes you might both be right.
Intent ≠ impact
When you say something harmful, it still hurts whether or not you meant it to. As an analogy - if you tread on someone's foot and they tell you it hurt, you apologize and step off. You don't spend time explaining that you didn't mean to step on them, and so therefore, they shouldn't be hurt.
Be aware of intersectionality
People have intersecting identities and the experiences of white, straight, able-bodied women are not necessarily the same as the experiences of women of color, lesbians/bisexual women, and women with disabilities. Despite this, when people talk about "women," they almost always mean straight, white, able-bodied women.
Disagree with content, not tone
Some of the topics we will be talking about are emotional issues for people who live these experiences every day. While some people in the room are able to talk about these things in a detached way, others are not, and should not be expected to. White people, in particular, have been taught that anger and making a point loudly are unacceptable ways to communicate. They often say things like "no one will listen to you if you're shouting at them," or "I'm not going to talk to you while you're addressing me like that," or "I know you're angry, but..." We need to understand that people who have been marginalized do not have the luxury of emotionally distancing themselves from conversations about their rights and experiences. It's not an academic discussion for them. Disagreement with their points is fine, but be sure to disagree with the content of what people are saying, not the way in which they're saying it.
How to effectively call someone out/in
Part of talking about equity and diversity topics is messing up. When someone does, we need to have a way to talk to them about it effectively. Often we talk about "calling out" someone who has said something offensive or had an "oops" moment. It can be preferable to talk about "calling in," which assumes that everyone wants to do the right thing, just needs a bit of help getting there. Always remember that calling someone in is a brave thing to do because it's risky. People often don't react well to being called in (see below, under "how to apologize"), and so it puts the person doing it at risk of personal attack. This blog post is a great primer. We can also mitigate some of the bad feelings by ensuring that we call in people's words, rather than their intent. See this video for an example.
How to apologize properly
Getting called out/in can be uncomfortable. It can be embarrassing and feel like a personal attack. The first reaction most people have is to defend themselves. Don't do this. Remember that being called in is a gift from a very brave person, who was willing to put their own safety and comfort on the line to help you become better educated. The following two posts are superb explanations of how you can react in a good way to being called in: I was wrong and I am sorry and How to apologize.

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University Corporation for Atmospheric Research

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In discussions around diversity and equity, it's important to understand that everyone sees and experiences the world differently: What is "right" in your experience may not be so in someone else's. We ask everyone who participates in our trainings to consider different perspectives, for the purpose of sensitivity, learning, and growth.

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How would you help create a more inclusive STEM education environment?

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How would you help create a more inclusive STEM education environment?

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Science is a human endeavor that takes place within a historical, social, and political context, and as such can reflect the biases and power structures prevalent in society at any given time. ... We are more likely to develop just solutions by tapping into the skills, talents, and experiences that people of different races, ethnicities, sexual orientations, genders, and economic classes bring.

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As a community of more than 24,000 scientists and technical experts putting science to work for a healthier planet and a safer world, the Science Network at the Union of Concerned Scientists (UCS) can be a powerful tool for change. At UCS we believe science should be a means-and not an obstacle-to reducing racial and economic inequity and ensuring that science-based policy decisions benefit all. With that opportunity comes a responsibility: to ensure that the Science Network is, without exception, an inclusive community that embraces the full diversity of scientists and their perspectives.

Science is a human endeavor that takes place within a historical, social, and political context, and as such can reflect the biases and power structures prevalent in society at any given time. Science Network staff are still learning about how best to do our part in supporting more equitable participation and opportunity in science advocacy and addressing the additional inequalities and pressures that underrepresented scientists face as they pursue their education and career. We are more likely to develop just solutions by tapping into the skills, talents, and experiences that people of different races, ethnicities, sexual orientations, genders, and economic classes bring.

We acknowledge that scientists have sometimes exploited or excluded marginalized groups in their pursuit of knowledge. We believe that whenever possible, research should be informed by and conducted in partnership with communities that have a stake in the outcome. This increases the possibility that research, and the policy solutions informed by that research, should alleviate existing inequities and prevent additional harm.

The UCS Science Network is committed to furthering the scientific community's understanding of racial and economic equity, and to creating an inclusive network that works to ensure the benefits of science are shared widely and fairly.

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Diversity, Equity and Inclusion in the Science Network

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As a community of more than 24,000 scientists and technical experts putting science to work for a healthier planet and a safer world, the Science Network at the Union of Concerned Scientists (UCS) can be a powerful tool for change.

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Atmosphere

Air Temperature

Precipitation

Relative Humidity

Hydrosphere

Water Temperature

pH

Pedosphere

Soil Moisture

Soil Temperature

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Citizen Science in your community
Citizen Scientists:

March 27, 2019, at 4pm MT

Who Am I? (or, How to identify larvae)
Educators:

April 10, 2019 at 4pm MT

Tools for analyzing data
Citizen Scientists:

April 17, 2019 at 4pm MT

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We are gearing up for active mosquito season in the US, and the focus of this webinar is on how to collect, sample, and identify mosquito larvae using the Mosquito Habitat Mapper app. Teachers, we'll show you how to build your own mosquito trap so you can look for mosquitoes literally, right outside your front door.

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Books, Videos and Presentations

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An international network of citizen scientists and scientists working together to learn more about our shared environment.

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GLOBE field campaigns are grounded in real science embedded in an inquiry-based, collaborative approach.

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GLOBE field campaigns are regional and worldwide projects that provide students with hands-on opportunities to explore and learn about Earth through a network of students, teachers and scientists. GLOBE field campaigns are grounded in real science embedded in an inquiry-based, collaborative approach.

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More information here.
Projects due by April 10!

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GLOBE Countries & Member's Map
Information about and locations of GLOBE countries, partners, country coordinators, schools, scientists, trainers, and other community members.
Partners & Country Coordinators
GLOBE partners and country coordinators train and mentor teachers in implementation of GLOBE protocols and activities.
Teacher's Community
GLOBE teachers are trained in GLOBE scientific protocols and educational learning activities.
Trainer's Community
GLOBE trainers are certified to train teachers in various scientific protocols and educational learning activities. The certification process includes the candidate trainer carrying out a teacher training session, observed and mentored by a GLOBE Master Trainer.
Alumni Community
The GLOBE Alumni Organization is a strong network of students who have graduated from secondary school and have the desire and commitment to participate in the activities of the GLOBE Program at a higher level.
Find a Collaboration Partner
Find other teachers who are interested in collaborating on GLOBE projects, protocols or other activities.
STEM Network (GISN) & Blogs
The GLOBE International STEM Network (GISN) is an international network of STEM professionals that work with GLOBE students around the world conducting science. STEM professionals mentor students and teachers, present scientific ideas, and/or collaborate on scientific research.
GLOBE Working Groups
The purpose of the Working Groups (WGs) is to enhance the role of GLOBE U.S. and country partners and GLOBE scientists and educators in shaping the future of The GLOBE Program and supporting the development and implementation of GLOBE worldwide.

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GLOBE brings together students, teachers, scientists and community members to collaborate on inquiry-based investigations of the environment and the Earth system, and to better understand, sustain, and improve Earth's environment at local, regional, and global scales.

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Helpful Links for Teaching with Mosquitoes

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Helpful Links for Teaching with Mosquitoes

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The Mosquito Life Cycle

Malaria: Mosquito Host

From Birds to Humans: The West Nile Virus Story

Dengue Fever Re-Emergence in the Americas

After 40 years, the most important weapon against mosquitoes may be failing

The Making of the Fittest: Natural Selection in Humans

Ecology: A world without mosquitoes

Genetically Modified Mosquitoes

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The Mosquito Life Cycle | HHMI BioInteractive Video

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To prevent mosquitoes from spreading diseases, it's essential to understand their life cycle.

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Helpful Links for Teaching with Mosquitoes

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Helpful Links for Teaching with Mosquitoes

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The Mosquito Life Cycle

Malaria: Mosquito Host

From Birds to Humans: The West Nile Virus Story

Dengue Fever Re-Emergence in the Americas

After 40 years, the most important weapon against mosquitoes may be failing

The Making of the Fittest: Natural Selection in Humans

Ecology: A world without mosquitoes

Genetically Modified Mosquitoes

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The Mosquito Life Cycle | HHMI BioInteractive Video

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To prevent mosquitoes from spreading diseases, it's essential to understand their life cycle.

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I would have appreciated a clearer set of goals & objectives for the day.  I have not previously been to a Multi, and understood that what I would be getting is an intro to the
Globe Mosquito materials. We were told the Bug Chicks would also be here too.
I could have made a clearer choice had I been clear about the purpose of the day & intended outcomes.
Lots of bits & pieces...
interesting, but I'm not sure how intentional...