TEA Banner
WELCOME to all of you

NSTA Meeting Notes

27 to 30 March 2002

San Diego, California



Parcticipant List

Arlyn Bruccoli, American Museum of Natural History, New York, New York

Mary Ann DeMello, John W. Rogers Middle School, Rockland, Massachusetts

Chris Donovan, Desert View High School, Tucson, Arizona

Robin Ellwood (TEA Associate), Rye Junior High, Rye, New Hampshire

Deborah Ennis  (TEA Associate), Wheeling Park High School, Wheeling, West Virginia 

Judy Filkins (TEA Associate), Hanover Street Elementary School, Lebanon, New Hampshire

Ethan Forbes, Butterfield School, Orange, Massachusetts

Jan French, Cincinnati Country Day School, Cincinnati, Ohio

Kim Giesting, Connersville High School, Connersville, Indiana

Marvin Giesting, Connersville High School, Connersville, Indiana

Sharon Harris, Mother of Mercy High School , Cincinnati, Ohio

Alan Hayes (TEA Associate), Genoa Central High School, Texarkana, Arkansas

Jerri-Lynn Hollyfield, McElwain Elementary School, Birmingham, Alabama

Richard Jones, Billings Senior High, Billings, Montana

Bob King (TEA Associate), West Elementary School, Mt. Juliet, Tennessee

Tina King, West Elementary School, Mt. Juliet, Tennessee 

Sandra Kolb, Poulsbo, Washington

Kolene Krysl, Millard Central Middle School, Omaha, Nebraska

Kevin Lavigne, Hanover High School, Hanover, New Hampshire

James Madson (AMANDA), University of Wisconsin, River Falls, Wisconsin

George Palo, Gig Harbor High School, Gig Harbor, Washington

Mary Phillips (TEA Associate), Lake Waco Montessori Magnet School, Waco, Texas

Marge Porter, Woodstock Academy, Woodstock, Connecticut

Shauna Roberson (TEA Associate), Garden County High School, Oshkosh, Nebraska

Cathy Roberts, W.E. Waters Middle School, Portsmouth, Virginia

Jean Roberts Pennycook, Bullard High School, Fresno, California

Larry Rose (TEA Associate), Pleasanton Middle School, Pleasanton, California

Juanita Ryan, Toyon Elementary School, San Jose, California

Stephanie Shipp, Rice University, Houston, Texas

Bruce Smith, Appleton North High School, Appleton, Wisconsin 

Dena Rosenberger,  El Capitan High School, Lakeside, California

David Silvernail (TEA Evaluation Team), University of Southern Maine, Portland, Maine

Wendy Slijk, La Costa Canyon High School, San Diego County, California

Steven Stevenoski, Lincoln High School, Wisconsin Rapids, Wisconsin

Rolf Tremblay, Goodman Middle School, Gig Harbor, Washington

Betty Trummel, Husmann Elementary School, Crystal Lake, Illinois

Hillary Tulley, Niles North High School, Skokie, Illinois

Mike Weiss, Yarmouth High School, Yarmouth, Maine

Andre Wille, Basalt High School, Basalt, Colorado

Julie Wille (TEA Associate), Basalt Elementary School, Basalt, Colorado

Betsy Youngman, Phoenix County Day School, Prairie Valley Arizona



NSTA Events


# Non-TEAs



Presentation Practice Sessions

7:00 p.m. to 10:00 p.m.


Booth Briefing

7:00-7:15 p.m. and 9:00-9:15 p.m.



Coral Room, Wyndham Emerald Plaza, 400 West Broadway, 619 - 239 - 4500




Presentation Practice Sessions

8:00 am to 10:00 am


Booth Briefing

 8:00-8:15 am and 9:45-10:00 am



Coral Room, Wyndham Emerald Plaza, 400 West Broadway, 619 - 239 - 4500

Antarctic Black Smokers

8:00AM - 8:30 AM

Hyatt Regency Manchester E

Steve Stevenoski


SWAT TEAM: Pennycook, Smith, B. King




An overview of the science currently conducted along the Antarctic Peninsula.  A brief overview of the hydro-thermal vents and the geochemistry and geophysics that contribute to their formation.


Doing Elementary Science in the Antarctic and the Arctic

9:30-10:30 a.m.

San Diego Convention Center  Room 28A

Kolene Krysl, Betty Trummel, Susan Klinkhammer, Tina King


SWAT TEAM: A. Wille, Ennis



We will be presenting a few curriculum related activities that would tie into an elementary classroom to coincide with TEA in the field. The activities will cover both the Antarctic and Arctic regions. The activities will also be in accordance to align with science standards. An example of one of the areas will be the animals; polar bear / penguin. There will also be a look at the watery North Pole / the solid South Pole. It taps into elementary, general sciences.


Short Course: Bringing Polar Science into Elementary and Secondary Science Classrooms"

12:30- 5:30 p.m.

Sharon Harris - Organizer



Come and find out about all of the different types of research projects in which TEA teachers have been involved! Collect classroom ideas, activities, and resources. Learn how you can get your classroom  involved in the TEA Program and how to apply for a polar research experience!


Searching for Dark Matter Through the Ice

1:00 PM - 1:30 PM

San Diego Convention Center Room 15A

Steve Stevenoski


SWAT TEAM: Weiss, R. Jones, Hayes


Presentation on the AMANDA Project and Project IceCube.  Emphasis is on the search for neutrinos and high energy parcticles.





Virtual Field Trip to Antarctica: an Integrated Unit of Science, Language Arts, and Technology


Room 33C

Jan French


SWAT TEAM: A. Wille,  Krysl, Roberson



Numerous aspects of Antarctic science will be presented as a whole unit for grades 5-8: geography, geology, glaciology, meteorology, atmospheric and environmental science, and wildlife. Classroom activities, Internet research, and written exercises for assessment will be included.


Nutrition Expedition

8:00 - 9:00 a.m.

San Diego Convention Center Room 16A

Sandra Kolb


SWAT TEAM: Harris, Hollyfield, Ellwood



This hands-on inquiry based teaming activity allows students to investigate the relevancy of how intense physical exercise and cold affects nutritional requirements under extreme conditions.


Journey to the Bottom of the World...connecting your classroom to Polar Research

8:00 a.m. to 9:00 a.m.

Hyatt Regency

Betty Trummel, Tina King


SWAT TEAM: Lavigne, Filkin



We will begin with an overview of TEA.....goals of the program, responsibilities of parcticipants, TEA Associates program and general information.  Each one of us will share our  research experiences and activities developed as a result of these  experiences.

Presidential Award of Excellence (PAEMST) Poster Session

9:30-10:30 a.m

Hyatt Regency

Tina King


SWAT TEAM: - None - Poster




Teachers Experiencing Antarctica and the Arctic:  Science on the Ice

11:00 AM-12:00 PM

San Diego Marriott Hotel and Marina

 Betty Trummel and Hillary Tulley


SWAT TEAM: Forbes, J. Wille



Brief Overview:  We will begin with an overview of TEA.....goals of the

program, responsibilities of parcticipants, TEA Associates program and general

information.  Each one of us will share our research experiences and

activities developed as a result of these experiences.


From the Ends of the Earth

11:00 AM - 12:00 PM

Hyatt Regency San Diego, Regency E

Kim Giesting and Marvin Giesting


SWAT TEAM: Tremblay, Youngman, Donovan




Tasmania and Illinois....Linked Together by Science in Antarctica!

12:30-1:30 PM

San Diego Marriott Hotel and Marina

Betty Trummel


SWAT TEAM: Lavigne, C. Roberts, J. Wille


I will share my work with the Antarctic "traveling trunks"  of teaching materials, linking classrooms in Tasmania with classrooms in  Illinois based on the TEA Program; share my TEA research experience and  science research being conducted by the Australian Antarctic Division.  I  will share my coring activity developed as a result of my parcticipation in  the Cape Roberts Project and TEA experience.

Polar Science Links for Middle School

3:30 - 4:30 p.m.

San Diego Convention Center Room 33C

Rolf Tremblay and Sandra Kolb


SWAT TEAM: Ellwood, Ennis



Parcticipants will learn about polar inquiry based and ready to implement hands-on activities and making connections with teachers and scientists live in the Polar Regions.

TEA Meeting - 4 to 6 p.m. (TEAs Only)



Opal Room, Wyndham Emerald Plaza, 400 West Broadway, 619 - 239 - 4500

Pre-Dinner Cocktails

TEA and Associates Dinner - 7 p.m.



Top of the Hyatt Regency

The Fish Market, 750 North Harbor Drive




Pole to Pole...Connecting Your Classroom to Polar Research

8:00-9:00 AM

San Diego Marriott Hotel

Betty  Trummel and Sandi Kolb


SWAT TEAM: T. King, Youngman, Rose



The Science Teaching Standards will be addressed by demonstrating how the Teachers Experiencing Antarctica and the Arctic Program (TEA) can help teachers create an exciting learning environment that enables students to learn science with connections to ongoing scientific research in Polar Regions.

Penguin Preferences and the Polar Perspective

8:00 - 9:00 am

San Diego Convention center  Rm 15b

Andre Wille and Julie Wille


SWAT TEAM: Stevenoski, Krysl, Filkin



Presentation will begin with an overview of the TEA program, then move into slide presentation of my experience with Adelie penguin project. We will discuss other research in Antarctica and how to link classrooms with TEAs in the field. We will finish w/ elementary and grade 7-12 activities that students can use to learn about the poles.


TEA Associates Lunch - 11:30-1:00



Spaghetti Warehouse


Bringing Antarctica Into Your Classroom

12:30 -1:30

Kevin Lavigne, Hanover High School, Dr. John Barrett, Dartmouth College


SWAT TEAM: French, Harris



Jeb and I will present the ongoing Long Term Ecological Research being conducted by Dr. Ross Virginia  (Dartmouth College) and Dr. Diana Wall (Colorado State University) in Taylor Valley.  We will share a soil incubation   involves collecting CO2 gas given of by soil micro-organisms inside an incubation chamber.   The CO2 "collection" device is a chemical trap.  By using acid/base titration techniques the students can determine the CO2 levels inside the chamber and use this data to compare the soil productivity to other soil samples.


Bring the Cold into Science - Using Polar Themes

12:30 PM - 1:30 PM

Hyatt Regency  Windsor A/B

Steve Stevenoski


SWAT TEAM: M. Giesting, Tulley, Hayes



Parcticipant will be share a group of elementary level science activities that focus on topics in physics and chemistry that use polar themes as a starting point for study and discussion.

Lessons from the Far North

5:30-6 p.m.

San Diego Marriott Hotel, Irvine Room

Sandra Kolb


SWAT TEAM: Youngman, Forbes, Roberson


The Science Teaching Standards will be addressed by providing teachers with learning science by doing science classroom activities that are motivating and engaging for students.



Meeting Notes



We have several returning TEAs - Betsy Youngman, Chris Donovan, Dena Rosenberger, Ethan Forbes, Jan French, and Tina King

... And new TEAs - Jerri-Lynn Hollyfield , Mary Ann DeMello



Thank You's

            Dinner - Dena

            Short course - Sharon Harris

            Booth set up and take down - All parcticipating TEAs!








·      Program Announcements

·      Mentoring Resource Groups

·      Brainstorming ideas for the Activities Workshop Format

·      Program Documentation

·      TEA Resources and Future

·      Q/A



Program Announcements

Welcome Marge Porter, a TEA who has taken on the role of Co-PI in place of Clarice Yentsch. Marge accompanied Martin Jeffries as a TEA in 1995 to Antarctica. She is an active classroom teacher and a certified mentor in the state of Connecticut. Marge will continue to be in the classroom, which adds considerable value for TEA as a reality check!  Having a teacher actively involved in the leadership of the TEA Program is an exciting development.


Clarice has retired as a PI for personal reasons, and  has shifted to role of advisor. We look forward to hearing from her as TEA continues to grow.


As we spoke about last NSTA, the structure of TEA has been defined as two primary components, research and transfer. Transfer includes the important ingredients of mentoring and sharing the research experience - and the process of science - with classrooms, colleagues, and community.


The TEA Program has been focusing on the transfer component in last year and for next two years; how can we best facilitate the required transfer? The outcomes are important! Several exciting developments have occurred, such as Mentoring Resource Groups and a revised transfer workshop.



Mentoring Resource Groups (MRG's)

What are MRGs?

Groups of 3 to 4 TEAs that discuss mentoring challenges and successes, as well as other ideas and strategies for sharing the TEA research experience. The primary mode of communication is a group conference call every two months. The groups are grade-level specific, with a mixture of Arctic and Antarctic TEAs.  This is one support path for meeting the mentoring requirement of TEA (140 hours, 3 colleagues, over 3 years).


While mandatory for the 2001/2002 and 2002/2003 cohorts, the TEA evaluators and the TEA Program staff recommend that all TEA parcticipants join a group to stay connected with the community, investigate ways to share the experience, and to have access to new resources.


The mentoring requirement is part of the NSF mandate; this helps to multiply the NSF investment in a TEA parcticipant. However, it is recognized that individual TEAs have unique academic environments, therefore, each mentoring plan will be unique by definition.


Some examples of mentoring include working with mentees to:

·      Plan and implement content workshops, science fair, associate's workshops, etc.

·      Host scientists

·      Connect with local museums

·      Develop curriculum, etc.



Activities Development Workshop

The 2001 workshop was hosted through the University of Wisconsin. Thanks to Steve Stevenoski for being the on-sight host and for helping to organize this event.


Teams of teachers and researchers were organized into three topic groups that encompassed sea ice, climate change, and subduction-recycling. The teams, guided by TERC Curriculum Specialist Sally Crissman, focused on understanding inquiry, evaluating effective paths and resources for bringing research into the classroom, and preparing inquiry based classroom units. The activities are accessible at <../tea_classroommaterials.html>. Each activity has been reviewed by the Ms. Crissman and the researcher, and revised by the TEA teacher parcticipants.


The TEA staff and evaluators felt that the workshop model was a success and that it supported the parcticipants in their professional development by helping them to further explore the nature of scientific inquiry and paths to effectively bring it into the classroom. The evaluation strongly encourages this model is repeated for the 2002 Activities Workshop.


An alternative model has been proposed for future workshops that involves the identification, exploration, and use of existing polar curriculum materials, rather than the creation of materials. This model will be incorporated into the 2002 model with the overarching goal of professional development. Parcticipants can spend time investigating and evaluating curriculum materials, and can work with a curriculum specialist and researchers to begin development of individual or group activities that will be completed over a specified time frame. This workshop is mandatory for cohorts beginning with the 2003/2004 group; it also will serve as a time to share research experiences and revisit mentoring and transfer plans.


What are some other models or aspects that you feel will make the TEA  workshop a more valuable professional development experience, will connect with the broader Polar Learning Community, and will help you meet your TEA responsibilities?


·      Tap researchers for ideas that tie to classroom application

·      Work with scientists at workshop for first part of the week

·      Have more research talks; scientists provide he depth - teachers translate

·      Ideas from the researchers about what they think are the fundamental concepts

·      Connect with local K-12 teachers

·      Focus on depth of content

·      Focus on the process of science; inquiry as the basis for activities.

·      Get content from process approach

·      Inquiry based projects; develop 2-3 week units that are content driven

·      Get REAL DATA into the activities; have students collect and manipulate data.

·      Explore the environment modules page from the University of Arizona

·      Thematic approach to TEA Website (teacher pages) - topical investigations

·      Meet with other TEAs who teach same discipline

·      Update Web site, make it more searchable by thematic activities

·      Conduct the workshop at an institution with polar research (e.g., Scripps,

·      Work with existing resources - improve / modify resources so that they are ready for classroom use

·      Identify existing resources and examine them with respect to inquiry. Have parcticipants (and broader community) walk away with user-friendly, pertinent, inquiry rich resources, ready to take into the classroom.

·      Look at activities that are not overly complex in terms of equipment.

The 2002 workshop format will take all of these ingredients into consideration.



Program Documentation


Annual reports are due 15 January and need to have all activities reported:

·      Over the past year, how have you used your TEA experience?

·      Is it because of TEA that you are doing something?

·      How are you sharing TEA?


Mentoring reports are due 15 January for the summary report (cohorts 2001/2002 and more recent).


Many of the file reports are not comprehensive; we hear activities in which TEAs are involved that never are documented on the annual report.  Documenting your experience is something only you can do! If you do not document it (e.g., visit by researcher, continued interaction with team, presentation, workshop), it did not happen as far as TEA and NSF are concerned.


The Annual reports are important because they help:

·      The TEA Program determine where to invest resources to meet TEA parcticipant needs

·      Inform the field of science education

·      Inform the evaluation (are the experiences having impact in the classroom?)

·      Form the basis on which NSF determines the value of funding the TEA Program



·      We know you are busy, however, plan to invest more time in documenting your TEA activities on-line. Do not wait for the last minute and place yourself in the position where you do a poor job.

·      You can update your annual report and your mentoring report at any time! Updates will be saved!

·      Keep a log or calendar of your TEA activities that is comprehensive enough to completely reconstruct your involvement.

·      Report it! Use bullets if time is a consideration.


Examples of activities to relate on your annual report (in addition to those specified on the report):

·      Polar material you are teaching in your classroom

·      Curriculum materials you have developed or altered as a direct consequence of your TEA experience

·      Content or research courses you have designed based on your TEA experience 

·      Meetings with your research team, presentations you have given with your team, visits by your team.

·      Etc.



Cost Share

Cost share needs to be reported to demonstrate investment by other programs in the TEA experiences. Cost share includes any expenses explicitly related to the TEA program that you access from other sources - district, school, local company, personal. This does not cover funds from a governmental source.


This can include donations of (or funds for) substitute costs (or release time - one or the other), computers, video cameras, digital cameras, polar clothing for the expedition meetings, grants for resource trunks, etc.



Mentoring reports are due 15 January for the summary report. While required for cohorts 2001/2002 and more recent, it is recommended for earlier cohorts.


Like the Annual Reports, the Mentoring Reports are important because they help:

·      The TEA Program determine where to invest resources to meet TEA parcticipant needs

·      Inform the evaluation (are the experiences having impact in the classroom?)

·      Inform the field of science education

·      Form the basis on which NSF determines the value of funding the TEA Program as mentoring is the main path through which TEA teachers multiply the research experience in a long-term and meaningful way.


There are three main parts to the mentoring reports:

·      Overview - what you want to accomplish, team members, game plan

·      Annual report - summary of activities, outcomes, hours

·      Meeting reports - there is considerable flexibility here.

·      Can be updated each mentoring team meeting, or after several.

·      This aspect of the report may not be a format that works for you - if not, include the meeting info you need to document the times and outcomes in the annual report -

·      However, DO NOT just say "oh 100 hours this year." Provide data about how those 100 hours have been used.


There is a $1000 stipend for completing the TEA Mentoring responsibility. Responsibilities must be completed and documented within three years of returning from the field (the funds cannot be maintained beyond this time period)



TEA Resources and Future

NSF's model for Teacher Enhancement grants is one of seeding ideas and having them become self sustaining. The TEA grant is structured so that the PIs hours decline, number of parcticipants increases, and the learning community assumes responsibility. Numerous learning communities are dealing with this issue - and some are making recommendations that this is not a feasible structure; to sustain a learning community a support structure must be established and maintained. Naturally, this is a learning process for all involved.


Because Stephanie, Deb, and Marge are <20% time each, and Arlyn is the sole 100% TEA Program Staff, we are streamlining our efficiency. This means we are very thoughtful about the projects in which we invest time. There are many aspects of TEA that have to occur (Orientation, NSTA, annual reports to NSF, Advisory Board Meetings, preparation and follow up for each meeting, interactions with research PIs and TEAs in the field, support to other TEAs in meeting their responsibilities, etc.). Communication is a key component of any community. We also are trying to streamline the communications. Arlyn is the point of contact for much of the day-to-day (brochure needs, press letters, RealAudio sessions, etc.). 


There also are many GREAT ideas for TEA from the TEA parcticipants, but they do take investment - and those time / $ investment demands are greater than the personnel hours on the TEA program. This is why the TEA Program is looking to the TEA learning community to assume ownership of newly generated ideas.


Examples include:

·      Real Audio. Steve Stevenoski's investment in RealAudio. He thought we should have it as an aspect of TEA. He proposed it, researched it, wrote up a short "proposal" that Stephanie submitted to NSF with the annual report. Once funding was approved, Steve implemented his plan, got the software and hardware, and is interfacing with Arlyn to run it. TEAs in the field now use RealAudio broadcasts to share their research experiences with classrooms across the nation.


·      TEA Patch. Louise Huffman, Mary Ann DeMello, Kim Hanisch, and Jerri-Lynn Hollyfield decided that TEA needed a logo / patch. They researched it, found a company, connected with the TEA Program for approval to use the Web logo, and moved it forward. The TEA patch provides a common identifier for TEAs.


·      NSTA Short Course. Sharon Harris organized the NSTA short course. She applied to NSTA, arranged for TEA speakers, put together the agenda, got the equipment, and facilitated the course. The workshop drew 18 parcticipants, many of whom have expressed an interest in applying for TEA, and shared a variety of resources and research experiences with the attendees.


·      Polar Learning Trunks. Elissa Elliott, Betty Trummel, and Hillary Tulley acquired funds for developing resource trunks. The trunks, available for use by the TEA community, contain book, activity, map, video, etc. resources. Information about the trunks is available on the TEAs Only Web site.


·      Getting graduate credit for the TEA research experience - and for the time invested by mentees - is a great idea! Unfortunately this cannot be arranged by the TEA program (issues of monitoring of the "course" within credit-granting institution, cost, different requirements by states - professional development hours vs. graduate credit, etc.)  but can be arranged by the TEA through their local university or through their research PI's institution for the specific needs of the TEA and their mentees.



Future of TEA

TEA is closing the third year of a five-year grant. At that point in time, Stephanie Shipp will no longer be involved in the TEA Program. The roles of Deb Meese, Marge Porter, and Arlyn Bruccoli are not determined at this time.


Based on what we have learned, the successes and the challenges, what could the TEA Program Staff propose a few components and models for the future TEA Program:

·      The first-hand research experiences are a crucial component to changing the way science is taught in the classroom; many teachers are teaching science without having experienced science! The research experience provides the energy and focus around which much of the TEA community builds. Given limited resources, perhaps this aspect of the program does not increase, but its presence is fundamental.

·      The strong learning community centered around TEA could be better leveraged to have a broader and deeper impact. Leveraging could include:

·      Expanding local meetings through increased TEA teacher leadership

·      Teaming with a formal science education network (e.g., NSTA) may increase access to a larger community and diversity of learning resources

·      Developing formal online learning communities with lectures by researchers, classroom implementation discussions, and course credit


The TEA Advisory Board has recommended that OPP, ESIE, and TEA work together to determine the future of the TEA Program, and that these discussion take place before the close of the grant to ensure a smooth transition if necessary. Much of this determination may take place internally within NSF, depending on how much of the TEA Program management will be within NSF in the future.



Notes from the Community

Applications are on line and due in mid-April. Please encourage eligible colleagues you would like to see involved to apply.


TERC has a series of on-line polar resources that Ethan Forbes has been involved n reviewing.


Betty Trummel has examples of the TEA patch and information on how to order it. This information will be sent to the TEA community by e-mail.  Holy Cow Sports: 630-852-9001.