WSSPC Awards in Excellence 1997

Award Recipients

Awarded Category: Overall Excellence in Outreach to Schools

 Accomplishments (as of June 30, 1997)

WORKSHOP NAME	Number	TEACHERS REACHED
	Of Workshops	Total Number of Participants	School Districts Represented
3rd Grade Geological Processes That Shape Landforms	10	137	21
5th Grade Plate Tectonics	12	182	24
9th Grade Earthquakes in Earth Systems	1	10	5

 

	Personalizing the Earthquake Threat-funded by U.S. Geological Survey/NEHRP. This two-year project involved an extensive compilation of information from 48 Intermountain West earthquakes, and resulted in a variety of public education products. Photographs, newspaper articles, and individual accounts of these earthquakes were collected and archived. They are available to the general public on the Seismograph Stations' Web site <http://www.seis.utah.edu>. An activity packet that involves secondary students in accessing these data was written; slides of selected photos are annotated; a colorful, professional-quality exhibit of photographs, text, and graphics (called Earthquakes in the Intermountain West) has been produced and has begun a traveling schedule for public display.
4.	Does this program take a new and creative approach or method? If yes, please describe.
	Yes. To provide the resources necessary to accomplish the objectives of EES, an effective, semi-formal partnership of state agencies, university departments, and a non-profit agency has been established. Members include the Utah Geological Survey; Utah Division of Comprehensive Emergency Management; University of Utah's Seismograph Stations, College of Mines and Earth Sciences, Department of Geology and Geophysics; and the American Red Cross. Representatives of these organizations provide expertise, work on projects, and help teach workshops.
5.	What were the program’s start-up costs and source(s) of funding?      $10,500 Budget Source: University of Utah
	What are the program’s annual operational costs and source(s) of funding?      $42,400 Budget Source: U.S. Geological Survey/NEHRP Grant
	$37,000 Budget Source: Federal Emergency Management Agency
6.	How many employees (full-time equivalent) work(ed) with this program? 1.5 FTE
7.	To the best of your knowledge, did this program originate in your state? Yes
	Are you aware of similar programs in other states? No
8.	Has the program been fully implemented? No
	If No, what actions remain to be taken?
	Both projects are on-going but new funding is being sought for each. .25 FTE coordinator salaries for each project has already been secured. Workshops will be scheduled at the 9th, 3rd, and 5th grade levels. The exhibit will continue to travel to sites in Utah, Idaho, Wyoming, and Montana. Effort to enlist more secondary students in using the Intermountain West earthquake data will also continue.
9.	Is there evidence that the program has been effective in achieving its stated purpose(s)? Briefly summarize evaluations (pro and con) of how well the program has addressed the defined problem(s) or issue(s).
	Each teacher workshop has received rave reviews by the participants. 95% of participants write on their evaluation forms that it was very worthwhile (and even the best or among the best they've ever taken!). They appreciate the ready-to-use activities and materials, as well as the expertise provided by the teaching teams of a teacher who has taught his/her own students the activities and a geologist who can answer any questions about the concepts being taught. District science specialists invite us back to teach more workshops.
	The exhibit will be formally evaluated when additional funding is received. Favorable comments have been received on the exhibit and on the Web site. Teachers are very appreciative of the activity packet.
10.	How has the program changed since its inception? What limitations or obstacles might other states expect to encounter if they attempt to adopt this program?
	There have been no changes since inception. For curriculum projects, it is very helpful to have on staff someone with connections to the public education community and who has an understanding of teacher needs, learning styles, etc. Meeting existing needs of teachers will make implementation much easier than simply coming up with 'something new' for them to teach.