HAVING A POSITIVE IMPACT IN THE K-12 EARTH AND SPACE SCIENCE CLASSROOM FOR TEACHERS AND STUDENTS THROUGH EDUCATION AND OUTREACH EFFORTS – BEST PRACTICES FOR EFFECTIVE BROADER IMPACTS

Today’s scientist is frequently asked to find ways to identify “broader impacts” in their research proposals, in addition to proposing a compelling project on the forefront of research. Broader impact requirements are designed to ensure that research results have a positive impact for the society at large, which in most cases is the source of the support for the research in the first place. Indeed, most research solicitations from funding agencies require components of the proposal that will benefit society and spread knowledge beyond the scientist’s peer group. Developing these program elements in an efficient and effective way can be daunting to a scientist who is typically focused on their research and may not have expertise nor an extensive network in the education and outreach arena. Geoscientists seeking to make a significant contribution in K-12, working with teachers and students in a school setting, should develop an understanding of the state of Earth and space science education today across the country, develop partnerships with education and outreach specialists working in the K-12 setting, and learn from best practices to optimize their efforts. Where is Earth and space science taught today in K-12? Is it required? Is it an elective? Is it even in the curriculum? What is the background of the teachers teaching in this subject area? What resources do they need? What are science standards, and is Earth and space science tested in the schools? What are the key approaches scientists can use to have optimal positive impact in the K-12 setting? This presentation will provide answers to these questions based on surveys of K-12 Earth and space science educators through the National Earth Science Teachers Association, and highlight efficient and effective approaches for sharing your research with K-12 teachers and students.