Lessons Learned in Supporting Student and Teacher Research at NOAO

Lessons Learned in Supporting Student and Teacher Research at NOAO

Stephen M. Pompea National Optical Astronomy Observatory

Tucson Arizona

(Past Director and PI Teacher Leaders in Research-Based Astronomy)

Stephen M. Pompea National Optical Astronomy Observatory

Tucson Arizona

(Past Director and PI Teacher Leaders in Research-Based Astronomy)

AGU December 16, 2008

Twelve Year History of Teacher Research on Kitt PeakTwelve Year History of Teacher Research on Kitt Peak

Using Telescopes-Calibrating the InstrumentUsing Telescopes-Calibrating the Instrument

The Usual Research Challenges: Observing ‘til DawnThe Usual Research Challenges: Observing ‘til Dawn

Spitzer Observing ProgramSpitzer Observing Program

•Emphasis on high-level research

•Involvement of students

•Extension of teaching of infrared concepts

•Emphasis on high-level research

•Involvement of students

•Extension of teaching of infrared concepts

End Result of Research: Poster Paper at AAS MeetingEnd Result of Research: Poster Paper at AAS Meeting

What Have We Learned (slowly)?or

What Questions Should One Ask?

What Have We Learned (slowly)?or

What Questions Should One Ask?

Is Teacher and Student Research in Your Organizational Mission?

(or do you like to swim against the current?)

Is Teacher and Student Research in Your Organizational Mission?

(or do you like to swim against the current?)

• Needs an honest appraisal• Look before you leap: resource intensive• How long do you want the project to live?• Are you winging it, or do you have the resources?• Should you propose to a funding agency or get a prototype going in the meanwhile?

Lessons Learned: Define your program goals in a specific manner

Lessons Learned: Define your program goals in a specific manner

• Define what is meant by “research”• Decide the level of research: continuum of highest level (cutting edge and publishable) to “lowest level” (looks like research) Not a value judgment• Define the audience specifically (not “students will benefit”) Middle school versus high school• Define the specific outcomes (e.g. student publications in our self-published journal)• Can you measure it? Will you measure it?

There is a huge difference between a “research experience” and being part of a viable research team

Pick Your Project and Research Question Accordingly

Pick Your Project and Research Question Accordingly

• Design project for the goals. Don’t “shoehorn” a project in no matter how tempting it is.

• Remember the “peanut butter principle”. Resources can only be spread so far.

•Start with one project (easier) or apply the laws of selection (harder) Make the first project a simple one.

• Look for consistency with the mission (e.g. solar project versus stellar project)

Pick Your Partners CarefullyPick Your Partners Carefully

• Would your organization director recognize your partner? Do you need a partner? Why?• Discuss the partnering arrangement and the strengths and weaknesses of each organization. Remember that the people may change, as may the leadership of the organizations. MOU?• Design the project as if it were a proposal. Then figure out how to do it cheaply. Decide the money issues first. Is the project philanthropic or properly funded?

ConclusionConclusion

It is not what you don’t know that hurts you but what you know but ignore.

Research for teachers and students is like another organ in your organization. Is it needed and what burden does it place on the organization?

But of course do not be timid:

…. “where angels fear to tread …” You can learn as you go along: just-in-time learning