My scholarship at the Colleges has been a set of experiences that transcend the traditional boundaries created by most science and environmental educators. I have participated in projects that focus on global education, environmental studies, local watersheds, critical thinking and scientific inquiry in a variety of forms. These experiences have helped me to understand not only what is possible, but the types of projects and efforts that can be tremendously successful at HWS and within our community.

Crossing Boundaries and Exploring Biodiversity Conservation Using Information Technologies

Hobart and William Smith Colleges (2008 – Present)
PI and Director (NSF ITEST: $1,399,005)

Crossing Boundaries provides middle and high school students with knowledge, skills, and inspiration to use information and communication technologies (ICT) in addressing biodiversity conservation issues in regional and international contexts. The project entails curriculum development, sustained teacher professional development, and opportunities for students to see scientific and environmental careers in action. Using geospatial technology, secondary students analyze biodiversity conservation issues in their local environment, Brazil, Mexico, and Kenya.


The GIT Ahead Project

Hobart and William Smith Colleges – Present PI and Director (NSF ITEST: $899,605)

The GIT Ahead Project is a collaborative effort among Hobart and William Smith Colleges, Cayuga Community College, Cornell University, the Institute for the Application of Geospatial Technology, and New York State Geographical Information Systems Association. The ultimate goal is to help rural and urban high school students see geospatial technology as pathways to relevant, exciting, and high-demand careers, and to create higher education pathways for students who might not otherwise pursue such goals. GIT Ahead will accomplish these goals through teacher professional development, the development of the Internet-based Finger Lakes GIS Explorer software, and a series of classroom and job–focused GIT opportunities for students. Interdisciplinary teams of teachers attend a two-week summer institute that provides training in relevant technologies along with time and support for development of inquiry-based curriculum projects tailored for use in their own classes. Participating students have opportunities to experience GIT-enhanced units in their high school classes, enter the GIS Associate’s Degree program at Cayuga Community College, and participate in summer internships at the Finger Lakes Institute, the Institute for the Application of Geospatial Technology, and regional businesses and organizations.

Environmental Studies Summer Youth Institute (ESSYI)

Hobart & William Smith Colleges
The Institute offers a two-week, college-level interdisciplinary program for 35-38 talented high-school students entering their junior and senior years. The program is designed as an introduction to a variety of environmental issues and perspectives on nature and our environment. Participating students conduct research with HWS faculty members in a variety of locations: on the HWS William S. Scandling (a 65-foot vessel on Seneca Lake), in streams, quaking bogs, the Adirondack Mountains, and the Colleges science laboratories. Working in the field, in laboratories, in classrooms, and on a four-day camping trip, students explore a range of topics in environmental policy, economics, and ethics, and come to see the natural world through the eyes of artists, historians, philosophers, and scientists. I am currently the Director of this program.

Cornell Science Inquiry Partnerships

Cornell University - 2002 - Present
The Cornell Science Inquiry Partnership (CSIP) project connects graduate and upper level undergraduate students (CSIP Fellows) with teachers and non-formal educators in middle school and high school classrooms. CSIP fellows lead students in environmental sciences research and related inquiry-based activities based on their expertise and current research.

Science On Seneca

Hobart & William Smith Colleges
Science on Seneca is a middle school and high-school outreach program established by the faculty at Hobart and William Smith Colleges. This program enables regional teachers to conduct environmental investigations with their classes on a 65-foot, steel hulled research vessel, the William Scandling. The objectives of this program are to enhance to enhance the teaching of environmental science in area schools, to introduce students to environmental field studies using Seneca Lake as the laboratory, and to expand the Seneca Lake database using long-term monitoring of this Finger Lake.

The Hog Wild Project

Finger Lakes Institute at Hobart and William Smith Colleges – Spring 2004
This program engaged middle school students in interdisciplinary inquiry around an environmental issue of significance in the local Seneca Lake watershed. Students prepared for and engaged in a simulated Department of Environmental Conservation (DEC) hearing on the establishment of a particular hog farm in their area. Participating groups of students took on the role of different special interest groups under the guidance of teachers from Geneva Middle School and a student leader from HWS, and were mentored by other HWS students with relevant backgrounds to each special interest group. The middle school students communicated with HWS students through computer technologies and presented and defended their positions within a simulated DEC hearing.

Bringing Relevant Internet Dialogue to Global Education: Vietnam, Japan and Senegal

Hobart & William Smith Colleges
The BRIDGE project links HWS students studying abroad with local elementary classrooms. The students use internet technologies to share stories and pictures of with local elementary students during their travels. These experiences serve as the basis for student inquiry into Vietnamese, Japanese or Senegalese culture. The goals of this project are to help Geneva’s elementary school students to become more sophisticated users of technology, improve their critical thinking skills, enhance their awareness of another culture, investigate their own community, and integrate the use of computers with books, maps, and other instructional materials.