Resources for PIs, Programs & Professional Development
Master of Plant Science Team
PlantingScience (PS) is an online platform where middle and high school students reflect with scientists on plant-based research projects designed and conducted by the students in their classrooms. Free modules for organizing this research and sustaining the student-researcher interactions are available at www.PlantingScience.org. ASPB has officially partnered with PS since 2006, and has sponsored 12 members of the Masters of Plant Science Team (MPST) annually since it was established in 2008.
The MPST is a special cohort of graduate student and post doc plant scientists who mentor PS students. MPST members are selected upon successfully completing a competitive process to demonstrate their ability to collaboratively engage and guide the students through the PS research modules and the online platform. These collaborations rely on clear, engaging, time-sensitive, and non-directive communication with the students and to a lesser degree with their classroom teachers.
Along with helping highly-motivated students conduct meaningful research, the MPST members also enrich ASPB by contributing to an active cohort of Society members working to support future participants in the field of plant biology. MPST members are awarded a year’s free membership to ASPB and 50% off registration for the upcoming Plant Biology annual meeting.
Transforming Education in Plant Biology (TEPB) Program
The Transforming Education in Plant Biology (TEPB) program offers financial support to successful applicants (ASPB members) to participate in focused, substantive, and practical professional development with the aim of developing undergraduate plant biology instructional materials for an active learning classroom.
In the United States, the American Association for the Advancement of Science (AAAS), the National Science Foundation (NSF), and other stakeholders have called for transformation in undergraduate biology education via the Vision and Change report. The core message of the Vision and Change initiative is a focus on student-centered learning with students as active participants. Some of the key features of this initiative are: i) ensuring that courses are outcome oriented, inquiry driven, and relevant; ii) providing research experiences for all students; iii) using multiple forms of instruction; and iv) giving students ongoing, frequent, and diverse types of feedback.
The American Society of Plant Biologists (ASPB) has developed the Transforming Education in Plant Biology (TEPB) program to help put these recommendations into practice via development of new instructional materials in plant biology aligned with the ASPB core concepts in plant biology. TEPB is particularly well suited to faculty who are planning to build or revise courses or curricula in order to incorporate evidence-based methods of teaching and learning.
TEPB awardees will receive up to $4500 (reimbursable or direct-pay to professional development program) for registration and travel to the professional development program and to the ASPB annual meeting. View additional information on the TEPB and download the full RFP here.
Plants as Master Builder: Investigate Legume Symbiosis Proteins in a Biochemistry Laboratory Course
Dong Wang, University of Massachusetts Amherst
Developing a New Teaching Tool: Case Studies in Plant Physiology
The Promoting Active Learning & Mentoring (PALM) network was established to spark sustained biology education reform at diverse institutions through one-on-one mentorships for faculty new to approaches based on Vision and Change recommendations. PALM provides faculty and postdoctoral fellows with resources that allow them to gain hands-on experience and mentorship in bringing evidence-based, effective active learning strategies into their own classrooms. The longer term goal is to lead enduring change that will positively influence the teaching culture at each PALM fellow’s institution.
Fellowships application deadlines are each January and June. PALM fellows are awarded up to $2000 for mentoring visit expenses. There is a $500 mentor stipend. The fellow and mentor can be reimbursed up $1000 for travel to professional society meeting(s) to present outcomes.
Plant BLOOME—Managed by the ASPB Education Committee, the Plant Biology Learning Objectives, Outreach Materials & Education (BLOOME) Grant funds projects to advance youth, student, and general public knowledge and appreciation of plant biology. The current maximum budget request is $50,000.
Since 1995, ASPB members have been awarded this grant for developing education and outreach projects that advance youth, student, or general public knowledge and appreciation of plant biology. See below for blurbs about recent projects. Information on Plant BLOOME grants (called ‘Grant Award Program’ or ‘Education Foundation Grants’) that were awarded prior to 2014 is archived in the ASPB News.
Potential BLOOME applicants who wish to interact with BLOOME PIS to glean insight and ask questions may request admission to the BLOOME PIs user group on Plantae.
BLOOME 2018: Widely Accessible Virtual Reality Exhibits and Workshops for Plant Biology Education
PI: Larry Blanton, PhD, North Carolina State University
The NC State BLOOME team is very excited about our project, “Widely Accessible Virtual Reality Exhibits and Workshops for Plant Biology Education.” Our team consists of Larry Blanton, Professor of Plant Biology and PI, who will be responsible for project oversight, content, reporting, and assessment; Colin Keenan, a recent graduate from our Master’s program, who conceived of the project and will be responsible for coding, training, and site development; and Adam Rogers, Head of the NC State Library’s Making and Innovation Studio, who will provide expert technology support and be our liaison to the broader resources of the NC State libraries. The project benefits greatly from the extensive technology available to us through the library’s virtual reality studio.
The BLOOME project arose from Colin’s non-thesis masters project, which involved 3-D scanning of bulky herbarium specimens (seeds and fruits). As Colin thought about disseminating those scans to a broader world through virtual reality (VR), he realized that broader scope VR experiences as now proposed would be even more stimulating. Our goal is to create two experiences, one smaller-scale focused on the chloroplast and the other a larger-scale “park” of a variety of exhibits. These will be freely available for on-line access on any web-browsing device, but also support the VR experience provide by HTC Vive and Oculus Rift.
In addition to creating these experiences, the team will conduct “Basics of Virtual Reality for Plant Biologists” workshops, two on the NC State campus, one at the Southern Section ASPB meeting, and one at the national ASPB meeting. These will provide an introduction to digital specimen representation and display and strategies for incorporating VR as a means to present data or develop curriculum elements. We hope to learn valuable lessons not only about the application of VR technology itself, but also concerning valid means of assessing the effectiveness of the experiences.
BLOOME 2018: Closing the Gap: Engaging the Public with Citizen Science Phenology Data
PI: Jessica Savage, Ph.D., University of Minnesota in Duluth
For many people, including myself, fascination with plants began in our backyards because plants serve an important role in our understanding where we are and how the world is changing. It is for this reason that there is a growing population of the public engaged in monitoring phenology in their “backyards” and an increasing number of citizen science programs focused on compiling phenology data in online databases. Despite the importance of these connections between plant biologists and the public, many citizen science programs rely on unidirectional communication, such as collecting data for a researcher or educating about phenology.
The goal of our BLOOME project is to take the next step in this relationship and create a program where the public is involved in the scientific process from beginning to end. We want to empower citizen scientists to explore their own questions. We plan to facilitate two-way interactions in which researchers and educators provide training in plant biology and plant phenology, and citizens participate in experimental design, data collection, and exploration of their own data. Along with creating public displays and running two workshops for educators, we will design openly available curriculum for educators and the general public that will guide learners in visualizing and understanding phenology data from their local community. This is a collaborative project between Erin O’Connell, a graduate student, Ryan Hueffmeier, the Program Director at Boulder Lake Environmental Center, and Jessica Savage, an Assistant Professor at the University of Minnesota in Duluth.
We are excited about this project because it addresses a growing need to take citizen science to the next level, not only involving the public in data collection, but also allowing them to become the researcher. We hope this program can serve as a model for place-based learning about plant biology in other regions.
BLOOME 2018: Employing the green micro-alga Chlamydomonas reinhardtii (“green yeast”) for K16 Biology Education
PI: Mautusi Mitra, Ph.D., University of West Georgia
Chlamydomonasreinhardtii is a unicellular micro-green alga that retains many of the features of green plants and of the common ancestor of plants and animals, although its lineage diverged from land plants over one billion years ago. It is a model for studying photosynthesis and elucidating eukaryotic flagella and basal body structure and functions. More recently, Chlamydomonas research has been developed for bioremediation purposes, generation of biofuels and has led to breakthroughs in Optogenetics. Currently, there are few teaching tools available via the Chlamydomonas Resource Center which barely scratch the surface of what could be taught using Chlamydomonas to K16 Biology students. My BLOOME project aims to develop Chlamydomonas, an under-utilized teaching tool, into a powerful popular teaching tool which will complement existing plant science teaching strategies.
The ASPB Plant BLOOME award and the support that I have received from the CRC will help me to design ten Chlamydomonas– based new, inexpensive, hands-on activities for K16 Biology education. These activities will be incorporated in Biology classes in nine schools and in two local universities in Georgia and, to teach a new upper level “green” molecular lab course at the University of West Georgia (UWG). The project will target approximately 1,250 students. Designed lab activities will be disseminated via ASPB, Plantae, CRC and my UWG research laboratory websites and at the ASPB and NABT meetings. We will share with the west Georgia community how “pond scum” is used by plant biologists, neuroscientists, medical and renewable energy researchers via the free Wolf Science Cafe events in Carrollton, GA. 90% of Biology students want to pursue careers in health-allied field and, seldom appreciate plant biology in their curriculum as they are not shown the intra- and inter-disciplinary nature of the 21st century Biological science. I am greatly appreciative of the ASPB Plant BLOOME award as it will help to make students appreciate plants and, demonstrate to them the intra- and interdisciplinary nature of Plant Biology. Above all, I am super-excited about the Plant BLOOME award as it will help to make Chlamydomonas(“green yeast”), a “rock star” to plant biology educators.
BLOOME 2016: Plantocomics
Anna Elisabeth Backhaus,University of East Anglia, Norwich, U.K.
Isotta Reichenbach, University of East Anglia, Norwich, U.K.
The goal of this project is the creation of a comic book series that communicates plant biology research to children ages 9 to 12. The fundamental idea is very simple: to find cutting-edge plant biology research projects, and transform the process, concepts or outcomes shared in these papers into a visually and mentally stimulating format that engages young readers. The fascinating content, beautiful illustrations and adequate level of complexity of the comics will stimulate children’s interest in plants at a very young age.
The co-PIs want to explain plant research projects to children because they believe young minds are capable of and will be inspired by learning about the intricacies of what plants can do. Anna and Isotta also want children exposed to the concept of using primary research to become informed citizens. More specifically, the comics will explain topics that would never be part of a standard school curriculum. They will provide a glimpse into real biology so children (and adults) can see that while photosynthesis may be a familiar beginning, plant biology research certainly goes much further than that.
The comics should make children aware of the overwhelming importance of plants for nearly every aspect of human life and increase the plant biology literacy of young school children. Children reading the comics should feel encouraged to use their natural inquisitiveness in biology and discover that a further study of plant biology could be very desirable and fun as well as lead to a future career. To ensure that the comics are suitable for specific learning levels and interesting for the targeted audience we will develop an evaluation plan with classroom teachers.
To enhance the comic book series’ successful dissemination, each book will be translated into multiple languages and distributed online via ASPB’s and other channels. Anna and Isotta also will present them at the upcoming Frankfurt Book Fair (one of the World’s largest) and at Plant Biology 2017 as well as other ASPB outreach venues. The comics could become a viable part of biology school lessons anywhere in the world but also be found as the favorite title on a bookshelf in a children’s room.
An additional benefit of this project is its unique cross-curricular integration of knowledge. Anna is a student in the School of Biological Sciences and Isotta studies in the School of Literature, Drama and Creative Writing.
BLOOME 2016: Plant solutions for global problems: Bringing plant science to life through interactive videoconferencing
Dr. Erich Grotewold,The Ohio State University
Plants play a critical role in our daily lives. From serving as the foundation of our food system, to contributing to biotechnology solutions for global challenges, the importance of plants is undeniable. Yet, plants are often taken for granted by the general public and often made to take a back seat to the allure of studying animals in K-12 education. In order to raise awareness about the importance of plants and bring them into the limelight in science education, it is important that teachers are provided with high quality, engaging activities that complement their curriculum and align with state and national standards.
This project will bring together plant researchers with education experts in the development of resources designed to engage students and the public in learning about how plant research impacts our lives. This will be accomplished through a partnership between PhD Fellows, faculty and staff at the Center for Applied Plant Sciences (CAPS) at The Ohio State University and educators from the Center of Science and Industry (COSI) in Columbus, Ohio.
The resources developed through this proposal will reinforce plant science concepts in both the general public and students in grades 6-12. Concepts such as plant- based biotechnology, food systems, agriculture and climate change will be highlighted.
Funds from this grant will allow for the development of two sets of resources:
Four 3-5 minute educational videos that will be available to educators and the general public
An interactive videoconferencing (IVC) program offered through COSI, which will remotely connect plant researchers, educators and students for a live hour long program. The IVC program will be developed for middle and high school classrooms and be piloted in Central Ohio.
These resources will reinforce important science concepts while exploring global challenges and current research related to plant science. The IVC program and extension activities will engage students in hands-on investigations, discussions and demonstrations that promote critical thinking. The educational videos will condense the core messages presented in the IVC program into fun, fast-paced mini-lessons that will be made available as a free online resource for students, teachers and the general public via the CAPS webpage. These new resources will complement, expand upon and provide an opportunity to promote existing education materials current offered by other plant science organizations such as the ASPB, Wisconsin Fast Plants Program, Indiana University and Science Forward.
Evaluation results from the pilot phase will be used to refine program materials prior to making them available to schools throughout the United States, Mexico and Canada. Utilization of the resources developed through this proposal will lead to an increase in plant science knowledge, positive attitudes towards learning science, and awareness of plant science career options.
BLOOME 2016: Plant STEM for K-12 Education
Mark Eastburn, Riverside School, Princeton, NJ
Edward Cohen, science supervisor for Princeton Public Schools Martha Friend, Littlebrook School John Emmons, Community Park School Lora Hubert, Johnson Park School Jacqueline Katz, Princeton High School Brindley Dane and Dale Caldwell, Village Charter School Audrey Polites, Foundation Academy Middle School Ahmed-Ali Awadallah, Foundation Collegiate Academy Joel Finkelstein, Princeton Neuroscience Institute Samuel Wang, Princeton Neuroscience Institute and Princeton University Zemer Gitai and Bridgett vonHoldt, Princeton University and the Princeton University Botany Club
Mark first developed a passion for plant science while serving as an agroforestry volunteer in the U.S. Peace Corps, where he started a reforestation program that brought iguana ranching and sustainable land management practices to his site in rural Panama. In more recent years, Mark has been involved in an ongoing study of population genetics with box turtles, in collaboration with scientists at Princeton University, and has worked with the Princeton Neuroscience Institute to guide his students through the process of peer review for the online neuroscience journal Frontiers for Young Minds. Mark looks forward to sharing his experiences with the BLOOME grant through the website he’s developing at http://www.plantsandstudents.com.
This project, Plant STEM for K-12 Education, will incorporate STEM (science, technology, engineering, and mathematics) into activities that encourage children at eight public schools to learn more about plants’ roles in ecosystems, their uses for medicine, materials and fuels. The activities also will help students gain basic literacy on the promises and potential perils of cloning and genetic modification.
The team will plant native gardens at six schools in Princeton and Trenton, New Jersey, with species that will be researched and described by students, connected via Bluetooth beacons, and integrated into a customized mobile app that will allow community members to learn more about each plant. Next they will establish three outdoor carnivorous plant habitats and three mobile carnivorous plant nurseries that will allow children in eight schools to discover ways that research into these species has informed discoveries in neuroscience, liquid-repellent surface materials, and medical adhesives. When winter comes and outdoor plants go dormant, students will investigate biodiversity in the world’s tropical regions, simulate how animal species depend on rainforest plants for survival, and make clones from common houseplants. In the spring, students at two area high schools will lead an investigation into genetic modification that will be shared with elementary and middle schools.
In total, this project will reach 4,294 students in grades K-12, serve as a model to be implemented anywhere in the world, and will be available online for teachers and students to find lesson plans, instructional videos, blog posts, and real-world data aligned with Next Generation Science Standards (NGSS) and the 12 Principles of Plant Biology. Assessments will demonstrate what students have learned, and through ongoing (and sustainable) implementation, future scientists will understand the importance of plant biology in our modern world, advocate for plant research, build skills with new technologies, and facilitate communication between diverse groups of students.
BLOOME 2016: Science In Real Life (Science IRL)
A YouTube series that cultivates enthusiasm for science through plant biology
Dr. Elena M. Kramer and Molly Edwards
Science IRL is a YouTube series that provides the missing link between textbook science concepts and scientific research “in real life,” employing plant biology as the exemplar. Science IRL aims to impact viewer attitudes toward science in the following ways:
Increase their enthusiasm for science
Favorably change their perception of scientists
Increase their familiarity with a variety of science careers, especially in plant biology
Under the guidance of Harvard University Professor Elena Kramer, first year graduate student Molly Edwards writes, produces, hosts, and releases monthly Science IRL episodes with the help of a creative team. Science IRL has already released a six-episode first season, and is currently in production of a second season at Harvard.
During the BLOOME grant year, Science IRL will create 10 new episodes that feature guest plant scientists at Harvard and other leading plant biology institutions across the country. The episodes will correspond to ASPB’s 12 Principles of Plant Biology, and are written with a high school audience in mind but are available to all on YouTube. The episodes will be disseminated to New England high school classrooms with the help of Harvard’s Life Sciences Outreach (LSO) Program; on the website of the Amgen Biotech Experience, a curriculum that is implemented by over 70,000 students nationally and internationally; and by leveraging the considerable PR power of Harvard and the other institutions the team visits. Evaluation of the above learning objectives will consist of a pre/post observational study in New England high school classrooms and will be implemented with the assistance of LSO and Harvard’s Derek Bok Center for Teaching and Learning. With the production equipment purchased and the collaborator network built with ASPB funding, Science IRL will be able to continue its mission long after the grant year is over.
Anyone can check out the existing Science IRL videos already produced and posted on the YouTube channel. The team will be releasing a few more episodes this summer and then the BLOOME episodes begin in September. In addition to posting updates on Plantae, IRL shares announcements and behind the scenes photos on their Facebook page.
Anyone seriously interested in pursuing a BLOOME grant next year may interact with these and other BLOOME PIs in this private Plantae group.
BLOOME 2015: Purple tomatoes, GMOs, and food in a changing climate
Lead Principal Investigator:
Gloria Muday, Wake Forest University
Dr. Carole Gibson and Dr. Hanya E. Chrispeels
Tomatoes are an excellent model system for teaching concepts of genetics because of their vast diversity in traits such as color, size, shape, and flavor; their familiarity as a food; and their importance as an agricultural species. For the past five years the Muday team has successfully implemented a service-learning program (SLP) that teaches genetics using heirloom tomatoes in an active-learning curriculum. This SLP trains undergraduate students enrolled in a non-science majors’ introductory biology course in the SLP curriculum and takes them to middle and high school classrooms to lead the younger students through the curriculum. Although this curriculum has been effective at teaching undergraduates genetics and biotechnology, which has been documented through publications, the assessments have demonstrated that this curriculum is not leading the students to make connections to real world issues that build on plant genetics. So the team will retain this effective model of undergraduates teaching over 1300 local school students each year, but plans to update the curriculum to help students better see how plant genetics is pertinent to their world.
BLOOME 2015: Creating a Field Guide for Grasses and Grass-like Plants of Idaho
Lead Principal Investigator:
Eva Strand, University of Idaho
Karen Launchbaugh and graduate student Justin J. Trujillo
This project will create a user-friendly field guide, with accompanying K-12 lesson plans, for identifying Idaho grasses and grass-like plants, intended for K-16 educators and students, ranchers, land owners, recreationists, and nature enthusiasts in Idaho and adjacent states. In the form of both a printed book and an offline app for iPhones and Androids, the guide will include colorful images showing detailed characteristics and vegetative features of each grass, an easy-to-use dichotomous key, and information on each plant’s history, forage value, fire resistance, and other details.
The team will select, locate and photograph 60 individual grasses, compile information about each plant, design a user-friendly identification key for those with limited background in botany, and develop K-12 lesson plans. Working with an app developer, they will create an offline app identical in content to the field guide. This dual resource will meet the needs of land managers making economic decisions regarding livestock production and field treatments; university students in wildlife and range sciences conducting class exercises and field research; K-12 educators during field botany excursions, teaching the use of dichotomous keys, and ecosystem studies; and recreationists engaged in nature study.
Both book and app will be distributed via the University of Idaho Rangeland Center and the Idaho Range Resource Commission. The guide will be promoted via each center’s website and newsletters, as well as to extension offices, 4-H groups, local media, and school districts.
To evaluate the guide’s functionality, guide books will include addressed, postage-paid survey postcards and the app will provide a link to a Qualtrics online survey. Selected individuals from each intended user group will be interviewed before, during, and after using the field guide to gather feedback for the purpose of improving subsequent editions. Lesson plans will be tested and evaluated by teaching staff at the McCall Outdoor Science School.
Eva’s team will create and maintain a web page directly related to the development of the Field Guide to Grasses and Grass-like Plants of Idaho. This project page will reside on the Idaho Rangeland Center web site.
BLOOME 2015: Plant Biology Exhibit Development in a Service-Learning Plant Physiology Course
Lead Principal Investigator:
The primary educational goal is to broaden access to plant biology information through museum-type exhibits developed by students in a service-learning plant physiology course. There is a general lack of quality plant science exhibits accessible to the Huntington community and southern West Virginia (WV).
The Clay Center for the Arts and Sciences is 50 miles from Huntington, and other science museums are over 100 miles away in Kentucky and Ohio. In addition, these museums offer little plant biology content. The proposed exhibit will be developed for a general public audience, but will also include educational materials (videos, activities, games, etc.) that can be disseminated online. The proposed exhibit development through a service-learning course will provide unique professional development training for Marshall biology students. The project objectives are to:
Develop interactive exhibits to educate and stimulate public interest of plant biology.
Offer a service learning plant physiology course that will develop the materials for each exhibit in collaboration with a local organization.
Display each exhibit at local venues annually, and establish other venues within WV.
Broaden dissemination of the exhibit content using internet resources, presentations, and publications.
The PI’s range of experience for fulfilling these objectives includes:
developing educational resources for a plant physiology course
working as part of the West Virginia State Leadership Team for the Development of Next Generation of Science Standards (NGSS)
piloting preliminary project components at a community event for the May 18, 2015 Fascination of Plants Day.
A new website with video to accompany the display is available already. New material will be added to this site as it becomes available.
BLOOME 2014: School Woodland Ecosystem Study Project (SWESP)
Dr. Alan Berkowitz, Cary Institute of Ecosystem Studies
In this program, a professional learning community of Teacher Fellows, Cary Institute scientists, and educators will develop a robust curriculum module focused on five key ideas concerning the ecological significance of tree species differences. A learning progression that describes how middle and high school students develop more sophisticated understanding of biodiversity will be integral to the SWESP module.
The primary goal of SWESP is to increase teachers’ and students’ understanding of schoolyard tree diversity so they can develop and test claims that compare functions and services between different communities over time. The project will help teachers establish long-term schoolyard study plots, and then use these plots supported by a curriculum (lesson plans, data collection protocols, guidelines for statistical analysis, background information, and real-life applications) which engages students in primary research.
Teacher Fellows will pilot the curriculum with their students and then train other area teachers during a 2015 Summer Institute. Evaluation will be done through formative and summative assessment of teachers and students (surveys, content knowledge tests and authentic artifacts). The SWESP team will seek to publish evaluation results in education journals. SWESP will be disseminated and sustained through the Cary Institute and their partners’ websites and by training additional students and teachers to use SWESP as part of the Institute’s ongoing programs.
BLOOME: Plant Educational Experience in Research (PEER)
Dr. Mario Izaquirre-Sierra, Northern New Mexico College
Plant Educational Experience in Research (PEER) at Northern New Mexico College a Boot camp/Outreach Program.
PEER is a new program created to elevate interest in plant science and agriculture for K-12 students in a region that has almost no programming or resources in this area of science education. The integrated team of experts set to manage PEER includes undergraduates and faculty from Northern New Mexico College (NNMC) and teachers in community schools. Students engaged with PEER will experience relevant and stimulating laboratory activities designed to catalyze curiosity and understanding about science, biology, technology, plant science and using plants as a tool. Additionally, they will gain awareness of and experience with higher education resources. Two important long-term goals for PEER are to:
Increase the number of Hispanic and Native American students intending to pursue higher education, particularly in science.
Boost the recruitment and retention of the current NNMC Biology, Chemistry and Environmental Science undergraduate student population because of their involvement with the PEER outreach and Boot Camp.
The PEER team will disseminate their experiences, materials, and approaches in national science and education meetings. PEER mentors will present seminars or posters annually during the NMMC symposium. A PEER program website will promote student-to-student interactions and archive the program’s multidisciplinary, bilingual and bicultural story.
BLOOME 2014: Introducing Basic Biotech Teaching Techniques in High Schools in Sub-Saharan Africa-Ghana-Phase 2
Dr. Marian Dorcas Quain, Crops Research Institute
Introducing Basic Biotech Teaching Techniques in High Schools in Sub-Saharan Africa-Ghana-Phase 2
Phase 1 of this project identified and addressed specific gaps in the teacher training and student learning opportunities available for plant biology and biotechnology in Ghana. The project’s new website offers some of what has been developed; more will be posted soon.
Phase 1 stimulated curiosity and revealed misconceptions about biotechnology and genetically modified organisms (GMOs) among teachers and students. So Phase 2 will respond to the crucial need to provide intensive education about modern biotechnology. Phase 2 also will expand the program to infuse modern biotechnology, biology and integrated science curriculum throughout more schools across Ghana.
In Phase 2 high school teachers will learn basic concepts and skills related to GMOs. Other key program objectives are to:
• Encourage constructive debate on the topic among high school students
• Introduce the use of molecular biology teaching models in high school and teacher training colleges
• Train teachers who benefitted from Phase 1 to train other teachers
• Ensure heads of schools and/or science departments in the participating schools have a basic concept of biotechnology and genomics
Evaluation results and resources will be disseminated with an eye to revising Ghana’s entire science curriculum. The Phase 2 team will communicate with the Ghana Education Service, the Ghana Ministries of Education (ME), Environmental Science, Technology and Innovation (MESTI); the Director General and Director of Education of the Council for Scientific and Industrial Research (CSIR) Ghana, the Parliamentary select committee on education; the Ghana Association of Science Teachers (GAST); Science, Technology and Mathematics Innovations Education of Ghana; the International Training and Educational Consultancy program in Ghana; and the USAID representative in Ghana. Project information also will be shared with the West and Central African Council for Agricultural Research and Development biotechnology platform to encourage program adoption in the West African sub-region.