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Evaluation Research Team

Nina S. Roberts, Ph.D. Assistant Professor and Principal Investigator Department of Recreation, Parks, and Tourism San Francisco State University

Arjuna Sayyed Student Research Assistant SFSU Child and Adolescent Development Program

Thanks to our Funder … National Oceanic and Atmospheric Association (NOAA) “B-WET” Grant

And … Organizational Sponsors and Program Partners

Golden Gate National Parks Conservancy National Park Service and the Golden Gate National Parks The Presidio Trust Galileo Academy of Science and Technology San Francisco Unified School District (and the SFUSD School to Career Program) University of California, Berkeley (including the Center for Cities and Schools

and the Interactive University Project) Marine Science Institute Marine Mammal Center Gulf of the Farallones National Marine Sanctuary City College of San Francisco Pacific Leadership Institute, San Francisco State University

Special THANKS This list is not complete without the input and direction of staff from participating organizations and experienced leaders in the field. Our appreciation is expressed to the following for their support and/or input at various stages of this project:

Charity Maybury, Senior Specialist, Urban Ecology, Crissy Field Center Doug Kern, Principal Investigator of Project WISE and Executive Director of the

Urban Watershed Project. Lisa Franzen, Science Teacher, Galileo Academy of Science and Technology Jonathan Shade, Environmental Media Specialist Christy Rocca, Director, Crissy Field Center Michele Gee, Deputy Director, Crissy Field Center Dr. Emilyn Sheffield, Professor, Chico State University and Social Scientist, Golden

Gate National Parks.

Photographs All photos in this report are courtesy of the Project WISE and Crissy Center archives.

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Introduction and background………………………………………………………………… Executive summary…………………………………………………………………………… Methodology…………………………………………………………………………….…… Data analysis…………………………………………………………………………..……… Results and findings

Pre-program questionnaire…………………………………………………..……. Mid-year questionnaire……………………………………………………….…… End-of-year survey……………………………………………………………..…. Pre-program individual interviews (student profiles)…………………………..… Post-program individual interviews (student profiles)…………………………..…

Recommendations………………………………………………………………………….…. Conclusions and discussion…………………………………………………………………... Appendices Appendix A: Pre-program questionnaire, Sample quotes (includes questions)……….…… Appendix B: Mid-year questionnaire, Sample quotes (includes questions)............................. Appendix C: Pre-program student interviews, Sample quotes (includes questions)….…….... Appendix D: Post-program student interview questions (same students)…………………... Appendix E: End of year announcement to promote presentations……………………….…. Appendix F: End of academic year program/course survey…………………………….…. Appendix G: Final Projects, 2007-2008…………………………………………………..….. Appendix H: Frequency distributions for all survey responses…………………………..…..

Table of Contents

4 5 9 10 11 18 28 44 52 60 63 65 69 71 78 79 80 84 85

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Project WISE was inaugurated in 1998 and is now in the 7th year of this partnership with the Crissy Field Center and continues to make progress year-after-year. Through another grant provided by the NOAA “B-WET Program,” this year’s program began in August 2007. Before last year’s academic program (2006-2007), to-date, no formal or empirical evaluation process had occurred making that study both timely and conducive for further funding and potential expansion. Hence, this is a 2nd year evaluation providing a valuable assessment for continued program development purposes and meets the requirements of the grant again this year. The content of this report serves multiple purposes and meets the needs of many different stakeholders. Goal: To obtain evidence-based information from Project WISE as an educational program providing meaningful watershed experiences for Galileo students.

Objectives: Following the evaluation protocol as set forth by NOAA recipients of watershed education grants and relating to the Project objectives as set forth at the onset of the program:

Determine if and how students acquire technical skills relating to scientific inquiry;

Verify and substantiate whether students build personal self-confidence and civic awareness;

Explore whether students’ increase their ability and gain knowledge about the scientific process, and if this contributes to personal empowerment and critical thinking;

Understand if and how the WISE program offers a transformative experience and what is the turning point;

Identify student interest in environmental sciences/natural resources as a career;

Provide a basic comparative analysis with a few results from the program evaluation from 2006-07; and

Present ideas and recommendations for how Project WISE can be elevated to the next level and ensure sustainability.

Outcomes under study will relate to the stated objectives as well as strive to incorporate the following variables of interest: • Overall program satisfaction (e.g., “likes / dislikes”). • How their end of year “project” benefits school class work/grade and fulfills

Center program goals. • Opportunity of “giving back” to community–experiential projects/hands-on. • Interest in science at the beginning versus the end. • What increases their stimulation for learning; how communication improves. • Level of “relevance” to students and their personal lives • Comprehension of the connection of parks/people-connection (e.g., values). • Overall education value of park to youth and level of stewardship. • Extent of self-determination, dedication, “pushing self” to achieve (how far

and why?)

Introduction and Background

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Executive Summary

“PROJECT WISE: WATERSHEDS INSPIRING STUDENT EDUCATION”

A 2ND YEAR STUDY OF AN FOR THE CRISSY FIELD CENTER AND URBAN WATERSHED PROJECT WITH GALILEO ACADEMY

OF SCIENCE AND TECHNOLOGY

This report was prepared by San Francisco State University for the Crissy Field Center and the Golden Gate National Parks Conservancy. This study was funded in part, for a second year, by NOAA with additional support by the Crissy Field Center. The purpose of this report is to communicate the results of this evaluation study including addressing the following sample objectives: 1) Determine if and how students acquire technical skills relating to scientific inquiry; 2) Verify whether students build personal self-confidence and awareness about the environment, and 3) Explore whether students’ increase their ability and gain knowledge about the scientific process, and if this contributes to personal empowerment and critical thinking.

2007 was the first evaluation of its kind and consisted of multiple methods to assess student experiences and measure desired outcomes with Project WISE. That is, a mid-semester questionnaire, end-of-year survey, viewing of videos from previous years, informal program and presentation observations, review of testimonials from previous years, and intermittent (brief) interview procedures occurred with three instructors from February through July 2007 (n=35 students). In 2008, a pre-program questionnaire was added followed by the same mid-year questionnaire and end-of-year survey (with minimal changes). An added element to this years study was a pre-and post-program profile including interviews with six students. These multi-layered approaches offered a more robust assessment of the project, broadly, as well as determining student challenges while also allowing for a few comparisons with results from the previous year.

Overall, as with 2007, findings show student involvement in the Environmental Science Pathways course appears to stimulate curiosity, cognitive learning, and creates a foundation for critical thinking.

Similar to 2007, but more so in 2008, students also indicated Project WISE helped them stimulate an increased interest in community involvement (re: mention of wanting to “give back to their community”).

For these students, progress can also be revealed by their personal interactions with nature and their surrounding community, and their growing knowledge of why it’s important to protect it.

Results show the heart of student learning is not so much in the science-based information, but in the interaction between these youth and the natural environment as they experienced a visceral connection.

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Executive Summary

In the case of Project WISE, while science lessons taught in the classroom contributes to meeting school standards, the imagination being developed in these young minds through involvement at the Crissy Center and their national park visits may, in fact, be more important than technical precision. This was clear in both years of this evaluation.

An area of experiential learning that was noticeably of high significance to students in all aspects evaluated was regular field trips. Results show the continued integral role of field trips, each year, in the students’ positive overall experience.

Students report experiencing an increased awareness about the Presidio, National parks, and the natural environment, in general.

Results show that program participation contributes to an enhanced level of attentiveness about how their behavior (and that of others, such as peers) effects the environment. Similarly, expressions of “desire” to change behavior were reported.

Through a variety of course requirements, such as field work, experience in the lab, and their final group presentations, students (in both years) report an increase their interpersonal communication and public speaking abilities. And, in 2008 they express appreciation for attributing their new skills to the experience with WISE.

Findings indicate Project WISE offers students a significant amount of hands-on learning through the use of scientific tools and equipment; this clearly makes their ability to learn and understand the material more possible.

Through their participation, students report their problem solving capabilities have “gotten better”; this seems particularly relevant within an environmental and interpersonal context.

As with 2007, this year’s results show Project WISE offers students opportunities to try new things in a variety of areas including environmental exploration (e.g., watersheds, wildlife habitat) and the exploration of scientific methodology.

Science-Based Enrichment

Last year, 2007, 71% (n=22) of the 31 student respondents agreed their “perspectives about science”, in general, changed due to their WISE program experiences. This is in proportion to 2008 where 21 students indicated a changed perspective about science. This highly correlates (both years) with students who agreed, in some capacity, that their ability to learn science improved through their participation as opposed to traditional, fully in-class courses.

In 2007, two-thirds of students indicated an increased comfort of being in the Presidio and enjoyment of being at the Crissy Center whereas in 2008, this is slightly lower but more than half (60% and 63%, respectively). Furthermore, in both 2007 and 2008, 60% indicated they developed an overall “new interest in science”.

Survey Highlights 2007 n = 31 respondents out of 35 completing the program 2008 n = 36 respondents out of 39 completing the program

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Out of 25 responses in 2007 to the question about whether they gained a greater understanding of the natural history of the Presidio, 92% agreed or strongly agreed; in 2008, 33 students also rated this highly for the same coincidental 92% agreement. In 2007, 88% (n=22) agreed in some capacity to gaining a basic understanding of the watershed process in the Tennessee Hollow watershed from their participation and this current year (2008) 33 students agreed in some capacity (also 92%).

In both 2007 and 2008 over 90% of students completing the survey indicated the field experience helped prepare them to develop their hypothesis for their final project.

Regarding an “increase in confidence in academics at school” as a result of participation, in 2008, there was a positive and statistically significant correlation between students agreeing to this and experiencing a change in their perspective about the natural environment and learning about new technology and tools. In 2007, although not that strong, there was a positive and significant correlation between students who agreed or strongly agreed they learned about reviewing and analyzing data before working on their project (88%) in relation to an increased confidence in academics at school as a result of participation.

Of all the tools, equipment and technology students learned to use throughout the 2007-08 academic year, the top 5 highlighted by students were: Google Docs (97%), Google Earth (94%), digital camera (94%), Power point (91%), and using a GPS (88%). 100% of students in 2007 learned to use “Google Docs”. The next top 10 items reported last year with highest ratings of use/learning: GPS, Digital Camera, Compass, and Google Earth (93%); Power Point (90 %); MS Word and Maps (83%); PH Meter (80%). The dissolved oxygen meter and video camera followed with 74% of students learning to use these items.

Personal/Social

More females than males said “Yes” regarding their feelings and/or experiences being enhanced about the following: 1) Curiosity to learn more; 2) Improved ability to work in a team; 3) Enjoyment of being at the Crissy Center; 4) A new connection with nature; and 5) A new interest in science (in general).

Regarding whether program participation has changed their perspectives on national parks, 3/4 of all students indicated “yes” (75%). This is slightly lower than last year where nearly 81% of the students stated their perspectives and/or feelings have changed. A valuable follow up would be to determine what this “change” entails.

In 2007, 80% (n=24) of 30 student respondents indicated their experiences with Project WISE has helped them to communicate better. In 2008 the same proportion of students also indicated the same increase in this ability to communicate. Additionally, this year there was also a positive and statistically significant correlation with their self-expression of learning to communicate better with their improved ability to work in a team.

In 2008 more than 90% of all students completing the survey agreed, in some capacity, that their participation in WISE has empowered them to make better life decisions impacting the environment. This is an increase from 74% in 2007.

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Research shows the health benefits of being involved in environment-based activities or outdoor recreation opportunities. This is not an intended outcome of Project WISE. Hence, last year less than half of the students reported any perceived changes relating to their own healthy lifestyle choices. That is, 15 (48%) indicated a positive response while 52% (n=16) reported their perspectives on healthy life choices did not change as a result of their program participation. On the other hand, 2008 shows an increase in more students (n=26) indicated “yes” their perspectives and/or feelings about making better healthy life choices has changed (72%) versus 10 students who indicated “No” they have not changed in this way. This may show progress in unintended, but important impacts of the program on these teenagers.

In 2007, out of all 31 students completing the survey, more than 3/4 indicated they have experienced a new connection with nature. This year, 2008, the proportion is nearly the same with 71% indicating a positive new connection with nature as a result of their participation (n=25 out of 35 responding to this item).

The majority of students in both years indicated “Yes” they would recommend for other students to sign up for this course in the future. (2007 = 86% and 2008 = 94%)

As indicated in the Progress Report submitted by the Program staff (February 2008), Project WISE: “…Connects urban youth with meaningful watershed experiences by enabling active, constructive participation in place-based education, stewardship and restoration activities. Through authentic science- and project-based learning, using the Presidio as an outdoor classroom, Project WISE enables youth to discover their role in and impact on the natural world, realize their potential to become socially and scientifically conscious members of their local and global communities, complete a university accredited environmental science curriculum, develop high level technical skills, and learn to communicate complex ecological concepts as they collaborate with natural resource professionals and classmates.”

There are many complex and interrelated factors that contribute to student learning and overall experiences. Students involved come from diverse ethnic and socio-economic backgrounds; hence, the interplay between culture, the environment, and leadership and competency of staff/instructors, all affect the way in which these teenagers learn science, perceive nature and consequently what they ultimately learn about stewardship. Although challenges ensued again this year, the program has two-years of documented records of providing transformative experiences, a perceived increase in educational attainment, and an overall increased comfort with both the Crissy Center and this unique urban national park.

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The Crissy Center team worked with two different Galileo classes with each meeting once a week from 1:00-3:40pm. The 5th period Honors Environmental Science students, met every Wednesday and the other, 6th period Honors Environmental Science students met every Thursday. While not an integral part of the evaluation, students engaged with the WISE Internship component also had an opportunity to participate in Center activities. The students’ final presentations occurred on May 28th and May 29th. The research plan was created in the summer of 2007 and data collection started in the fall beginning with an open-ended pre-semester questionnaire. In February, a mid-semester questionnaire was administered followed by a year-end-survey at the end of the academic year when the program ended. Center staff reviewed and approved all instruments. Pre-Semester Questionnaire This was the first year this occurred. No pre-program questionnaire was administered in 2007. Developed together with the Project WISE staff questions revolved around their experience with or knowledge of Environmental Science, experience with The Crissy Field Center or the Golden Gate National Parks, what they hoped to accomplish this school year as a result of their involvement in Project WISE, and what is their greatest concern about participating in the course. Students were also asked to describe one of their “most powerful learning experiences.” (See Appendix A).

Mid-Semester Questionnaire The same open-ended, five item questionnaire that was used in 2007 was also administered to the students in 2008. This occurred at the onset of their second semester of the project in early February. Students hand wrote their answers thereby providing and encouraging free-flowing qualitative responses regarding their involvement in the first part of the program. Questions revolved around what they learned, their level of personal engagement, what they hoped to accomplish in the spring, how they would like to change as a person, and what might they want to know [for the remainder of the course] that they haven’t already learned (see Appendix B for questions and sample quotes).

End-of-Year Survey A survey instrument (for summative purposes) was developed in 2007 and this same instrument was used again this year in 2008 (Appendix F). This instrument was used for a second year for both consistency and to allow for a few comparisons with the prior years program. A few minor modifications were made to language used in the survey as well as to represent any changes that may have occurred in the program content from one year to the next. The “education evaluation” protocol provided by NOAA’s education division (“checklist”) provided a framework for the design of the original questionnaire and outcomes being measured. This occurred for both 2007 and 2008. (Source: http://sanctuaries.noaa.gov/education/evaluation/

More specifically, the questionnaire involved items pertaining to the stated research objectives as well as variables of interest and was pre-tested with three teenagers in 2007 and this instrument was judged to be both valid and reliable. This remains appropriate for the target high school age group.

Methodology

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Pre-Program and Mid-Year Questionnaires Five open-ended questions were provided to students in the fall of 2007 and again in February 2008 (see Appendices A and B). The questionnaires were administered on site at the Crissy Center ensuring all students present completed this and, for anyone absent during those class periods, the Science Teacher administered and collected these at the school. These were brought to the Crissy Center during the next class period. Data analysis was accomplished using a basic constant comparative technique (Glaser & Strauss, 1967) and analytic induction as tools for analysis. All hand-written responses were typed into a Word document organized by question. After the data were organized and coded, similarities among responses were established (e.g., exploration of common themes). The data were analyzed in two primary ways: Responses were first coded using descriptive classifications derived from the questionnaire. Using the questions as guides, content for each section was coded for relevant themes. Second, responses were then coded by emerging patterns, categories and themes as part of the movement from data description to conceptual clarification. This involved the research assistant reading and re-reading transcripts numerous times to ensure familiarity with the data. Based on the simple questionnaire structure for this study, no effort was made to tease out the relative effects of gender, race/ethnicity, or age of the participants at this time. End of Year Survey Data were first entered into an Excel spreadsheet then imported into the SPSS ver. 15 (Statistical Package for the Social Sciences). Basic frequencies and descriptives were first organized and reviewed (see Appendix H for all frequency results).

Comparative analyses among gender occurred using crosstabulations to explore relationships between males and females and various questions on the survey. This small sample does not provide enough cases to determine the Chi-square tests of statistical significance, yet the analyses were completed for the interest and descriptive assessment only.

Data Analysis

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To gauge the level of experience in environmental science, the amount of time spent outdoors in natural environments, and any general thoughts and concerns regarding their participation in Project WISE prior to their current enrollment, students were asked to complete a pre-program questionnaire. A series of five open-ended questions was given to students as a Word document; this was administered during the orientation for the in-school environmental science course at Galileo High School on the second week of September 2007. Students from both classes, Wednesday and Thursday, responded in writing to the following questions:

1. Do you have any experience with, or knowledge of,

environmental science?

2. Do you have any experience with the Crissy Field Center or

the Golden Gate National Parks?

3. What do you hope to accomplish this school year as a result of

your involvement in Project WISE? (What are your goals?)

4. Describe one of your most powerful learning experiences.

5. What is your greatest concern about participating in the

Project WISE course this year?

RESULTS & FINDINGS Pre-Program Questionnaire

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Pre-program Questionnaire

Open-Ended Responses Quantified Total Students Responding (n = 37)

# of

Students1

% Do you have any experience with, or knowledge of, environmental science?

• Yes • No

13 16

45% 55%

Do you have any experience with the Crissy Field Center or the Golden Gate National Parks?

• Yes • No

4 28

12% 88%

What do you hope to accomplish this school year as a result of your involvement in Project WISE? (What are your goals?)

• Increased environmental awareness • Environmental protection knowledge and skills/ Community involvement • Increased/Enhanced peer and group dynamics • Increased academic achievement • College preparation • Job skills development

23 12 6 6 3 1

45% 24%

12% 12% 5% 2%

What is your greatest concern about participating in the Project WISE course this year?

• No concern • Academic achievement • Scheduling conflicts • Soiling clothes/shoes • Public Speaking • Technology • Group work

10 6 5 4 3 3 3

29% 18% 15%

12.5% 8.5% 8.5% 8.5%

Describe one of your most powerful learning experiences. Tell us about this past experience including what was it about for you?

• Skill based • Personal learning • Knowledge based • Fun physical activities

• Comfort-based

10 8 6 5 2

32% 26% 20% 16% 6%

1 Number of students reflects those responding to each theme; not all students responded to every question.

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Pre-program Questionnaire Do you have any experience with, or knowledge of, environmental science?

From the total 37 completed preprogram student questionnaires, 13 students definitively stated having some experience in environmental science. These 13 responses primarily range from short answers that mention participation in the “regular” prerequisite environmental science class in statements such as “yes, I do have experience. I was in environmental science last year”, and “yes, I had the regular environmental science last year”, to more detailed responses that give specific examples, including “Yes I do. I had the regular class last year, and I learned a lot of things about the environment. I learned that there is a lot of pollution in the world, and that there are a lot more people being born now then ever before”. Overall, 15 student responses clearly mention not having any experience in environmental science. The majority of these responses are short one word or one sentence responses such as “none” or “I do not have any experience with knowledge and environmental science”. Seven students responded to this question with language indicating a level of uncertainty. One student indecisively responded with “No, I don’t think so, I just had this class last year, but it was regular. I might have a little”, while others answered the question in a manner that is difficult to draw any inferences. For instance, one student stated “I only took the first year of environmental class”, while another remarked “I only have the experience that I have been given in middle school and the past couple of years in high school”.

Do you have any experience with the Crissy Field Center or the Golden Gate National Parks?

When students were asked if they had any experience with the Crissy Field Center or the Golden Gate National Parks, 35 of the total 37 students answered the question. Student responses indicate that the majority of students (27 out of 37) have neither experience with the Crissy Field Center or the Golden Gate National Parks. Of these 27 students, two showed interest in these kinds of experiences by making additional comments such as “No, I have never experienced the Crissy Field Center or Golden Gate National Parks, but I'm interested” and “No, I don’t have any experience. I would like to go there”. Out of the 37 completed student questionnaires, eight responses articulate some amount of experience with the Center or the Golden Gate National Parks. Two student responses confirmed prior experiences with San Francisco area parks, generally, by commenting “Yes, I work in the DeYoung which is located in Golden Gate Park and I’ve walked almost all of Golden Gate Park”. One student on the other hand, distinctly referred to experience with Crissy Field Center: “Yes, because I was in the program two years ago. I got there once a week”. The remaining six responses indicate a limited amount of experience at either the Center or the Golden Gate National Parks. Examples of these responses include: “I have never visited Crissy Field Center. I went to Golden Gates National Park only when I was little to go to Stow Lake with either my school or with my family”, “I don't have any experience with the Crissy Field Center, but I ran cross-country, so I know Golden Gate Park well”, and “I go only to have fun, not to do any kind of

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projects, so this would be the first time I would go there to actually do something that helps”. Evaluative assessment: Student responses to this question clearly show the majority of current WISE students have not had significant experiences with visiting Golden Gate Park and Crissy Field Center. These responses, and especially those that express an additional interest in similar programs, indicate a strong potential for students’ environmental learning to be broadened through program participation. What do you hope to accomplish this school year as a result of your involvement in Project WISE? The following six themes emerged from the data: 1) Learning more about the environment; 2) Gaining knowledge and skills to help take care of the environment;. 3) Enhancing and increasing peer and group dynamics; 4) Obtaining job skills; 5) College preparation, and 6) Increasing academic achievement.

When asked what they hoped to accomplish during the school year as a result of their involvement in Project WISE, 36 out of a total 37 students responded. Of these 36 students, over half (n=23) mentioned wanting to “learn more about the environment” in some capacity. Aside from referring to learning more about the natural environment, student responses such as “…including wildlife animals” indicate additional interests in other realms of the natural world.

According to questionnaire results, 1/3 of all students (n = 12) reported having a goal of acquiring additional knowledge and/or skills that can help them to take

better care of the environment. Responses of this nature include: “Learn how to take better care of the earth”, “I hope I can learn how to help my environment become better”, “I hope to make a difference in my community”, and “I hope to make the Crissy Field environment a better place as a result of my hard work”. Six of the 36 student responses relate to peer and group dynamics. Four of these kinds of responses refer to “getting to know all of my fellow peers” or making “new friends”, while four also mention learning “how to work in groups with other people that I don’t know” or “working with different students as a group and other staff members” in some regard.

Out of the 37 students, only one student referenced a job they have had or are currently working (paid intern at the Academy of Science) as a source of experience in environmental science”. Two student responses expressed interest in gaining professional job skills through their program participation: “I hope this experience will help me prepare in some way for the future” and “my goal is to try and educate myself as much as I can so I can be better prepared for college”.

Out of 36 responses, 6 students reference school year goals and accomplishments, by including getting “good grades” and getting “all my credits”. Other miscellaneous student responses that are worth noting include, “hopefully find a new hobby by spending time in the parks”, “being able to get a new learning experience doing this activity”, and “gain more confidence”.

“I want to learn how to work in groups with other people that I don’t know”

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What is your greatest concern about participating in the Project WISE course this year? All 37 students (who completed the pre-program questionnaire) responded to the question. Out of these responses, ten clearly show no concerns by responding with statements such as “I don’t have any concerns”, “I have no concerns at the moment”, and “I don’t have any concerns for Project WISE because I don't have a problem with working outside or getting a little dirty”. Two areas of concern that received the most attention relates to specific course requirements, including the use of technological tools and public speaking. Two student comments explicitly refer to their concern regarding technology through the following statements: “My only greatest concern about participating is that if I have a hard time using the G.P.S., etc” and “The technology part of the project, since I’m retarded when it comes to anything with technology”. Three other student responses, including “My greatest concern about participating in the Project WISE course this year is probably public speaking” directly mention public speaking as a source of concern. In addition, another student response voices concern in regards to “hands on learning that I haven't experienced yet”. Another area of concern for five students was identified as potential scheduling conflicts due to off site, outdoor field trips. One student from the Wednesday 5th period class stated that “missing classes is my main concern”, and as a result, they “can not go on full day trips. Other students expressed concern about “getting home late from field trips”, and “the amount of time we are going to be spending with the outdoors”.

Results show four students explicitly expressed concern about the potential of “damaging my clothing”. Other responses that illustrate this worry include “trying to figure out what shoes to wear”, “my shoes!!!”, and “My greatest concern would be getting my clothes dirty from all of the outside activities”. Three students conveyed some concern about being able to successfully learn and retain the information the class has to offer. This concern can be observed in such statements as “I hope I will be able to understand everything we are taught, so that later in the future I can understand more about my environment”, “My greatest concern about participation in the Project WISE is that I learn things I haven’t learned yet”, and “The biggest concern in this project is for me to learn, and that I learn and remember it”. Other apprehensions include two students mentioning “passing the class” as a concern. Likewise, only two student responses are related to health or physical well being. One student was concerned about their “allergies during the spring time”, while another stated “My greatest concern about participating in the project is getting hurt”. In contrast, a rather small, but noticeable amount of students (three) expressed concern over “how to work in a group”, or not being “familiar with all of my classmates”.

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Describe one of your most powerful learning experiences. Tell us about this past experience including what was it about for you?

When asked to describe one of your most powerful learning experiences, 35 out of the total 37 students responded. This question, perhaps more than the others, inspired a lengthier and diverse group of student responses including such themes as:

Learning through vicarious experiences;

Learning from mistakes; Learning through personal reflection;

Learning through fun and physical activities, and

Skill and knowledge- based learning.

Two noticeably common themes in

student responses for this question were skill-based and knowledge-based learning experiences. Significant skill-based learning includes the acquisition of pragmatic real life skills. Responses of this nature include “a past learning experience for me was learning how to cook” and “one powerful experience for me was learning how to drive”. Similarly, the theme knowledge-based learning includes student responses that reference learning through the acquisition of new knowledge such as learning “that all the companies like oil is putting out misleading information through the media”. The majority of the 13 responses in this category overlap many students mentioning powerful learning experiences in both skill-based and knowledge-based capacities.

Another clear theme that emerged revolved around personal learning and self-reflection. Eight students cited a powerful learning experience that was

directly related to their own personal reflection and growth. Four of these dealt with students learning to take their roles as high school students more seriously. These responses included “in summer school I realized that I need to stop messing up in school and getting into all the trouble I used to get into” and “Coming to school! I had a bad habit of missing class or when I went to class, I did not pay attention. But as I started going to class more often and paid attention, I realized how fun, interesting, and important school is”.

The remaining responses reflect learning and growth through on-the-job or otherwise formal experiences. Responses of this nature include “the first time I started working at the DeYoung museum I had to teach myself how to cope with pressure, public speaking, and responsibility” and “drum corps is a powerful learning experience. I was made captain for this year and have been leading the team through practices for about a month and am still doing so. We have to practice everyday for competition and I have to be a good and fair leader”.

Responses from four students resulted in fun and physical activities as the source of some of their most powerful learning experiences. Although each of these responses could also be categorized in the skill/knowledge-based themes, they are grouped separately since they explicitly mention learning through fun and physical activities. These responses include “one most powerful learning experiences was being on the football team because it help me with physical experience and keep me healthy” and “one of my most powerful learning experiences was when I learned how to make a helicopter out of paper. I never knew that a piece of paper could have that type of effect”.

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Three students offered responses that referenced mistakes (their own and those of others) and vicarious experiences as a source of their learning. As one student clearly states “most of my learning experiences come from my mistakes and other people’s mistakes”.

Although other students alluded to self-comfort playing a role in their most powerful learning experiences, two students actually referenced self-comfort as a prerequisite to their learning experiences. This can be seen in such statements as “my best learning is when I feel comfortable” and “I can’t think of one, in particular, but my best learning is when I know what I am doing”.

Summary Results from the pre-program student responses suggest the 2007-08 Project WISE class is diverse in its level of interest and experience in environmental science. The variety of student responses to all the questionnaire questions and statements might indicate course instructors are met with the responsibility of addressing different learning and interest levels simultaneously.

Project WISE: “…transforming students' concepts of themselves

and their place in the natural world.”

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At the mid-point of the 2007-08 school year Project WISE students

completed an evaluation to assess their overall program experience half-

way through the course. The short questionnaire (n=6 questions) was

administered by their teacher Lisa Franzen, at Galileo Academy, on

February 23rd and 24th during the student’s environmental science class.

In contrast to the pre-program’s electronic evaluation, in which students

typed their responses, the 38 students who participated in the mid-

semester evaluation were given printed paper copies of the questionnaire

and were required to give hand-written responses. Students were asked

to respond to the following six questions and statements:

1. What I learned during the first part of this program is …

2. Was I personally engaged during the first part of the program?

(Did I dedicate myself to experience as much as I could?) – If not,

why not? If yes, how?

3. What I hope to accomplish this spring as a result of my involvement.

4. How would I like to change as a person during the second half of this

program…

5. Has participating in Project WISE lived up to my expectations? What

about the course has? What is missing? And,

6. If I were to describe a Project WISE learning experience, up to this

point since I started the program that connects to my daily life, it

would be…

RESULTS & FINDINGS Mid-Year Questionnaire

So far … “I learned that there’s more to nature than you can see with the

naked eye!”

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Mid-Year -- Quantitative Responses Total Respondents (n=38)

# of

Students1

% What I learned during the first part of this program: • Environmental awareness • Water issues • Alternative energies • Animal and marine wildlife • Increased exposure to local environments • Teamwork • Use of scientific tools/technology • Geology and San Francisco Bay formation

21 7 7 7 5 4 4 3

36% 12% 12% 12% 9% 7% 7%

> 1% Was I personally engaged during the first part of the program?

• Yes • No

27 7

79% 21%

What I hope to accomplish this spring as a result of my involvement: • Environmental awareness, knowledge, and

experience • Personal growth • Academic involvement • Environmental action and practical skills

13 13

11 10

28% 28%

23% 21%

How would I like to change as a person during the second half of this program:

• Academic improvement • Increase environmental action/more hands-on • Personal growth increase • Increase environmental awareness

20 9 8 6

46% 21%

19% 14%

Has participating in Project WISE lived up to my expectations? What about the course has? What is missing?

• Yes • No

27 3

90% 10%

If I were to describe a Project WISE learning experience, up to this point since I started the program, which connects to my daily life it would be:

• Use of energy and natural resources • Personal connection with and knowledge of environment • Personal growth/social skills • Personal role in environmental damage • Global warming/climate change

13 10 4 4 3

38% 29%

12% 12% 9%

1 Number of students reflects those responding to each theme; not all students responded to every question.

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Mid-year Questionnaire What I learned during the first part of this program:

This statement garnered the most student responses. All 38 students responded and 8 clear themes emerged:

Environmental awareness Water issues Alternative energies Animal and marine wildlife Increased exposure to local

environments Teamwork Use of scientific tools/technology Geology and San Francisco Bay

formation.

A total of 21 students (55%) mentioned gaining an increased awareness to local and global environmental issues. Out of these 21 responses, six directly mentioned learning about the intimate relationship between humans and the natural environment. This can be seen in such statements as:

Additionally, nine students either directly or indirectly mentioned learning about climate change. This is exemplified in simplistic remarks such as learning about “climate change and how to prevent it” as well as more detailed responses such as “…about the environments, how it’s changing, what we can do to change it, and what’s going on around the world

right now, like the world’s atmosphere.” Furthermore, seven students specifically mentioned learning about global warming in some capacity.

Seven students stated learning about water related issues to varying degrees. For instance, five students directly (but briefly) mentioned learning about watersheds, while others also mentioned learning “about how important water is around the world” - “water quality” and “the ocean”. Likewise, seven students cited learning about the use of alternative resources and energy since the start of the program. Four of these students briefly mention learning about “renewable energy” and “alternative energy sources”, while three others offered more thoughtful responses such as: “I learned what renewable energy is and how it is used and why non- renewable energy can’t be used again.”

Seven students stated, in some form, that they learned about animals and marine wildlife during the first part of the program. Student responses that reflect this include “…animals and other living creatures are important, too” and “I learned about marine life.” A few students (n = 5) also mentioned learning more about, and gaining exposure to, the local San Francisco Bay Area, in general. While two students mentioned that “during the first part we became more familiar with Crissy Field” and that “we also learned about the Presidio Park,” the remaining three mentioned learning about the San Francisco Bay Area in a broader sense. One of these student also stated their participation in Project WISE has

“I learned the severity of the human impact humans have on the environment.”

“That nature and all little things that we don’t pay attention to helps us in many different ways.” “I learned that human’s activities like logging, driving, and hunting can destroy many environments and species of animals.”

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taught them “more about the area my friends and I live in.”

The themes Teamwork as well as Use of Scientific Tools/Technology (what was learned) received four student responses each. In regards to the use of tools/technology, students wrote about their experiences in a broad sense, offering no specific examples or names of tools or instruments they used during their program participation. Instead, students provided generalized responses such as: “I learned how to use equipments that I never used or seen” and “I’ve learned how to work with new tools that give information on our environment.” Likewise, with regards to Teamwork, student responses included “I learned how to work better in groups” and “how to work with others more than just an individual” but failed to give specific examples of how this was accomplished. The theme that received the least amount of student responses was Geology/San Francisco Bay Area formation. Only three students mentioned learning about geological matters, while two students further mentioned learning about “how San Francisco was formed.” An example of this theme can be seen in the sample student comment: “I learned about fault lines and plate tech-tonics and I learned about how the bay was formed.” Two students responded to what was learned with the following difficult to interpret answers: “This class has got me finishing my work” and “All of what we’ve been doing these past sessions at the Crissy Field Center.”

Evaluative assessment: Student comments may indicate that participation in Project WISE has stimulated their interest in environmental science and/or provided them with learning opportunities that motivated them to complete their work. Although the last response indicates a high level of student participation, we are unable to ascertain exactly what “all of what we’ve been doing” really means.

Other miscellaneous student

responses worth noting include “I learned that going on these trips was kind of hard and rough. But other than that, I learned by doing these experiments and going on these adventures, you can learn more because it’s a hands-on, hard experiment” and “got more interested in science” Was I personally engaged during the first part of the course? (Did I dedicate myself to experience as much as I could?) – If not, why not? If yes, how? All 38 students answered this question (pertaining to the fall of 2007). Nearly 3/4 of all students (n = 27, 71%), reported they were personally engaged during the first semester, while seven students reported being disengaged. Six other students provided answers that were either difficult to interpret or reported being both engaged and disengaged during the first semester. Regarding “how” they were personally engaged and dedicated to the course, students referenced a variety of reasons including:

Class participation (n = 15), Attendance (n = 6), Gained knowledge (n = 6), and General subject interest (n = 3).

This is reflected in such student responses as “I listened and asked questions,” - “Yes, because I went to all

“I learned how to work better in groups…”

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the field trips and listen in class,” and “Yes, I was interested about the topic because I love learning about how San Francisco was formed, and the Presidio Park has a long interesting history.” One student response alluded to the social implications of their program engagement: “I was engaged into making new friends like Doug, Charity, and John”, while another stated “It really engaged me to learn things that I never would have noticed. It made me care about the world and animals.” Of the seven students who reported not being personally engaged during the first semester, three students referenced their lack of attendance and two mentioned lack of participation as a primary reason for why they were not personally engaged during the first semester of the program. This is apparent in such statements as “No, I turned in late work twice. I also missed one of the field trips” - “No, because I came late to the class. I was not here,” and “No, I could have participated more.” In total, three students provided broad statements with no rationale such as “No, I don’t think I dedicated myself as much as I could have” and “No, I don’t think I dedicated myself completely.” Six students provided answers that were either difficult to interpret or reported being both engaged and disengaged during the first semester. From this group, two students answered with “Yes” and “No” for different reasons. One student said “…yes, I participated in a lot of the activities and no because some were boring,” while the other stated “Yes and No, because I kept my ears open to what was said during the course most of the time and I get distracted kind of easily.” Two student responses indicated their level of personal engagement changed over the course of the first

semester. One student stated: “In the beginning, no, but as the course went on, I think I’m starting to appreciate the class more,” while the second student mentions that “at first, not really because I felt lost. I didn’t know much,” but does not explicitly describe their current program engagement. Two students did not answer the question in “yes or no” terms, but instead stated that “I wanted to know more about how technology works and how to make money the easy way” and “with global warming, it really caught my attention and I come more now [to class].”

Evaluative assessment: Although these two student responses (above) are not explicit as such, indicators highlight the first student was not fully engaged because there may not have been enough focus on using technology and practical money-making skills, while the second student might have been more engaged as a result of learning about global warming.

What I hope to accomplish this spring as a result of my involvement: All but one student (n = 37) responded to this statement. Four main themes surfaced from the majority of these student responses: 1) Environmental Action and Practical Skills (to promote environmental justice more), 2) Environmental Awareness, Knowledge, and Experience, 3) Academic Involvement, and 4) Personal Growth. Thirteen students (34%) mentioned some level of interest in expanding their Environmental Awareness, Knowledge, and Experience through participating in Project WISE. A total of ten student responses cited learning “more about the

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environment” to some degree as a primary accomplishment for the spring semester, while three mentioned “learning” in a broad sense. This can be seen in such comments as “I hope to accomplish a better understanding of the environment,” “Become more aware of the environment,” and “more experience and knowledge.” Additionally, two students stated they hoped to learn more about animals and wildlife. One of these students specifically mentioned they wanted to “learn more about marine animals.” Additionally, approximately 1/3 of all students (n =13), reported they hoped to achieve some level of personal growth during the spring semester. Student responses in this category also include a desire to increase social skills (n = 4) and public speaking skills (n = 2). While two students gave broad responses like “change my habits,” many students (n = 11) specified some area of personal growth with comments such as “become a better helper with groups and be more of an open person,” - “not be nervous in public speaking,” and “be more into what we learn.”

Evaluative assessment: Regarding what they hoped to accomplish in spring (anticipation) the student who mentioned “be more into what we learn” did not directly associate class involvement with personal growth. Subsequently, we can surmise that the student may have been implying that being more involved in class might necessitate some personal changes.

Academic improvement (self-

reported), which encompasses attendance (n = 3), assignments and grades (n = 7), and graduation requirements (n = 1), was an apparent theme emerging in 11 out of

38 student responses. This was clear in such comments as “I plan to bring up my grades and improve my attendance” - “Get an ‘A’ and do all my reflections [writing assignments],” and “to graduate on stage with my class.”

Similarly, Environmental Action and Practical Skills was a common theme for over one-fourth (n = 10) of students. One student remarked “I want to get a job that supports the environment. I want to get a Master’s degree, just in case, and telling the environmentalists what to do, because I run things, not the opposite.” Although this response may seemingly indicate an interest in an environmental science job and career focus, this response may have also been made with a more sarcastic tone. Additionally, this type of remark offers a long-term goal as opposed to accomplishments for this school year, thus far, as the evaluation item requested. How I would like to change as a person during this second half of the program: All 38 of the respondents answered this question. Four primary, observable themes emerged in the analysis: 1) Increased environmental awareness, 2) Academic improvement, 3) Increased environmental action/More hands-on, and 4) Personal growth.

In addition, a fifth domain was comprised for student responses who stated they did not want or need to “change” during the course of the second semester.

More than half of the student responses (n = 20; 53%) referenced their own academic improvement in some capacity. Of the 20 students responding, some offered general statements such as:

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“I would like to be more dedicated to this class,” and “I would like to dedicate myself more to the program.”

Others gave examples of how they would like to change with regards to their academic improvement and achievement. Some of these specific examples mentioned include:

Punctuality of course work (n = 2), Improvement of course reflection

writings (n = 3), Course attendance (n = 3), and Increased concentration on course

work (n = 7).

Ten (out of the all 38 students) answered this item (“How I would like to change during this second half of the program”) by mentioning some level of interest in getting more involved with Environmental Actions/Preservation. This is evident in such responses as “by helping species or by helping the environment,” - “help the environment,” and “be more green.”

Evaluative assessment: Four of the responses to this question indicated a noticeable potential for students to become further involved in more formalized educational settings. These responses include “I would like to be more involved in helping out wildlife and maybe join some program” - “…maybe try to get involved in something to help the environment,” and “I want to become a marine biologist.” Also in this category are two students who mentioned wanting “more hands-on things.”

Eight students responded by

referencing their own personal growth in some capacity. Out of these eight students, two mentioned wanting to

improve their social skills. This is reflected in such statements as “learn to make more friends and learn how to be confident to talk to the adults.” Other miscellaneous student responses in this category include “be more of a helping person,” - “become more independent,” and “I would like to be more cooperative.” In addition, two students gave broad remarks such as “I’d like to change my lifestyle,” yet do not specify how they would like to change. Six students directly mentioned some level of interest to increase their environmental awareness. This can be seen in the following examples: “I’d like to be more thoughtful and respectful of the place where I live in,” - “be aware of the environment,” and “gain more knowledge about the place I live.” All six student responses in this category offered no specific examples of areas of environmental knowledge and awareness they are interested in learning more about, but rather referred to a desire to change their environmental awareness, in a broad sense. A total of three (out of 38 students) stated, to some degree, they did not want or need to change during the course of the second semester. This is evident in such comments as “I don’t need to change anything” or “I wouldn’t want to change because I’m a good person coming into this course.” One of these students countered their own initial response, by further adding “the only thing I need to change is stop being lazy.” One student stated: “When I read that there was going to be a second half, I lost my mind, because I thought I was done, but I guess not. I guess this is just the start.” This seemed to convey this student somehow may not have been aware of the length of the program (or “forgot”).

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Has participating in Project WISE lived up to my expectations? What about the course has? What is missing? “YES”

When students were asked about “expectations” at the mid-point in the school year, 37 of the 38 students responded to this question. Nearly 3/4 of students (n = 27; 73%) agreed in some capacity that the program had lived up to their expectations. Of these 27 students, 22 agreed that their program expectations were met or exceeded explicitly through statements such as “Yes, it has. Everything’s lived up to my expectations,” and “participating in Project WISE did live up to my expectations.” One student indicated: “I actually had quite more than what I expected.”

Other responses alluded to their expectations being met through statements such as “the people really know what they are teaching. I feel adequately informed of issues and likely solutions” and “my participation was good because I was always active.”

Regarding course content that met or exceeded program expectations in some capacity, students mentioned “learning about the environment” (n = 5), hands-on experience (n = 3), and field trips (n = 3). “NO”

In contrast, four students noted that Project WISE has been ineffective with meeting their expectations at the mid-year point. Of these students, two stated “not really” and “I think this course is too redundant. We learn nothing that is really useful.” Another mentioned “I would enjoy learning about the animals and even learning about insects would be fine, too.” The fourth student in this category offered a response that started with “no”, but

followed it with “…but excelling in it has reached my expectations.”

Students reported a range of program areas that were noted as failing to meet their expectations as of the half-way point. The areas of deficiency that students reported include lack of field trips to diverse places (n = 3), lack of hands-on, interactive experiences (n = 2), lack of course content regarding animals (n = 2), lack of course content regarding global warming (n = 1), lack of snacks (n = 1), and lack of course content that has a “direct benefit to animals, people, or the environment” (n = 1). “Nothing Missing?”

Nine students mentioned (to varying degrees) the course was not missing anything. This sentiment was clear in student remarks such as: “Nothing I can think about is missing,” - “I don’t feel it’s missing anything,” and “The project and the course does not need to change.” Three students provided responses that were too difficult to interpret, such as “Yes, I expected this class that I liked it, but in the end, not really,” - “Everything seems smooth right now,” and “Nothing!! Just Me!” In addition, one student stated “I really don’t know.” If I were to describe a Project WISE learning experience, up to this point since I started the program that connects to my daily life it would be:

Of the total 38 students who completed the mid-semester questionnaire, 36 responded to this item. Analysis of the “program learning experience” was organized into five broad themes: 1) Use of energy and natural resources, 2) Personal connection with and knowledge of environment, 3) Personal

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“I pay more attention to the environment around me …”

growth, 4) Personal role in environmental damage, and 5) Global Warming/Climate.

Overall, 1/3 of all respondents (n=13) referenced their own change in use of energy and natural resources as a meaningful learning experience that connects to their daily lives. A significant number of students specifically mentioned a change in their water usage (n = 5), recycling (n = 7), and energy conservation (n = 3). This pattern can be observed in student responses such as “Recycling. I have never recycled until I learned a bit more about the environment. Since the recycling bins are right outside my apartment, I usually go recycle everything I have,” - “I stopped using too much energy at home/water,” and “I stopped littering.” Another individual similarly stated that “I separate my compost.” Ten (out of 38 students) mentioned some degree of change in their personal connection with, and knowledge of, environment as a relevant learning experience to their daily lives. While three students gave brief responses like “our environment,” the majority of students gave a few more details in comments such as “I feel that I’ve seen a bit of the truth about my world,” - “I pay more attention to the environment around me”, and “The way I think about things.”

Note: Understanding the way students “think about things” would be worthy of further exploration.

Four (out of 38) related to personal

growth and the student’s personal role in environmental damage. The area of personal growth also included social skills and group work. Responses of this nature

can be seen in statements like: “Dealing with others and working independently” and “I actually let other people take the lead instead of it being me all the time.” In regards to the personal role students play in environmental damage, students mentioned “I learned that many things I do is harmful to myself and the environment

without realizing,” and “I know now I can help change my environment.”

When asked what learning experience connected to their daily

lives, two students specifically referenced “global warming” in some capacity, while one third mentioned “the one about climate.”

Summary Results show the diverse range of student responses to all six of the mid-semester evaluation statements and questions that the 2007-08 student population comes to Project WISE with a wide-range of interests, knowledge, and previous experience in environmental sciences. This may, perhaps, be seen in the varying depth of student responses to the question “Was I personally engaged during the first part of the course?” While one student responded to the question with “no [regarding personal engagement], because some [activities] were boring” another stated “I wouldn’t miss anything”. In addition, the following student responses clearly show a stark difference in expectations of the course as well: “I think this course is too redundant. We learn nothing that is really useful” and “The course is exciting and worth the work. The project and course does not need to change” clearly show a contrast in student expectations of the course as well.

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Findings also show the diverse range of student interest and experience can also be seen in student questionnaire responses regarding the use of Tools/Technology. While multiple student remarks seemed to emphatically report “I learned how to use equipment that I have never used or seen” and “Every equipment we used was fascinating and exciting.” Other student comments such as “I wanted to know more about how technology works” may suggest that other students did not get to focus on the Use of Tools/Technology as much as they would have liked. This may be another indicator of the difference in technological experience and interest.

Despite differences in student levels of environmental science experience, up to this point in the year, the majority of students who completed the mid-year questionnaire (n = 27; 71%) reported being engaged in the course.

Internship:

“We probably had to do more presentations including presenting to little kids. Basically

more opportunities to talk to other people...We talked about plastics, reducing plastics and

how we should recycle and how we should do this at home. We had to do more

presentations to the outside world…”

Environmental Science Internship Class

“Through encouragement from the San Francisco Unified School District School to Career program, Galileo decided to develop an Environmental Science (ES) Internship class. Students who participated in Project WISE were eligible to take the ES Internship class. Before the start of the school year, the Project WISE teaching team worked together to develop the curriculum outline for the class…The Project WISE teaching team assisted with the facilitation and management of several components of the class. These components include Analysis of the Tennessee Hollow Watershed Environmental Assessment, short term internship placements in the Golden Gate National Recreation Area and Youth Quest. Students were placed and worked for four weeks with the Crissy Field Center education team, the Camping at the Presidio program, the Site Stewardship program at Milagra Ridge and Mori Point, and the Natural Resources Division of the National Park Service…” For the third year, Project WISE took a team to “Youth Quest”, an environmental conference for youth at the Headlands Institute in the Marin Headlands. Most of the workshops are led or co-led by youth and the Environmental Internship class was successful in leading a workshop. Source: Semi-Annual Progress Report submitted February 2008 by Project WISE staff.

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RESULTS & FINDINGS End-of-Year

Survey

At the beginning of the school year 49 students were enrolled (50

was the target) and five students joined the program mid-way bringing this

up to 53 students at mid-semester. Two students left the core WISE

program to join the WISE Internship and two were involved in both the

Internship and the core class. At the end of the academic school year, 39

students ended up finishing Project WISE with 36 completing the “end of

year” survey This represents a survey response rate of 92% ~ (Note: In

2007, 31 of 35 students completed this survey indicating 88% response).

As previously mentioned, this instrument was used for a second year

also allowing for a few comparisons with the prior year. A few

modifications were made to the survey consisting of any changes that may

have occurred in the program content from one year to the next.

Basic frequencies and a few crosstabulations were completed on all

questions and a few comparisons have been made to determine changes or

similarities from year-to-year. This section provides a few highlights and

key results and findings. A copy of the 4-page survey can be found in

Appendix F and all frequency distributions are located in Appendix H.

End of year survey

Watersheds!

Learning!

AND Fun!

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Student Gender, Age, and Race/Ethnicity Note: “Missing data” means that number of students elected to skip/not answer that question or item on the survey GENDER AGE

Missing data = 4

RACE / ETHNICITY1

FrequencyValid

Percent Valid African American/Black 6 19.4 Hispanic/Latino 10 32.3 Asian/Pacific Islander 10 32.3 White 1 3.2 Biracial/Mixed Race 4 12.9 Total 31 100.0 Total 36

Missing data = 5 1 Students self-ascribed identity includes the following ethnic breakdowns:

“Latino” was indicated 5 times and “Hispanic” was also noted 5 times

(no specific ethnic groups were provided within these categories)

Asian = 3, Asian American = 1, Filipino = 3; Chinese = 2; Korean = 1

Bi-racial/Mixed race: “White and Chinese” = 1 “Chinese, French, Hawaiian, and Salvadorian” = 1 “Other” = 1 “Mixed” = 1

Frequency Percent Male 19 52.8 Female 17 47.2 Total 36 100.0

Frequency Percent 15 1 3.1 16 4 12.5 17 19 59.4 18 8 25.0 Total 32 100.0

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Change in Students’ Perspectives Comprehending direct impact of any program on student lives can be very challenging. While this survey represents self-reported measures, the way this question was framed was intended to provide the opportunity to make direct inferences regarding any impact the program may have on perceived changes (on topics posed) over a 10-month period with potential for long-term effects on students’ lives. That is, we wanted to know: Have your perspectives on the following general areas changed because of your participation in the WISE program this year? This was a dichotomous option where students were given the option to choose “yes” or “no” with space provided and a request to please explain their answer. Though much of the written support was limited to one sentence responses, students were generally clear about the actual ways they felt a ‘change’ through their program experience. This question is compared with last year as follows (percentages relate to within category calculations based on how students respond for that year):

Because of the different number of students completing surveys in each of these respective years, it is difficult to ascertain any real changes from year-to-year. However, this still reveals how students rate their change in personal perspective regardless. In 2007, results showed more students perspectives changed regarding the “natural environment, national parks, and science” then the other three areas of interest represented in this question. According to the 2008 findings, the top three changes noted were “natural environment and national parks” (the same as ’07) and the third strongest change this year was “healthy life choices.” The most common response of this nature indicated that students desire to pay closer attention to thee natural world and want to continue learning how they can make a difference. Examples: “I will definitely look at my direct natural environment with more interest;” and “I learned how to be more environmentally friendly and recycle.” Other students seemed to learn a connection between the environment and how it affects their personal life choices. A sample statement includes: “Now I know what to do to be healthy!”

Num

ber o

f Stu

dent

s - “

YES”

%

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By participating in Project WISE, I was required to...

Last year, in 2007, the top three factors the majority of students believed they were

“required” to do were: 1) Try new things (93%), 2) Work in groups (90%), and 3) Use new technology (84%). Other factors were clearly of importance yet it is interesting to report that fewer believed as strongly in the other program features as being ‘required’. During the ‘07-‘08 program, 80% or greater, of all students - in all categories - believed in these requirements except “getting dirty”.

Working in Groups

Quantitative information from the end of the year survey, for both years, clearly shows group work is an integral part of student’s learning experiences. 33 out of 36 students who completed this section (92%) agreed they were required to work in groups during participation with Project WISE. Furthermore, on another question based on their experience, 53% (n=10 out of 19 responding) reported experiencing frustration from working in their group. In 2007, 47% (n=14 of 30 students responding) noted experiencing such “frustration working in my group.” While this may have been the case, an important finding represents 74% (n=26 out of 35) reported an improved ability to work in a team resulting from WISE experiences. This is comparable from last year with similar level of learning/increased abilities noted (73%; n=22).

%

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Communication and Public Speaking Skills

For students who completed the course and filled out the end-of-year survey last year, 80% indicated the program helped them communicate better whereas in 2008, this slightly increased to 83%.

Additionally, in 2007, slightly more males (n=14, 58%) than females (n=10, 42%)

indicated an increase in this attribute. In 2008 this response across gender is approximately the same. That is, 51% males and 48% females (n=15 and 14) respectively noting “yes, I learned how to communicate better” as a result of participation. An interesting finding is that that 1/2 dozen students in each of these two years under study indicated their communication skills were not any “better” than when they first started.

Findings also show this increase in ‘communication’ factor has a significant positive relationship to the high percent of students, overall, who indicated learning to work better in groups/teams ~ This is consistent from year to year with a similar statistically significant correlation.

“I learned how to communicate better…”%

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As another way to measure communication ability, the majority of students surveyed

in both years agreed their public speaking skills improved as a result of their participation. In 2007, 24 out of 31 students responded to this question. Last year when we explored the relationship between females and males, findings showed more males rated themselves as disagreeing in some capacity that their involvement in the program helped improve their public speaking skills. No females disagreed with the fact they improved their public speaking skills.

In 2008, however, these numbers and percentages resulted in approximately a 50/50

split between males and females agreeing in some capacity that their public speaking skills have improved. And, 3 males and 2 females “disagreed” in any level of improvement this year. Did they try to improve and did not believe any change occurred?

Increased confidence in academics at school? The other aspect worth noting for 2007 is that improvement in students’ public

speaking has a positive and statistically strong relationship with feeling more confident in my school work and academic engagement as a result of my participation. On the other hand, there was no significant relationship between these two areas of interest in 2008 yet more than 3/4 of all students females and males (n=13 and 15 respectively) noted a level of increased confidence in their academics at school as a result of participation.

Also, there was no significance across race as to whether students felt more confident

with their academics at school; race was not a factor in whether students believed they have become more confident at school or not.

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Scientific Methods

This chart represents different areas of student knowledge and skill acquisition relating to scientific methods. In 2007, all 31 students completed this part of the survey with results showing a nice balance of what the majority of students learned. Similarly, in 2008 out of all 36 students completing this section, more than ¾ of all students – again – indicated gaining a new understanding about science-based skills and methodology.

A limitation of this section relates to the precise question asked and does not, therefore, tell us about what exactly they learned or understood within each of these categories (e.g., what did they learn/comprehend or did not learn about the language of science, collecting or analyzing data?). It would be interesting to learn why 6 or more students checked “NO” to one or more of these items. What is going on for those students? Did they already have experience and “understanding” about these facets? Did they have no understanding and simply not learn anything at all?

In 2007, regarding students who reported ‘yes’ to the element they learned about data collection techniques (94%) and data analysis (89%) there was a positive (yet not significant) relationship with developing a “new interest in science, in general”. In 2008, 83% said “yes” they learned data collection techniques (n=30) and 78% noted gaining skills in data analysis (n=28). This year the relationship was statistically significant relating to data collection, specifically, and experiencing a new interest in science. On the other hand, when it comes to data analysis, results show a negative correlation with ‘new interest in science’ (but not significant) potentially indicating difficulty with the analysis process overall. This should be explored further.

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5 13.97 19.4

24 66.736 100.0

AgreeModerately AgreeStrongly AgreeTotal

ValidFrequency Percent

Learning science through WISE versus traditional classroom.

In 2008, all 36 students agreed in some capacity that their ability to learn science through WISE is much greater than through a traditional school-based classroom. No students disagreed with this in any way:

Furthermore, this belief is strongly correlated with students indicating “yes” they have a new interest in science in general resulting in a statistically significant association. This is an improvement from the responses received last year in 2007. That is, 23 students out of 25 who responded agreed in some capacity that their ability to learn improved through their participation in WISE as opposed to traditional in-school science courses while 2 students disagreed. At the same time, 6 students did not answer this question last year at all.

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How do students feel during Project WISE? What is their level of curiosity and enjoyment or boredom and disconnect?

“As a result of my participation, I also experienced….” (check all that apply):

Topic Area NO (#) YES (#) Percent YES

Curiosity to Learn More 11 24 69% Increased Comfort in Being in the Presidio

14 21 60%

Improved Ability to Work in a Team

9 26 74%

Enjoyment of Being at the Crissy Center

13 22 63%

A New Connection with Nature

10 25 71%

A New Interest in Science in General

14 21 60%

Boredom 12 7 37% Being Stressed Out 11 8 42% Frustration with Working in my Group

9 10 53%

Being Overworked 14 5 26% A Disconnect with Scientific Language

14 5 26%

Challenges with my Part of the Project

6 13 68%

Students experience boredom for a variety of reasons and what stresses them out is not always clear. Results of the 2007, survey showed that while the majority of students were not bored or stressed from their participation, nearly 1/2 (48%) experienced the issue of “boredom” and “being stressed out” based on their involvement in this program. It cannot, however, be assumed what factors may contribute to these feelings. One aspect of interest to the researchers was whether or not this may have related to the ‘jargon’ of science that they may not have fully understood. For example, nearly 1/3 of students who complete the year-end survey last year reported a disconnection with scientific language (n=10 students indicated “yes” as something they experienced). That is, the science terminology used by the instructors is over their heads, at times, as they express not understanding some of what is said during the course.

In 2008 we see fewer students noting a level of boredom or stress yet more than half of all students indicated “frustration” with their group and over 2/3 indicated having challenges with their parts of the group project. During this academic year, similar to last year, more females indicated being “bored” and “stressed out” than males similarly girls rated “yes” to feeling a “disconnect with scientific language” than boys – this is also a common phenomenon, as reflected in the literature, across science as a discipline.

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Comparisons Across Gender

Experts say more girls and women are getting involved -- and succeeding – in math and science than ever before.

~ Sources: nsta.org; nsf.org; aaas.org roject WISE is perfectly situated and poised to provide the necessary hands-on education that allows girls to learn science in a way that boys typically already excel. According to research by institutions such as the National Science Foundation and the American Association for the Advancement of Science, while the gap is narrowing, boys still dominate academic achievements in science as well as math.

For instance, “in college, where women outnumber men nationally in general enrollment, women earn a much greater percentage of degrees awarded in engineering, computer science, physical sciences and biology compared with several decades ago.” – This fact notwithstanding, women still continue to lag behind men when it comes to science (and math-related) careers. Many efforts across the country have continued to provide new opportunities (e.g., science camps) for girls to learn science skills in a way that is both rigorous and enjoyable. While striving to provide the best experience across both race and gender, Project WISE can be a model program in helping to close the gap by potentially using results of this evaluation study (and other instructional experiences) as a benefit to enhancing program strategies for enhancing girls’ knowledge and skills in science.

Project WISE can provide opportunities for girls to enter and flow through that career pipeline by supporting efforts that begin in the schools. Science should be taught in ways that both excites girls about it and empowers them.

In 2008, the following responses are being highlighted as a few results and findings to report:

The first part of the survey asks students about the level of “interest” and how well they were “engaged”. More females than males indicated they were both completely interested (60%) and completely engaged (53%) throughout the year.

More girls noted they learned how to: Develop a hypothesis (53%), complete data analysis (54%), learn research strategies (57%), and both writing up the results/findings (59%) as well as presentation and reporting of the strategies they learned (51%). Note: Learning ‘data collection’ methods was 50/50 M-F.

More girls noted their perspective has changed about “academics” (56%), while more boys’ perspectives were found to change regarding: National parks (56%), Science (62%), the Natural Environment (55%). Note: Student perspectives were changed equally among “healthy life choices” and “personal abilities” for both girls and boys.

On a 7-pt. scale of “strongly disagree” to “strongly agree”, results for both females and males who AGREED in some capacity were very comparable (nearly 50/50) for the following impact that the program has had on them: 1) Ability to learn science through WISE vs. traditional classroom; 2) Field experience helped prepare development of

P

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hypothesis; 3) Being empowered to make better decisions that impact the environment; and 4) Public speaking skills improved.

More boys gained a greater understanding of the natural history of the Presidio.

Regarding Tennessee Hollow, findings were similar among both females and males regarding a moderate to strong agreement that they experienced an increased level of understanding of this important watershed process.

With the statement inquiring about whether students felt an “increase in confidence in their academics at school as a result of participation,” more females strongly agreed in this aspect (83%) (versus 13 males and 8 females either noting they agree or moderately agree).

Slightly more males than females said “Yes” they learned how to communicate better (52% and 48%, respectively) although this is very close.

More females than males said “Yes” regarding their feelings and/or experiences being enhanced about the following: 1) Curiosity to learn more; 2) Improved ability to work in a team; 3) Enjoyment of being at the Crissy Center; 4) A new connection with nature; and 5) A new interest in science (in general).

Interesting to note is that while majority of students said “No” to being bored or stressed, those few who did say “Yes” more females than males noted being “bored, stressed, and overworked”.

“Frustration in working with my group”: Both females and males indicated equal frustration yet more girls stated “no” this was less of an issue for them.

The majority of students stated “No” they did not experience a disconnect with scientific language; across gender, however, 4 girls and 1 boy stated “Yes” to this. In 2007, nearly 1/3 of students who complete the survey last year reported a “yes” as something they experienced. (n=10 out of 30 responding to that item).

Regarding whether students experienced “challenges with my part of the project” in their group work, the majority of students – among both females and males – indicated “yes” as this being true. (Interesting to note, however, is that only 19 out of 36 students responded to this question.)

As with any program, it is important to know if students would plan to recommend Project WISE to other students. Out of 35 students responding to this question, 33 stated “Yes” and nobody said “No”. This emphasizes the value of the program. The two students indicated “Maybe” were both females.

working in the marsh!

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End of Year Survey: Qualitative Open-Ended Reponses

The end-of-year survey included opportunities for students to share written qualitative information regarding their experience with Project WISE. This provided the research team with more personalized, and slightly more in-depth information about students’ learning. The qualitative portion of the survey included the following open-ended questions: 1) Describe your research procedure including data collection and analysis. 2) Did your results support your hypothesis? Explain. 3) Have your perspectives changed because of your participation in Project WISE this year. Explain. 4) Any other comments about your overall experience. 5) Would you recommend other students to apply to Project WISE next year? Explain. Describe your research procedure including data collection and analysis.

Of 36 students completing the survey, 27 offered responses about research procedures and the information they wrote provided a rich amount of information. From this information, six observable themes emerged including: Data collection, Experimentation, Research, Data analysis, Hypothesis formation, and Collaborative group work. The theme data collection methods and procedures received a majority of responses (n=18). Comments in this category included both brief and broad answers such as “collected data” as well as more detailed reports such as “We used the colorimeter to collect our water data.”

Students reported using a variety of data collection methods including photo

documentation, observation, and the use of scientific kits and meters. Further examples of this pattern include “We collected data at the Lobos Creek and Crissy Field Center,” – “We collected data from the hair of our participants” and “We used the tools to collect the data.” Experimentation was an area that received half of the 27 student responses (n=13). With regards to this theme, students offered information about either developing or conducting an experiment. This can be inferred in the following student comments: “We did the experiment and observed the experiment as well”– “Personally did experiments” and “We came up with an experiment on our own.” When asked to describe their research procedure, 9 out of 27 students explicitly mentioned research in some capacity. Responses concerning research included broad answers such as “We collected data and information on it” as well as more detailed accounts such as “We researched natural cleaners.” Additionally, students mentioned both computer-based and hands-on modes of conducting research, including “Searched through many websites” and “We found pictures of the San Andreas and Hayward Faults.” Nine students mentioned data analysis in some form when asked to describe their research procedure. Students provided simple answers such as “…examined it” while others offered more detailed responses such as “We compared our data to other data” and “…we analyzed it by sending it to a lab.”

Smaller, yet noticeable themes that surfaced were Hypothesis formation and Collaborative group work, which both consisted of four individual responses. All of their responses regarding Hypothesis formation were short, simplistic answers

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such as “Did a hypothesis” and “We made a hypothesis” while students’ responses regarding Collaborative group work offered more substantial information. This can be seen in such statements as “…worked with Crissy Field workers…used group work and assistance from Crissy Field” and “...asking the opinions of others.” Did your results support your hypothesis? Explain.

When asked this question 27 students responded. 12 answered “yes”, 12 answered “no”, and 3 students responded with “maybe”.

Interesting to note, however, is that none of them actually “explained” how or why the results were accepted or rejected. If important to the instructors, this could be a valuable finding in teaching the students how to explain (in writing) the link of the hypothesis to ultimate results of the experiment. Tools & equipment used in final project

A total of 60 different tools and

equipment were named by students when prompted to list all tools and equipment used in your final project. These items were categorized into four observable groups, including computer and technological tools, scientific kits and meters, lab and field tools, and solutions. Since final project tools and equipment were specific to each individual three person group project, many items were over-lapping and were mentioned by only three or fewer students.

The largest category of equipment was lab and field tools, ranging from common classroom items such as tape, pens, and paper to more specialized scientific tools like extraction bottles and

Petri dishes. This entire category of 28 items included:

• Pens • Paper • Consent forms • Plastic bags • Suran wrap • Tape • Rolling pin • Asphalt • Test tubes • Petri dishes • Dropper • Quadrant • Transect • Cylinder • Wooden blocks • Jars • Scale • Scalpel • Extraction bottles • Filter • Buckets and tubs • Clay • Soil • Wetland plants • Plastic knife • Car exhaust pipe • Fish net

• Plankton collectors

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Computer and technological tools was another category that received a noticeable amount of attention. Student responses in this category included both computer hardware and software and other digital devices. The complete list of technological tools (n = 9) are as followed:

• Computer • Microsoft

Power Point • Google Docs • Google Earth • G.P.S.

System

• Digital Camera

• World Wide Web

• Data Table • USB

Students referenced a variety of

scientific kit and meters in the qualitative portion of the end of the year survey. Altogether, students mentioned the following 7 different kits or meters.

• Colorimeter • Zikua kit • Thermometer • NO2 kit

• CO2 kit • Mercury

testing kit • Lead testing

kit

Solutions were another category of

scientific tools that was mentioned by students in the end of year survey. In total, students named 8 different solutions that were used for the final project.

• Water • Oil • Acid • Hydrogen peroxide • Laundry detergent • Lemon juice • Bleach • Carbon Dioxide

blue indicator solution (BTB)

Outside professional resources was another area that received little, but a noticeable amount of attention. In this category are professional laboratory services, websites and online resources, and other Crissy Center as well as Presidio-based professional staff assistance. Have your perspectives changed because of your participation in Project WISE this year. Explain.

This section had 6 closed-ended

choices regarding “yes” or “no” about whether their perspectives and/or feelings have changed (based on their involvement) about: Science, Natural Environment, Academics, National Parks, Healthy Life Choices, and Personal Abilities. Regardless if they checked “yes” or “no” there was space for them to ‘explain’ their response.

Out of 36 students, at least 50% or more answered “yes” to each of these items (except “academics” received only 44% ‘yes’). One student responded “no” to all and simply stated “have learned it before.” Student responses to this question were grouped into four distinct categories: Increased environmental awareness, Change in personal attitudes, Change in personal behaviors, and Increased national parks awareness and exposure.

The category Increased environmental awareness received the greatest number of student survey responses (n = 14). These students offered statements that ranged from broad statements such as “I got to be more aware” to more detailed responses such as “How our climate is changing because the C02 levels are rising by us polluting the air.” More examples of this can be seen in the following student written responses: “Natural environment. I feel more interest

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and know more now.” ~ “I learned that our natural environment and national parks need to be kept up real well for us to live healthily;” and “I get to understand nature more by knowing more.” Responses also included statements that addressed global warming (n = 2) and increased community awareness (n=2). This can be seen in such responses as “I learned about global warming” and “Because now I’m more aware of my communities health and security.”

The category Change in personal attitudes received eight student responses. These statements indicate program participation had a positive impact on their personal attitudes in a variety of ways. The following comments exemplify this change in personal attitude:

“It made me realize it’s more than just nice scenery.” “Now I don’t disrespect the earth and do more for it.” “My mentality for the environment has changed a lot, because before this I never cared for the environment.” “I will definitely look at my direct natural environment with more interest.” “I feel much guiltier when running the water or leaving the lights on when not actually using it.”

Seven students mentioned a

positive change in their personal behaviors as a result of participating in Project WISE. Generally, student responses in this category referred to change in either personal behaviors

towards themselves or behaviors affecting the natural environment. An example of statements addressing self-centered personal change can be seen in such responses as “Drinking cleaner water” and “By studying what we eat and drink. Now I stay away from some foods.” Statements such as “I recycle more” and “Saving energy and other things you can use to save energy” suggest personal changes that affect the natural environment.

Increased national parks awareness and exposure was another category that students identified as an area of change in perspective. Four students offered responses including “I know more about national parks by going to the field trips,” and “I learned that the national parks actually do a lot more than I thought and there are so many different programs through them.” Any other comments about your overall experience?

Sixteen students offered a

response to this question. All comments consisted of positive perspectives regarding their experience, while only one comment reflected some level of critique. The majority of these responses indicated some level of gratification in their program participation. Student comments that support this include, “It was fun. I’m glad I took this class.” ~ “I enjoyed Project WISE,” and “I had a really great time.”

Three students directly attested to their positive learning experiences with statements such as “This was one of the best learning experiences I ever had,” and “It was really fun being hands-on. I learn more like that”.

Additionally one student mentioned “Overall it was good. Just that it got tiring.”

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Would you recommend other students to apply to Project WISE next year? Explain.

94% of all respondents noted “yes”

yet only 3 students offered open-ended comments in a very different manner. One student stated “I would recommend it and already have”, while another mentioned they had no recommended programmatic changes. The third student who wrote a response said “maybe” offering a different perspective by stating “Sometimes the field trips get boring because you have to go to every one and there are days when you don’t want to go”.

A few other inferences from year-to-year

One similarity between last year’s program evaluation and this year’s is the significant number of student responses indicating a definitive change in personal perspective regarding environmental science. In last year’s evaluation (2006-07), for example, it was found that “an overwhelming majority of the students who responded to the question about whether their perspectives had been changed said that their awareness of the natural environment has increased due to their program experience.” Last years evaluation clearly indicated a significant number of students gained more awareness and appreciation for the natural environment. Likewise, in this year’s program evaluation (2007-08), nearly 3/4 of all respondents mentioned gaining more appreciation for the natural environment and environmental sciences.

Another similarity between last year’s and this year’s program evaluation is the number of students who reported a

new found knowledge and appreciation for national parks and park services as a result of their program participation. Much like last year’s evaluation, a noticeable number of students made comments such as:

“I learned that the national parks actually do a lot more than I thought and there are so many different programs through them.” In last year’s program evaluation

findings showed “Students seemed to lack a depth of knowledge in research methodology terminology” and that “Many students were unable to articulate their final project research methods”. Although fewer than half (n=14) of the student responses in this year’s evaluation (’08) included research methodology terminology, it was clear that more students in this year’s program evaluation clearly used and articulated actual scientific terminology.

Another difference noted between

this year’s and last year’s program evaluation was in a possible disinterest in the program of a few students. In the 2006-07 evaluation, it was reported that through blatant yet perceived sarcasm, multiple students mentioned being “bored” or learning more in the “regular” environmental science course then in Project WISE. In contrast, only a single student in the 2007-08 year wrote an open-ended comment stating: “Sometimes the field trips get boring because you have to go every week and there are days when you don’t want to go.” Otherwise, there was no other observable pattern of disinterest in program participation from the end-of-year survey analysis.

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A. October 15, 2007 (1-2pm) Senior, female, age 17, Chicana Junior, male, age 16, Filipino B. October 15, 2007 (2-3pm) Senior, male, age 17, mixed-race: Cuban, Chinese, Native American Junior, female, age 16, Latino, Guatemalan C. October 16, 2007 Senior, male, age 17, Japanese American Senior, female, age 17, mixed race: Chinese, French, Vietnamese

To increase the depth of evaluation, six students were identified and selected to participate in a pre-and post-interview process. These students were asked to commit to two formal one-hour focus group/interviews (one at the start of the school and one at the end) as well as an unspecified number of informal interviews that were conducted during informal visits to the site by the research team. The Galileo High School environmental science teacher was responsible for recruiting and selecting the students who participated in this process. Although eight students were initially chosen, timing conflicts and student absences allowed only six students to participate.

For the pre-program interviews, these six students met in three

groups of two with the research team for approximately one-hour on either October 15th or 16th. Group A was composed of a 17 year old Chicana high school senior and a 16 year old Filipino junior. Group B consisted of a 17 year old senior who identifies as Cuban, Chinese, and Native American, and a 16 year old junior who reported Latino and Guatemalan as her ethnicity. Group C was made up of two 17 year old high school seniors; one identifying as Japanese American and the other self-identified as mixed-race being of Chinese, French and Vietnamese heritage.

All three interviews were conducted using the same 15 questions to increase the level of consistency (see Appendix C for list of questions and sample quotes). The interviews were audio-taped and hand-written notes supplemented the process.

RESULTS & FINDINGS Pre-Program Student Interviews (Profiles)

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Pre-program Interview Quantitative Responses Six Students

Questions and Emerging Themes # of

Students1 How much experience do you have in Environmental Science (formal or informal)?

• Some amount of experience • No experience

5 1

How much time on average do you spend outside (in a natural environment)? How often do you visit parks, the beach, or other natural settings?

• Integral to daily life • 2 – 3 days a week • Not often

2 2 1

What career plans or interests do you have after high school? Currently, is there a job or career in environmental sciences that is of interest to you?

• PG & E environmental services • Business and Automotive engineering • Nursing • Fine arts • Culinary arts • Do not know

1 1 2 1 1 1

How do you usually react to peer group work? Do you welcome it? Avoid it? • Enjoy group work 6

Do you enjoy working with computers? How comfortable are you working with computers?

• General comfort • Not much experience or comfort

4 2

How comfortable are you learning new technology? • Fun and interesting • Generally open to learning • Not sure • Generally not interested

1 2 1 1

What kind of public speaking experience do you have? • Some experience (to varying degrees) • No experience

5 1

What are you looking forward to in this class? Is there any particular kind of knowledge, skill, or experience you want to gain from your participation in Project WISE this year?

• Alternative Energies • Public speaking and presentation skills • Experience with GPS • General environmental knowledge

4 1 1 2

Do you have any reservations, fears, or concerns about your participation in Project WISE?

• No 6 1 Number of students reflects those responding to each theme.

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“I like going outside… I like playing basketball…So I would say three days out of a week I’m probably outside ‘cause I just don’t like staying in the house. I have to get out so I play at a park near my house…”

Experience with Environmental Science Five out of six students interviewed agreed to having experience with environmental science, in the past, to varying degrees. Although three students mentioned taking a regular environmental science course the previous year, their responses varied in regards to how much experience they felt they have. One student stated “Yeah, I had it last year. I had some experience, but I didn’t have hands on experience like we do now,” while another student mentioned not having a lot of experience despite taking regular environmental science the previous year. Two of these students additionally referenced some of their environmental science experiences, which include both school and family camping trips (e.g., school camping trips included water quality testing and learning about animal habitats) and learning about “natural gases and all that”. One of these student’s responses also mentioned: “…experiences with camping….basically you learn to love nature when you go camping and to take care of it, cause you see all that it has to gives and all that its worth. So, up till that point, I’ve learned to take care of it more, because before, to me, nature was eeuuuw….no [making a distasteful facial gesture]. But I’ve had Ms. Franzen since freshman year, so she started incorporating that for us and last year I had her for regular environmental science class. And I liked it a lot…I had fun! And I was doing something to help out the community and the environment, and now that I’m in this class its even better, ‘cause I feel like I’m doing more”.

Pre-program student interviews

Another student mentioned not

having any experience in environmental science and additionally mentioned that Project WISE is her first environmental science course. Although this student has not taken any environmental science courses in the past, she also stated that “biology…cause most of the times when were talking in an environmental…it brings back from Biology class”. Time spent outdoors in natural setting

When asked about “how much time you spend outside in natural settings?” the six students interviewed offered a variety of responses. Of the six student responses, two described the amount of time they spend outside as being an integral part of their lives. This can be seen in one student’s response, who stated he lives near Golden Gate Park, so he has to go through the park to get anywhere else in the city. In addition, this student mentioned he spends many weekends at the beach.

The second student in this category reports living near the beach and noted spending much of her time at the beach as well. Although two other students that were interviewed mention spending time outdoors, it is unclear [to the researcher] whether they perceive the amount of time they spend outside as significant or not. This inference is substantiated by the following student comment:

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Another student said “I’ve been getting a lot of homework, so I usually stay home during the week days, but over the weekends I leave my house extremely early and I don’t come back ‘til hella late, because it’s just a way to help to help clear my mind. And it’s not even that I go out alone, because I go out with my parents….I go out on the week ends, basically, just two days a week”. Another student stated that “I live in San Pablo, so there’s a lot of parks around there, and I used to take walks with my mom, but that was like in the summer”. This student admits that “the only time I get to go out, I guess that’s like Thursdays, when we go out at Crissy Fields. Probably, that’s like the only time”. One student reported that he recently moved from a city that had no parks to a San Francisco neighborhood that has one close to their/his house and adds that “my parents wanted us to go out some more, rather than being inside the house”. Although this student did not offer details of when and how long he spends outside with friends, he does mention they spend time together outside “around downtown and stuff”. Previous experience working in groups/teams

All six of the students interviewed mentioned enjoying their experiences working in groups. These students offered a range of reasons for why they enjoy group work. Two students agreed to enjoying individual work as well as working in groups. This can be seen in such student responses as:

“I’ll work with another person, because I don’t like working by myself”

“I don’t mind, working by myself, but I do like working with other people, ‘cause you get to get others

peoples experience and what they think , instead of my own opinion. When it comes to group activities, I’ve kind of noticed that people push me to be the leader, and that kind of surprises me, cause, I’m like, ‘wow, I take charge, I didn’t know that’. So, I kind of learn something from that”.

“The only thing I make sure of is that everybody knows what respect is towards everybody, so make sure that we all get along, and if everyone has respect for one another then there’s no problem”.

Computer technology

Comfort and experience When asked about their level of

comfort with computers and technology, four of the six students mentioned having a general comfort and knowledge of computer technology. Although they mentioned being comfortable working with computers, three out of these four students additionally responded with some kind of hesitancy with regards to the amount of time they spend on the computer.

Comments of this nature include:

“I only started when I was in high school... I use it everyday. Nothing major though.”

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“I’m good with a computer…I

know a lot of students who are on the computer like every day, that’s not me, I’m always out working, you know. I get my work done on the computer, but that’s about it.”

“I work with computers; I know how to use it. I know how to use all the programs on it. It’s just that I don’t like using computers, I find it like a waste of time, plus it hurts my eyes, so why am I going to be sitting in front of a screen for hella long to be hurting myself”.

The two remaining students that

were interviewed both reported not having much knowledge or experience working with computers. As one student puts it, “I don’t have that much experience working with computers”. This same student also mentioned that his computer usage is limited to academic-related work. The other student in this category agreed to with her peer by saying “I don’t either” [have much computer experience]. Although this student mentioned having a computer at her house, her responses indicates her using it only to “type up essays, and that’s it.” Indisputably, however, all students (but one) mentioned having their own web page on the ever-so-popular “MySpace.”

Ability / desire to learn new technology When asked about their level of

comfort in learning new technology, five out of the six students interviewed responded. Two students explicitly mentioned being open to learning new technology provided they are genuinely interested. Statements such as “I’m up for it cause it’s something new, you know…once again, if I don’t enjoy it,…I’m not going to really put myself out

there to do it and be fake…I have to like it, it has to be me, and has to, you know bond with what I’m doing” and “I’d be up to learn about it, especially since it can be an advantage to me later on using it. But, if there’s no need for me to use it, for example MySpace, I don’t have a MySpace page. I don’t see the point of it” clearly exemplify this perspective.

One student seemed unsure regarding her level of comfort in learning new technology. This can be seen in her broad remark, “It’s pretty easy. Unless you have something else for us that’s hard, then I don’t know.” Out of the six students interviewed, only one student’s response seemed to oppose learning new technology: “I’m not really interested”. Worth noting is the fact that she was specifically referring to learning computer software. In addition to these responses, one student commented that learning new technology is “fun” and “interesting” and “sometimes it’s hard at first, but you get used to it.” Public Speaking

Regarding public speaking, five of the six students interviewed indicated having some experience speaking in public. Three of these five additionally mentioned their level of comfort while public speaking is largely determined by their depth of knowledge and interest on the subject matter. This can be seen in such statements by two of the students as: “I’m usually down with it. The topic is the only thing that I would get nervous about, because if it’s an easy topic, it’s fine. But if it’s a controversial topic, I have to be careful that I take a mutual stance, because I don’t what to… I don’t mind expressing my opinion, but I don’t know what the classes’ opinion would be on it, so that’s the only difficult part about speaking in front of the class.”

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“I heard that advanced environmental science class would be much more funner, 'cause you get to go outside more and really understand the concepts!”

“With me, I have actually had experiences in public speaking, so I don’t have a problem with it. The only thing I make sure of it that I really know what I’m talking about, that way , in case any questions occurs, I know what I’m talking about and I don’t get lost. That’s the only thing I make sure of, that I’m sure of myself and what I’m talking about.”

The remaining student in this

group mentioned that she does a lot of public speaking and enjoys it quite a bit. Only one of the students interviewed reported not having any experience public speaking. Despite not having any experience public speaking, when asked how does he “feel” about it, this student said: “It’s something I want to do, because I know I can do it, but I just need to get out my comfort zone and just do it”. Anticipation/expectations for the course

A noticeable pattern that surfaced with regards to student expectations for Project WISE is anticipated field trips. Out of the six students interviewed, five mentioned anticipating field trips and class outings in some capacity, while one student refrained from commenting altogether. These responses included short, one phrase answers like “field trips,” as well as longer explanations such as “I’m hoping to go on field trips.” Two students shared the same enthusiasm for the idea of field trips with the following comments: “they told us about the sailing stuff and camping. I’m ready for that” and “I want to go camping! I want to go sailing!” One of these same students also expressed excitement for taking Project

WISE specifically with the course instructor, Lisa Franzen. She mentioned that “...our teacher, she’s like another student. She’s hella mellowed out, so going out with her would be like going out with another friend, which makes it fun, so yeah, I can’t wait to those experiences”. Additionally, one student alluded to anticipating field trips by commenting “I heard that advanced environmental science class would be much more funner, 'cause you get to go outside more and really understand the concepts!” Knowledge, skills or experience hoped to gain

Five out six of the students that were asked “Is there any particular kind of knowledge, or skill, or experience that you’re hoping to gain from this program?” listed multiple skills and/or areas of knowledge that they are interested in learning more about through Project WISE. Four of these students expressed an interest in learning more about alternative energies in varying capacities. This was

seen in such statements as “I’m more interested about the energies because I have to know about what’s coming in the future. They’re talking about like solar energy, I mean, we already have it, but….and were using so much oil, we

have other ways of dealing with that. So, yeah, I want to learn more about that,” - “Hydrogen cars and stuff, cause I never know that you can create those kinds of cars that can help the world and stuff,” - “Energy usage…How to use the energy” and “…learning more about alternative energy. I would want to learn more about it and be able to make something, or invent something to help out the environment using alternative energy.

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That’s what I want to do. That’s what I want to get out of it.”

Aside from alternative energies, one student mentioned an interest in gaining “experience with a GPS device, I guess,” and another in “public speaking…my presentation skills.” Two students also spoke broadly of acquiring more general knowledge of environmental issues. Their comments included “…protect the environment, cause then I’d realize, how fragile San Francisco is, how we’re surrounded by water on three of four sides, so it’s a dangerous area, if we don’t watch ourselves” and “I want to learn more about the environment and what’s going on, and probably learned something I haven’t learned about before, or haven’t even heard of.” One student seemed caught off guard by the question and responded with “I don’t know? That’s a good question.”

Concerns, fears, and/or hesitations about participating

When given the opportunity to express any concerns, fears, or reservations about the course, all six of the students interviewed expressed having “no concerns.” Responses to this question were perhaps shorter than all others. The majority of students simply answered in short responses such as “no, not really” - “nothing really bothers me” and “no, not at all.” A small number of comments mention being outside allows you to “explore and stuff, rather than being stuck inside a room all the time” and “it’s really relaxing being outdoors.”

Evaluative assessment: The short length of these responses may indicate that students clearly have few issues or concerns about their involvement. The other vantage point is because they only know what they’ve heard from their friends, it appeared to be hard for them to articulate any concerns.

Career interests/plans post-high school

When asked about their post-high school academic and career interests, five out of the six students interviewed seemed to have one or more clear considerations for both higher education and career plans. Out of these five students, only one student mentioned an interest in a career directly related to environmental science. This student stated “I have like two career goals…I really want to get into a medical field. But, ever since this internship I had over the summer, I kind of want to get into the environmental services at PG & E, I think. Like, I really liked the experience I had.”

The other four student’s interests included business and automotive engineering, nursing, fine arts, and culinary arts. One student responded to the question of their post high school plans by stating “I really don’t know what I’m going to do right now, because I’m always busy and stuff. I really don’t know what I want. I’ll just go to community college for two years…and then transfer to SF State.”

Desired accomplishments by the end of the program

Three of the six students referenced the general acquisition of knowledge the class has to offer. Student responses that support these findings include:

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“I want to learn…most of everything

my teacher knows. But I know that’s going to be a long process, but you know, it will happen. …I just want to basically know everything there is to know about environment in class. If I miss something, that’s weak. That’ll be messed up. If I get it, I got to use it. I have to actually use it you know, put it in my mind, you know. Throw it to action”

“Me also, I want that out of it. Also, I want to see how motivated they get me into maybe taking in college an environmental science course or something. See how persuaded I get, how much I like it.” “Probably, learn more about the environment, because, like I said, I didn’t even know there was global warming… kind of embarrassing, ‘cause everybody talks about it. Probably learn something more about that”.

In addition to these three

responses, two students stated that one of their goals is learning “how to better conserve the environment. Little things…like turn off unnecessary electronics, that kind of stuff” and to “become more green at home.” Out of this group of six students, only one student mentioned a goal of enhancing her public speaking skills, so that she can “actually have confidence” when speaking in public. Aside from these responses, one student mentioned his goal of using the Project WISE course experience for his own personal enrichment. This can be seen in his comment “…back then, it used to be all fun and stuff, then I fell into peer pressure, or stopped being myself, and this program helps me kind of gain myself back and stuff.”

Summary highlights

Findings clearly show the six students identified for pre-program interviews, from the two Project WISE classes, began the course with varying degrees of experience and interest in environmental science. Furthermore, the majority of these students reported having a mild amount, to no experience, in environmental science in a formal educational setting. Aside from the comments made about experience in biology and “regular environmental science” courses taken in previous semesters, two students mentioned camping as a source of environmental science experience. Results show the overall attitude of all the students interviewed was of general openness to learning about what the class has to offer. Specific academic interests that were mentioned included alternative energy and G.P.S. system. Findings also show that field trips had a significant influence on student’s expectations, level of enthusiasm, and reasons for taking the course. All students affirmatively mentioned Project WISE field trips in some regard, at some time, during the interview. Of this group of six students, only one student had considered being interested in a job in the environmental sciences field prior to enrolling in Project WISE.

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Same participants profiled at the end of the year (minus one) Age Gender Grade Self-reported ethnicity 17 Male Senior Cuban, Chinese, Native American 17 Female Senior Chinese, French, Vietnamese 16 Male Junior Filipino 17 Female Senior Chicana 16 Female Junior Latino, Guatemalan

As mentioned in the “pre-program” profile section, six students

were selected to participate in a pre-and post-interview process to increase the depth of evaluation results. This is the second of two formal one-hour focus group/interviews (one at the start of the school and one at the end). The Galileo Academy environmental science teacher selected and recruited the students to participate in this process. Although eight students were initially chosen, timing conflicts and student absences allowed only six students to participate in the pre-program interviews. In addition, one male senior in this group later ended up needing only one semester of the course to receive his remaining environmental science credits. This resulted in the loss of another student interviewee, bringing the end of the year interview total to five.

Attempts were made by the research team to keep the pre- and post-program interview process consistent to increase internal validity. However, the research team’s dependence on the Galileo environmental science teacher to arrange interviews ultimately provided additional challenges to making this happen. From the researcher’s standpoint, the teacher’s busy year-end schedule prevented her from helping arrange a more consistent interview process. As a result, the pre- and post- interview processes and subsequent informational content was very different. That is, whereas the pre-program interview allotted approximately an hour for interviewing pairs of students (three pairs for a total of six hours), the post-program interviews were limited to approximately one hour to interview four students combined and an additional forty-five minutes to conduct the phone interview with the remaining student. The stark difference in the outcome can be seen by comparing the pre- to post-program “at-a-glance” tables. While the longer pre-program interviews allowed more time for more thematic responses to emerge, the abbreviated post-program interview process gave students less time to elaborate on their responses.

The post-program interviews were administered over the course of two separate days. Four of the five students were interviewed as a small focus group for one hour in their Galileo environmental science classroom on Monday June 9th, while the fifth student (female, 16 yrs old, junior) originally absent on 6/9) was interviewed in a subsequent telephone interview on Thursday, June 11th lasting 45-minutes.

RESULTS & FINDINGS Post-Program Student Interviews (Profiles)

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Both the post-program focus group and the phone interview were conducted using the same 12 questions to increase the level of consistency. These questions revolved around program highlights, experience with science (changes during the year), connection to self, park, and community, and final project, among others (see Appendix D).

Aside from handwritten notes, the interviews were also documented through audio recordings. For the single student who was not present for the focus group, a phone interview allowed the research team to capture as much student data as possible through handwritten notes.

Post-Program Interview - Quantitative Responses Total Respondents (n=5)

# of

Students1 What were some of your overall highlights and lowlights form the school year?

• Field trip • Food • Scheduling conflicts • Group work

5 5 3 3

Has your participation in Project WISE, and what you learned, gotten you to think differently about science in any way?

• Yes 4

Were you able to make a connection between yourself, the park and your community during the course of the program?

• Yes 4 Has your comfort level in the Presidio/Crissy Field changed since the start of the program?

• Yes 2 Do you feel the two program components, Galileo and Crissy Center-based lessons, were complementary?

• Yes 4 How would you describe the academic level of the class?

• Challenging 2 Do you have any future goals or plans that were influenced by your participation in Project WISE?

• Increased interest in environmental science career 2 What did you learn from your final project?

• Science-based knowledge and skills • General work-related skills

3 3

1 Number of students reflects those responding to each theme; not all students responded to every question.

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Feelings about end of year

When students were asked: How you feel about the end of the year? the general response was of excitement, gratification, and loss. This was reflected in such responses as “I’m going to miss it;” – “Sad, I really liked the class,” and “It went by pretty quick to be honest, but we did it!” One student exclaimed in relief, “You know, I was getting scared and everything, but now after the presentation, I feel so relieved!” Summer plans

As an icebreaker, students were

asked about their summer plans following the school year. Four out of five students participating in the end of program interviews reported they will be working during the summer, while one student stated he is not planning on working, but instead indicated he will be “hanging out.” Three of the four students working in the summer reported they will be working in the retail industry, while the fourth student mentioned working at a local hotel.

When asked about their summer plans, three students additionally mentioned college or college preparation. This can be observed in the following comments, “I might be taking one class in the summer at Skyline…just to get a taste of college” – “I’m going to college in the fall,” and “I’m going to be starting in August. I don’t have time for summer classes.” Overall “highlights and lowlights” from the school year

Responses to the question What were some of your overall highlights and lowlights from the school year? received more responses than any other question. Although the primary focus of most of the

answers mostly dealt with the highlights, a number of students offered critical perspectives of the course as well. Overall the following four themes emerged from this group of responses: Field trips, Scheduling conflicts, Group work, and Food.

All five students mentioned field trips as being a definite highlight of the course in some capacity. Examples of this can be seen in such responses as “basically the field trips” and “the field trips [to the Center] are only 15 minutes away, but they make a big difference.” One student remarked, “instead of like seeing pictures in class, we actually got to get close to an elephant seal.”

Likewise, all five students enthusiastically mentioned, or joked about, the presence of food during the course of the year as a highlight. This subject sparked excitement among the students, as each one took turns sharing their favorite snack/s from the year. This can be observed in comments such as “Oh, I loved the lasagna” and “I liked the sandwiches and Lisa’s brownies.”

Evaluative assessment: From the researcher’s perspective it was clear from the enthusiasm expressed by the students that having food available during the program offered additional extrinsic motivation. This might help WISE staff to better engage students in the course, especially considering the multiple times difficulties getting lunch at school and catching the bus to the Crissy Center with a limited amount of time was mentioned.

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Scheduling conflicts were also mentioned by a few students (n=3) to some degree. These students agreed it was difficult at times to balance their Project WISE schedule with other responsibilities including afterschool jobs and other class assignments. This is exemplified in such statements as “My boss sometimes wants me to work early, but I can’t,” and “Yeah that’s one of the lowlights. I can’t get my lunch. You know how during lunch, there will be some many people waiting in line and then I got to be concerned like “Oh I can’t miss the bus”, So I’m like should I get something to eat and be late and take a risk or should I starve myself. And then eventually I would have to starve myself.” One student additionally mentioned “We would leave a little bit late sometimes. So sometimes I have a set schedule for work right at 4:30, but if we come back around 4:00, I’ll be late”. They further reported that this scenario happened approximately five times during the course of the year.

The fourth visible theme from student interview responses was group work. Three students independently reported group-based work as a course highlight. This can be seen in such comments as “When we did the watershed race they dropped us off and then we had to work together to find ourselves back,” and “Getting to interact with each other by group activities.” One student further mentioned group work “makes the whole class a bit closer…because now we can talk to anybody or jump to a different group and just talk the same way, just how like you talk with your other friends.”

In contrast, one student mentioned group work, at times, was a lowlight in the following statement: “It was stressful at

times working with groups. For the final project, one of my group members was not there for the presentation, so we had to present with only two people.” Other miscellaneous student responses concerning program highlights and low lights include “Overall, the class was an interesting experience. I learned I was capable of doing things I didn’t know I could do. I liked the research aspect of the class” and “I enjoyed learning while I was having fun, but didn’t like writing long essays so much or spending too much time in the computer lab.” Thinking differently about science

Four of the five students explicitly stated in some way that their participation in Project WISE has influenced them to think differently about environmental science. Results indicate the course both helped increase some

student’s interest level in environmental science, while completely changed the perspectives of other students. This is seen in varied responses such as:

“I’m so much more environmentally aware. I know about composting and recycle more now. Also, I learned about the parks history and plants and wildlife,” “I think it’s like the best science class. I mean I’ve taken geology, biology and something like that, probably al combined. We were learning similar stuff, but we were learning form text book. But this class, it’s almost like I learn the same thing, but at the same time you get to actually be there and see how rocks are form or see the nursery, and what the pants actually like look at the details and stuff”

“Overall the class was an interesting experience. I learned I was capable of doing things I didn’t know I could do. I liked the research aspect of the class.” ~ Female, 16, Junior / Latina

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“I actually don’t hate it anymore. I used to hate science honestly.” “Yeah, I thought it used to be boring, but now coming to this class we learned different things and we’re aware of our actions.”

Evaluative assessment: It appears students’ personal connection to the course instructor played a huge role in their interest level, engagement, and success in the course. All students in some form agreed “there was a difference in the teacher.” This is best exemplified in one student’s response of “I was in Biology about two years ago and it wasn’t all that great, but Ms. Franzen made me actually want to learn it.”

Connection between self, park and community

Results suggest personal

connections were made between their experiences in Project WISE at the Presidio and their own households and communities. Statements such as “I learned a lot about water. I learned that the water in Crissy Center was cleaner than my house and my own neighborhood. So now I’m more interested in how many nitrates are in the water and using water filters,” and “I look at my neighborhood a little differently. I feel my neighborhood has more soot from car exhaust” illustrate these connections.

Two students mentioned practical lifestyle changes that have resulted from their program participation. One student mentioned “…We learned about eating healthy and organic foods, plastics and the harms of using some plastics;” while the other reported “I don’t litter…before I used to think that little simple things, like

a candy wrapper or that kind of stuff didn’t matter so much, so I would just throw them on the ground. I didn’t realize that later when I learned it was like if everybody does that later it’s going to have a big impact. So stopped it and my sister stopped it and later her friends stopped.” Comfort level in the Presidio and/or Crissy Field area Out of the five students interviewed, only two gave responses indicating Project WISE has directly increased their comfort level in and around Crissy Center and the Presidio. This is apparent in such statements as “I’m a little more comfortable in the Presidio now. I used to go already, but now I know a lot more about the park,” and “Personally, I feel like it’s almost the same level as home now.” One student additionally mentioned transportation still remained a barrier to more frequent visits to the park. The other three students were unable to provide any indication of any ‘change’ in how they felt since the start of the program (e.g., only shoulder shrugs observed) Galileo and Crissy Center-based academic lessons

All four of the students who responded to the question Do you feel the two program components, Galileo and Crissy Center-based lessons, were complementary? reported feeling both course components complemented each other in a way that was conducive to their learning. These four students provided general descriptions of the course relationships with such comments as: “I felt the two parts of the class were definitely related ‘cause we were always briefed on new topics by Lisa before going

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on the Center trips. There was a good connection. We sometimes finished undone work from the Center in the Galileo class.” “Coming into it, you have a sense of what you’ve learned already, but then you’re getting more.” “We review it in class first and then once we get there they’ll talk about it again so you can refresh your memory and then do it.” “What you learn right here leads to what you learn there. It’s not like it’s a random thing.”

In addition, one student offered an example of course consistency in the following statement, “We were learning about the compass and how we use a map and geography and we watched a movie about the compass on TV and then later at the watershed...they just dropped us there and say ‘ok go use what you learned’.”

Evaluative assessment: Findings reveal the two course components provided students with a well-rounded educational experience. Although students mentioned learning in a traditional class room setting at times was “boring”, the classroom-based instruction offered students with fundamental knowledge, while the field-based instruction provided opportunities to apply knowledge.

This can be seen in such comments as: “It was boring when I learned about the compass, but it was hecka’ fun using it!”

Academic level of the class

When given the opportunity to rate the academic level of Project WISE, only two students explicitly mentioned being “challenged” by the course. This can be seen in the following response:

“It was challenging…like the critical thinking-based activities, like analyzing our results.”

Two other students offered either contradictory or difficult to interpret responses such as “I say it was great because it made me finish the whole class…it pushed me, but I kind of knew going into this what I had to do, so then it wasn’t really a challenge. It was more of

an “I know this already, so let me just do it. It’s easy; no challenge at all,” and “It was pretty much the same. You have people helping you and stuff.”

Additionally, one student

mentioned “For me…something like this is what I’m interested in, and when I’m interested in it makes me learn better and I get to know the topic much better. So that’s why I didn’t have any challenges at all.” The same student further mentioned “compared to last year” the course seemed more advanced.

According to one student, they

“never see people make trouble in class. You know how in certain classrooms there

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is a troublemaker? In this class everyone is actually on task and doing their work.” When asked what they thought about the other students’ engagement levels, one student responded by simply stating “Here they’re quiet. They have fun. They get a chance to have fun.” No other comments were provided.

Evaluative assessment: From the researcher’s perspective, it appears the students interviewed have contrasting levels of comfort and ease in talking about environmental science. While some students were able to articulate their learning and understanding of environmental science topics, others were unable to identify what aspects of the course made it an “advanced environmental science” aside from “You get to take your time here” and “…we don’t do book work at all.”

Future goals or plans influenced by participation in Project WISE

Out of the group of five students interviewed post-program, two mentioned an increase in their interest in an environmental science career, in some capacity, as a result of participating in Project WISE. One student reported “If I don’t get a career in culinary arts, I’m interested in environmental science,” while the other stated their interest in an environmental science-related job “has increased a lot” since participating in the course.

Two other students responded by sharing examples of their own personal growth influenced by their participation. One student in this category, who switched to the Internship portion, mentioned that Project WISE has changed her interest of working in the medical science field. She further stated “I think this internship and

this class made me realize I am more of a visual person. I’ve learned that I like to be doing something with my hands. I’ve got to be out there doing something.”

The other student (male) said he “gained a lot from this class, because usually I’m not socialized around people. When I came to this class, it taught me that is was ok to be your self and step out of your comfort zone and be more outgoing.”

Another student also offered a response indicating his career interest lies outside of an environmental science career and has not changed his mind based on his participation. This student simply stated “Art…that’s my thing.”

Final class project

When asked to share their overall learning experience from completing their final projects, students responded in two observable themes: Science-based knowledge and skills and General work-related skills. Three students offered responses that indicating an acquisition of science-based knowledge and skills such as “learning how to take measurements,” and “the use of filters on household water supplies, and the practice of tube feeding marine mammals.”

Similarly, three students also mentioned their final project allowed them to enhance their general work-related, ‘professional’ skills: “I learned to have better communication skills for working in groups and to stay organized in order to successfully work within time limits” “I learned that working together is key.” “…Working together is a major thing. If we don’t work together, the while thing will just be screwed up.”

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Additional miscellaneous

comments worth noting include: “A big part of my project is learning from the professionals” and “Basically, different projects that people did kept me and everybody else, even the people who work there, informed”. Most rewarding part of the final project Overall, student responses indicated a general sense of gratification and personal validation from presenting their final projects. A few comments include: “It’s a good feeling to know that people actually gained from us. It’s a good feeling to actually see them listening and enjoying the presentation” “People actually heard what we had to say.” “Getting feedback from people who actually looked at our presentations.” One of the girls (16 yrs old, junior) also mentioned she found “all the knowledge from the other groups” to be rewarding.

Summary

Results show all students participating in the student profile portion of this evaluation generally enjoyed themselves and learned a variety of science-based knowledge and skills. It was also apparent, from the post-program interview that their expectations were met and several

skills they hoped to gain were fulfilled. Out of the five students who participated in both the pre- and post- program interviews, one student switched from the 5th period advanced environmental science class to the 4th period internship. According to this student, the internship similarly offered a variety of rich educational experiences in both a classroom and community-based setting.

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Target Population Judging from the varied student information gathered and

analyzed, it appears Project WISE instructors are met with a wide-range of student experience, knowledge, and interest in environmental science. Focusing the target population that Project WISE works with might help to narrow the skill level, interest, knowledge, and experience of students. This narrowed class dynamic may possibly allow instructors to better target course work that effectively meets the appropriate educational needs of each student.

This was discussed following the 2006-2007 program evaluation. For example, “Project Wise is serving both lower level skills as well as true honors level students. If the program is trying to meet the needs of both, results show this may not be working.” Findings from this current year study shows a continued broad variance of student levels of intellect and abilities in environmental science may be more of a detriment in terms of student learning and progress. Addressing this more conscientiously may assist with greater consistency of meeting overall program objectives; for instance, consider how to be more stringent with enrollment/application criteria and maintain the veritable level of an “honors” program. Transit Time / Meals

Several students were profiled/interviewed at the beginning of the school year and at the end. Following the full academic year, in the focus group all but one of these students reported having a difficult time balancing their Project WISE schedule with other responsibilities including after school jobs and other class assignments. While this was revealed from a small sample, this may be essential to take into consideration with future planning.

With this in mind, allowing more time for transit may help to alleviate a few problems. Multiple students reported they “did not have sufficient time to wait in the lunch line, buy, and eat lunch at school before catching the bus to the Crissy Center.” Likewise, allowing more time during the student’s lunch period may prevent such conflicts from arising. Sharing a lunch together once a week as a class at the Crissy Center might not only solve the time constraints, but may also serve as a tool for creating more class cohesion. Also, continuing to ensure healthy snacks are provided might further help students to stay nourished during their Crissy Center visits and/or other field trips.

Findings show it was clear from the enthusiasm expressed by the students that having food available offered additional extrinsic motivation. This might help WISE staff to better engage students in the course, especially considering the multiple mentions of difficulties getting lunch at school and catching the bus to the Crissy Center with a limited amount of time.

Recommendations

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Recommendations Personal Health and Nutrition

Multiple students mentioned an interest in learning more about personal health and nutrition in varying capacities. Additionally, all students who participated in the post program focus group (profiles) enthusiastically agreed they enjoyed the opportunities they had to eat lunch or snacks as a group, especially those provided by staff. With this in mind, staff might consider developing and/or implementing curriculum that connects globalization and environmental issues such as global warming to the food students eat.

Staff Meetings

While there is no direct connection to the evaluation objectives (e.g., understanding impacts of the program on students), a concern about the lack of regular staff meetings could have an integral indirect effect on student experiences. Through various interactions with program instructors, both last year and this year, it has become evident that the Project WISE instructor team does not have routine comprehensive staff “check-in” meetings, but instead meets only when great necessity arises (e.g., “as needed”). According to some staff, at times there is somewhat a feeling of disconnection between what goes on at Crissy Center and what happens in the Galileo classroom. Taking this into consideration, it may be helpful for Project WISE staff to implement regular administrative meetings, including all staff involved with the program to enhance program congruency.

Final Project Presentations / Program Outreach

Results show (both years) that there are a noticeable number of students reporting a meaningful connection to their final project presentations. Additionally, some student’s expressed a sense of validation from being able to present their research, talk about their experiments, and share their findings to a public audience. With this in consideration, Project WISE might engage Galileo Academy ‘regular’ environmental science courses or other classes as a way to increase the size of the final presentation audience. This would also educate students about the Crissy Center (such as simply by virtue of going there and having the chance to learn about other programs as well). This might also serve as a potential outreach strategy to for recruiting future WISE students.

Furthermore, given student inquiry as well, the WISE staff could consider formalizing avenues to connect with the Presidio Trust staff (as well as Conservancy) for some stronger students who’s project findings are legitimate in the empiricism and warrant attention (or discuss somehow). That is, students want to know “what are they going to do with our findings?” – Can a structured follow up with some of the student project results that may have greater potential for impact on the Presidio/Center be considered with senior staff? Student Advisory Group

Although included in last years recommendation section of the program evaluation (2006-07), findings from this years study show it would still be beneficial to consider the formation of a student advisory group consisting of either former students, current students or a combination thereof. A group of this nature might be formed towards the end of the school year as a means of inquiring from students “what would help the program improve the following year” and allowing them to have a greater voice into the potential planning, curriculum, etc.

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Student Retention It might be interesting for the WISE staff to go back into the enrollment database from the beginning of the program’s inception to look at beginning numbers, how many withdrew, who (gender? age? race?), and for what reasons. It might be a valuable exercise to track this information to determine the trends; this will allow the WISE instructors and Galileo science teachers to possibly implement strategies to help increase retention from start to finish. According to the report from last year, 2006-2007 “Fifty students started in the program in Sept 2006 – Two primary reasons for the attrition included: 1) some dropped in the second semester and 2) families moved. Out of 50 who started, 35 completed the program. Part of the diminished number in the second semester is that seniors were advised they needed to take a different, non-science course to meet their specific graduation requirements. Note: More males than females withdrew from the program over time; this is worthy of exploring in terms of gender differences.”

In 2007-2008, the target was 50 students and, at the beginning of the school year 49 students were enrolled. Five students joined the program mid-way bringing this up to 53 students at mid-semester. Two students left the core WISE program to join the Internship and two were involved in both the Internship and the core class. By the end of the school year, 8 students dropped the program leaving 39 who ended up finishing Project WISE.

The eight students who left the class did so for a variety of reasons. Four of the eight were dropped from the class by the Galileo science teacher after “inconsistent class attendance.” These students were present in the beginning, but stopped showing up to class as the semester progressed. One female student was switched to the “regular environmental science class because the work load was too difficult for her to handle.” We also learned that one student wanted to stay in the program but had some “severe personal set backs that made it difficult for her to keep up with the weekly written workload of the ‘advanced’ class.” She was switched to the WISE Internship segment where the work consisted of different class projects and is more performance-based. Another student was “too low in credits to graduate on time” from Galileo. He chose to go to a high school transition program at City College of San Francisco that would allow him to get a high school degree and move seamlessly to college. One of the 8 students did not return the second semester because they were re-taking the class and only needed one semester to receive full credits. Two of the students who were taking part in the interview/profile part of this evaluation had also dropped the course. Apparently, both students (one male, one female) needed to change their schedules to accommodate another needed class/credit for graduation requirements.

An orientation for in-coming students at the mid-year point was recommended in last year’s program evaluation. Considering the fluctuation of this year’s student population, findings lead us to recommending an orientation component as a way to familiarize new students with the program structure, content, and expectations. It is also clear that student retention can be improved upon. Exit interviews for students who leave the course prematurely were recommended in last years (2006-07) program evaluation. This year the research team is again recommending the implementation of brief exit interviews as a way to determine the “real deal” of why other students (whose reasons are unknown) are not finishing the entire year-long course. As stated in last years report, understanding why some students depart prematurely (without reason) might assist with greater retention in the future.

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Conclusions and discussion In general, this program is thriving indeed, providing both an informative and enjoyable curriculum on Watersheds. Yet in all its richness, also lies its complexity. The scale of needs and desires of teenagers today is vastly different then it was 20 years ago. Academic and social pressures vary from culture-to-culture and community-to-community. Students are living in a world of over-consumption and the technologies used to support that consumption are often needlessly inefficient and environmentally destructive. Project WISE strives to continue using best practices in teaching concepts and principles relating to environmental science and is designed to supplement student learning in the classroom. With the Tennessee Hollow Watershed as the hub of the curriculum, students participate in hands-on experiments and learn how to use new tools and equipment in the process. Instructors are deeply committed to ensuring student success. The Crissy Center Urban Ecologist, the Urban Watershed Executive Director and the science teacher from the Galileo Academy of Science and Technology are incredibly passionate about determining how best to maintain rigorous standards while seeking to remain relevant to urban teens. There are a variety of serious environmental problems occurring on a global scale. On the other end of the spectrum, there are thousands of youth programs that are increasing their ability to contribute to measurable solutions. Project WISE may no doubt be operating among some of the most unique urban-based school science programs across the country. For instance, when these students step outside of their home in the city, do they know what ecosystem surrounds

them? Do they see how their neighborhood is dependent on cycles of nature that extend far beyond its borders? While some young people get the connection, oftentimes the answer is “no”. Project WISE is among the cadre of urban science programs trying to reverse that. Furthermore, for these high school students to understand how these different environments get destroyed by human behavior (among other natural factors of course), often provides them with new links for them to see how environmental devastation to watersheds contributes to damaging the ecosystem in their own community. Given the Presidio is somewhat of an oasis for many of these San Francisco students, they have an opportunity to explore nature and be immersed in science in a location unlike their neighborhood. Hence, without actually conducting experiments right outside their own home, many students don’t see the connection. On the other hand, what becomes clear to these students, as a result of their participation in Project WISE, is that their awareness of environmental issues increases exponentially. And, while a small sample, evidence from these past two years shows these young people have an increased knowledge of how their own community with all its plants and “critters” keeps itself alive by co-existing cooperatively as well as through competition for the same food, water, minerals, and sunlight, etc. Teenagers are often identified as a sub-culture (as with other age-brackets). When it comes to learning about and understanding the natural environment, research shows the developmental stage of teens suggest they like “new activities” and “going places to do new things”. Project WISE provides cutting-edge opportunities to do just that.

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APPENDIX A Pre-program Questionnaire

(all students) Fall 2007 - Sample Quotes

(1) Do you have any experience with or knowledge of Environmental Science?

If yes, please describe.

1. “No, I don’t think so, I just had this class last year but it was regular, I might have a little”.

2. “No. Because my previous sciences that I have done have been involved with dealing with the human body and mixing chemicals together”.

3. “Yes I guess that I have experience, I took the regular Environmental class last year”.

4. “Yes and animal science because I work at the Academy of Science as a paid intern. I work with animals and the public I feed animals and talk about what I am doing and how it helps the environment and animals. I also talk about what animals help the environment too”.

5. “I joined Ms. Franzen environmental class last year and she taught me a lot about the environmental like the water condition and the pollution”.

6. “Yes, I had the regular Environmental science last year, and learned about things like global warming and acid rain. I learned that the number one environmental problem is over population. I learned different kinds of things that help the environment or things that won’t harm it as much like using solar power, wind power, having an electric car, and other things”.

7. “Yes because I planted flowers and help the environment 2 years ago”.

8. “Science Club in elementary school, biology classes, and science documentaries I watch because I think documentaries are interesting and educational. I know about global warming, global dimming, and life science”.

9. “I was in Ms. Franzen class in 11th grade and I liked it because I like science a lot because it’s a lot of out door things to do my favorite thing to do was using the compass”.

10. “Yes I do. I had the regular class last year, and I learned a lot of things about the environment. I learned that there is a lot of pollution in the world, and that there are a lot more people being born now then ever before”.

11. “No not yet because it’s my first time to be in this class”.

(2) Do you have any experience with The Crissy Field Center or the Golden Gate

National Parks? If yes, please describe and tell us how often you go there:

1. “No. I don’t but I do remember having a field trip to Crissy Field but that’s all I remember”.

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2. “No. I have never experienced The Crissy Field Center or Golden Gate National Parks, but I'm interested”.

3. “I go only to have fun, not to do any kind of projects, so this would be the first time I would go there to actually do something that helps”.

4. “No. I really haven't been to either of the two places”.

5. “I never heard of the Crissy field center, because I thought it some bakery place when I first heard someone talk about it. The golden gate national park, I been there a couple time when I used to do my internship at BAVC and I have to created a tourist site for the presidio park, I’m not sure are they using it anymore but I was amazed of my work. I had fun going there and taking picture of the building and getting to know the place. I also went there again for the ROTC dance at the "general office" in the presidio”.

6. “Yes, because I was in the program 2 years ago and I go there once a week”.

7. “I have never visited Crissy Field Center. I went to Golden Gates National Park only when I was little to go to stow lake with either my school or with my family”.

8. “I don't have any experience with The Crissy Field Center but I ran Cross Country so I know Golden Gate Park well”.

9. “I went to the opening day of Crissy Field”. (3) What do you hope to accomplish this school year as a result of your involvement in

Project WISE? (What are your goals?)

1. “I am looking forward to getting to know all of my fellow peers”.

2. “To graduate on time, go to college, and have a successful job. Also continue making music”.

3. “I hope I can learn more about the environment and how to help my environment become better. I want to also learn how to work more in groups and with other people that I don’t know”.

4. “Good grades. Get all my credits”.

5. “To get a good grade (A) and to learn a lot of stuff about the environment, and how I can help keeping it clean and not polluted”.

5. “I want to learn more about the environment and what’s affecting it. I also want to help out with cleaning it up”.

6. “I hope to get a better knowledge of the environment and hopefully find a new hobby by spending time in the parks. My other goal is to hopefully get an A for my class. Also I want to do something to help the environment”.

7. “Gain more confidence, make new friends, and learn more about nature”.

8. “My goals are to be comfortable with people in my class and learn more about what we are going to do in this class. I’m happy about going to different places I like being outside its fun for me”.

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9. “I hope to learn as much as I can about the environment around me and hopefully make a difference in my community or a community in my city. And my goal is to try and educate myself as much as I can so I can be better prepared for college”.

(4) What is your greatest concern about participating in the Project WISE course this

year? 1. “I will be getting home late from field trips”.

2. “My greatest concern would be getting my clothes dirty from all of the outside activities”.

3. “Nothing really just my allergies during the spring season!!!....and trying to figure out what shoes to wear!”

4. “The technology part of the project since I’m retarded when it comes to anything with technology”.

5. “I don’t really have a concern”.

6. “My greatest concern about participating in the Project WISE course this year is I hope I will be able to understand everything we are taught, so that later in the future I can understand more about my environment”.

7. “I might have a conflicting schedule for a couple of trips”.

8. “My only greatest concern about participating is that if I have a hard time using the GPS.etc”.

9. “Doing things by myself, like presentations or public speaking”.

10. “I’m concerned about public speaking”.

11. “I don’t have any concerns for Project WISE because I don't have a problem with working outside or getting a little dirty”.

12. “My greatest concern about participating in the Project WISE course this year is probably public speaking”.

13. “I’m concerned about how to work in a group”.

14. “I am not familiar with all of my classmates”. (5) Describe one of your most powerful learning experiences. Tell us about this past

experience including what was it about for you? 1. “I personally don't have one powerful learning experience but most of my learning

experiences come from my mistakes and other people's mistakes”. 2. “My most recent learning experience was this summer and being capable to adjust to

learn about the law system and how the courtroom works. The job name is teen court and it allows you to help teens better themselves from the crimes they committed and gives them another alternative than juvenile hall”.

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3. “One of the most powerful learning experiences was learning how to factor, this was extremely difficult”.

4. “The first time I started working at the De'Young [museum] I had to teach my self how

to cope with pressure, public speaking, and responsibility”. 5. “A past learning experience for me was learning how to cook. I don't like cooking but at

least know I know that I can do it. So I guess it was an important learning experience”. 6. “My most powerful experience was in art class, because of art I learned how to take my

time in what ever I’m doing”. 7. “Last year I learned that global warming is not only heating up the earth, but its also

making other places colder. I learned that all the companies like oil is putting out misleading information through the media and other ways. I also learned that the most vulnerable part of the earth is the atmosphere”.

8. “My best learning is when I feel comfortable”. 9. “Last year I learned about global warming, and I learned that there is a lot of pollution

here in the US. I learned that it’s been getting hotter in the earth because there is so much carbon dioxide going into the air and it’s been trapped in here. When I heard of this, it made me think, if this continued it will be a lot worse for the next generation”.

# # # # # # #

By participating in WISE, I hope to …. “Gain more confidence, make new friends, and learn more about nature”.

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APPENDIX B Mid-Year Questionnaire (all students)

Spring 2008 - Sample Quotes

(1) What I learned during the first part of this program:

1. “I learned the severity of the human impact humans have on the environment. We have the knowledge and resources we need to improve our environment”.

2. “I learned how to work better in groups. I learned more and experienced the wildlife and also learned how to use equipments that I never use or seen”.

3. “That nature and little things that we don’t pay attention to helps us in many different ways and also that animals, and the other living creatures, are important too”.

4. “I learned that there’s more to nature than you can see with the naked eye”.

5. “I learned that human’s activities like logging, driving, and hunting can destroy many environments and species of animals”.

(2) Was I personally engaged during the first part of the course? (Did I dedicate myself

to experience as much as I could?) – If not, why not? If yes, how?

1. “In the beginning no, but as the course went on I think I’m starting to appreciate the class more”.

2. “I was dedicated to this class because I heard there were going to be field trips.”

3. “Yes and no, because yes, I participated in a lot of the activities and no because some were boring”.

4. “Yes. I was interested about the topic because I love learning about how San Francisco was formed and the Presidio Park have a long, interesting history”.

5. “Yes, because I participated in everything and put a lot in my reflections”. (3) What I hope to accomplish this spring as a result of my involvement:

1. “Change my habits to better the environment. I hope we’ll do something that’ll be beneficial to our earth”.

2. “Become a better helper with groups and be more of an open person”.

3. “For me to show up in class and learn as much as I can and gaining experience with environmental works”.

4. “Not to be nervous in public speaking”.

5. “I plan to bring up my grades and improve my attendance”.

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(4) How I would like to change as a person during this second half of the program:

1. “I’d like to be more thoughtful and respectful of the place I live in. I hope to contribute more and inform others of the need to save our planet”.

2. “Learn to make more friends and to learn how to be confident to talk to the adults”.

3. “I wouldn’t want to change because I was a good person coming into this course.”

4. “I would like to be more involved in helping out wildlife and maybe join some program”.

5. “I would like to be more cooperative and interested all the time and keep up with my good work”.

(5) Has participating in Project WISE lived up to my expectations? What about the

course has? What is missing?

1. “I think this course is too redundant. We learn nothing that is really useful”.

2. “Yes, it has. I’ve learned a lot about the environment and I got to see a lot of San Francisco I never knew about”.

3. “I didn’t really have any expectations for this class, but it turned out to be fun”.

4. “Yes. This program is great, but we need to go to more different places”.

5. “Participating in Project WISE did live up to expectations. The course is exciting and is worth the work. The project and the course does not need to change”.

(6) If I were to describe a Project WISE learning experience, up to this point since

I started the program that connects to my daily life it would be:

1. “I feel that I’ve seen a bit of the truth about my world. I learned that many things I do is harmful to myself and the environment without realizing it. Such things are the over rated bottled water and the waste of so much water from the flush of the toilet”.

2. “Recycling. I have never recycled until I learned a bit more about the environment. Since the recycling bins are right outside my apartment I usually go recycle everything I have.”

3. “I know now how I could change and help my environment. An example is turning off unused lights and not using so much water for unimportant reasons”.

4. “How I look at my surroundings on everywhere I go and hope to better my place”.

5. “The usage of water. I can limit how and when I use water”.

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APPENDIX C Pre-program Student Interviews (6 students)

Sample Quotes October 15th & 16th 2007

(1) How much experience do you have in Environmental Science (formal or informal)?

1. “Yeah, I had it last year. Yeah I had some experience, but I didn’t have hands on experience, like we do now. Cause we go every Wednesday to Crissy Fields”.

2. “…Experiences with camping….basically you learn to love nature when you go camping and to take care of it, cause you see all that it has to gives and all that it’s worth. So, up ‘til that point, I’ve learned to take care of it more, because before, to me, nature was eeuuu….no (making a distasteful facial gesture). But I’ve had Ms. Franzen since freshman year, so she started incorporating that to us and last year I had her for regular environmental science class. And I liked it a lot”.

3. “Biology, so much Biology, cause must of the times when were talking in an environmental, uh, is like, it brings back form Biology class”. (2) How comfortable do you consider yourself in natural outdoor environments?

1. “It’s not real bothersome, you know, it’s just something you do. It’s different. That’s how I see it, it’s different, and you know I love learning different things. So it doesn’t really bother me. A bee might sting me; hey...it stings me. Even though I’m scared of bees. But, yeah, it doesn’t bother me, I’m good with it”.

2. “I don’t like bees because I’m allergic to them, but yeah, nature doesn’t bother me at all”. (3) How much time on average do you spend outside (in a natural environment)? 1. “When I’m working, I work indoors…so I work probably four, three days a week…maybe so. Other than that, I don’t like staying inside. I like going outside. I like playing basketball. So I would say three days out of a week I’m probably outside, yeah ‘cause I just don’t like staying in the house. I have to get out”.

2. “I’ve been getting a lot of homework so I usually stay home during the week day, but over the weekends I leave my house extremely early and I don’t come back till hella late, because it just a way to help to help clear my mind, and its not even that I go out alone, because I go out with my parents. We’re a very close family, so we travel together and everything. I go out on the week ends, basically, just two days a week”.

3. “I’ll be hanging out with my friends all day, cause it much better hanging with them outside, rather than being at home, watching TV and stuff. Cause, you get to talk with you friends about your problems and stuff”.

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(4) How often do you visit parks, the beach, or other natural settings?

1. “I play at a park near my house, near Van Ness and Broadway. So I’m over there in that park. Its outdoors so, it’s not a gym”.

2. “It’s at the beach or it’s in the East Bay that I spend most of my time because my sister lives over there, so it’s in the East Bay. And since my niece is there, so spend more time at the park. I leave early to avoid traffic and then we get over there and since there’s a whole bunch of parks here and everything. So it’s basically in the East Bay mostly”.

3. “The only time I get to go out, I guess that’s like Thursdays, when we go out at Crissy Fields. Probably, that’s like the only time”. (5) How much nature are you surrounded by in your life in general? - backyard, neighborhood parks, etc. 1. “Yeah, I live in San Pablo, so there’s a lot of parks around there, and I used to take walks with my mom, but that was like in the summer”.

2. “Yeah, there’s one park near…you just moved in the house. The reason, cause my parents wanted us to go out some more, rather than being inside the house”. (6) What career plans or interests do you have after high school? Currently, is there a job or career in environmental sciences that is of interest to you?

1. “Yeah, I did mention art, so...were working on our personal statements, so…yeah, I talked a lot about me pursuing my career in art, but then on the other hand, I know how much money it’s going to get me in the future. But, yeah, I’m trying to cope with it. My art teacher said its not just got to makes so money, a lot or money or not. There’s different. Other forms of art that I can do that can make money, but other than that, it’s not just about the money, it’s about me learning more. And something I like to do in the process, so yeah that too. So, just basically art in the future and then I want to go to college, I’ll probably go to State (SFSU), some where close. That way a lot of money is not involved”.

2. “I actually want to do something that’s not related to what I want to do now. I want to be a chef. I want to cook. I want to some day open up my own restaurant, manage it and eventually retire…so I want to be a chef”.

3. “Well, I’m planning to go to a community college and probably do two years and I would go to San Francisco State. Or, maybe a UC. I’m going for the field of nursing”.

4. “I really don’t know what I’m going to do right now, because I’m always busy and stuff. I really don’t know what I want. I’ll just go to community college for two years and then transfer to SF State”.

5. “I’m going to major in business and automotive engineering…because my goal is to open up a shop and run it myself. If that doesn’t work out, that’s why I would have the business major, because then, from there I know I can branch out”.

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6. “I have two career goals. At first, I really wanted to get into a medical field. But, ever since this internship I had over the summer, I kind of want to get into the environmental services at PG&E, I think. Like, I really liked the experience I had”. (7) Is there any particular area of interest within environmental science that you would like to become more knowledgeable in? 1. “I want to learn half of…or most of everything my teacher knows, you know. But I know that’s going to be a long process, but you know, it will happen. Like, I just want to basically know everything there is to know about environments in class, you know. If I miss something, that’s weak. That’ll be messed up. If I get it, I got to use it. I have to actually use it you know, put it in my mind, you know. Throw it to action. You know, if we pick up paper, do it! It will make it better”.

2. “I want to see how motivated they get me into maybe taking in college an environmental science course or something. See how persuaded I get, how much I like it”. (8) Do you have any or much experience working in group settings in a classroom environment? 1. “If your working by yourself, its kind of hard, but when your working form another person, you can learn form her, or you can learn more, like, I don’t know….I’ll work with another person, because I don’t like working by myself”.

2. “I don’t mind, working by myself, but I do like working with other people, cause you get to get other people’s experience and what they think, instead of my own opinion. Because, not only one of them counts the most. When it comes to group activities, I’ve kind of noticed that people push me to be the leader, and that kind of surprises me, cause, I’m like, ‘wow, I take charge, I didn’t know that’! So, I kind of learn something from that”. (9) How do you usually react to peer-group work? Do you welcome it? Avoid it? 1. “It doesn’t bother me, like, I don’t really get bothered by that. Working in groups, it just another thing for me, you know, you help another person out, they help you out. If they don’t know something you know it. Its like the other way around, you know”.

2. “It doesn’t bother me either. The only ting I make sure of is that everybody knows what respect is towards everybody, so make sure that we all get along, and if everyone has respect for one another then there’s no problem”.

3. “It depends on the teacher, and if I’m up for the group. I don’t jump to either one. Depending on the project, too. Cause you know, if it s big, I’ll have to work in the group (laughing), but if it’s a hard one, you know you want to go in the group. If it’s an easy one you probably want to do it yourself, but I don’t really care I’ll do either one”.

4. “I don’t. I’m like the follower”.

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5. “I try to be the leader if I can, like I usually give the group a couple of seconds to see if anyone wants to step up, and then if I step up, some other person usually will just say, alright, well you organize this, I’ll organize that, to get it done”. (10) Do you enjoy working with computers? How comfortable are you working with computers?

1. “I’m good with a computer, but I’m mostly out. So I got a computer at the house. Its not like…I know a lot of students who are on the computer like every day, that’s not me, I’m always out working. You know, I get my work done on the computer, but that’s about it. I do what I gotta do. I’m not on my MySpace for like six hours. I don’t do that. That’s not me”.

2. “I work with computers; I know how to use it. I know how to use all the programs on it. Its just that I don’t like using computers, I find it like a waste of time, plus it hurts my eyes, so why am I going to be sitting in front of a screen for hella long to be hurting myself. I don’t like doing it, so…”

3. “I don’t have that much experience on working with computers”.

4. “Power Point, I barely started learning this year. Yeah. I was like, “Ms. Franzen, what’s Power Point?” Yeah, I told her. She was like, “are you serious?”

5. “And at home I just, probably when I type up my essays, and that’s it”.

6. “Yeah, just for this class”!

7. “Basically, I’ve using computers ever since I was young, and now I’m using it more, because I’m in AOIT. That’s youth Academy of Information Technology”.

8. “Not much, I only started when I was in high school. In middle school, I didn’t really have a computer that was open to…for, like my use. It was mainly for my moms work, but now, that’s not all. I use it everyday. Nothing major though”. (11) How comfortable are you learning new technology? 1. “I’m up for it ‘cause its something new, you know. Like once again, if I don’t enjoy it, you know, I’m not going to really put myself out there to do it and be fake.”

2. “I’d be up to learn about it, especially since it can be an advantage to me, later on using it. But, if there’s no need for me to use it, for example MySpace, I don’t have a MySpace. I don’t see the point of it. So I don’t have one, I don’t like it”.

3. “It’s fun. It’s interesting. Sometimes it’s hard at first, but you get used to it”.

4. “Like, software…I’m not really interested”. (12) What kind of public speaking experience do you have? - are you usually comfortable talking to a group?

1. “I do a pretty good job. You know, I fumble a few words, but it’s not about me being nervous. It’s like something new, so, if I’m into something new, like if I’m not good at it, it’s going to eventually happen. I am going to get nervous, but you know, if I do it more, I won’t.

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It’s just a thing I haven’t been doing. I did a few speeches in middle school, but it was mostly like a class, where you get your grade-type of thing. It wasn’t like me doing it myself, so yeah, I haven’t like really done it a lot. So that’s my goal”.

2. “With me, I have actually had experiences in public speaking, so I don’t have a problem with it. The only thing I make sure of it that I really know what I’m talking about, that way , in case any questions occurs, I know what I’m talking about and I don’t get lost. That’s the only thing I make sure of, that I’m sure of myself and what I’m talking about. Yeah, besides that I’m ok”.

3. “I never spoke in public before”.

4. “It’s something I want to do, because I know I can do it, but I just need to get out my comfort zone and just do it”.

5. “I do a lot of public speaking…Like, an example…assemblies for Latino club. I did a lot of public speaking for that. Contra Costa college, when I went during the summer. I told a class for that. I did a lot of public speaking for that too”.

6. “I’ve been doing like oral presentations probably like since, elementary school, so, pretty cool and confident at times…I’m usually down with it. The topic is the only thing that I would get nervous about, because if it’s a…if it’s an easy topic, it’s fine. But if it’s a controversial topic, I have to be careful that I take a mutual stance, because I don’t what to… I don’t mind expressing my opinion, but I don’t know what the classes opinion would be on it, so…that’s the only difficult part about speaking in front of the class”.

7. “It depends. Sometimes, I have full confidence on it, but usually I get real nervous”. (13) What are you looking forward to in this class? 1. “Yeah, their talking about like were going to go camping, were going to go like sailing…Yeah! I want to go camping! I want to go sailing!”

2. “Yeah, they told us about the sailing stuff and camping. I’m ready for that”.

3. “I’m hoping to go field trips and stuff, because in my freshman year, I thought you ain’t going to have that much field trip in high school. But, in this class, they let you”.

4. I never knew about this class, actually. Ms Franzen kept telling me to join her class, and to leave Medical Terminology. But, I kind of was going for nursing. So, so that’s why I joined that. And she told me that it’s the same thing for this class, kind of. I think. I’m not to sure. At the beginning of the semester this year, I didn’t have this class, so I was kind of late”.

5. “Field trips. My friend, he’s also in drum corps, he’d always be coming late to practice. And he kept using events from the field trip as an excuse”.

6. “Same thing, cause last year, we had environmental science class too, but the only difference is we get hella field trips. And then, I heard that advanced environmental science class would be much more funner, ‘cause you get to go outside more and understand the concept. And then, so, I applied and yeah…so far, I think it’s fun”.

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7. “I wasn’t really looking forward to anything, cause my schedule, it’s pretty easy, cause then I did what all my older friends who graduated told me, and you know, just get your stuff, straight, go to summer school, night school, get everything done. My friend last year, he had three free periods, ‘cause he got all his stuff done. And me, I have a free first period. I could have free fourth, and I wanted a free sixth period, cause at first I wasn’t, “I’m down for this class, and I’m still kind of…I’m iffy about it. Like, I enjoy it, but, you know, it’s kind of like, if I fail it, then that just means that that ‘F’ will only drag me down. So, that’s my motivation to do well”. (14) Is there any particular kind of knowledge, skill, or experience you want to gain from your participation in Project WISE this year? 1. “We were just learning about the different energies. I’m more interested about the energies because I have to know about what coming in the future. Their talking about like solar energy, I mean, we already have it, but….and were using so much oil, we have other ways of dealing with that. So, yeah, I want to learn more about that… I want to know about it and then teach it, or not teach it but inform another student, you know, inform my peers, inform my family about what’s coming next, or what can we do to improve, you know. And then they’ll tell somebody else, and then they’ll tell somebody else. Just that little thing will really just help. So, that’s how I see it.”

2. “I would want to, by learning more about alternative energy, I would want to learn more about it and be able to make something, or invent something to help out the environment using alternative energy. That’s what I want to do, that’s what I want to get out of it”.

3. “Like learning more about what’s going on in the world. Like, I know what’s global warming, but I never knew what causes it. But, right now Ms. Franzen taught me a lot about how it affects the world and stuff”.

4. “I’m not going to lie, I barely starting knowing global warming till this year. Not Ms. Franzen, but Mr. B. told me about it, and I asked Ms. Franzen”.

5. “Hydrogen cars and stuff, cause I never know that you can create those kinds of cars that can help the world and stuff”.

6. “I don’t know? That’s a good question. I want to learn more about the environment and what’s going on, and probably learned something I haven’t learned about before, or haven’t even heard of”.

7. “Probably, learn more about the environment, because, like I said, I didn’t even know there was global warming…Kind of embarrassing, cause everybody talks about it. Probably learn something more about that, and probably make my class mates talk more”.

8. “Experience with a GPS device, I guess. We sort of worked on that. That’ll be kind of interesting to use”.

9 “I guess just how to…protect the environment, cause then I’d realize, how fragile San Francisco is, how were surrounded by water on three of our sides, so it’s a dangerous area, if we don’t watch ourselves”.

10. “Public speaking…my presentation skills”.

11. “Energy usage. Probably. How to use the energy.”

77

(15) Do you have any reservations, fears, or concerns about your participation in Project WISE? 1. “I just hate when it rains. I hope we don’t go camping if it rains! nothing else really bothers me”. 2. “No, not at all. I’m comfortable with it. It’s really relaxing being outdoors”.

# # # # # # # # # #

78

APPENDIX D

Post-Program Student Interview Questions (n=5 / same students minus one) Students were provided with a program schedule to look at to refresh their memories.

Interview Icebreakers 1. How do you feel about the end of the school year? 2. What are your plans for the summer? 3. What were some of your overall highlights/low-lights from the school year? Primary Interview Questions 1. Were you able to make a connection between yourself, the park and your community during

the course of the program? What kinds of thoughts can you share regarding the interconnections between them (self, park, community)?

2. Has your participation in the program made you think differently about science?...The environment?

3. How have you changed as a person as a result of participating in Project WISE this year? 4. How has your comfort level in the Presidio/Crissy Field changed, if at all, since the start of

the program last fall? Please explain. 5. Do you plan to return to the Presidio/Crissy Field in the future? In what capacity?...

volunteering, programs, beach party…? 6. What were some of the most enjoyable aspects of participating in Project WISE? Please

explain why? 7. What were some of your least favorite/un-enjoyable aspects of participating in Project

WISE? Please Explain why? 8. Did the class feel/seem like a team or community to you? Please explain why or why not? 9. Did you get to know your classmates?...or make any friends through your participation? 10. How were the classroom lessons at Galileo and the lessons at Crissy Field Center

similar/related? …How were they different? 11. Do you feel the two program components, Galileo and Crissy Center-based lessons, were

complementary?....Did each class help you to understand or excel at the other? 12. How did you feel about the academic level of the class?....Did you feel challenged by the

class?....Was the class too easy? 13. Do you have any future plans or goals that were influenced by your participation Project

WISE?….future schooling, academic interest, job interest, personal health, actions at home or in the community?

14. If you could design your own environmental science class, what would it look like? 15. Would you recommend Project WISE to your friends or other class mates at school? Final project questions 1. What influenced your group to decide on the topic? 2. Was your final project difficult to complete/execute/accomplish? 3. What did you learn as a result of your final project? 4. What was the most challenging aspect your project? How did you face the challenges? 5. What were your experiences like working in your group? Did you feel supported/neglected

by your group members? 6. What was most rewarding part of your final project experience?

79

APPENDIX E

Presentations – Promotional Information Card

80

APPENDIX F End of Academic Year Program/Course Survey

81

82

83

84

APPENDIX G

2007-2008 Final Projects

5th Period Class (Wednesday program)Christina Armstrong 1 Global Warming and Carbon Dioxide in the PresidoIrene Taylor-White 1 Global Warming and Carbon Dioxide in the PresidoMelissa Wong 1 Global Warming and Carbon Dioxide in the PresidoRuben Argueta 2 H2O Nitrate Monitoring in the PresidioDenise Campbell 2 H2O Nitrate Monitoring in the PresidioJoshua Charles 2 H2O Nitrate Monitoring in the PresidioJavohn Cherry 2 H2O Nitrate Monitoring in the PresidioNancy Aguilar 3 H2O Chlorine content in SF and Presidio and Effective FiltersCindy Estevez 3 H2O Chlorine content in SF and Presidio and Effective FiltersRasha Yazbeck 3 H2O Chlorine content in SF and Presidio and Effective FiltersJulie Guintu 4 Oyster mushrooms in the decomposition of petroleum (oil spill remediation)Lawrence He 4 Oyster mushrooms in the decomposition of petroleum (oil spill remediation)Connie Leung 4 Oyster mushrooms in the decomposition of petroleum (oil spill remediation)Mario Hernandez 5 Natural CleanersLeiann Porter 5 Natural CleanersJonathan Zambrano 5 Natural CleanersArmando Frias 6 H2O Lead in Tap water in the Presidio and at Galileo HS Lizzette Olguin 6 H2O Lead in Tap water in the Presidio and at Galileo HS Tyresha Stewart 6 H2O Lead in Tap water in the Presidio and at Galileo HS Luis Aguilar 7 Mercury contamination in the bay and its presence in humansDaniel Boyden 7 Mercury contamination in the bay and its presence in humansWilliam Cho 7 Mercury contamination in the bay and its presence in humansReygie Devera 8 Lead in Mtn. Lake beach soilBenjamin Lin 8 Lead in Mtn. Lake beach soilLazaro Medrano 8 Lead in Mtn. Lake beach soil

6th Period Class (Thursday program)Wenchung Chou 1 Sand Crab Monitoring at Crissy Field with FMSA Ada Kwok 1 Sand Crab Monitoring at Crissy Field with FMSA Rafi Rimando 1 Sand Crab Monitoring at Crissy Field with FMSA Luis Donis 2 Constructed Wetland and Nutrient uptakeJonathan Funegra 2 Constructed Wetland and Nutrient uptakeRoger Weaver 2 Constructed Wetland and Nutrient uptakeMarvin Cruz 3 Testing for Coliform at Lobos Creek and in Tap WaterRoberto Escobar 3 Testing for Coliform at Lobos Creek and in Tap WaterJennifer Perez 3 Testing for Coliform at Lobos Creek and in Tap WaterAlisha Duckworth 4 Air Quality- Testing for NO2 and low level ozone in the PresidioKevin Ruan 4 Air Quality- Testing for NO2 and low level ozone in the PresidioMatthew Sickles 4 Air Quality- Testing for NO2 and low level ozone in the PresidioWilliam Ayala 5 Testing for public sites for Lead in the PresidioStephanie Bides 5 Testing for public sites for Lead in the PresidioByron Edwards 5 Testing for public sites for Lead in the PresidioBiny Gebrihiwet 6 Earthquake modelingNlice Miller 6 Earthquake modelingAzja Walker 6 Earthquake modelingHeidi Iseman 7 Natural cleanersCody Jackman 7 Natural cleanersJacky Lee 7 Natural cleaners

85

APPENDIX H

Frequency Distributions /Tables – Reponses to All Survey Questions NOTE: “MISSING” simply means students elected NOT to answer any given question.

Gender

19 52.8 52.8 52.817 47.2 47.2 100.036 100.0 100.0

MaleFemaleTotal

ValidFrequency Percent Valid Percent

CumulativePercent

Age

1 2.8 3.1 3.14 11.1 12.5 15.6

19 52.8 59.4 75.08 22.2 25.0 100.0

32 88.9 100.04 11.1

36 100.0

15161718Total

Valid

99MissingTotal

Frequency Percent Valid PercentCumulative

Percent

Race/Ethnicity

6 16.7 19.4 19.410 27.8 32.3 51.610 27.8 32.3 83.9

1 2.8 3.2 87.14 11.1 12.9 100.0

31 86.1 100.05 13.9

36 100.0

African American/BlackHispanic/LatinoAsian/Pacific IslanderWhiteBiracial/Mixed RaceTotal

Valid

99MissingTotal

Frequency Percent Valid PercentCumulative

Percent

How often did you attend WISE classes?

7 19.4 20.6 20.622 61.1 64.7 85.3

2 5.6 5.9 91.23 8.3 8.8 100.0

34 94.4 100.02 5.6

36 100.0

Every classAlmost every classEvery other classOnce every few classesTotal

Valid

99MissingTotal

Frequency Percent Valid PercentCumulative

Percent

86

Students were asked to “check all that apply” regarding activities they participated in during the year. Note: Out of the 36 students responded; 1 student left every box blank (missing data) so this table reflects 35 students answering.

Activity NO (#) YES (#) Percent YES

Regular Field Trips 3 32 91% Water Testing 8 27 77% Soil Sampling 22 13 37% Air Sampling 12 23 66% Data Analysis 4 31 89% Public Speaking 2 33 92% Group-Oriented Activities 6 29 83% Computer Lab Experience 1 34 97% Habitat Preservation 8 27 77% Wildlife/Aquatic Life Data Collection

13 22 63%

Graph/Chart Making 6 29 83% Designing an Experiment 7 28 80% Writing a Research Paper 2 33 94% Developing a Research Hypothesis

2 33 94%

During WISE classes, I usually am ... (Engaged)

17 47.2 51.5 51.516 44.4 48.5 100.033 91.7 100.0 3 8.3

36 100.0

Completely engagedPartially engagedTotal

Valid

99 Missing Total

Frequency Percent Valid Percent Cumulative

Percent

During WISE classes, I usually am ... (Interest)

15 41.7 42.9 42.920 55.6 57.1 100.035 97.2 100.0 1 2.8

36 100.0

Completely interestedPartially interestedTotal

Valid

99 Missing Total

Frequency Percent Valid Percent Cumulative

Percent

87

Students were asked to “check all that apply” regarding whether they gained new understanding about conducting scientific experiments through learning skills in the following scientific methods:

Method NO (#) YES (#) Percent YES Developing a Hypothesis 6 30 83% Data Collection 6 30 83% Data Analysis 8 28 78% Research Strategies 8 28 78% Writing up Results and Findings

9 27 75%

Presentation / Reporting Strategies

7 29 81%

Students were asked to “check all that apply” regarding whether they learned how to use the following tools, equipment and materials through their participation. Three students left the entire section blank so this table reflects responses by 33 students:

Tool/equip/techniques NO (#) YES (#) Percent YES Electronic Equipment GPS System 4 29 88% Digital Camera 2 31 94% Video Camera 13 20 61% Computer Programs Google Earth 2 31 94% Google Docs 1 32 97% Stop Motion Animation 16 17 52% Power Point 3 30 91% MS Word 6 27 82% Excel Spreadsheets 10 23 70% Science-based tools/equip Compass 9 24 73% Microscope 9 24 73% Soil Testing Kit 22 11 33% Colorimeter 16 17 52% Dissolved Oxygen Meter 21 12 36% Maps 7 26 79% Transects and Quadrats 14 19 57% Refractometer 18 15 46%

Did results support hypothesis?

13 36.1 39.4 39.418 50.0 54.5 93.9

2 5.6 6.1 100.033 91.7 100.0

3 8.336 100.0

NoYesMaybeTotal

Valid

99MissingTotal

Frequency Percent Valid PercentCumulative

Percent

88

(continued) NO (#)

YES (#)

Percent Yes

Fish Dichotomous Key 25 8 24% Conductivity Meter 19 14 42% PH Meter 15 18 54% Carbon Dioxide Blue Indicator Solution

18 15 46%

Restoration Techniques Invasive Plant Removal 18 15 46% Building Waddles 19 14 43% Pot Washing 18 15 46% Weeding 17 16 48% Seed Cleaning 21 12 36% Transplanting 18 15 46% Erosion Control Barriers 22 11 33%

I went on the Marine Science Institute boat trip

IF YES, I learned how to use the following equipment: YES %

Plankton Tow 26 72% Fish Net 26 72% Dredge 19 53% Fish Dichotomous Key 20 56%

Students were asked to check all that apply to whether their perspectives and/or feelings about the following general areas have changed as a result of their participation in WISE:

Topic Area NO (#) YES (#) Percent YES Science 15 21 58% Natural Environment 5 31 86% Academics 20 16 44% National Parks 9 27 75% Healthy Life Choices 10 26 72% Personal Abilities 14 22 61%

Frequency Percent No 12 33.3 Yes 24 66.7 Total 36 100.0

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The following 10 questions related to how students felt about each statement in relation to their experience in the WISE program. Responses were rated on a scale of “Strongly Disagree” to Strongly Agree” with an option to tell us “Don’t Know”:

Ability to learn science through WISE versus traditional classroom

5 13.9 13.9 13.97 19.4 19.4 33.3

24 66.7 66.7 100.036 100.0 100.0

AgreeModerately AgreeStrongly AgreeTotal

ValidFrequency Percent Valid Percent

CumulativePercent

Understanding of watershed process (Tennessee Hollow)

2 5.6 5.6 5.61 2.8 2.8 8.34 11.1 11.1 19.4

12 33.3 33.3 52.817 47.2 47.2 100.036 100.0 100.0

Don't KnowDisagreeAgreeModerately AgreeStrongly AgreeTotal

ValidFrequency Percent Valid Percent

CumulativePercent

Gained greater understanding of natural history of the Presidio

2 5.6 5.6 5.61 2.8 2.8 8.38 22.2 22.2 30.66 16.7 16.7 47.2

19 52.8 52.8 100.036 100.0 100.0

Don't KnowModerately DisagreeAgreeModerately AgreeStrongly AgreeTotal

ValidFrequency Percent Valid Percent

CumulativePercent

Field experience helped prepare to develop hypothesis

3 8.3 8.3 8.310 27.8 27.8 36.1

8 22.2 22.2 58.315 41.7 41.7 100.036 100.0 100.0

Don't KnowAgreeModerately AgreeStrongly AgreeTotal

ValidFrequency Percent Valid Percent

CumulativePercent

90

Learned about reviewing and analyzing data prior to working on project

1 2.8 2.8 2.82 5.6 5.6 8.38 22.2 22.2 30.68 22.2 22.2 52.8

17 47.2 47.2 100.036 100.0 100.0

Strongly DisagreeDisagreeAgreeModerately AgreeStrongly AgreeTotal

ValidFrequency Percent Valid Percent

CumulativePercent

Participation has empowered me to make better decisions impacting environment

2 5.6 5.6 5.61 2.8 2.8 8.37 19.4 19.4 27.86 16.7 16.7 44.4

20 55.6 55.6 100.036 100.0 100.0

Don't KnowModerately DisagreeAgreeModerately AgreeStrongly AgreeTotal

ValidFrequency Percent Valid Percent

CumulativePercent

Environmental perspectives have changed as a result of participation

2 5.6 5.6 5.61 2.8 2.8 8.35 13.9 13.9 22.29 25.0 25.0 47.2

19 52.8 52.8 100.036 100.0 100.0

Don't KnowDisagreeAgreeModerately AgreeStrongly AgreeTotal

ValidFrequency Percent Valid Percent

CumulativePercent

Noticable change in lifestyle since participating in the program

3 8.3 8.6 8.65 13.9 14.3 22.97 19.4 20.0 42.9

12 33.3 34.3 77.18 22.2 22.9 100.0

35 97.2 100.01 2.8

36 100.0

Don't KnowDisagreeAgreeModerately AgreeStrongly AgreeTotal

Valid

99MissingTotal

Frequency Percent Valid PercentCumulative

Percent

91

Increased confidence in academics at school as a result of participation

4 11.1 11.1 11.14 11.1 11.1 22.2

11 30.6 30.6 52.811 30.6 30.6 83.3

6 16.7 16.7 100.036 100.0 100.0

Don't KnowDisagreeAgreeModerately AgreeStrongly AgreeTotal

ValidFrequency Percent Valid Percent

CumulativePercent

Public speaking skills have improved as a result of program experience

2 5.6 5.6 5.61 2.8 2.8 8.32 5.6 5.6 13.9

10 27.8 27.8 41.712 33.3 33.3 75.0

9 25.0 25.0 100.036 100.0 100.0

Don't KnowStrongly DisagreeDisagreeAgreeModerately AgreeStrongly AgreeTotal

ValidFrequency Percent Valid Percent

CumulativePercent

Students were asked to tell us if they were required to achieve the following (and “check all that apply” was requested). Again, the same one student left this entire section blank. “By participating in Project WISE, I was required to…..”

Topic Area NO (#) YES (#) Percent YES Think Critically 4 31 89% Try New Things 3 32 91% Use New Technology and Tools in the Field

3 32 91%

Learn How to Communicate Better

6 29 83%

Get Dirty 10 25 71% Be Physically Active 5 30 86% Learn about New Technology and tools

5 30 86%

Work in Groups 2 33 94%

92

Students also completed a section that said “As a result of my participation, I also experienced” and were asked to check all that apply (Note: the same one student left this entire section blank so there were 35 respondents):

Topic Area NO (#) YES (#) Percent YES

Curiosity to Learn More 11 24 69% Increased Comfort in Being in the Presidio

14 21 60%

Improved Ability to Work in a Team

9 26 74%

Enjoyment of Being at the Crissy Center

13 22 63%

A New Connection with Nature

10 25 71%

A New Interest in Science in General

14 21 60%

Boredom 12 7 37% Being Stressed Out 11 8 42% Frustration with Working in my Group

9 10 53%

Being Overworked 14 5 26% A Disconnect with Scientific Language

14 5 26%

Challenges with my Part of the Project

6 13 68%

None of the students said “NO” that they would not recommend Project WISE to others!

[END REPORT]

Would you recommend this program to other students?

33 91.7 94.3 94.3 2 5.6 5.7 100.0

35 97.2 100.01 2.8

36 100.0

Yes Maybe Total

Valid

99 MissingTotal

Frequency Percent Valid PercentCumulative

Percent