Acquire−Analyze−Apply (A3): A NASA GLOBE Mission Earth Project

There is no question that environmental and/or natural disasters continue to inflict massive destruction, and loss of life that include but are not limited to hurricanes, tornadoes, severe storms, lightning, flooding, tsunamis, wildfires, landslides and earthquakes, all which impact our local and national economy. As we face future natural and human-generated hazards and disasters, the geosciences have a critical role to play in the public awareness, safety, and national security of our nation. A collaboration of citizen scientists, teachers and students has emerged to investigate those problems and potentially identify local impacts.

Contributing to the active implementation of the AMS Earth System STEM Educational Policy (a Policy Statement adopted by the AMS Council on 19 May 2014)) the question should be asked, should science education reflect national priorities of the science community in the nation, or is it restricted to the creation a single pathway that leads towards the university by the pre-college community? It is a matter of Science vs. Science Education. With a national focus on Science, Technology, Engineering, and Mathematics (STEM) education, this question becomes even more significant. Career and Technical Education (CTE) offers an alternative pathway, especially in the Geosciences, and it can be supported by STEM professional, teachers and students, and citizen scientists.

Earth SySTEM leverages the diversity of disciplines within the Geosciences while integrating the technical land engineering components of earth observing satellites and wide range of remote sensing technologies. When combined with traditional field studies and data gathering, a wealth of workforce readiness skills can lead to student’s proficiency in a variety of tasks at multiply levels and allows them to explore potential careers. . GeoSTEM is one of but a few examples, perhaps the only example, of a true integration of the science and technology and engineering, and mathematics because of the robust concepts that are present in each of the areas. Funding for this project was provided through GLOBE Mission EARTH which is funded by NASA Cooperative Agreement Notice (CAN) #: NNX16AC54A and "Engaging in STEM Education with Big Data Analytics and Technologies: A Rowan-Cove Initiative” (NSF DUE-1610911)

GLOBE Mission EARTH is a collaborative of multiple institutions across the United States formed to increase involvement in the GLOBE Program (www.globe.gov). The mission is to improve education and involvement in science, technology, engineering and mathematics (STEM) by increasing participation of students and citizens in the GLOBE Program (www.globe.gov).

"Engaging in STEM Education with Big Data Analytics and Technologies: A Rowan-Cove Initiative” focuses on the large amounts of data have become available across fields in science, industry, government. Big data analytics and technologies hold tremendous promise to boost economic productivity, enhance national security and improve the quality of life.

The ACQUIRE - ANALYZE - APPLY (A³) identified and developed sources of satellite and remote sensing data that can be acquired by STEM teachers and students, and citizen scientists. Using GLOBE Program Protocols and apps, such as the “Cloud” app, and “Land Cover: Adopt a Pixel” app, teachers, students and citizen scientists alike can contribute to the GLOBE international database, investigate local issues, develop data literacy and workplace readiness skills. Using the GLOBE Program Scientific Protocols (ground) and through the GLOBE Collaborating Satellite Missions (space) students engage in authentic science providing valuable ground validation for earth observing satellite missions. Imagery generated from drones combines with ground observations and measurements through the use of GIS, allows participants to develop a wide range of skills and experiences.

ACQUIRE: Acquiring satellite imagery and data sets are often difficult for teachers, students, and citizen scientists. HoloGLOBE was envisioned to be a “mixed reality” node where participants post and share their interpretations of satellite imagery along with their own field observations with other participants worldwide. Through Augmented Reality current satellite imagery and data sets can be viewed and investigated. The A³ project also use NASA AEROKATS and drones collecting atmospheric data and imagery from local investigation sites.

ANAYLZE: Traditional field experiences of making observations and measurements following established science protocols are used to create a database, which provides "ground-truth" data that can be compared to data/imagery gathered from space platforms as in the GLOBE Program’s Satellite Collaborations. The use of ImageJ and the creation of Geographic Information Systems (GIS) allowed for data to be viewed in a new way, and once again, developed transferable workforce readiness skills.

APPLY: STEM professionals are using satellite and remote sensing technologies to incorporate imagery, data, real-time observations, and modeling into daily decision making on a local to a global basis. GIS content is taught as a technical skill, and is used to develop "Geospatial Thinking" and the gathering of "Environmental Intelligence" to be used in problem-solving in multiple communities, and has become an integral component of data analysis and communication. This provides a STEM framework in which STEM professionals, teachers and students, and citizen scientists can apply this knowledge to global issues that may have a tremendous local impact.

Through active participation in the data collection, teachers and students, as well as, citizens (scientists) are adding to the analysis of environmental parameters that are of interest to researchers, for satellite validation, and will lead towards increased data literacy of scientists, teachers and students, and citizen scientists.