A.Broader Impacts section must open with our broad vision:

  • Global competitiveness requires a scientifically literate general public

with well established pipelines into STEM careers

  • academic careers alone, but careers requiring STEM training:

engineers, scientists, technicians, teachers, regulators, contractors

  • The BIG QUESTIONS

Summarizing the questions posed in the individual science sections

(perhaps recast in plain English translations) to identify

WHAT MAKES DUSEL SCIENCE INTERESTING

  • LOCATION – the unique draw of the area making it possible to reach large audiences
  • Need some demographics of Denver/ front range area

A “cradle-to-grave” approach

  • targeting, assessing, and tracking
  • build interest in science (at an early age and with the general public)
  • increase involvement from grade middlehigh school
  • students participating as scientists in authentic research experiences (online, in the visitor center classrooms, labs, underground facility, high school projects, summer internships, and ultimately REUs).
  • Targeting teachers (RET, summer intern programs, pre-service and in-service, and

classroom resources)for greatest IMPACT.

  • Teachers need research experience 1st, not just instructional material

B. Target audience

  • Teachers, visiting K-12 students, undergraduates, graduates,

community colleges (which train so many engineers, technicians)

  • the general public – to appreciate why they should support the DUSEL efforts
  • the needs of STEM demand that no segment of society be overlooked.
  • students in financial need, small rural schools, and minorities (the SUNY summer school).
  • BIC will contact HBCUs, tribal colleges.
  • Stress results of Fall 05 workshops: teachers have directly advised us of their needs.
  • VisitorCenter that includes an underground experience
  • Instructional material tied to National Standards
  • New takes on the canonical material
  • Classroom/lab activities for visiting classes
  • Things they cannot do in their own class
  • Professional development to include Continuing Ed and Grad hour credits
  • Need to become highly qualified in teaching areas

C. Teacher workshops will be better detailed.

  • involve teachers in a continuing series of NSTA conference workshop sessions
  • national and regional, with new and returning groups of participants over several years
  • through beta-testing and distribution of instructional materials

As an example, will expand descriptions of the workshops run last fall.

Propose a 3 sequential graduate credit courses for teachers:

  • Distance-based introduction to DUSEL and research opportunities
  • Weeklong hands-on research experience (recruit nationally)
  • Distance ed follow-up support to implement

Describe a program that emphasizes flexibility: start locally, survey best practices, develop them in consultation with scientists into specific applications, assessing them along the way, and building upon what works.

D. Promotion/advertising

  • Arapaho, as an independent entity, will help with advertisement/promotion.
  • Promotional material (posters, like the 3-d map, bookmarks, CDs) will be distributed through schools and local and national NSTA/AAPT/etc meetings.
  • Expand plans for geological nature walks, with the Colorado State Geological Survey (and its Roadside Geology program) into aGeopark area.

Video production

  • consulting Nebraska Educational Television, NOVA producers,
  • As PBS stations go digital, many are considering additional channels, some dedicated to science content
  • the documentary we’ve discussed on the construction/planning of DUSEL.
  • generating footage for VisitorCenter introductory film, and web-streamed clips, but any of the following as well:
  • programming targeted for NOVA (or similar educational/science program):
  • episode on “Xtreme Science” (deep underground engineering, biology in extreme environments, etc) could generalize to other science: high energy, etc.
  • Science of DUSEL
  • spin-offs from any of the above of short “minute” segments for cable educationchannels, web-streamed info
  • 3-D visualization theater (digital planetarium) shows
  • consulting also with Fulldome digital producers, planetarium directors
  • a 360-degree view, sound-surround underground experience
  • 3-D digital imaging from within an UNO-like detector. This could also be
  • the basis for a planetarium show on neutrinos
  • Distribution to planetariums (museums, science centers, schools) could promote their use in special programs, providing spectacular advertisement for the lab.

E. Expanding to national/international audiences

  • Expand the description of web use, including (see below) links with other national and

international underground labs.

  • International users (and families) could help technicians translate instructional

materials and web pages.

  • plan for a video conferencing facility in the Visitor’s center (a common use area).
  • See above for production of the planetarium show and other video projects.
  • Investigate pushing DUSEL science through radio spots like “Stardate”, “Earth & Sky”
  • As public stations go digital affiliates are adding channels (possible dedicated science-

content channels). Any programs produced could be broadcast over these new channels.

E. Additional Partnerships

  • Marge Bardeen (Fermilab’s Education Office/Lederman Science Center) has joined the

Broader Impacts Committee.

  • We will explore additional partnership with Oakridge
  • would like to investigate networking with E&O initiatives at other international

underground labs (Gran Sasso, SuperK?)

F. Data sharing

  • Scheme for sharing data from UNO R&D proposal as an example of a plan that may be implemented by experiments (but each decided independently). This “plan” not complete in the submitted proposal, so needs work.

E. Hosting foreign guests

  • We already address the needs of visiting students and teachers, and will expand modeling something after Fermilab’s Users’ Office and the services they provide.

F. Other issues:

  • Some statement is needed CSM department endorses/embraces the proposed Academy.

Appeared there was some concern it would compete with CSM’s existing student mine.

  • Low Background Counting Facility involvement in Home Security studies?
  • a large surface comics ray array was suggested to be of interest to underground

experiments.

  • Obvious connection to SALTA project
  • already planned for a 4-detector SALTA setup at the Visitor’s Center, tied to the SALTA array. Live monitors in Center’s lobby will show cosmic ray showers recorded by the SALTA schools.
  • But more than outreach project.