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Live video web-streaming via an electronic field trip (EFT) format can connect youth with scientists working in a variety of settings. Previous research indicated interactions with scientists can change children's perceptions of science, technology, engineering, and mathematic (STEM) careers. We conducted an arts-based study to examine an EFT's impact on elementary students' pre-/post- drawings of forest ecosystems, conservation practices, and related STEM role models. Through three rounds of visual coding and averaging codes, we found imagery shown in the EFT influenced participants' post-drawings. Results showed youth's visual conceptualizations of a forest shifted to include pine trees, prescribed burning, snakes, scientists, and science communicators.

The use of podcasts in Cooperative Extension programs continues to grow. Ongoing research shows the benefi ts of podcasting for formal education, non-formal education, connecting with distance learning, and reaching a broader audience. This article will provide readers with steps to create an educational podcast. This article will be of interest for Extension agents and Extension programs that are moving to, or can be complemented by, a digital platform. Extension professionals can consider using podcasts and podcast analytics to complement existing programming, impact reporting, and promotion. [ABSTRACT FROM AUTHOR]

Earth sciences (ESs) are relevant to society and its relationship with the Earth system. However, ES education in K-12 environments in the United States faces several challenges, including limited exposure to ESs, lack of awareness of ES careers, and low ES literacy. International associations have recognized these challenges and recommended that Earth scientists improve the public's perception of the relevance of ES. In recent years, informal science communication and outreach platforms such as the Streaming Science model of electronic field trips (EFTs), which connect K-12 classrooms with science, engineering, technology, and mathematics (STEM) professionals, have gained popularity as an educational technology tool. EFTs are inexpensive, have spatiotemporal benefits, and have proven an effective informal science education pathway for introducing STEM content into formal classrooms to increase positive attitudes and interest in STEM careers. Nevertheless, EFTs in ES for K-12 environments have not been widely disseminated, and their impact on ES education has yet to be studied. This study presents the creation and implementation of an EFT in geology called "Rocks Really Rock: An Electronic Field Trip across Geological Time." The program was implemented in seven schools in spring 2022. The EFT was built in Web Google Earth and had six stops that featured prerecorded videos recorded in different locations in Idaho (USA). The lead presenter or author used multimedia and science communication strategies such as storytelling to develop and teach concepts related to geological time, rock formation, and landscape-forming geological processes. The content aligned with four specific topics listed in the National Science Foundation's Earth Sciences Literacy Principles and intersected with the Next Generation Science Standards for middle-school classrooms. Participating students (n=120) completed a post-assessment after the program implementation to evaluate its impact. Results showed that the EFT positively impacted students' attitudes toward geology, geology careers, and perceptions of geology literacy. We identified the three main factors that determined a positive attitude change in K-12 students toward ES: (1) the use of videos and the Web Google Earth platform to create outreach materials for K-12 students, (2) the use of storytelling to craft the content of an EFT, and (3) the asynchronous interactions between teacher, student, and scientist. The results indicated a statistically significant positive change in attitudes toward geology, suggesting that participating in the EFT increased students' positive attitudes toward ES. These findings demonstrate the potential of expanding EFT to other ES fields and reaching middle- and high-school students. We suggest that EFTs are effective outreach tools that can address the challenges in ES education and that can be extended to other ES areas and distributed to students in middle, high, and home schools to support science educators in ES education. [ABSTRACT FROM AUTHOR]

Earth Sciences (ES) are relevant to society and its relationship to the Earth system. However, ES education, in K-12 environments in the United States, face several challenges including limited exposure to ES, lack of awareness of ES careers, and low ES literacy. International associations have recognized these challenges and recommended that Earth scientists improve the public's perception of the relevance of ES. In recent years, informal science communication/outreach platforms such as the "Streaming Science" model of electronic field trips (EFT), which connect K-12 classrooms with STEM professionals, have gained popularity as an educational technology tool. EFTs are inexpensive, have spatiotemporal benefits, and have proven an effective informal science education pathway for introducing STEM content into formal classrooms to increase positive attitudes and interest in STEM careers. Nevertheless, EFTs in ES for K-12 environments have not been widely disseminated, and their impact in ES education has yet to be studied. This study presents the creation and implementation of an EFT in geology called "Rocks Really Rock: An Electronic Field Trip across Geological Time." The program was implemented in seven schools in Spring 2022. The EFT was built in web Google Earth and had six stops that featured pre-recorded videos recorded in different locations in Idaho-U.S. The lead presenter/author used multimedia and science-communication strategies such as storytelling to develop and teach concepts related to geologic time, rock formation, and landscape-forming geological process. The content aligned with four specific topics listed in the National Science Foundation's Earth Sciences Literacy Principles and intersected with the Next Generation Science Standards for middle school classrooms. Participating students (n = 120) completed a post-assessment after the program implementation to evaluate its impact. Results showed the EFT positively impacted students' attitudes toward geology, geology careers, and their perceptions of geology literacy. We identified the three main factors that determined positive attitude change of K-12 students toward ES were: 1) the use of videos and Web Google Earth platform for creating outreach materials for K-12 students, 2) the use of storytelling to craft the content of the EFT, and 3) the asynchronous interactions between teacher-student-scientist. The results indicated a statistically significant positive change in attitudes toward geology, suggesting that participating in the EFT increased students' positive attitudes toward ES. These findings demonstrate the potential of expanding EFT to other ES fields and reaching middle/high school students. We suggest that EFTs are effective outreach tools that can address the challenges in ES education and can be extended to other ES areas and distributed to students in middle/high schools and homeschools, to support science educators in ES education. [ABSTRACT FROM AUTHOR]

Little research has been done on the production and use of podcasts in the fields of food, agriculture, natural resource, or human sciences (FANRHS). Currently, there is limited information for best practices on creating an effective FANRHS podcast to reach a target public audience. The purpose of this study was to examine existing practices and experiences of FANRHS podcast producers. The findings of this study will be of interest to organizations, institutions, and individuals who currently produce or are interested in producing an educational or science-based podcast. This study provided foundational information on podcast creation and maintenance. Future research should explore optimal podcast formats and content design to influence listeners' perception and knowledge level on FANRHS science topics. [ABSTRACT FROM AUTHOR]

The coronavirus disease (COVID-19) outbreak has impacted many aspects of education, as well as the lives of those involved in preparing and carrying out teaching and learning amidst the ongoing pandemic. At the collegiate level, while both students and faculty alike have navigated virtual learning spaces, one specific population has experienced stress of being both a student and educator – Graduate students. This study used internet-based photo-elicitation and interview methods to investigate the experiences of graduate students serving as teaching/research assistants during the abrupt transition to virtual teaching and learning at the onset of COVID-19. Study results weave together participant provided images with personal interviews. Data showed graduate students had minimal resources, mental health effects, and that humorous memes served as coping tools. Recommendations include increased resources, flexibility, and understanding of graduate student experiences must be centralized in higher education to benefit graduate students’ wellness through and beyond the pandemic. [ABSTRACT FROM AUTHOR]

Water conservation in residential landscapes remains essential to mitigate projected global water shortages. Social media has seldom been used to drive engagement in conservation and may be an important channel for environmental change agents to communicate to clientele and promote behavior changes. We tested messages framed with real conservation facts and narrative quotes using the split testing technique. Data were collected in real-time on Facebook and Instagram on users' engagement with water conservation messages/ads and visits to a website to learn more. We found users are more likely to engage with relatable messages containing impressive numbers and perceived measurable benefits. [ABSTRACT FROM AUTHOR]

Community engagement has been identified as a key component for successful conservation efforts. According to community members, key stakeholders, and coral reef restoration practitioners in the Seaflower Marine Protected Area (MPA), the most effective way to engage communities in coral reef restoration is by building local capacity. We used a mixed‐methods approach including interviews, strengths, weaknesses, opportunities, and threats analysis, and surveys to assess strategies employed in the Seaflower MPA to involve local communities in coral reef restoration and the motivations and possible barriers that hinder community engagement. The community residing in the Seaflower MPA demonstrated awareness of the importance of coral reefs and their role in their livelihoods. They identified the main challenges to restoration as social dysfunctionality, administrative barriers, and environmental threats, along with a lack of opportunities for the community to participate in coral reef restoration. Our findings identified building trust, promoting equity, transparency, and accountability, fostering collaboration, and improving communication as essential to overcoming these challenges. Empowering local communities through capacity‐building initiatives such as educational programs, economic incentives, equity and inclusion measures, formal certifications, and local leadership would enhance support for coral reef restoration in the Seaflower MPA. In addition to building local capacity, our research identified the need for strategic planning, budgeting, and effective policies for enhancing community efforts in coral reef restoration. [ABSTRACT FROM AUTHOR]