koby van beest

July 23, 2006

The ATACAMA---EXPEDITION I

On returning to New Hampshire and meeting friends, I find myself
answering their "How was Chile?" in one word, "incredible." When I
expand upon that I most often repeat the story of collecting for my
biology classes a fist-sized chunk of halite (salt) loaded with
cyanobacteria. On closer reflection, I realize how those two things are
importantly intertwined. Being in the Atacama was indeed amazing and
being able to bring some of the experience back for the students makes
it even more extraordinary and keeps the excitement going.

Obviously I will never admit to previously being a dull or boring
teacher, totally changed by the expedition to the North of Chile. Still,
the enthusiasm of new and unique experiences can only help to engage
students in the world of science and stimulate learning. That chunk of
halite was surrounded by desert air with 1% relative humidity---that
will be a challenge for New England students to imagine---while probes
within the salt, recorded about 6%\--again, itself an opportunity to
raise questions. This dramatic increase attracts and supports the
bacteria living within. Whenever I relate this I get animated "wow"
responses, exactly what I felt when I was working with the scientist who
first reported this.

The Atacama mission was much more than providing this wow factor. The
structure of Chilean and American teachers interacting with scientists
working on their own research was highly effective in both engendering
teamwork and fostering greater scientific understanding. Allowing
collaborations to grow organically rather than being predetermined was
highly beneficial and increased investment from both teachers and
scientists. The presentations and papers teachers saw before leaving for
Chile helped prepare us for what would be going on once there. The
transect and complementary car ride was also prime opportunity for the
American teachers to investigate different research activities and
establish connections.

The major thing I would change for any future collaborations would be to
somehow expand the benefits afforded the Americans to include the
Chilean teachers. While it may not be possible to include them on the
ride from Santiago to Yungay, there might be a way to establish a closer
educational connection between the two teams. A visit from us to their
schools and classrooms might stimulate creative curriculum ideas. This
raises the issue of language, which was at once limiting but also
inspiring. My inadequate Spanish and the Chileans' lack of English
hampered me but I can imagine relating to my students the importance of
communication. I am also committed to exploring the possibility of
furthering connections with the Chilean teachers through our school's
exchange program. Just to be prepared, I will definitely learn more
*Espanola*.

Besides a closer educational connection between our two countries, I
would strongly recommend an increased reality check on participants
ability to handle or adjust to the expedition's conditions. For example,
the lack of amenities and cold nights were made perfectly clear, but
expectations were still oriented 'state side' and tolerance was low when
it came to the actual desert research station environment. The
difference in this aspect between the teachers and seasoned scientists
was striking and, I think, gave the latter a distinct advantage as
expedition members. I am not totally sure how one screens for desert
discomfort in the application process, but it would probably involve
experience on extended outdoor adventures. (My bias would be "How do you
feel about going a week without a shower or bath?" or "Are you
comfortable peeing in the relatively close presence of others?")

Interestingly, this very detail of people seeming out of place in the
desert, was mentioned to me by a friend who watched the live broadcast
(his comment was before we laughed over a few teacher's call for for
makeup) . About a dozen friends and colleagues saw the live broadcast
and I have shown the archives or parts of it to others since my return.
I also plan on using sections of the archive along with other sources,
i.e. pictures and related web sites, in a presentation within the
classroom, throughout the district, and beyond. There will be ample
occasions to spread the word on work done in the Atacama and raise the
opportunity for doing more science.

Offering the expedition experience outside of the NES network might be
both a boon to increasing its educational impact as well as bring
together totally prepared and invested participants. Then again, it
could also be a logistical nightmare for the planners. The Explorer
School association does offer an immediate set of connections that
others schools don't have access to but that doesn't seem impossible to
overcome. In fact, if outside schools participated and were successful,
it would seem to multiply the very effect NASA is after, that of
encouraging STEM-G. It all rests on the level of commitment the teachers
you pick bring to the program.

Given all this, I would love to see a continuing, thriving collaboration
between scientists in the field and teachers in the
classrooms---expanded even, beyond the Americas. Actual research
expeditions should be supplemented with virtual ones developed using
experience and knowledge brought back from the field. Ongoing analog
research could be shared and integrated into classroom curriculum.
Wherever possible, exchange between the hosting countries and our own
should be encouraged and sustained. In short, the Spaceward Bound
program looks like the proverbial best possible scenario...at least
given my successful experience with Expedition I and where I hope to
take it.