NOAA Teacher at Sea Program Alumni Survey

1. NOAA Teacher at Sea Program Alumni Survey
OMB Control No.: 0648-xxxx
Expiration Date: xx/xx/xxxx

Participation in this survey is completely voluntary. As a past participant of a NOAA sponsored
professional development program, your opinions are important. Survey responses will be used to improve
this and other programs sponsored by NOAA. It is estimated that the survey will take 30 minutes to
complete. Please be completely honest in your responses. YOUR RESPONSES WILL BE ANONYMOUS.

1. In which NOAA professional development program (e.g., Teachers at
Sea, Teachers in the Air) did you participate?

2. Where was your NOAA program located?
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Alaska

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Pacific Islands

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Colorado & Wyoming

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Central (e.g., ND, SD, IA, OK,

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Southeast & Caribbean

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Florida

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Gulf of Mexico

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New York & Pennsylvania

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Western

WV)

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Great Lakes

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North Atlantic

Other (please specify)

3. What grade(s)/level(s) do you currently teach? (Check as many as
apply)
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K

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Other (please specify)

4. What subject(s) do you teach? (Check as many as apply)
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Science

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Math

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Social

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English

Studies
Other (please specify)

5. How many years have you been teaching?

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Reading

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Fine Arts

12

6. Describe the research you were involved in or learned about during your
experience with NOAA (e.g., fisheries research, hydrographic survey,
marine mammal or bird survey, climate or atmospheric research, ecosystem
monitoring, archaeological expedition).

2. Before Your NOAA Experience
We would like to know something about your teaching BEFORE you participated in this NOAA program.
Please answer all of the questions to the best of your ability. If a particular question does not apply to
your teaching situation, check the N/A box.

1. BEFORE your participation in this NOAA program, how likely or unlikely
WAS IT that you would ___________ during the school year:
Extremely
Teach about atmosphererelated topics.
Teach about ocean-related
topics.
Teach about climaterelated topics.
Research a
climate/ocean/atmosphere-

Extremely

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5

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g

unlikely 1

likely 6

N/A

related environmental
issue with your students.
Talk with your students
about the relevance of
climate/ocean/atmospheric
research.
Engage your students in a
long-term study of a NOAArelated topic (e.g., tracking
hurricanes, mapping an
expedition, graphing ocean
water temperature).
Integrate lessons about
climate/ocean/atmospheric
sciences into your
curriculum.
Use inquiry to teach science
concepts and skills.

2. BEFORE your participation in this NOAA program, how likely or unlikely
WAS IT that you would USE ___________ during the school year:
Extremely
NOAA data or research
examples in your

Extremely

2

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4

5

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unlikely 1

likely 6

N/A

lessons.
NOAA websites as a
resource in your lessons.
NOAA educational
resources in your
classroom instruction.
The Ocean Literacy:
Essential Principles and
Fundamental Concepts
when designing
lessons/units.
The Climate Literacy:
Essential Principles and
Fundamental Concepts
when designing
lessons/units.
Real world examples of
research studies/results
to teach science.
Photos, maps, graphs,
etc. to illustrate how
scientists conduct
research.

3. BEFORE your participation in this NOAA program, how likely or unlikely
WAS IT that you would ___________ during the school year:
Extremely
Talk with colleagues
about NOAA-related

Extremely

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3

4

5

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unlikely 1

likely 6

N/A

career paths.
Encourage students to
consider NOAA-related
careers.
Use NOAA-related career
information to mentor
students.
Arrange for your
students to meet
scientists or read about
possible NOAA-related
careers.
Talk with your students
about what scientists do.

3. After Your NOAA Experience
Now, we would like to focus on your teaching since participating in this NOAA program. Again, if a
particular question does not apply to your teaching situation, please check the N/A box.

1. AFTER your participation in this NOAA program, how likely or unlikely IS
IT that you will _____________ during the school year:
Extremely
Teach about atmosphererelated topics.
Teach about ocean-related
topics.
Teach about climaterelated topics.
Research a
climate/ocean/atmosphere-

Extremely

2

3

4

5

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g

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f
g

c
d
e
f
g

unlikely 1

likely 6

N/A

related environmental
issue with your students.
Talk with your students
about the relevance of
climate/ocean/atmospheric
research.
Engage your students in a
long-term study of a NOAArelated topic (e.g., tracking
hurricanes, mapping an
expedition, graphing ocean
water temperature).
Integrate lessons about
climate/ocean/atmospheric
sciences into your
curriculum.
Use inquiry to teach science
concepts and skills.

2. AFTER your participation in this NOAA program, how likely or unlikely IS
IT that you will USE _____________ during the school year:
Extremely
NOAA data or research
examples in your

Extremely

2

3

4

5

c
d
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f
g

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c
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f
g

unlikely 1

likely 6

N/A

lessons.
NOAA websites as a
resource in your lessons.
NOAA educational
resources in your
classroom instruction.
The Ocean Literacy:
Essential Principles and
Fundamental Concepts
when designing
lessons/units.
The Climate Literacy:
Essential Principles and
Fundamental Concepts
when designing
lessons/units.
Real world examples of
research studies/results
to teach science.
Photos, maps, graphs,
etc. to illustrate how
scientists conduct
research.

3. AFTER your participatiion in this NOAA program, how likely or unlikely IS
IT that you will _____________ during the school year:
Extremely
Talk with colleagues
about NOAA-related

Extremely

2

3

4

5

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d
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f
g

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unlikely 1

likely 6

N/A

career paths.
Encourage students to
consider NOAA-related
careers.
Use NOAA-related career
information to mentor
students.
Arrange for your
students to meet
scientists or read about
possible NOAA-related
careers.
Talk with your students
about what scientists do.

4. Because of my involvement with this NOAA program, I have an increased
understanding of:
Strongly
Science as it applies to
the world’s oceans.
Science as it applies to
the world's

Strongly agree

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3

4

5

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disagree 1

6

atmosphere.
Science as it applies to
the world's climate.
How NOAA research
efforts can be linked to
the National Education
Science Standards.
How NOAA research
efforts link to the
Ocean Literacy:
Essential Principles and
Fundamental Concepts.
How NOAA research
efforts link to the
Climate Literacy:
Essential Principles and
Fundamental Concepts.
The key education and
training paths that lead
to NOAA-related
careers.
Ocean-related
environmental issues.
Climate-related
environmental issues.
How to access NOAA
research data that can
be incorporated into my
classroom lessons.
The range of
educational resources
offered by NOAA.

5. Because of my involvement with this NOAA program, I feel more
confident about my ability to:
Strongly
Teach science as it
applies to the world’s

Strongly agree

2

3

4

5

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c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

disagree 1

6

oceans.
Teach science as it
applies to the world's
atmosphere.
Teach science as it
applies to the world's
climate.
Incorporate NOAA
education resources in
my classroom(s).
Integrate NOAA-related
science lessons into the
curriculum.
Research a NOAArelated environmental
issue with my students.
Use NOAA research
data and other
resources with my
students.

6. As a result of my NOAA experience, my students:
Strongly
Are better prepared to use
the results of real world

Strongly agree

2

3

4

5

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

c
d
e
f
g

disagree 1

6

science.
Are more engaged in their
science learning.
Know more about science as
it applies to the world’s
oceans/atmosphere/climate.
Have an appreciation for the
relevance of scientific
research.
Are familiar with NOAA and
what NOAA scientists do.
Are more likely to act to
protect the environment.
Understand that NOAA
provides research-based
information that they can
use to make important
decisions

7. Overall, how would you rate your NOAA experience?
j
k
l
m
n

1 Not at all

worthwhile

j
k
l
m
n

2

j
k
l
m
n

3

j
k
l
m
n

4

j
k
l
m
n

5

j
k
l
m
n

6

j
k
l
m
n

7

Extremely
worthwhile

8. Are topics related to the world's oceans part of the required science
curriculum for your:
Yes

No

N/A

School

j
k
l
m
n

j
k
l
m
n

j
k
l
m
n

District

j
k
l
m
n

j
k
l
m
n

j
k
l
m
n

State

j
k
l
m
n

j
k
l
m
n

j
k
l
m
n

9. Are topics related to weather and atmosphere part of the required
science curriculum for your:
Yes

No

N/A

School

j
k
l
m
n

j
k
l
m
n

j
k
l
m
n

District

j
k
l
m
n

j
k
l
m
n

j
k
l
m
n

State

j
k
l
m
n

j
k
l
m
n

j
k
l
m
n

10. Are topics related to the world's climate part of the required science
curriculum for your:
Yes

No

N/A

School

j
k
l
m
n

j
k
l
m
n

j
k
l
m
n

District

j
k
l
m
n

j
k
l
m
n

j
k
l
m
n

State

j
k
l
m
n

j
k
l
m
n

j
k
l
m
n

11. In reference to your experience with NOAA, are the research topics you
learned about part of the required science curriculum for your:
Yes

No

N/A

School

j
k
l
m
n

j
k
l
m
n

j
k
l
m
n

District

j
k
l
m
n

j
k
l
m
n

j
k
l
m
n

State

j
k
l
m
n

j
k
l
m
n

j
k
l
m
n

12. Please tell us about your science background (e.g., undergraduate
courses or degree(s), graduate courses or degree(s), professional
development experiences, previous research experiences):

13. How could this NOAA program be improved to better prepare educators
to teach about climate/ocean/atmospheric sciences?

Thank you for participating in this survey. Your responses are important. The results will be used by NOAA to improve
their professional development programs.

Public reporting burden for this collection of information is estimated to average 30 minutes per response, including the
time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and
completing and reviewing the collection of information. Send comments regarding this burden estimate or any other
suggestions for reducing this burden to Jennifer Hammond, Director NOAA's Teacher at Sea Program, 1315 East West
Hwy Division F, Room 14250, Silver Spring, MD 20910. Notwithstanding any other provisions of the law, no person is
required to respond to, nor shall any person be subjected to a penalty for failure to comply with, a collection of
information subject to the requirements of the Paperwork Reduction Act, unless that collection of information displays a
currently valid OMB Control Number.