WEBVTT

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[Shannon Ricles] Hi, welcome to Submerged North Carolina's

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webinar series, Kid Power,

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How North Carolina Kids Took on Marine Debris.

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Very excited to have you join us today.

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I'm Shannon Ricles, the Education and Outreach Coordinator

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for Monitor National Marine Sanctuary.

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And I'll be your host today.

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And joining me is Mark Losavio.

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He is the Media and Outreach Coordinator for Monitor,

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and he's gonna be our co-host.

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This webinar is brought to you

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by NOAA's Monitor National Marine Sanctuary

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in collaboration with the North Carolina Office

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of State Archeology.

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Partnering since 1975, NOAA and the state of North Carolina

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work to research, honor, and protect the hallmarks

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of North Carolina's underwater cultural heritage-shipwrecks.

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Now these shipwrecks hold information

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about the ever-changing technologies

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and cultural and physical landscapes.

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They serve as uniquely accessible underwater museums

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and a memorial to generations of mariners

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who lived, died, worked, and fought off our shores.

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This is one of the many webinars we will be hosting

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in the coming months

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for the Submerged North Carolina Webinars Series

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in collaboration with the North Carolina Office

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of State Archeology.

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Now, a little bit about us.

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Monitor is just one of fourteen national marine sanctuaries

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and two marine national monuments

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in the National Marine Sanctuary System.

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The system encompasses more than 600,000 square miles

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of Marine and Great Lakes waters from Washington State

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to the Florida Keys,

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and from Lake Huron to American Samoa.

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Now during the presentation, all attendees

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will be in listen only mode.

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You are welcome to type the questions for the presenter

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into the question box at the bottom of the control panel

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on the right-hand side of your screen.

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This is the same area you can let us know

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about any technical issues you may be having,

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that we can help you with.

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We'll be monitoring incoming questions and technical issues

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and respond to them as soon as we can.

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And Jenna will answer any questions that you have

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about her presentation at the end.

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We are recording this session, and we'll share the recording

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with registered participants via the webinar archive page,

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and a URL for this webinar will be provided

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at the end of this presentation.

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So today, we welcome Jenna Hartley, she's a PhD student

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with the North Carolina State University.

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So Jenna, take it away!

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Let me share, change presenters, hold on one second.

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All right, Jenna.

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[Jenna Hartley] All right, let's see.

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Let me make sure I can get the right screen going.

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How's that look?

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Do you see some slides?

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<v Shannon>Yes.</v>

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[Jenna] Great.

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[Shannon] Perfect.

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[Jenna] All right thank you so much for having me here today

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and happy Earth Day!

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I know that this year more than ever,

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it seems like there are so many cool things

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you could have been doing today for Earth Day.

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And I'm grateful that you chose to hang out with me

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for a little bit.

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My name's Jenna Hartley.

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I'm a former high school science teacher

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and now a third year PhD student

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at North Carolina State University

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in Raleigh, North Carolina.

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And to get us started,

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I'd like to introduce you to my family.

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So, let me make sure I know how to change slides.

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Does that look good?

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Do you see some dinosaurs?

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[Mark] Sure do.

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[Jenna] Okay, thanks, Mark.

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This is my four year old son, Everett,

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who is and has been for about the last year

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obsessed with dinosaurs.

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In fact, I just swapped my office with his old bedroom,

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so you can see there's still,

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I can't figure out how to do this.

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There's still dinosaurs stickers on the wall behind me.

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And I know it's the middle of a really, really tough week

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embedded in what's already been a really hard year,

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but I'm hopeful to be able to share some optimism with you.

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And I know you're all really tired,

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but I'm gonna start with a little bit of a game.

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So have a look at the six dinosaurs here

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and count the total number

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of how many you think you can name, no Googling.

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And if you're answering in the chat box,

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don't put any names, just put your total number

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that you think you've got locked in.

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So if you'd asked me before Everett was born

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to name these dinosaurs,

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I could have only named the ones in pink circles

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and I'll just call those like,

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the classics pre-Everett dinosaurs.

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But when he turned three, he became obsessed with dinosaurs.

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And as a result, I learned the two dinosaurs

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in the bottom left in those turquoise circles.

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Lastly, the ones on the bottom right,

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I'll call those the post-COVID Everett dinosaurs.

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And that's because COVID started, everything was bananas.

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I was home every day with him trying to work part-time,

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be in school full-time, and I found this dinosaur scientist

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who was doing a daily Zoom at noon teaching about dinosaurs.

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And he did it for 50 days straight.

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And so for 50 days, all Everett wanted to talk about

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was dinosaurs.

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We talked to him about it at dinner, all the time.

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I learned all of these and many more and many bonkers facts

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about lots of dinosaurs.

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So looks like we don't have, I can't see any guesses.

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Mark, can you see any guesses in the chat box yet?

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[Mark] No guesses yet.

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I think people are still trying to think about it,

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but I'm gonna say, personally, I could only identify two.

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[Shannon] Matt, I mean, Mark,

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they're putting them in the question box.

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Because I don't think they have a chat box.

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So Jenna, I'm seeing some people are saying only one.

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Others are saying three, four, woo!

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Somebody thinks that they know six.

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[Mark] I have a six.

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Very nice!

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[Jenna] Oh, I see you, person with six!

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Maybe the dinosaur scientist came.

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[Mark] I'm getting a lot of two's and three's, so far.

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[Jenna] Hey, you're in good company.

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That's where I was too.

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So, let's see how we did.

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Person that got six, were you locked in?

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You got Liopleurodon eating a Plesiosaur?

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Down here on the bottom right.

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Anyways, I can talk a lot about dinosaurs

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and although everyone would be thrilled

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if my PhD was on dinosaurs, it's not.

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It's on marine debris.

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But this concept of this bi-directional transfer

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of knowledge from students to their parents or other adults,

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in general, is called intergenerational learning.

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And it's the framework for the research that I do,

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and the work that we do at the EE Lab,

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Environmental Education Lab at NC State.

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So, we are instead talking about marine debris,

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and as I feel pretty confident

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that most people in this room know,

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plastic marine debris damages marine and coastal ecosystems.

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It's a huge environmental issue right now.

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Threatens food security, food safety, human health,

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and although this age of plastics

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has provided many modern conveniences,

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including lots of the disposable packaging

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and sterile medical products that are particularly important

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right now during COVID.

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Over a third of all the plastic produced is made

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into single use items and using packaging products.

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So without intervention, this flow of plastic into the ocean

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is projected to get much worse,

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increasing that threat to marine ecosystems

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and the people that depend on them.

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So despite technical solutions that have been presented

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to help deal with this issue,

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some of the most successful solutions

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have included some form of public engagement,

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such as the Skip the Straw campaign

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or in this case, this is Mr. Trash Wheel.

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So Mr. Trash Wheel, he's a trash interceptor

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in the Baltimore Harbor

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and has over 20,000 Twitter followers.

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And the people who developed Mr. Trash Wheel said,

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our goal is really to be a personality first

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and a marine debris receptacle late second.

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And so pushing that social element in the beginning

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is a really unique way to kind of mobilize change

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in their community.

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So many marine debris scientists agree that solutions

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embedded with these social sciences

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are required to address this highly interdisciplinary issue

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of marine debris.

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We, during this, during my work,

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we were really fortunate that our work happened to have

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this lucky timing of coinciding with kids,

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particularly in the age group,

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we were looking at eight to ten year olds

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decorating their reusable water bottles

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with marine debris related stickers.

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And so that social phenomenon, we also think

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could have impacted some of the work

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that we did for this project.

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So the good news, and again,

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we think that kids are a big solution here.

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And we'll get into that as we continue on.

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But the good news here is that environmental issues

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have been rising in priority status

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among people in the United States.

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So have a look at this chart for just a moment.

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What do you notice and what do you wonder?

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You're welcome to participate in the chat,

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or just pause and observe and reflect, first.

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Looking at this chart, it's from January, 2020.

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You can see along the X-Axis the Years.

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Overall, there does seem to be an upward trend

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over the last decade.

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And the percentage of people who think

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that the environment should be a top priority

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for the President and Congress.

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But despite this overall increase,

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you can still see that wide partisan gap that remains.

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And it's actually even getting wider

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between different political groups.

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What's more is that, as you can see on this chart,

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to the right, across a variety of issues ranging from

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terrorism and crime, to education and climate change,

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the environment is within the top five categories

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for the first time in nearly two decades.

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So, what we can also see is that there's,

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you can still see some of the evidence of that partisan gap

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regarding the environment.

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In fact, the partisan gap for the environment

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is larger than the partisan gap between military

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and gun policy.

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And it's second only to that partisan gap on climate change.

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So in addition to these wide partisan gaps

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pertaining to the environment among adults,

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this next chart shows gaps in priority issues

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based on age brackets.

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Each column shows different age groups with issues

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along the left.

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So have a look at this chart for a second.

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What do you notice here?

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What do you wonder about this one?

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And what might this have to do with kids and marine debris?

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What we think stands out the most,

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in terms of our research on this chart,

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is that the environment sits at the very bottom

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of the chart; meaning that it's the largest issue

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where younger generations prioritize the topic

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more than older generations.

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We can talk about that all day,

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but for the sake of this talk today,

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we'll move on from there.

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But the combination of these charts

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really paints the picture and sets the whole backdrop

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for our research.

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That's there are currently multiple barriers

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to reaching environmental consensus in the United States.

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Two of those are political partisanship and age.

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So in our lab, we're trying to explore these two barriers

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with this work.

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And we propose that marine debris environmental education

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rooted in intergenerational learning,

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like that bi-directional transfer of knowledge

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from students to their parents, or vice versa,

264
00:11:59.240 --> 00:12:01.630
that might help us to reach across the aisle.

265
00:12:01.630 --> 00:12:03.510
And perhaps even more importantly,

266
00:12:03.510 --> 00:12:05.070
reach across the dinner table

267
00:12:05.070 --> 00:12:08.170
to arrive at some environmental solutions.

268
00:12:08.170 --> 00:12:09.960
So here's what we know.

269
00:12:09.960 --> 00:12:13.140
Kids are really good at closing some of those gaps

270
00:12:13.140 --> 00:12:15.030
and other research that's come out of our lab

271
00:12:15.030 --> 00:12:16.350
has shown that.

272
00:12:16.350 --> 00:12:18.910
We've been exploring this in a lot of different contexts,

273
00:12:18.910 --> 00:12:21.750
but research coming out of our lab

274
00:12:21.750 --> 00:12:23.900
and from other researchers across the globe,

275
00:12:23.900 --> 00:12:27.670
has shown that when we train teachers who teach students,

276
00:12:27.670 --> 00:12:30.210
that information can trickle up to parents,

277
00:12:30.210 --> 00:12:33.680
just like it did with Everett teaching me about dinosaurs.

278
00:12:33.680 --> 00:12:35.270
But with my work we're poised right now

279
00:12:35.270 --> 00:12:38.010
to explore intergenerational learning in a new way.

280
00:12:38.010 --> 00:12:40.540
And that's outside of the immediate family.

281
00:12:40.540 --> 00:12:44.720
So can students reach outside of just the people

282
00:12:44.720 --> 00:12:46.970
in their household and into the wider community?

283
00:12:46.970 --> 00:12:49.610
Which could have significant impacts

284
00:12:49.610 --> 00:12:52.163
when you consider the charts that we were just looking at.

285
00:12:53.410 --> 00:12:57.410
So to help us get started, I'd love your input on a poll.

286
00:12:57.410 --> 00:13:02.033
So where do you think most marine debris comes from?

287
00:13:03.360 --> 00:13:05.093
And I think they'll put up a poll

288
00:13:05.093 --> 00:13:07.003
for you to answer right now.

289
00:13:09.193 --> 00:13:11.860
[Shannon] Okay, I have put the poll up

290
00:13:11.860 --> 00:13:14.300
and you may mark on the poll, the screen,

291
00:13:14.300 --> 00:13:17.550
and I will start seeing the answers.

292
00:13:17.550 --> 00:13:22.550
And when everybody's just about finished,

293
00:13:23.060 --> 00:13:24.463
I'll monitor it here.

294
00:13:27.240 --> 00:13:29.290
All right, we'll give it a couple of more seconds

295
00:13:29.290 --> 00:13:31.403
as people are starting to now answer.

296
00:13:35.920 --> 00:13:36.883
Alrighty.

297
00:13:38.880 --> 00:13:41.520
Okay, a couple more.

298
00:13:41.520 --> 00:13:43.870
All right, I think just about everybody has responded

299
00:13:43.870 --> 00:13:45.440
that's probably going to respond.

300
00:13:45.440 --> 00:13:49.750
So let's close the poll and let's-

301
00:13:49.750 --> 00:13:53.100
Oh! It didn't let me manage it.

302
00:13:53.100 --> 00:13:54.053
I'm sorry.

303
00:13:56.150 --> 00:13:56.983
[Jenna] That's okay.

304
00:13:56.983 --> 00:13:58.730
Did you notice what the winner was?

305
00:13:58.730 --> 00:13:59.563
[Shannon] Yes.

306
00:13:59.563 --> 00:14:03.358
90% thought that the trash came from the land,

307
00:14:03.358 --> 00:14:06.260
from land that washes into the sea.

308
00:14:06.260 --> 00:14:07.093
Yes.

309
00:14:07.093 --> 00:14:07.926
[Jenna] Great!

310
00:14:07.926 --> 00:14:09.460
Okay, so this was one of the,

311
00:14:09.460 --> 00:14:10.990
you already all knew the answer.

312
00:14:10.990 --> 00:14:12.440
But this was one of the main themes

313
00:14:12.440 --> 00:14:15.100
that we tried to hit home early and often

314
00:14:15.100 --> 00:14:16.610
in this curriculum.

315
00:14:16.610 --> 00:14:19.780
So what we did here is we had-

316
00:14:19.780 --> 00:14:20.992
<v Shannon>There we go.</v>

317
00:14:20.992 --> 00:14:21.825
<v ->a curriculum.</v>

318
00:14:21.825 --> 00:14:22.658
Oh!

319
00:14:22.658 --> 00:14:23.730
Are you showing the results?

320
00:14:23.730 --> 00:14:25.940
[Shannon] Yep, I figured out how.

321
00:14:25.940 --> 00:14:26.773
Thank you.

322
00:14:26.773 --> 00:14:27.760
[Jenna] Cool, yeah!

323
00:14:27.760 --> 00:14:28.593
Thank you.

324
00:14:30.530 --> 00:14:32.860
So, considering that most of the inputs,

325
00:14:32.860 --> 00:14:34.740
as you all know, clearly,

326
00:14:34.740 --> 00:14:38.200
of plastic into oceans come from these land-based sources.

327
00:14:38.200 --> 00:14:40.180
We made an effort to offer this curriculum

328
00:14:40.180 --> 00:14:42.380
across the entire state of North Carolina.

329
00:14:42.380 --> 00:14:45.160
And it was truly a 'mountains to the sea' initiative.

330
00:14:45.160 --> 00:14:48.750
The students picked up like tens of thousands of pounds

331
00:14:48.750 --> 00:14:50.973
of trash over the course of three years

332
00:14:50.973 --> 00:14:52.853
in their local waterways.

333
00:14:53.990 --> 00:14:57.650
And then just, we really tried to focus in on

334
00:14:57.650 --> 00:15:00.530
teaching them that all rivers, all bodies of water

335
00:15:00.530 --> 00:15:01.690
end up in the ocean.

336
00:15:01.690 --> 00:15:04.110
So even students that were in Asheville, North Carolina

337
00:15:04.110 --> 00:15:06.580
were having, you know, the concept was that they were having

338
00:15:06.580 --> 00:15:09.653
just as big of an impact as students at Wrightsville Beach.

339
00:15:11.470 --> 00:15:16.470
So we did this with about 50 teachers from across 40 schools

340
00:15:17.220 --> 00:15:19.690
and 32 counties in the state of North Carolina.

341
00:15:19.690 --> 00:15:23.250
And this totaled roughly 2,500 students.

342
00:15:23.250 --> 00:15:26.630
We still have a cohort participating this year.

343
00:15:26.630 --> 00:15:28.420
Four hundred to six hundred parents

344
00:15:28.420 --> 00:15:31.840
that participated in both pre and post surveys.

345
00:15:31.840 --> 00:15:33.990
We had about 1,500 do the pre-surveys,

346
00:15:33.990 --> 00:15:37.630
but not everyone completed the post-surveys during COVID.

347
00:15:37.630 --> 00:15:39.973
Totally understand, as a parent myself.

348
00:15:41.130 --> 00:15:43.690
And then we had about a hundred, almost two hundred

349
00:15:43.690 --> 00:15:47.150
community adults and local officials also complete surveys.

350
00:15:47.150 --> 00:15:50.040
So the larger scope of the project here

351
00:15:50.040 --> 00:15:52.880
has data from every single one of these groups.

352
00:15:52.880 --> 00:15:54.810
But today I'm just gonna talk to you about,

353
00:15:54.810 --> 00:15:57.470
kind of how we looked at two of those.

354
00:15:57.470 --> 00:15:59.800
So as I mentioned, our work centers around

355
00:15:59.800 --> 00:16:02.160
an educational curriculum on marine debris

356
00:16:02.160 --> 00:16:04.614
that was developed, piloted, and published

357
00:16:04.614 --> 00:16:07.800
by Duke University Marine Labs Community Science Team.

358
00:16:07.800 --> 00:16:09.650
It has about 15 activities

359
00:16:09.650 --> 00:16:11.930
designed for fourth and fifth grade classrooms.

360
00:16:11.930 --> 00:16:14.180
They're all standards aligned.

361
00:16:14.180 --> 00:16:16.840
They cover every topic, which is really fun

362
00:16:16.840 --> 00:16:19.730
for teachers to collaborate across our schools.

363
00:16:19.730 --> 00:16:21.380
Math, English and language arts,

364
00:16:21.380 --> 00:16:23.281
science, art, social studies,

365
00:16:23.281 --> 00:16:27.330
and then there's a big civic engagement piece, as well.

366
00:16:27.330 --> 00:16:30.545
There's also a heavy focus on citizen science,

367
00:16:30.545 --> 00:16:33.150
and we'll talk about that, too.

368
00:16:33.150 --> 00:16:34.220
But what we loved about it

369
00:16:34.220 --> 00:16:35.950
is that it's very multidisciplinary,

370
00:16:35.950 --> 00:16:37.360
and it empowers students.

371
00:16:37.360 --> 00:16:38.785
So we're not just saying,

372
00:16:38.785 --> 00:16:41.470
here's a problem and here's how we want you to solve it.

373
00:16:41.470 --> 00:16:45.170
The curriculum is designed to say, here's the issue.

374
00:16:45.170 --> 00:16:46.560
How do you want to solve it?

375
00:16:46.560 --> 00:16:49.020
And so you've got eight to ten year olds coming up with

376
00:16:49.020 --> 00:16:51.990
solutions, various solutions across the state.

377
00:16:51.990 --> 00:16:53.910
And that's when it got really fun.

378
00:16:53.910 --> 00:16:55.410
So we'll talk about that, too.

379
00:16:56.430 --> 00:16:58.800
A few of the activities are listed here,

380
00:16:58.800 --> 00:17:00.870
but if you want to check out the curriculum yourself,

381
00:17:00.870 --> 00:17:03.840
it's totally free and available, and online.

382
00:17:03.840 --> 00:17:07.050
And I can add it to the chat right now.

383
00:17:07.050 --> 00:17:11.990
If you are a teacher or have friends and loved ones

384
00:17:11.990 --> 00:17:14.990
that are teachers, please feel free to share this with them.

385
00:17:15.955 --> 00:17:19.410
And hopefully, if that didn't go to everyone,

386
00:17:19.410 --> 00:17:22.153
maybe Shannon can help me get it to everyone in the chat.

387
00:17:23.780 --> 00:17:28.030
Okay, so again, I'm gonna make you play another game.

388
00:17:28.030 --> 00:17:29.780
And this is one of the activities,

389
00:17:29.780 --> 00:17:34.290
or a tiny version of the activity that's in the curriculum.

390
00:17:34.290 --> 00:17:38.850
So this is adapted from a program called Washed Ashore.

391
00:17:38.850 --> 00:17:40.500
And it's called, How Long 'Til it's Gone?

392
00:17:40.500 --> 00:17:43.760
And essentially, your task is to put a short list of items

393
00:17:43.760 --> 00:17:46.520
in order from how long it takes them to break down

394
00:17:46.520 --> 00:17:47.360
in the ocean.

395
00:17:47.360 --> 00:17:50.010
And with students, obviously, we set this up ahead of time

396
00:17:50.010 --> 00:17:51.460
with some vocabulary.

397
00:17:51.460 --> 00:17:54.940
So we talk about photodegrade, biodegrade, and corrode.

398
00:17:54.940 --> 00:17:56.500
And what each of those things mean,

399
00:17:56.500 --> 00:17:58.830
considering that you all got 90% of the answers right

400
00:17:58.830 --> 00:18:01.000
on the last one, we're gonna skip that.

401
00:18:01.000 --> 00:18:02.933
And I bet you'll get all these right, too.

402
00:18:03.870 --> 00:18:05.890
So, here are the items.

403
00:18:05.890 --> 00:18:09.230
We're gonna give you a minute or two to put them in order.

404
00:18:09.230 --> 00:18:12.976
You can just write it down or make a list in your head.

405
00:18:12.976 --> 00:18:15.900
And in about a minute, we will check back in

406
00:18:15.900 --> 00:18:17.123
and see what we think.

407
00:18:19.510 --> 00:18:20.370
Thanks for playing along.

408
00:18:20.370 --> 00:18:22.700
You can tell I was a teacher, probably,

409
00:18:22.700 --> 00:18:24.450
from how much I make you do things.

410
00:18:43.840 --> 00:18:45.533
Take about 20 more seconds.

411
00:18:59.250 --> 00:19:02.880
So with the students, we gave them way more items,

412
00:19:02.880 --> 00:19:04.030
and we split them into groups.

413
00:19:04.030 --> 00:19:06.190
So this was a group activity.

414
00:19:06.190 --> 00:19:08.503
Here are the answers.

415
00:19:09.570 --> 00:19:10.760
How did y'all do?

416
00:19:10.760 --> 00:19:13.640
Sorry I can't see what you're writing in the chat,

417
00:19:13.640 --> 00:19:16.860
but maybe Shannon can report back,

418
00:19:16.860 --> 00:19:18.760
if anyone writes anything in the chat.

419
00:19:20.720 --> 00:19:23.260
Some of this is very surprising to people

420
00:19:23.260 --> 00:19:25.933
that potentially are not NOAA affiliated.

421
00:19:26.860 --> 00:19:29.790
[Mark] Looks like someone got 100% over here.

422
00:19:29.790 --> 00:19:30.830
[Jenna] Yeah!

423
00:19:30.830 --> 00:19:31.663
[Mark] Very nice.

424
00:19:31.663 --> 00:19:33.611
[Jenna] Are you or are you not a NOAA staff member?

425
00:19:33.611 --> 00:19:36.230
(Jenna laughs)

426
00:19:36.230 --> 00:19:37.983
Just kidding, you don't have to answer that.

427
00:19:39.020 --> 00:19:42.200
Okay, so the students got this many items,

428
00:19:42.200 --> 00:19:44.640
and you can see the scope here.

429
00:19:44.640 --> 00:19:46.920
Again, this is all available online,

430
00:19:46.920 --> 00:19:49.060
and you are welcome to use it.

431
00:19:49.060 --> 00:19:53.060
There are virtual adaptations for our new virtual world,

432
00:19:53.060 --> 00:19:53.893
as well.

433
00:19:55.280 --> 00:20:00.280
But here we, I'm just gonna talk about this today.

434
00:20:00.970 --> 00:20:04.180
Kind of from the scope of three different lenses,

435
00:20:04.180 --> 00:20:07.260
and how we scaled this whole project.

436
00:20:07.260 --> 00:20:09.730
So the first, what we wanted to do

437
00:20:09.730 --> 00:20:13.620
was situate what we're doing within some educational theory

438
00:20:13.620 --> 00:20:16.540
and ground it in good classroom teaching strategies

439
00:20:16.540 --> 00:20:19.326
and best practices for students to learn.

440
00:20:19.326 --> 00:20:21.700
The second step was to test whether or not

441
00:20:21.700 --> 00:20:23.260
some of that intergenerational learning

442
00:20:23.260 --> 00:20:25.780
might've been happening in a family context.

443
00:20:25.780 --> 00:20:28.120
And then the third, we wanted to scale up and see,

444
00:20:28.120 --> 00:20:31.623
is this happening in any way with the wider community?

445
00:20:32.570 --> 00:20:34.564
So, like I said, the first part

446
00:20:34.564 --> 00:20:37.630
is really just building this theoretical

447
00:20:37.630 --> 00:20:40.740
and empirical case for intergenerational learning

448
00:20:40.740 --> 00:20:42.330
in this marine debris context.

449
00:20:42.330 --> 00:20:44.030
It hasn't really been done before.

450
00:20:45.316 --> 00:20:47.575
So the majority of this work

451
00:20:47.575 --> 00:20:50.380
in intergenerational learning has happened with adolescents

452
00:20:50.380 --> 00:20:51.560
and high schoolers.

453
00:20:51.560 --> 00:20:52.810
We also wanted to see

454
00:20:52.810 --> 00:20:55.420
what could happen at this young of an age

455
00:20:55.420 --> 00:20:57.003
and what that impact might be.

456
00:20:58.010 --> 00:21:00.670
So the research here was just seeing what was out there.

457
00:21:00.670 --> 00:21:02.860
And what we found was that there's no existing

458
00:21:02.860 --> 00:21:06.150
or statewide curricula at all for marine debris,

459
00:21:06.150 --> 00:21:09.730
at least in North Carolina, but very little in other places.

460
00:21:09.730 --> 00:21:12.380
University of Toronto has some great stuff coming out

461
00:21:13.740 --> 00:21:15.640
and teachers and students are just clamoring

462
00:21:15.640 --> 00:21:16.900
for this kind of stuff.

463
00:21:16.900 --> 00:21:19.940
A, it's real world problem solving.

464
00:21:19.940 --> 00:21:22.020
It's very to the moment.

465
00:21:22.020 --> 00:21:24.830
It's a current event that students are interested in,

466
00:21:24.830 --> 00:21:28.190
and the teachers want activities that aren't canned, right?

467
00:21:28.190 --> 00:21:30.380
That students can go out, pick up trash,

468
00:21:30.380 --> 00:21:32.240
do some math problems about it,

469
00:21:32.240 --> 00:21:34.410
and feel like they're making a difference.

470
00:21:34.410 --> 00:21:38.220
And so, the goal here is to really help students learn,

471
00:21:38.220 --> 00:21:41.360
in general, but also to empower them and empower teachers

472
00:21:41.360 --> 00:21:43.043
with something fun and different.

473
00:21:43.960 --> 00:21:46.210
Then, we scale up to see if we can help students

474
00:21:46.210 --> 00:21:48.260
engage their families.

475
00:21:48.260 --> 00:21:49.630
And this is an important tenet

476
00:21:49.630 --> 00:21:52.170
for intergenerational learning, in general.

477
00:21:52.170 --> 00:21:54.670
Most importantly, it isn't about students

478
00:21:54.670 --> 00:21:57.900
teaching their parents or teaching their elders.

479
00:21:57.900 --> 00:22:00.880
This is about encouraging conversations,

480
00:22:00.880 --> 00:22:04.116
two-way discussions between students and elders,

481
00:22:04.116 --> 00:22:08.000
either in their families or in their communities

482
00:22:08.000 --> 00:22:09.860
to try and build those relationships

483
00:22:09.860 --> 00:22:12.610
that make commonalities possible.

484
00:22:12.610 --> 00:22:13.950
So the stuff that we give students

485
00:22:13.950 --> 00:22:16.140
in the form of the activities to engage

486
00:22:16.140 --> 00:22:17.561
with their caregivers at home,

487
00:22:17.561 --> 00:22:20.316
is more about like interviewing the parents.

488
00:22:20.316 --> 00:22:22.630
You know, what have you noticed?

489
00:22:22.630 --> 00:22:24.560
How is this different than when you were a kid?

490
00:22:24.560 --> 00:22:28.210
What has changed in, you know, your purchasing habits

491
00:22:28.210 --> 00:22:29.827
from when you were growing up to now?

492
00:22:29.827 --> 00:22:31.737
And your use of single use plastics, right?

493
00:22:31.737 --> 00:22:34.970
It's definitely this two-way conversation.

494
00:22:34.970 --> 00:22:37.010
And that's true, too, for helping students engage

495
00:22:37.010 --> 00:22:38.330
their communities.

496
00:22:38.330 --> 00:22:40.410
And then the last step is just,

497
00:22:40.410 --> 00:22:41.610
they are at the end of the day,

498
00:22:41.610 --> 00:22:42.900
still eight to ten years old.

499
00:22:42.900 --> 00:22:44.970
And there are some logistical barriers

500
00:22:44.970 --> 00:22:47.750
to their participation in formal adult spheres.

501
00:22:47.750 --> 00:22:51.710
So helping teachers get students, for example,

502
00:22:51.710 --> 00:22:54.420
like on the docket at a town hall meeting.

503
00:22:54.420 --> 00:22:56.250
Breaking down some of those logistical barriers

504
00:22:56.250 --> 00:22:59.090
to students' involvement was the fourth part

505
00:22:59.090 --> 00:23:00.540
that we wrote about for that.

506
00:23:03.050 --> 00:23:06.940
We like to see this as being a positive feedback loop,

507
00:23:06.940 --> 00:23:10.060
wherein the more you teach teachers about the topic,

508
00:23:10.060 --> 00:23:12.040
the more it empowers the students.

509
00:23:12.040 --> 00:23:14.940
We engage the students with their parents and communities,

510
00:23:14.940 --> 00:23:16.410
and then there's more support

511
00:23:16.410 --> 00:23:19.070
for continuing Marine debris education,

512
00:23:19.070 --> 00:23:20.953
hopefully in this cyclical nature.

513
00:23:23.500 --> 00:23:25.580
The second step that we were trying to do here

514
00:23:25.580 --> 00:23:30.580
is testing how marine debris behaviors may be predicted

515
00:23:30.830 --> 00:23:32.670
by behaviors of their parents.

516
00:23:32.670 --> 00:23:34.650
This kind of stuff is shown

517
00:23:34.650 --> 00:23:36.446
in a lot of the intergenerational learning

518
00:23:36.446 --> 00:23:39.190
and environmental education literature.

519
00:23:39.190 --> 00:23:41.630
And we were trying to see how we could situate our study

520
00:23:41.630 --> 00:23:42.620
within other studies

521
00:23:42.620 --> 00:23:45.779
that have looked at some similar things.

522
00:23:45.779 --> 00:23:50.360
So we acknowledged that the adult in a child's life

523
00:23:50.360 --> 00:23:51.630
can vary widely.

524
00:23:51.630 --> 00:23:54.120
So in this, we included many forms of caregiving

525
00:23:54.120 --> 00:23:56.190
into our use of the term parent,

526
00:23:56.190 --> 00:23:59.340
including adoptive parents, step parents, foster parents,

527
00:23:59.340 --> 00:24:01.630
grandparents, and legal guardians.

528
00:24:01.630 --> 00:24:04.140
But what we're really trying to look at

529
00:24:04.140 --> 00:24:07.040
is we paired students with their, and again,

530
00:24:07.040 --> 00:24:09.340
I'll say parents or caregivers,

531
00:24:09.340 --> 00:24:12.820
to explore how these relationships might impact

532
00:24:12.820 --> 00:24:14.450
marine debris behaviors.

533
00:24:14.450 --> 00:24:18.223
We had 667 families of fourth and fifth grade students.

534
00:24:18.223 --> 00:24:20.390
Again, those are about eight to ten year olds,

535
00:24:20.390 --> 00:24:24.190
and they're sampled from those 32 counties.

536
00:24:24.190 --> 00:24:26.540
We ended up with about 32 counties represented.

537
00:24:27.900 --> 00:24:31.010
So we'll dig into the constructs that we asked

538
00:24:31.010 --> 00:24:34.120
or the factors that we measured in our service.

539
00:24:34.120 --> 00:24:35.600
We looked at social norms,

540
00:24:35.600 --> 00:24:40.030
and a social norm is just like these informal rules

541
00:24:40.030 --> 00:24:42.540
that govern behavior in groups and societies.

542
00:24:42.540 --> 00:24:46.610
They're typically difficult to change, but not impossible.

543
00:24:46.610 --> 00:24:50.670
So, think about the social norm around mask wearing,

544
00:24:50.670 --> 00:24:54.680
recently, and how that is changed over the past six months.

545
00:24:54.680 --> 00:24:58.470
That's a good example of one that has been easier to change.

546
00:24:58.470 --> 00:25:00.393
Although, it depends on where you live.

547
00:25:01.531 --> 00:25:04.620
We also asked about the students' level of knowledge,

548
00:25:04.620 --> 00:25:07.320
their parents' behaviors, which we ask the parents

549
00:25:07.320 --> 00:25:08.180
about their behaviors.

550
00:25:08.180 --> 00:25:10.180
Again, we paired these surveys together.

551
00:25:11.160 --> 00:25:14.240
And then just how often the students have discussions

552
00:25:14.240 --> 00:25:17.130
about marine debris with various groups;

553
00:25:17.130 --> 00:25:21.240
in school, at home, and with their friends.

554
00:25:21.240 --> 00:25:24.937
So we weren't planning to change anyone's behavior,

555
00:25:24.937 --> 00:25:27.070
but really just to see how these factors

556
00:25:27.070 --> 00:25:28.773
might impact students' behavior.

557
00:25:30.260 --> 00:25:33.143
So let's ask you again and see what you think.

558
00:25:34.640 --> 00:25:36.580
If you had, well, again, this is important

559
00:25:36.580 --> 00:25:39.540
to think of yourself as an eight to ten year old, right?

560
00:25:39.540 --> 00:25:41.290
And go back, if you can,

561
00:25:41.290 --> 00:25:43.810
to what you think might've driven your behavior

562
00:25:43.810 --> 00:25:45.660
when you were eight to ten years old;

563
00:25:47.530 --> 00:25:51.420
social norms, your own knowledge,

564
00:25:51.420 --> 00:25:53.890
discussions with your friends, family, or teachers,

565
00:25:53.890 --> 00:25:56.610
or your parents' behaviors.

566
00:25:56.610 --> 00:25:57.910
And I think the polls open,

567
00:25:57.910 --> 00:26:00.110
so we'll give you a minute to fill that out.

568
00:26:03.380 --> 00:26:05.600
[Shannon] All right, we're getting some answers coming in.

569
00:26:05.600 --> 00:26:10.593
So wait another few seconds, let everybody have a chance.

570
00:26:20.390 --> 00:26:21.700
All right.

571
00:26:21.700 --> 00:26:23.963
Looks like it's slowing down.

572
00:26:28.160 --> 00:26:30.313
All right, I'm gonna close the poll,

573
00:26:31.150 --> 00:26:34.183
and I'm going to share the answers.

574
00:26:36.500 --> 00:26:38.460
[Jenna] I can't see them, so might have to-

575
00:26:38.460 --> 00:26:39.920
[Shannon] Okay.

576
00:26:39.920 --> 00:26:43.120
It says that, says your parents' behavior,

577
00:26:43.120 --> 00:26:47.100
58% of them said that that was what affected their norms.

578
00:26:47.100 --> 00:26:49.570
And then discussions with their family and friends,

579
00:26:49.570 --> 00:26:52.090
and their own knowledge came in at 13%.

580
00:26:52.090 --> 00:26:55.740
And then social norms came in at 16%.

581
00:26:55.740 --> 00:26:56.573
[Jenna] Cool.

582
00:26:57.860 --> 00:26:58.693
Great!

583
00:26:58.693 --> 00:27:00.030
So that's really interesting.

584
00:27:00.030 --> 00:27:03.870
And so much of the literature right now agrees,

585
00:27:03.870 --> 00:27:07.170
where like would have suggested that they agree with you.

586
00:27:07.170 --> 00:27:10.170
But a lot of the emerging stuff that we're seeing come out

587
00:27:10.170 --> 00:27:12.110
in the last five to ten years,

588
00:27:12.110 --> 00:27:14.490
is really, really focused on social norms

589
00:27:14.490 --> 00:27:15.440
being the big driver.

590
00:27:15.440 --> 00:27:18.410
So it's interesting that everyone put that one last,

591
00:27:18.410 --> 00:27:21.580
when more and more research is coming out that says

592
00:27:21.580 --> 00:27:25.330
that social norms drive so much of human behavior.

593
00:27:25.330 --> 00:27:28.200
We found, specifically, that the things

594
00:27:28.200 --> 00:27:31.020
that were impacting students' behavior were norms,

595
00:27:31.020 --> 00:27:33.713
but particularly about family.

596
00:27:34.820 --> 00:27:37.620
We see that that's a little different in other studies

597
00:27:37.620 --> 00:27:38.810
that look at this.

598
00:27:38.810 --> 00:27:40.620
As the students get older,

599
00:27:40.620 --> 00:27:42.860
the norms that impact their behavior shifts

600
00:27:42.860 --> 00:27:43.940
more towards their peers.

601
00:27:43.940 --> 00:27:47.230
I mean, obviously, you did things differently in high school

602
00:27:47.230 --> 00:27:48.720
based on what your friend said,

603
00:27:48.720 --> 00:27:50.210
maybe than you did in fourth grade.

604
00:27:50.210 --> 00:27:52.130
So that kind of lines up anecdotally

605
00:27:52.130 --> 00:27:55.500
with probably our personal experiences.

606
00:27:55.500 --> 00:27:58.040
But we found in this study that family norms

607
00:27:58.040 --> 00:28:01.840
were the most significant driver of student behaviors,

608
00:28:01.840 --> 00:28:04.000
followed by how often they have discussions,

609
00:28:04.000 --> 00:28:05.890
again, specifically with family.

610
00:28:05.890 --> 00:28:07.390
So we're seeing that like,

611
00:28:07.390 --> 00:28:10.670
family here is this bottom line driver,

612
00:28:10.670 --> 00:28:13.620
but surprisingly, not parents' behaviors.

613
00:28:13.620 --> 00:28:16.710
So we'll get in, maybe we can talk about that at the end

614
00:28:16.710 --> 00:28:19.070
a little more in what your hypotheses might be.

615
00:28:19.070 --> 00:28:20.423
I'll be curious to hear.

616
00:28:21.870 --> 00:28:26.770
So the last goal that we were trying to explore with this,

617
00:28:26.770 --> 00:28:30.010
is whether or not any of these impacts still held outside

618
00:28:30.010 --> 00:28:31.920
of the immediate family dynamic,

619
00:28:31.920 --> 00:28:34.920
which to our knowledge hasn't been done yet on this topic.

620
00:28:34.920 --> 00:28:37.523
And hasn't been done yet with kids this young.

621
00:28:38.730 --> 00:28:40.950
So in my opinion, this chapter is the most exciting

622
00:28:40.950 --> 00:28:43.680
cause it's where we're testing out something pretty novel.

623
00:28:43.680 --> 00:28:47.950
And it's where we're really gauging student empowerment,

624
00:28:47.950 --> 00:28:51.130
when it comes down to it, which as a former teacher,

625
00:28:51.130 --> 00:28:52.673
is lots of fun for me.

626
00:28:53.610 --> 00:28:55.743
I've always believed that kids are amazing

627
00:28:55.743 --> 00:28:58.220
and it's cool to put some numbers behind it.

628
00:28:58.220 --> 00:29:01.090
So we examine responses from community adults

629
00:29:01.090 --> 00:29:03.860
and local officials after they came to one of these

630
00:29:03.860 --> 00:29:06.020
youth led civic engagement events.

631
00:29:06.020 --> 00:29:07.330
So like I said earlier,

632
00:29:07.330 --> 00:29:10.600
part of the curriculum was saying, here's the issue.

633
00:29:10.600 --> 00:29:12.400
Now you need to present it.

634
00:29:12.400 --> 00:29:13.800
Present it however you want.

635
00:29:16.001 --> 00:29:18.440
And we'll get into what some of that looked like right now.

636
00:29:18.440 --> 00:29:22.940
So here's what we know from intergenerational learning

637
00:29:22.940 --> 00:29:24.970
in the literature and from recent research

638
00:29:24.970 --> 00:29:26.160
that's come out of our lab.

639
00:29:26.160 --> 00:29:30.760
And that's that training the teachers can impact adults.

640
00:29:30.760 --> 00:29:32.110
But again, we're trying to see

641
00:29:32.110 --> 00:29:33.500
if that can scale up to parents.

642
00:29:33.500 --> 00:29:36.640
So students chose how they wanted to engage their,

643
00:29:36.640 --> 00:29:38.430
I mean, to local officials, sorry.

644
00:29:38.430 --> 00:29:39.610
I said parents.

645
00:29:39.610 --> 00:29:41.290
Students chose how they wanted to engage

646
00:29:41.290 --> 00:29:42.410
their local officials.

647
00:29:42.410 --> 00:29:45.466
And this, hands down, was the most fun

648
00:29:45.466 --> 00:29:47.403
I've had in the past three years.

649
00:29:48.540 --> 00:29:51.883
So they either filmed public service announcement videos.

650
00:29:53.190 --> 00:29:56.030
Some of them had trash fashion shows.

651
00:29:56.030 --> 00:30:00.140
Some of them sold holiday ornaments at craft fairs.

652
00:30:00.140 --> 00:30:03.610
One group scheduled a community-wide beach cleanup

653
00:30:03.610 --> 00:30:04.460
at Wrightsville Beach,

654
00:30:04.460 --> 00:30:06.490
And there were almost 400 people there,

655
00:30:06.490 --> 00:30:09.490
and two news outlets, and people flying drones.

656
00:30:09.490 --> 00:30:13.920
They got a police escort to help the kids walk there safely

657
00:30:13.920 --> 00:30:14.860
from school.

658
00:30:14.860 --> 00:30:15.763
It was amazing!

659
00:30:16.930 --> 00:30:19.860
One that's my absolute favorite that's here

660
00:30:19.860 --> 00:30:23.110
in the middle with this group of parents.

661
00:30:23.110 --> 00:30:26.260
I think I love it because I never could have made it up

662
00:30:26.260 --> 00:30:27.730
in a million years,

663
00:30:27.730 --> 00:30:31.010
but the kids had a connection to Foothills Brewery.

664
00:30:31.010 --> 00:30:32.350
They were out of Forsyth County,

665
00:30:32.350 --> 00:30:34.490
Winston-Salem, North Carolina.

666
00:30:34.490 --> 00:30:37.300
There's a small brewery there called Foothills Brewery.

667
00:30:37.300 --> 00:30:39.130
And they convinced the brewery to release

668
00:30:39.130 --> 00:30:42.670
a special edition beer called Nautical IPA

669
00:30:42.670 --> 00:30:45.670
with the proceeds going to a Plastic Ocean Project,

670
00:30:45.670 --> 00:30:48.181
which is a nonprofit out of North Carolina.

671
00:30:48.181 --> 00:30:51.900
And they invited their parents, neighbors, the principal,

672
00:30:51.900 --> 00:30:55.500
the mayor came to this beer opening night

673
00:30:55.500 --> 00:30:58.320
where the kids essentially quizzed the parents

674
00:30:58.320 --> 00:31:00.170
using a Kahoot style game.

675
00:31:00.170 --> 00:31:01.810
I don't know if any of you've ever played that,

676
00:31:01.810 --> 00:31:06.730
but the parents got all these questions wrong about,

677
00:31:06.730 --> 00:31:07.680
and they weren't just parents,

678
00:31:07.680 --> 00:31:09.810
anyone that was there for the beer opening.

679
00:31:09.810 --> 00:31:11.670
And they got all these questions wrong

680
00:31:11.670 --> 00:31:13.700
about how long it takes things to break down.

681
00:31:13.700 --> 00:31:17.310
And number one, how many straws get used

682
00:31:17.310 --> 00:31:19.760
in the United States each day, et cetera.

683
00:31:19.760 --> 00:31:22.450
And it was just a lot of fun

684
00:31:22.450 --> 00:31:24.970
and a really cool way to engage adults.

685
00:31:24.970 --> 00:31:27.220
So the students knew where the adults were

686
00:31:27.220 --> 00:31:30.293
and met them there, and I thought that was really creative.

687
00:31:31.660 --> 00:31:35.220
So what we did is afterwards, we gave anyone that was here,

688
00:31:35.220 --> 00:31:38.150
that wasn't a parent participating in the parent survey,

689
00:31:38.150 --> 00:31:40.110
surveys to complete after their interaction

690
00:31:40.110 --> 00:31:41.173
with the students.

691
00:31:42.130 --> 00:31:46.960
We ended up serving 172 people,

692
00:31:46.960 --> 00:31:51.960
65 community adults, or beer drinkers from that one,

693
00:31:55.100 --> 00:31:58.180
that one group at Foothills, and then 107 local officials

694
00:31:58.180 --> 00:32:00.120
from across the state of North Carolina.

695
00:32:00.120 --> 00:32:03.940
So we also conducted 18 intercept interviews

696
00:32:03.940 --> 00:32:06.480
with people directly after the in-person events.

697
00:32:06.480 --> 00:32:08.850
And some of them, we did follow-up interviews with

698
00:32:08.850 --> 00:32:11.950
after they watched the videos that students made.

699
00:32:11.950 --> 00:32:14.710
So here are just a few of the quotes we received

700
00:32:14.710 --> 00:32:15.850
from the interviews.

701
00:32:15.850 --> 00:32:19.470
We found that four major themes emerged to characterize

702
00:32:19.470 --> 00:32:22.823
how adults responded to the youth environmental activism.

703
00:32:23.790 --> 00:32:28.590
And those were that young people were inspiring, obviously.

704
00:32:28.590 --> 00:32:31.593
That adults want to support young people,

705
00:32:32.570 --> 00:32:36.070
that adults view young people as able to provide leadership

706
00:32:36.070 --> 00:32:37.300
to local action,

707
00:32:37.300 --> 00:32:39.050
and that the young people were able to challenge

708
00:32:39.050 --> 00:32:40.620
the establishment.

709
00:32:40.620 --> 00:32:43.060
We found this to be really uplifting,

710
00:32:43.060 --> 00:32:45.410
especially for the students that, you know,

711
00:32:45.410 --> 00:32:47.760
they might not get that direct feedback

712
00:32:47.760 --> 00:32:50.140
without something like this.

713
00:32:50.140 --> 00:32:52.410
And so I'll give you a moment to read some of these quotes

714
00:32:52.410 --> 00:32:54.863
and see if any of them resonate with you.

715
00:32:56.630 --> 00:32:59.293
Shannon, let me know if anything comes through in the chat.

716
00:33:01.420 --> 00:33:02.370
[Shannon] I will.

717
00:33:24.500 --> 00:33:25.760
[Jenna] These ones that are about,

718
00:33:25.760 --> 00:33:27.690
this bottom one that talks about how their voice

719
00:33:27.690 --> 00:33:29.290
can make small changes in their community.

720
00:33:29.290 --> 00:33:31.760
Like the signs they're talking about at restaurants,

721
00:33:31.760 --> 00:33:34.330
that group of students actually presented

722
00:33:34.330 --> 00:33:37.370
at a formal town hall and came up with solutions

723
00:33:37.370 --> 00:33:40.180
where they wanted the local businesses to have signs

724
00:33:42.640 --> 00:33:45.910
stating whether or not they were not using

725
00:33:45.910 --> 00:33:47.293
single use plastics.

726
00:33:49.590 --> 00:33:52.410
Okay, so here's what some of those surveys

727
00:33:52.410 --> 00:33:56.120
look like for these community adults and local officials.

728
00:33:56.120 --> 00:33:59.820
There were three major constructs that we asked them.

729
00:33:59.820 --> 00:34:01.210
We also asked a few other questions,

730
00:34:01.210 --> 00:34:02.950
but these are the ones that really rose to the top

731
00:34:02.950 --> 00:34:04.103
in our results.

732
00:34:05.091 --> 00:34:08.480
So we really wanted to explore what these adults thought

733
00:34:08.480 --> 00:34:10.200
about whether a youth led engagement event

734
00:34:10.200 --> 00:34:14.060
might predict any of the changes in their levels of concern

735
00:34:14.060 --> 00:34:16.720
or their support for marine debris policy.

736
00:34:16.720 --> 00:34:20.090
So here's a question about concern,

737
00:34:20.090 --> 00:34:21.960
their support for policy,

738
00:34:21.960 --> 00:34:23.910
and then we really wanted to gauge

739
00:34:23.910 --> 00:34:26.350
how they perceived youth in their community.

740
00:34:26.350 --> 00:34:29.610
Do they perceive them as having the power to make change

741
00:34:29.610 --> 00:34:32.243
or having the power to change their behavior?

742
00:34:35.670 --> 00:34:36.680
And like I said before,

743
00:34:36.680 --> 00:34:39.280
we had about 2,500 fourth and fifth graders

744
00:34:39.280 --> 00:34:42.313
who learned about this issue, develop these presentations,

745
00:34:44.218 --> 00:34:47.180
and the big takeaway that we found across the board,

746
00:34:47.180 --> 00:34:49.810
is that adults showed greater concern about this issue,

747
00:34:49.810 --> 00:34:50.910
on average,

748
00:34:50.910 --> 00:34:54.070
and that their views were less politically polarized.

749
00:34:54.070 --> 00:34:57.170
So we'll look at some of our graphs from this third study

750
00:34:57.170 --> 00:34:58.003
that show that.

751
00:34:59.350 --> 00:35:00.260
In this first graph,

752
00:35:00.260 --> 00:35:02.980
you can see that for marine debris concern,

753
00:35:02.980 --> 00:35:06.150
which is on the left, and support for a local ordinance

754
00:35:06.150 --> 00:35:07.853
clustered together on the right,

755
00:35:08.851 --> 00:35:11.280
the post scores are, across the board,

756
00:35:11.280 --> 00:35:12.880
higher than the pre-scores,

757
00:35:12.880 --> 00:35:15.640
signifying that the kids are making waves

758
00:35:15.640 --> 00:35:17.690
among their community adults.

759
00:35:17.690 --> 00:35:20.010
And you can see that this is true for both local officials

760
00:35:20.010 --> 00:35:21.700
and for voters.

761
00:35:21.700 --> 00:35:24.880
We did see more of an increase for voters

762
00:35:24.880 --> 00:35:28.720
than for local officials on support for policy.

763
00:35:28.720 --> 00:35:30.270
And again, I'd love to talk to you

764
00:35:30.270 --> 00:35:32.370
about your hypotheses on this,

765
00:35:32.370 --> 00:35:35.180
but we hypothesized that that might have to do with

766
00:35:35.180 --> 00:35:38.450
some of the competing demands for local officials on policy.

767
00:35:38.450 --> 00:35:40.944
And really like, their eyes wide open approach

768
00:35:40.944 --> 00:35:45.430
to the bureaucratic process of making and enacting policy,

769
00:35:45.430 --> 00:35:47.030
and how that can look in action.

770
00:35:48.020 --> 00:35:50.910
The second graph shows similar changes

771
00:35:50.910 --> 00:35:53.720
in pre versus post scores of our community adults,

772
00:35:53.720 --> 00:35:56.750
except this one is divided by political affiliation.

773
00:35:56.750 --> 00:35:58.670
Going back to those charts,

774
00:35:58.670 --> 00:36:01.060
those Pew charts from the beginning of the talk,

775
00:36:01.060 --> 00:36:03.190
we know that environmental topics, in general,

776
00:36:03.190 --> 00:36:05.810
can be really polarizing for adults.

777
00:36:05.810 --> 00:36:08.200
But with kids, we think that they can help break down

778
00:36:08.200 --> 00:36:09.850
some of those divides.

779
00:36:09.850 --> 00:36:12.790
An earlier study from our lab found that educating children

780
00:36:12.790 --> 00:36:15.423
about climate change can impact their parents.

781
00:36:16.260 --> 00:36:19.550
And that this was true across the board

782
00:36:19.550 --> 00:36:20.790
for political affiliation.

783
00:36:20.790 --> 00:36:23.580
So the results from this study are similar.

784
00:36:23.580 --> 00:36:25.020
You can see that the post scores

785
00:36:25.020 --> 00:36:27.490
for some of the lowest scoring political affiliations

786
00:36:27.490 --> 00:36:30.545
actually match those of the pre-scores

787
00:36:30.545 --> 00:36:32.970
for the highest scoring political affiliations.

788
00:36:32.970 --> 00:36:36.970
So maybe, kids could be this common denominator

789
00:36:36.970 --> 00:36:40.762
that closes the gap on what adults perceive

790
00:36:40.762 --> 00:36:44.150
and their levels of concern and support for policy

791
00:36:44.150 --> 00:36:47.180
on environmental topics, such as marine debris.

792
00:36:47.180 --> 00:36:48.370
The biggest takeaway here,

793
00:36:48.370 --> 00:36:51.830
we think this is particularly cool, cause we've already,

794
00:36:51.830 --> 00:36:55.250
our lab has already established that kids can have an impact

795
00:36:55.250 --> 00:36:57.520
with their parents across the dinner table.

796
00:36:57.520 --> 00:36:59.410
But we really hope to highlight here

797
00:36:59.410 --> 00:37:01.301
how we can see that across the aisle

798
00:37:01.301 --> 00:37:04.070
and within town halls, too.

799
00:37:04.070 --> 00:37:08.447
So we have a lot to learn about how powerful

800
00:37:08.447 --> 00:37:11.613
this effect is and how long this lasts.

801
00:37:12.610 --> 00:37:13.790
We couldn't really figure that out,

802
00:37:13.790 --> 00:37:16.540
unless we did a longitudinal study, which would be fun.

803
00:37:18.030 --> 00:37:19.900
We don't know how big of a difference this can make.

804
00:37:19.900 --> 00:37:21.640
And we don't really know with whom,

805
00:37:21.640 --> 00:37:23.630
other than what we're looking at here.

806
00:37:23.630 --> 00:37:26.220
But so far our results are really encouraging

807
00:37:26.220 --> 00:37:30.020
and kids should take heart in that, well,

808
00:37:30.020 --> 00:37:31.280
just in all of this, in general,

809
00:37:31.280 --> 00:37:32.793
and know that they have power.

810
00:37:33.670 --> 00:37:37.103
Educators and parents could take away from this,

811
00:37:37.958 --> 00:37:40.220
that kids have an important voice in the community,

812
00:37:40.220 --> 00:37:41.640
and that there are really simple ways

813
00:37:41.640 --> 00:37:44.170
to support the young people in our lives.

814
00:37:44.170 --> 00:37:45.680
First of all, just talk to them.

815
00:37:45.680 --> 00:37:47.100
I don't know anything about dinosaurs,

816
00:37:47.100 --> 00:37:49.740
but I talked to my kid about dinosaurs all the time.

817
00:37:49.740 --> 00:37:53.420
And even more importantly is maybe just listening to them.

818
00:37:53.420 --> 00:37:55.250
You don't have to be an expert

819
00:37:55.250 --> 00:37:58.450
to have an impact on how they approach an issue or a topic.

820
00:37:58.450 --> 00:38:00.540
As our second study showed again,

821
00:38:00.540 --> 00:38:03.330
those family norms and those family discussions

822
00:38:03.330 --> 00:38:05.680
were the biggest drivers of students' behavior.

823
00:38:07.040 --> 00:38:09.430
So laying the groundwork with some of those conversations

824
00:38:09.430 --> 00:38:12.410
and discussions might be far more impactful

825
00:38:12.410 --> 00:38:15.220
than any of us have previously realized.

826
00:38:15.220 --> 00:38:17.440
Educators, we think, can learn from this, as well.

827
00:38:17.440 --> 00:38:21.320
And mainly that try as we might, and I'm a former teacher,

828
00:38:21.320 --> 00:38:23.540
so I'm right there with you on this one,

829
00:38:23.540 --> 00:38:25.800
it seems like increased knowledge

830
00:38:25.800 --> 00:38:28.650
isn't what moves the needle on people's behavior.

831
00:38:28.650 --> 00:38:31.360
So relationship building does.

832
00:38:31.360 --> 00:38:34.020
And maybe the more we, as educators,

833
00:38:34.020 --> 00:38:36.950
can build some bridges between those relationships

834
00:38:36.950 --> 00:38:39.550
and the classroom content or informal content,

835
00:38:39.550 --> 00:38:41.320
if you're an informal educator,

836
00:38:41.320 --> 00:38:44.871
we might start to see more changes in behavior,

837
00:38:44.871 --> 00:38:47.300
in and out of the classroom.

838
00:38:47.300 --> 00:38:50.270
So I know this is challenging for a ton of reasons.

839
00:38:50.270 --> 00:38:51.630
Not all families have the luxury

840
00:38:51.630 --> 00:38:54.770
of having long, extended family conversations each night.

841
00:38:54.770 --> 00:38:58.190
Like I'm a working mom, working on a PhD.

842
00:38:58.190 --> 00:39:00.770
My family's certainly included in that.

843
00:39:00.770 --> 00:39:03.380
But what we're really finding is that, together,

844
00:39:03.380 --> 00:39:06.010
with some of the other work coming out of our lab,

845
00:39:06.010 --> 00:39:07.920
on kids influencing adults,

846
00:39:07.920 --> 00:39:10.980
we're finding that kids can play a real and needed part

847
00:39:10.980 --> 00:39:12.830
in the political process,

848
00:39:12.830 --> 00:39:15.970
which could be really cool going forward.

849
00:39:15.970 --> 00:39:20.920
So, as adults, I think we really need to consider

850
00:39:20.920 --> 00:39:22.500
the perspectives of young people,

851
00:39:22.500 --> 00:39:24.480
especially if we're the ones making decisions

852
00:39:24.480 --> 00:39:26.410
about their futures right now.

853
00:39:26.410 --> 00:39:28.670
But I do want my last message to be to the young people

854
00:39:28.670 --> 00:39:30.270
in the audience.

855
00:39:30.270 --> 00:39:32.160
Our study should encourage you.

856
00:39:32.160 --> 00:39:35.160
You make a difference, even when it might not feel like it,

857
00:39:35.160 --> 00:39:36.870
even when you're stuck at home for a year,

858
00:39:36.870 --> 00:39:40.340
even when you're totally virtual, even when you're tired,

859
00:39:40.340 --> 00:39:42.640
you're still a game-changer in your family

860
00:39:42.640 --> 00:39:44.480
and potentially even in your community.

861
00:39:44.480 --> 00:39:46.660
And that change is powerful,

862
00:39:46.660 --> 00:39:49.210
perhaps even more powerful than you realize.

863
00:39:49.210 --> 00:39:52.273
So keep at it and try to use it for good.

864
00:39:54.180 --> 00:39:55.720
It should go without saying

865
00:39:55.720 --> 00:39:58.740
that this is community engaged research,

866
00:39:58.740 --> 00:40:02.130
and I believe truly that is just that, community engaged.

867
00:40:02.130 --> 00:40:03.950
Even though I'm the one here speaking to you today,

868
00:40:03.950 --> 00:40:07.283
I'm not the only voice involved with this project.

869
00:40:08.580 --> 00:40:11.820
There were over 50 teachers, over 2,000 students,

870
00:40:11.820 --> 00:40:15.260
over 1,000 parents, almost 200 community adults

871
00:40:15.260 --> 00:40:16.330
that made this possible.

872
00:40:16.330 --> 00:40:20.560
Not to mention all the backing that enabled the curriculum

873
00:40:20.560 --> 00:40:23.200
and the research to take place in the first place.

874
00:40:23.200 --> 00:40:26.330
So the Duke University Marine Lab who wrote the curriculum,

875
00:40:26.330 --> 00:40:29.120
North Carolina Sea Grant supported the research,

876
00:40:29.120 --> 00:40:31.200
the NOAA Dr. Nancy Foster scholarship,

877
00:40:31.200 --> 00:40:34.333
which supported me as a working mom through this time, too.

878
00:40:36.210 --> 00:40:41.040
So all of this has made it possible across the board.

879
00:40:41.040 --> 00:40:43.770
Principals that let their teachers do this wild,

880
00:40:43.770 --> 00:40:45.470
new curriculum they'd never heard of, right?

881
00:40:45.470 --> 00:40:47.573
There's just been support the whole way.

882
00:40:48.470 --> 00:40:51.120
There are also over 15 undergraduate students

883
00:40:51.120 --> 00:40:52.220
that are working on this,

884
00:40:52.220 --> 00:40:56.790
and one high school student who have helped in classrooms

885
00:40:56.790 --> 00:40:59.790
with data crunching, with some of the interviews.

886
00:40:59.790 --> 00:41:02.260
Anyway, I'm already over time, so I won't call it everybody,

887
00:41:02.260 --> 00:41:05.584
but it's a huge team effort.

888
00:41:05.584 --> 00:41:07.300
And there are a lot of people to thank here.

889
00:41:07.300 --> 00:41:11.250
So lastly, I want to thank all of you for being here

890
00:41:11.250 --> 00:41:13.750
with me, for the work that you do in your families

891
00:41:13.750 --> 00:41:16.610
and communities, and for your interest in this topic,

892
00:41:16.610 --> 00:41:18.513
especially today on Earth Day, right?

893
00:41:19.873 --> 00:41:22.490
I think if we all take small steps together

894
00:41:22.490 --> 00:41:24.740
towards bridging some of these divides

895
00:41:24.740 --> 00:41:28.800
with relationship building and listening to young people,

896
00:41:28.800 --> 00:41:32.260
that we can catalyze change in our families

897
00:41:32.260 --> 00:41:33.680
and in our communities.

898
00:41:33.680 --> 00:41:35.630
So I really look forward to hearing your thoughts

899
00:41:35.630 --> 00:41:39.893
and questions, and I'll add some links into the chat.

900
00:41:41.520 --> 00:41:43.170
I'll send you some of the videos,

901
00:41:44.060 --> 00:41:46.550
a recently published article on this work,

902
00:41:46.550 --> 00:41:48.070
and it looks like you already have the link

903
00:41:48.070 --> 00:41:49.330
to the curriculum.

904
00:41:49.330 --> 00:41:51.290
So thank you so much,

905
00:41:51.290 --> 00:41:53.360
and I look forward to hearing your questions

906
00:41:53.360 --> 00:41:55.500
and talking with you.

907
00:41:55.500 --> 00:41:56.930
[Shannon] Okay, thank you, Jenna.

908
00:41:56.930 --> 00:41:57.860
That was amazing!

909
00:41:57.860 --> 00:42:00.610
I'll echo what several people have said

910
00:42:00.610 --> 00:42:02.840
in the questions box.

911
00:42:02.840 --> 00:42:04.450
They have all said this is amazing

912
00:42:04.450 --> 00:42:07.200
and that they are just blown away with your research.

913
00:42:07.200 --> 00:42:09.140
And it's very inspiring.

914
00:42:09.140 --> 00:42:11.893
We do have one question that I read, it said,

915
00:42:12.990 --> 00:42:15.390
have others taken your curriculum

916
00:42:15.390 --> 00:42:17.160
and localized it to their area?

917
00:42:17.160 --> 00:42:20.080
Do you know of any other maybe states or regions

918
00:42:20.080 --> 00:42:21.080
that have done that?

919
00:42:22.160 --> 00:42:23.660
[Jenna] That's such a good question.

920
00:42:25.170 --> 00:42:28.210
We wrote a grant to try and build it up

921
00:42:28.210 --> 00:42:29.663
to the Southeast region.

922
00:42:31.100 --> 00:42:32.802
We didn't get that, unfortunately.

923
00:42:32.802 --> 00:42:35.130
So there was a lot of talk

924
00:42:35.130 --> 00:42:38.433
and we had collaborated with the State Parks

925
00:42:38.433 --> 00:42:41.930
in a couple of different states close to North Carolina.

926
00:42:41.930 --> 00:42:45.710
And so we definitely advertise the curriculum to them

927
00:42:45.710 --> 00:42:47.980
and got them on board and got them excited.

928
00:42:47.980 --> 00:42:48.820
We didn't get the grant,

929
00:42:48.820 --> 00:42:51.276
so I don't know if they're still carrying forward

930
00:42:51.276 --> 00:42:55.800
with that curriculum enactment in those states.

931
00:42:55.800 --> 00:42:59.003
But we certainly had some momentum going there.

932
00:43:00.350 --> 00:43:03.250
But it would be wonderful to see it catch on far and wide.

933
00:43:04.320 --> 00:43:05.203
Great question.

934
00:43:06.560 --> 00:43:08.450
[Shannon] Okay, Mark, did you see another question

935
00:43:08.450 --> 00:43:10.480
that you might want to-?

936
00:43:10.480 --> 00:43:12.660
[Mark] Yes, we did have someone who was curious

937
00:43:12.660 --> 00:43:16.040
if you're seeing any other interesting data

938
00:43:16.040 --> 00:43:19.373
coming out of your student research.

939
00:43:20.410 --> 00:43:22.350
[Jenna] I love that question.

940
00:43:22.350 --> 00:43:24.490
Yes, there are.

941
00:43:24.490 --> 00:43:25.510
Oh, should I stop sharing?

942
00:43:25.510 --> 00:43:26.910
Did it already stop sharing?

943
00:43:27.820 --> 00:43:30.030
[Shannon] No, you're fine.

944
00:43:30.030 --> 00:43:31.430
[Jenna] Do you want me to share?

945
00:43:31.430 --> 00:43:32.650
[Shannon] Yeah, you can share.

946
00:43:32.650 --> 00:43:34.343
I mean, you've got the screen.

947
00:43:34.343 --> 00:43:35.930
[Jenna] Basically if we go back to that original diagram,

948
00:43:35.930 --> 00:43:37.700
that's like teachers, to students,

949
00:43:37.700 --> 00:43:40.890
to parents, to local officials, we surveyed everyone

950
00:43:40.890 --> 00:43:42.100
on that scale, right?

951
00:43:42.100 --> 00:43:45.320
So we have teacher data that's really kind of cool,

952
00:43:45.320 --> 00:43:46.637
the stuff that's coming out of that.

953
00:43:46.637 --> 00:43:48.810
And we have some really interesting student data,

954
00:43:48.810 --> 00:43:52.660
and we are just now digging into

955
00:43:52.660 --> 00:43:54.810
what's coming out of the student data.

956
00:43:54.810 --> 00:43:55.840
And I'll try and do it quickly,

957
00:43:55.840 --> 00:43:57.770
but I think it's fascinating.

958
00:43:57.770 --> 00:44:00.990
So we found, first of all, that the treatment worked.

959
00:44:00.990 --> 00:44:02.680
We had a treatment group and a control group.

960
00:44:02.680 --> 00:44:04.990
So students that did the marine debris curriculum,

961
00:44:04.990 --> 00:44:05.823
we compared them to students

962
00:44:05.823 --> 00:44:08.040
that just did their regular curriculum.

963
00:44:08.040 --> 00:44:11.574
So we found that students across the board,

964
00:44:11.574 --> 00:44:14.920
like have more behaviors and attitudes, et cetera,

965
00:44:14.920 --> 00:44:17.430
related to marine debris if they did their curriculum.

966
00:44:17.430 --> 00:44:20.600
But even more so in that treatment group,

967
00:44:20.600 --> 00:44:25.360
we found that this curriculum has had even more impacts

968
00:44:25.360 --> 00:44:28.440
on students that come from households

969
00:44:28.440 --> 00:44:31.380
where English is not the primary language spoken at home.

970
00:44:31.380 --> 00:44:34.760
So we're kind of like figuring out right now,

971
00:44:34.760 --> 00:44:36.590
what could be going on there.

972
00:44:36.590 --> 00:44:39.840
But that's a really neat and kind of unique finding

973
00:44:39.840 --> 00:44:42.820
that hasn't really been, we haven't seen that

974
00:44:42.820 --> 00:44:44.110
in our field before.

975
00:44:44.110 --> 00:44:46.010
And so we're really interested to see

976
00:44:46.010 --> 00:44:46.843
what could be at play there.

977
00:44:46.843 --> 00:44:51.382
And maybe some of that intergenerational stuff is happening

978
00:44:51.382 --> 00:44:54.690
on a bigger or different scale when the students are,

979
00:44:54.690 --> 00:44:56.440
we asked them if they're the primary translator

980
00:44:56.440 --> 00:44:57.500
for their family.

981
00:44:57.500 --> 00:44:59.530
So some really interesting things that could be happening

982
00:44:59.530 --> 00:45:02.090
with language coming out of student data.

983
00:45:02.090 --> 00:45:03.670
So I'm so glad you asked that.

984
00:45:03.670 --> 00:45:04.503
Thank you.

985
00:45:05.790 --> 00:45:06.623
[Shannon] Yeah.

986
00:45:06.623 --> 00:45:07.810
[Mark] That is so cool.

987
00:45:07.810 --> 00:45:09.163
We have another question.

988
00:45:11.023 --> 00:45:14.730
Have you ever experienced a struggle with students

989
00:45:14.730 --> 00:45:16.930
that are maybe like less than motivated,

990
00:45:16.930 --> 00:45:19.070
less than excited to participate,

991
00:45:19.070 --> 00:45:22.683
and how do you overcome these struggles?

992
00:45:24.820 --> 00:45:26.370
[Jenna] That's such a great question.

993
00:45:28.886 --> 00:45:31.900
I don't know that I can answer specifically on marine debris

994
00:45:31.900 --> 00:45:35.393
or just like my experience as a teacher, as a whole.

995
00:45:37.307 --> 00:45:41.250
And I think maybe so much of like who I am as a person

996
00:45:41.250 --> 00:45:43.020
is poured out in this research, too.

997
00:45:43.020 --> 00:45:46.490
But I really believe in relationship building.

998
00:45:46.490 --> 00:45:50.070
And if you set a lot of that up in the beginning,

999
00:45:50.070 --> 00:45:53.290
as a teacher and in your classroom and among students,

1000
00:45:53.290 --> 00:45:55.810
then you can get over some of those hurdles

1001
00:45:55.810 --> 00:45:58.780
of students maybe not being as interested in a topic

1002
00:45:59.620 --> 00:46:03.010
by finding a way that it still could somehow relate

1003
00:46:03.010 --> 00:46:04.500
to their life, you know?

1004
00:46:04.500 --> 00:46:07.640
I mean a huge source of marine debris right now,

1005
00:46:07.640 --> 00:46:10.170
are sporting events and live games.

1006
00:46:10.170 --> 00:46:13.220
And maybe you have a student that's really into baseball,

1007
00:46:13.220 --> 00:46:14.460
but not into marine debris.

1008
00:46:14.460 --> 00:46:16.580
And if you already knew that they're into baseball,

1009
00:46:16.580 --> 00:46:18.960
you can make some kind of personal connection

1010
00:46:18.960 --> 00:46:20.090
to them in that way,

1011
00:46:20.090 --> 00:46:22.350
but you could have never made that personal connection

1012
00:46:22.350 --> 00:46:24.120
if you hadn't built that relationship first.

1013
00:46:24.120 --> 00:46:27.120
So everything I do as a teacher,

1014
00:46:27.120 --> 00:46:29.330
I try to ground first and foremost

1015
00:46:29.330 --> 00:46:32.550
and always in building relationships first

1016
00:46:32.550 --> 00:46:34.340
and trying to get to the rest of it second.

1017
00:46:34.340 --> 00:46:36.890
And I think that can go a long way.

1018
00:46:36.890 --> 00:46:38.040
It takes a lot of time.

1019
00:46:38.040 --> 00:46:39.070
It takes a lot of energy.

1020
00:46:39.070 --> 00:46:44.070
Not everyone's always receptive, but that can help.

1021
00:46:44.820 --> 00:46:46.803
I hope that answers your question.

1022
00:46:47.830 --> 00:46:49.800
[Shannon] Okay, and another one that we have says,

1023
00:46:49.800 --> 00:46:52.960
do you use tools like the marine debris tracker

1024
00:46:52.960 --> 00:46:54.623
woven into your curriculum?

1025
00:46:55.610 --> 00:46:56.933
[Jenna] Great question.

1026
00:46:58.380 --> 00:47:00.690
The way that the curriculum is written, it actually uses

1027
00:47:00.690 --> 00:47:04.000
the Ocean Conservancy's International Coastal Cleanup

1028
00:47:04.000 --> 00:47:08.040
data sheet, instead of the marine debris tracker.

1029
00:47:08.040 --> 00:47:13.040
We were worried about access to technology.

1030
00:47:13.570 --> 00:47:15.550
And so the Coastal Cleanup sheet is just like,

1031
00:47:15.550 --> 00:47:18.200
you print a paper and you put it on a clipboard.

1032
00:47:18.200 --> 00:47:20.660
And we thought that would be more accessible and equitable

1033
00:47:20.660 --> 00:47:24.688
for schools that might not have had other resources,

1034
00:47:24.688 --> 00:47:27.400
but a lot of the teachers in the program

1035
00:47:28.930 --> 00:47:30.920
use the marine debris tracker.

1036
00:47:30.920 --> 00:47:33.410
And so we only say, you know, in the curriculum,

1037
00:47:33.410 --> 00:47:35.250
it's like do this one time.

1038
00:47:35.250 --> 00:47:36.960
We had so many teachers that would go out

1039
00:47:36.960 --> 00:47:39.810
with their students weekly, or before and after a rain,

1040
00:47:39.810 --> 00:47:43.450
or turned the litter cleanup itself into an experiment

1041
00:47:43.450 --> 00:47:46.200
that the students designed and wrote hypotheses about.

1042
00:47:46.200 --> 00:47:48.560
And those teachers that were using

1043
00:47:48.560 --> 00:47:51.120
the citizen science component more regularly

1044
00:47:51.120 --> 00:47:53.050
definitely use the marine debris tracker,

1045
00:47:53.050 --> 00:47:55.320
which was cool to see.

1046
00:47:55.320 --> 00:47:56.390
Great question.

1047
00:47:56.390 --> 00:47:59.020
That's a wonderful tool if you haven't heard of it before,

1048
00:47:59.020 --> 00:48:00.870
although we're in a NOAA webinar, so you probably have.

1049
00:48:00.870 --> 00:48:04.260
But it's a really, really great citizen science app

1050
00:48:04.260 --> 00:48:06.223
for working with Marine debris.

1051
00:48:07.840 --> 00:48:09.260
[Mark] All right.

1052
00:48:09.260 --> 00:48:12.520
Were you able to track any long-term metrics,

1053
00:48:12.520 --> 00:48:15.900
say two years after participation in this curriculum?

1054
00:48:15.900 --> 00:48:17.240
Do you have any plans to,

1055
00:48:17.240 --> 00:48:20.363
and do you have any suggestions on how to do such a thing?

1056
00:48:21.600 --> 00:48:22.596
[Jenna] Is this my advisor?

1057
00:48:22.596 --> 00:48:24.550
(Jenna and Mark laugh)

1058
00:48:24.550 --> 00:48:25.960
That's a wonderful question.

1059
00:48:25.960 --> 00:48:29.500
And honestly, when people say, you know,

1060
00:48:29.500 --> 00:48:31.570
what are your regrets or what are the biggest challenges

1061
00:48:31.570 --> 00:48:32.530
about this type of work?

1062
00:48:32.530 --> 00:48:35.540
I think you're hitting the nail on the head with that.

1063
00:48:35.540 --> 00:48:39.100
So we don't know how long some of this lasts, right?

1064
00:48:39.100 --> 00:48:44.100
Like maybe we changed that mayor's mind on Wednesday night

1065
00:48:44.230 --> 00:48:45.630
and by Thursday, she'd forgotten it.

1066
00:48:45.630 --> 00:48:47.710
But we couldn't track that longitudinally.

1067
00:48:47.710 --> 00:48:51.270
And I think that would be awesome to do that, you know,

1068
00:48:51.270 --> 00:48:53.750
to be able to follow up with these students

1069
00:48:53.750 --> 00:48:56.150
five years from now and see if anything has stuck

1070
00:48:56.150 --> 00:48:57.490
would be really cool.

1071
00:48:57.490 --> 00:49:00.850
The funding for longitudinal research is really hard.

1072
00:49:00.850 --> 00:49:02.810
It's a tough thing to come by.

1073
00:49:02.810 --> 00:49:06.428
It's not that common in our environmental education field.

1074
00:49:06.428 --> 00:49:08.557
Obviously, I would love to do that

1075
00:49:08.557 --> 00:49:10.573
and I think that'd be awesome.

1076
00:49:11.460 --> 00:49:14.340
But right now the funding for this project

1077
00:49:14.340 --> 00:49:19.340
was just to look at this in one year cohorts,

1078
00:49:19.345 --> 00:49:20.880
but we're still in it.

1079
00:49:20.880 --> 00:49:23.740
And we still have a lot of teachers that are engaged.

1080
00:49:23.740 --> 00:49:27.837
And so we might be able to continue to follow up with them

1081
00:49:27.837 --> 00:49:31.050
and a couple of their students on a volunteer basis,

1082
00:49:31.050 --> 00:49:32.130
going forward.

1083
00:49:32.130 --> 00:49:34.460
Some of the teachers that have been engaged with this

1084
00:49:34.460 --> 00:49:36.290
are super engaged with this.

1085
00:49:36.290 --> 00:49:38.500
So I think that that would be something

1086
00:49:38.500 --> 00:49:41.860
that they would be amenable to going forward.

1087
00:49:41.860 --> 00:49:43.300
There were multiple parts of that question.

1088
00:49:43.300 --> 00:49:44.593
Did I get them all, Mark?

1089
00:49:46.313 --> 00:49:49.080
[Mark] If you had all the money in the world,

1090
00:49:49.080 --> 00:49:50.439
how would you do such a thing?

1091
00:49:50.439 --> 00:49:51.880
(Jenna exclaims)

1092
00:49:51.880 --> 00:49:53.853
<v ->Oh gosh, I've never been asked that.</v>

1093
00:49:59.310 --> 00:50:02.040
It'd be fun to replicate what we just did

1094
00:50:02.040 --> 00:50:07.040
on a long-term scale and see maybe like a 10 year follow up

1095
00:50:08.550 --> 00:50:10.300
with some of these students.

1096
00:50:10.300 --> 00:50:13.840
Especially on a topic as dynamic as marine debris right now,

1097
00:50:13.840 --> 00:50:18.500
like policies are happening in this very moment.

1098
00:50:18.500 --> 00:50:21.020
And a lot of places that had policies

1099
00:50:21.020 --> 00:50:21.900
that were about to come out,

1100
00:50:21.900 --> 00:50:24.840
had to put them on pause when COVID hit.

1101
00:50:24.840 --> 00:50:29.120
So, you know, like understanding the vicissitudes of policy

1102
00:50:29.120 --> 00:50:34.120
and how that can all change with global and local dynamics.

1103
00:50:35.244 --> 00:50:38.160
So yeah, I think a 10 year project that followed up

1104
00:50:38.160 --> 00:50:40.387
with the kids and the teachers would be,

1105
00:50:40.387 --> 00:50:41.870
and maybe even the local officials,

1106
00:50:41.870 --> 00:50:43.010
although they were anonymized,

1107
00:50:43.010 --> 00:50:44.730
we can't really get back in touch with them.

1108
00:50:44.730 --> 00:50:46.330
That would be very exciting.

1109
00:50:46.330 --> 00:50:48.955
And if you are a million dollar donor,

1110
00:50:48.955 --> 00:50:51.111
please call me and we can talk about that.

1111
00:50:51.111 --> 00:50:54.070
(Jenna and Shannon laugh)

1112
00:50:54.070 --> 00:50:56.530
[Shannon] All right, Jenna, well, we're about out of time.

1113
00:50:56.530 --> 00:50:59.160
Some great questions have still come in, though.

1114
00:50:59.160 --> 00:51:01.480
And I'm just gonna let everybody know

1115
00:51:01.480 --> 00:51:05.260
that Jenna will be able to answer those.

1116
00:51:05.260 --> 00:51:10.190
We sent her a list of all the questions that were asked

1117
00:51:10.190 --> 00:51:12.640
and who asked them and they do have your email with them.

1118
00:51:12.640 --> 00:51:15.070
So if she did not get to your question,

1119
00:51:15.070 --> 00:51:16.880
she can respond to it personally,

1120
00:51:16.880 --> 00:51:20.040
or you can actually email her.

1121
00:51:20.040 --> 00:51:22.040
Let me do my next slide.

1122
00:51:22.040 --> 00:51:24.740
And so there is her email address

1123
00:51:24.740 --> 00:51:26.560
at the bottom of this slide.

1124
00:51:26.560 --> 00:51:29.470
And be sure to visit the links inside the handout

1125
00:51:29.470 --> 00:51:31.170
that was located in the chat,

1126
00:51:31.170 --> 00:51:34.010
because that does have more information on Jenna's research.

1127
00:51:34.010 --> 00:51:37.080
It's got a link to her, to the article that is published,

1128
00:51:37.080 --> 00:51:38.530
the one there on the left.

1129
00:51:38.530 --> 00:51:41.800
And also where to find that Marine debris curriculum items.

1130
00:51:41.800 --> 00:51:45.390
And like I said, if we did not get to your question,

1131
00:51:45.390 --> 00:51:46.940
just be sure to email her,

1132
00:51:46.940 --> 00:51:51.940
or she will email you in response to what you asked.

1133
00:51:52.370 --> 00:51:55.430
Now, once captioned, a video recording of this presentation

1134
00:51:55.430 --> 00:51:58.650
will be available on the Sanctuaries' Webinars webpage,

1135
00:51:58.650 --> 00:52:00.300
which is found here.

1136
00:52:00.300 --> 00:52:03.100
And then it's also gonna be found on our,

1137
00:52:03.100 --> 00:52:05.650
on the Monitor National Marine Sanctuary's website

1138
00:52:06.650 --> 00:52:09.270
under the archived section.

1139
00:52:09.270 --> 00:52:12.490
But you can click on the multimedia section in the toolbar

1140
00:52:12.490 --> 00:52:14.250
to access the webinar box.

1141
00:52:14.250 --> 00:52:17.190
And you'll also find future webinars in that same section,

1142
00:52:17.190 --> 00:52:18.023
but don't worry.

1143
00:52:18.023 --> 00:52:19.940
All of this information is gonna be sent to you

1144
00:52:19.940 --> 00:52:21.423
in a follow up email.

1145
00:52:23.260 --> 00:52:27.690
And in addition, we have a couple of webinars coming up.

1146
00:52:27.690 --> 00:52:30.260
As we prepare for hurricane season, you won't want to miss

1147
00:52:30.260 --> 00:52:33.990
our next Submerged North Carolina webinar on May 4th.

1148
00:52:33.990 --> 00:52:36.290
Andy Latto with the National Hurricane Centers

1149
00:52:36.290 --> 00:52:38.120
will discuss the forecast process

1150
00:52:38.120 --> 00:52:40.268
and how hurricanes impact the Carolinas

1151
00:52:40.268 --> 00:52:41.880
and Mid-Atlantic region.

1152
00:52:41.880 --> 00:52:43.640
Now, Mr. Latto is doing this.

1153
00:52:43.640 --> 00:52:45.290
I forgot to put the time on there.

1154
00:52:45.290 --> 00:52:47.870
He's doing it at 9:30 in the morning.

1155
00:52:47.870 --> 00:52:49.450
So it's an early webinar,

1156
00:52:49.450 --> 00:52:53.010
but sign up for it and you can get the recording afterwards,

1157
00:52:53.010 --> 00:52:54.760
if you can't watch it that morning.

1158
00:52:56.450 --> 00:52:59.560
We also have on May 6th at 4:00 PM,

1159
00:52:59.560 --> 00:53:02.310
I will present an educator workshop on World War II

1160
00:53:02.310 --> 00:53:05.470
off the North Carolina Coast and why this area is where

1161
00:53:05.470 --> 00:53:07.750
the war truly came home to America.

1162
00:53:07.750 --> 00:53:10.930
I'll be your host and presenter for that webinar.

1163
00:53:10.930 --> 00:53:13.320
And I'm going to highlight the Battle of the Atlantic.

1164
00:53:13.320 --> 00:53:15.470
And I'll also show you how to access

1165
00:53:15.470 --> 00:53:17.770
the free curriculum, photos, and more.

1166
00:53:17.770 --> 00:53:20.710
Although this webinar, I'm sorry, I can't talk right now.

1167
00:53:20.710 --> 00:53:23.040
Although this webinar's aimed at educators,

1168
00:53:23.040 --> 00:53:26.250
all are welcome to attend, if you're interested in learning

1169
00:53:26.250 --> 00:53:28.800
more about shipwrecks off the North Carolina coast.

1170
00:53:30.310 --> 00:53:32.730
We do have a series of webinars.

1171
00:53:32.730 --> 00:53:34.870
So we have one coming up on May the 11th,

1172
00:53:34.870 --> 00:53:36.910
which we'll be talking about Merchant Mariners

1173
00:53:36.910 --> 00:53:39.220
from World War I and World War II.

1174
00:53:39.220 --> 00:53:41.200
Also on May 18th, we're gonna be looking at

1175
00:53:41.200 --> 00:53:43.810
the conservation of all the Monitor artifacts

1176
00:53:43.810 --> 00:53:45.890
with Will Hoffman at the Monitor Center

1177
00:53:45.890 --> 00:53:47.700
at The Mariners' Museum and Park.

1178
00:53:47.700 --> 00:53:50.350
And then on June 8th, we'll have a person

1179
00:53:50.350 --> 00:53:53.650
from the North Carolina State Office of Archeology

1180
00:53:53.650 --> 00:53:57.030
talk about the conservation of Lake Phelps canoes.

1181
00:53:57.030 --> 00:53:58.820
And his name is Tim Smith.

1182
00:53:58.820 --> 00:54:01.370
Now, if you enjoyed this webinar, be sure to check out

1183
00:54:01.370 --> 00:54:04.630
others within the National Marine Sanctuaries webinar series

1184
00:54:04.630 --> 00:54:07.480
on May 1st at 3:00 PM Eastern time.

1185
00:54:07.480 --> 00:54:11.040
You can join staff from NOAA on a virtual outdoor adventure

1186
00:54:11.040 --> 00:54:13.350
from Ventura Harbor in California,

1187
00:54:13.350 --> 00:54:15.000
across the Santa Barbara Channel

1188
00:54:15.000 --> 00:54:17.500
in Channel Islands National Marine Sanctuary,

1189
00:54:17.500 --> 00:54:20.053
to Anacapa and Santa Cruz Islands.

1190
00:54:21.620 --> 00:54:24.074
Now, if you are a educator,

1191
00:54:24.074 --> 00:54:26.290
either whether you're formal or informal,

1192
00:54:26.290 --> 00:54:27.900
we really would like to ask you

1193
00:54:27.900 --> 00:54:31.053
to take this very short and brief survey.

1194
00:54:32.240 --> 00:54:34.250
NOAA would really appreciate it if you did.

1195
00:54:34.250 --> 00:54:36.160
It's just gonna take you a couple of minutes

1196
00:54:36.160 --> 00:54:38.840
and your answers will help NOAA develop future webinars

1197
00:54:38.840 --> 00:54:40.120
to meet your needs.

1198
00:54:40.120 --> 00:54:42.560
Now, your participation is totally voluntary

1199
00:54:42.560 --> 00:54:45.423
and your answers will be completely anonymous.

1200
00:54:46.770 --> 00:54:48.320
So once again,

1201
00:54:48.320 --> 00:54:51.220
we want to thank Jenna for a really great presentation.

1202
00:54:51.220 --> 00:54:53.210
And we thank all of you for taking the time

1203
00:54:53.210 --> 00:54:54.500
to join us today.

1204
00:54:54.500 --> 00:54:55.680
Have a wonderful day.

1205
00:54:55.680 --> 00:54:56.690
Happy Earth Day!

1206
00:54:56.690 --> 00:54:59.283
And this concludes the presentation.