CHANCE Fellows

The strength of the CHANCE program’s professional development goal stems from its proven three-step “wall-less classroom model” (McLaughlin, 2005), which can be defined roughly as (1) preparation (pre-trip), (2) experience (trip), and (3) synthesis (post-trip). This model facilitates critical thinking and illustrates the scientific process­inquiry­in action. As a result, two months of intensive Web-based pre-trip assignments inform anticipated field experiences and elicit inquiry. Then, during a subsequent three-week  field trip component, CHANCE participants travel to Costa Rica and perform daily research-based field work with acclaimed international researchers, supplemented with real-world ecosystem exploration,  peer presentations, discussions, and species assignments. Among the venues visited are the Caribbean Conservation Corporation’s (CCC) John H. Phipps Biological Field Station in Tortuguero, the Asociación ANAI Field Station in Gandoca/Manzanillo, and the tropical forests of La Selva Biological Station run by the Organization of Tropical Studies (OTS).  

To maximize the field experience, participants are required to maintain a daily journal, attend daily research based programs/presentation, and record all data gathered from daily research activities - such activities include gathering data on conservation topics like sea turtle nesting behavior, hatchling migration and incubation temperature, rainforest stratification, global warming,  bird population density, amphibian decline, etc.  Hands-on research in the field is integral to the CHANCE program. Facts gathered during the pre-trip stage are made real when manifested in nature. These manifestations then illuminate post-trip analysis – assignments and reflections which provide the “hard data” from which learning is synthesized and take up to six months to complete. 

One of the most innovative elements of the CHANCE program takes place during its post-trip segment: the creation of Web-based learning modules. After working with research scientists in the field, participants along with the aid of the director map-out an interactive Web-based module that promotes environmental and/or ecology research experiences likely to result in enhanced awareness of, and concern for, ethics and conservation. This approach provides a needed supplement to textbook assignments since CHANCE modules rely on active learning by providing visually attractive and challenging inquiry-based research opportunities for students to participate in. Moreover, these modules allow the students to direct their own learning process, and gives the teacher the ability to mentor scientific research of  “real world” issues. As part of the CHANCE program, a post-trip workshop is held at Penn State Lehigh Valley Cooperate Center. CHANCE participants are trained in the use of inquiry-based, research-oriented Web modules by the director and her instructional design staff.

Each module is created to maximize classroom functionality. In addition to an animated research scenario, each module includes links to teacher guidelines, state standards, suggested Web sites, and classroom activities. Unique to these interactive modules is CHANCE’s “Progressive Notebook,”  which allows students to record their experimental research findings as they progress through the module in the manner of a “real-life” researcher. All CHANCE modules translate field work in a way that allows students, to explore, observe, question, hypothesize, and manipulate and analyze data from accredited research programs around the world.

CHANCE In-service and Pre-service Participants by Year*

* Penn State science undergrads not included.