Hi Kari,
Welcome and congratulations on your new role as Director of Community Science. I am a high school science teacher with a strong interest in AQ. It started with learning about the Bucket Brigade back in the 2000s. I never thought about AQ until Denny Larson’s presentation which made it clear that once you learn something (once you learn the facts) then you cannot unlearn it, you can deny facts but you cannot unlearn facts. I never thought about how much air we breathe versus water we drink and then it was clear you cannot avoid air. We are all vulnerable and that put things in perspective. This was in upstate NY. I taught in a high school across the Genesee River from Eastman Kodak.
However, low cost sensors have changed everything! I first started using PA sensors in Houston, TX in the 2010s. I found PA on the AQ SPEC list of sensors tested by AQMD. For the money, these were (and continue to be) excellent sensors that compare very well with FRM. I reached out to Adrian with a local project idea to compare affluent ambient PM to lower income EJ fence line PM in Houston. I worked with an air scientist to validate the sensor for use on my campus. My students used the PA data to characterize AQ and how different factors change the PM levels.
In 2018, I moved to the metro DC region and brought low cost sensors to high school campuses. We used PA-II and PA-II-SD for fine particulates and Aeroqual ozone sensors. This newer project was part of an NAAEE ee360 Community Fellowship. I proposed to develop a network of sensors to transform student awareness of air pollution to action that protects AQ. The project was called, Our Air, Your Future: Creating Clean Air Advocates. I won grants to purchase sensors for the teachers (about 8 of them over time) in Virginia, DC, and Maryland and trained them. I developed setup and data user pages for teachers as well as lessons to teach AQ and support quarterly data collection. The teachers shared PM and late season ozone in Sept 2020 (summer) followed by November (fall) then as we approached February, things began to slow down and by March we paused due to the shut down.
While the hands on aspects have stalled, I have found other ways to support the study of AQ. I made presentations at regional and national education meetings, written essays to show simple ways for teachers new to AQ to start teaching AQ, facilitated an EPA/AWMA hosted air quality workshop session on networking specifically focusing on the obstacles to teaching AQ and how to overcome them, served (continue to) as chair of the AWMA K12 Education Committee where we’re focusing on distributing and supporting teachers to use AIR Now inspired lessons and EPA AQI Flag programs, partnered with local community org’s interested in AQ threats ranging from sources from gentrification to massive data centers, and now supporting an IAQ pilot study comparing public housing to more affluent private housing (pending funding).
What I have learned is that teachers are well meaning and inspired to deliver real world and meaningful topics to their students. However, tropospheric AQ is not a common topic (unlike stratospheric ozone) in many places (and I’ve taught in 4 states) so teachers are not as familiar and shy away from topics about which they’re less confident. As a result, students are unaware of tropospheric AQ or have incomplete thinking about ozone. This creates disparities in science literacy, and it usually starts with state standards and the associated state tests. If tropospheric AQ is not explicitly identified in state standards then it is unlikely to make it into the testing. Teachers using released tests won’t see tropospheric AQ so it won’t be taught and the cycle repeats so there is a generational deficit in AQ knowledge unless you live in a state with AQ standards. And finally, it takes time to learn about AQ, find teaching resources, and make room in the teaching schedule to teach a newer topic that may not be tested on end of course exams making it harder to justify the time and attention to AQ.
Thanks for letting me share!
Cordially,
Elizabeth Spike
Alternative School Teacher of Science
AIM Program, FCPS, Virginia