“Performance Report for Award No:NA050AR4811020” for the Period from 03/01/2007 - 08/31/2007

Universidad del Turabo

EEP High School Science Pipeline Geo-Explorers at Universidad del Turabo

Introduction

General Description of the Program

The National Oceanographic and Atmospheric Agency (NOAA), through its

Environmental Entrepreneurship Program awarded Universidad del Turabo a grant for a

four year project that has as a goal “to increase awareness in NOAA related careers and

areas of interest, GIS, environmental science and research, and environmental business

amongst high school students (9 through 12) in the east central region of Puerto Rico”.

Currently, the School of Science and Technology, the School of Business Administration,

the Institute of Interdisciplinary Research, the Puerto Rico Department of Natural

Resources and Environment, the Seagrant Program at the University of Puerto Rico in

Humacao, and the Puerto Rico Department of Education have been working together

towards reaching the proposed goal. This progress report includes the results of activities

implemented from March to July, 2007, which include recruitment and retention

activities, follow up to the students that will be working scientific fairs at their schools,

and program dissemination.

Section I: Status of Award Activities

In order to achieve the goal various objectives were proposed and the proper activities were designed to reach them:

Objective 1: Establish a Saturday Academy at Universidad del Turabo that offers seminars in NOAA related topics, natural resources, GIS and business development to at least 150 high school students annually.

Twenty four (24) schools at the middle and high school levels in the Central-Eastern

Municipalities of Puerto Rico were visited by the Co-PI, Victor G. Franco, in 2006-07 of

the Geoexplorers Program. Of these schools, seven were intermediate and 17 were high

schools. Directors and teachers acknowledged the program as an excellent opportunity

for the students to acquire scientific skills, as well as a great opportunity to learn about

NOAA related careers and fields of study.

School visits were a success. The preliminary program with the activities to be offered

during the academic year was presented to the teacher designated as the school contact,

as well as what was expected from the teacher that will act as the liaison with the Co-PI.

The contact teacher helps in the selection of the students. Students were selected in terms

of their merits, responsibility, GPA, participation in science fairs, as well as their interest

in science and math. One hundred thirty seven (137) students from the private and public

schools of the central-east region of PR were selected. Also two undergraduate students

from UT were selected to participate in the Program as mentors and models for the pre-

college students.

The following tables show the number of students participating in the Saturday Academy

by school grade and gender. A total of 76 students from ninth grade and 61 from the high

school level participated. It can be seen that the number of high school students (10th to

12th) participating is less that the ninth grade students. However, it can be noted that more

high schools were visited and/or contacted. Also it is very interesting to see that girls at

all levels had more interest in the seminars than boys.

Table 1: School and Number of Students by Gender –Middle Level

School 9th

Grade Total F M

José A. López 8 2 10 Leoncio Meléndez 10 3 13

Rafael Quiñones Vidal 6 7 13 Alfonso Díaz Lebrón 6 6 12

S.U. Certenejas 7 2 9 Nicolás Aguayo Aldea 6 8 14

Alfonso Costa Martínez 3 1 4

CROEM 1 1 Total 46 30 76

Table 2: School and Number of Students by Gender – High School Level

School 10th

11th

12th

Total

F M F M F M

José G. Benítez

3 3 2 2 1 1 12

Voc. República de Costa Rica

1 1 2 1 5

Isabel Flores 1 2 1 4 Academia

Cristo de los Milagros

1 1

Dr. Juan J. Osuna 3 1 2 6

Manuel A. Toro 5 2 2 1 10

Conchita Cuevas 1 1

José Campeche 3 1 1 5 Secundaria Montessori 1 1

Colegio Promoción

Escolar 1 1

Ana J Candelas 1 1

Voc. Cidra 1 1 José Collazo

Colón 1 1 Nuestra Sñra del Perpetuo

Socorro 1 1

Ramón Power y Girald 1 1

Petra Mercado

6 2 8 Florencia

García 1 1 2 Total 20 9 15 5 9 3 61

Table 3: Participant Students by Grade and Gender

The program proposed services for 150 students. As can be seen (also see Student

Tracker Data Base), 137 pre-college students participated in the Saturday Academy, in

addition to two (2) undergraduate students that make a total of 139 students. It is

important to mention that six (6) teachers attended some of the seminars, as well as a

small group of parents.

Feeder schools have been visited by the Victor Franco, Co-PI, for student selection

during the 2007-08 cycle of the program. Mr. Franco has been disseminating program

activities, as well as the work performed by project participants during the Saturday and

Summer academy in the previous year. Also, the schedule of activities for the 2007-08

program year has been discussed with the contact teachers. The calendar is preliminary

and changes are expected (see attachment). The first activity has been arranged for

September 15. More than one hundred students have applied and we expect to receive

more applications during the first two weeks of September. The students’ participation in

the seminars is open to all students who are interested in learning about the environment

and NOAA related fields.

Objective 2: To create a fellowship program that supports summer research experiences for five high school students annually.

The Saturday Academy at Universidad del Turabo consisted of 20 Saturday presentations

Grade Gender Total F M

9th

46(33%) 30(22%) 76(55%) 10th

20(15%) 9(6%) 29(21%) 11th

15(11%) 5(4%) 20(15%) 12th

9(7%) 3(2%) 12(9%) Total 90(66%) 47(34%) 137(100%)

during the academic year; ten from September to December 2006 and ten from January to

March 2007. The topics of the seminars included environmental science and research,

geography and GIS, and business development in the environmental field. The seminars

were offered by facilitators and researchers from UT, EPA, US Fish and Wildlife

Services, UPR-Humacao and the Seagrant Program at UPR-Humacao, and personnel

from the Puerto Rico Department of Natural Resources and Environment. Personnel from

the NOAA/National Weather Service in San Juan, PR and personnel from Univision PR

also collaborated with the seminars presentations. The Saturday Academy finished in

March 31. From March 3 - 31, the students participated in five (5) conferences all related

to GIS and Environmental Entrepreneurship.

From the first entrepreneur activity “Environmental Entrepreneurship-Creating a

Business Idea” that was facilitated by Dr. Lipsett-Ruiz and Dr. Rosario, who is an expert

in the area, students were assigned to write an essay on an environmental problem and a

plan of action to solve it. It was voluntary and the objective was to select the students that

were going to participate in the Summer Research Academy (SRA). Fifteen (15) students

turned in their essays on March 31. The essays were outstanding. One of them entitled

“Saving the Valenciano River” was selected as the general topic to be worked on during

the summer.

Instead of five students as proposed, 26 students were selected to participate in the SRA;

thus supporting summer research experiences for an increased number of junior and high

school students. The SRA staff met for a week to plan the activities and experiences for

the summer. Two environmental scientists, the GIS facilitator and the PI, took the general

topic “Saving the Valenciano River” and designed a 6-week research academy. The group

was divided into two groups in order to reach the SRA goal: “to develop six research

projects and a business idea that should be proposed to the Mayor of the Municipality of

Juncos”. The Valenciano River surrounds Juncos and currently the site is not

environmentally sound, as found after a reconnaissance inspection performed by the

program staff while planning the summer activities. The SRA consisted of fieldtrips to

explore the site and collect data, research training, GIS training, environmental evaluation

and planning, entrepreneurship training, proposal preparation, the actual research, and the

poster and/or oral presentations.

All the posters and presentations were done in English. That was the most difficult

activity. Students know that English is the language of the sciences, but they do not feel

confident when they express themselves in Puerto Rico’s second language. After

performing the environmental evaluation, the students had to come up with the idea of

how the Municipality and the community could take care of the river, and at the same

time, create a beautiful place with areas to rest, learn, and maintain for the next

generations. The following are the research and business ideas developed by the groups.

Students’ presentations can be accessed from the Geoexplorers web page at:

http://turaboresearch.suagm.edu/geo_exp/home.html.

Research of the Soils Near the Valenciano River Area in Juncos, Puerto Rico Joyce Cotto, Yaritza Figueroa, Norma Sánchez, Miriam Díaz, Karla T. Franco, & Ivelisse Resto

Bacteriological Study in Valenciano River at Alfonso Diaz Lebron School Site Juncos P.R Samuel Sanchez de Jesús, Barbara de Lourdes Bravo Rodríguez, Alberto Jesus Bravo Rodríguez, & Manuel J. Santiago Valentin

Invertebrate and Small Fauna Survey at Alfonso Díaz Lebrón School Site near Río Valenciano in Juncos P.R. Valery K. Masa De León, Anette J. Otero González, & Ashleyanne P. Masa De León

Birds Visualization Potential at Alfonso Diaz Lebrón Schoolyard in the Valenciano River, Juncos Antonio Masa, Nelson Rivera, & Abisrael Morales

Water Quality Study in Valenciano River at Alfonso Díaz Lebrón School Site, Juncos P.R. Emmanuel Díaz Dohnert, Glorimarie Peña Alicea, & Christine Salas Martínez

Identification of Riparian Vegetation in the Surroundings of the School Alfonso Díaz Lebrón Dianelly Rivera Esquilín, Eliz Marie Centeno Ortiz, & Paoli Bravo Rodríguez

Alternative Socio-Ecotouristic Development at the Alfonso Diaz Lebrón Schoolyard in Juncos

Joel Fernández Rivera, Juan Carlos Flores, Julián Bravo Rodríguez, & Adamaría Franco

The students that participated in the summer academy did research, learned how to use

GIS, worked with overcoming their fears in defending a point of view based on results

and scientific investigation, and overall they learned how to communicate their ideas,

how to propose and take care of the environment through economical alternatives, and

how to convince others based on research. In these terms, the program was very

successful. During the semester, five students will be working with specific projects for

scientific fairs at their school. During the month of September teachers of the interested

students will be contacted.

Sustainability scenario for the

Valenciano River: An economics

alternative

Exploring and collecting data in the Valenciano River surroundings

Field and lab work

Objective 3: To strengthen UT capabilities to develop research projects in NOAA related areas, develop environmental business ideas, and enhance GIS/Remote Sensing facilities

The GIS lab has been in use for the last year. During the summer academy students were

immersed in the use of GIS technology. Also, in all student’s research and presentations

GIS was used. The HP Plotter is serving the academic community for poster

presentations and for several scientific and academic activities as well.

Additionally, the GIS Lab has been involved in several projects. In December 2006, Co-

PI Antonio González, began to develop and publish a web site for a regional non-profit

organization Iniciativa Tecnologica Centro Oriental (INTECO according to its Spanish

acronym). This is a consortium composed of eight (8) municipalities in the Eastern-

Central region of Puerto Rico. The work in which Mr González is involved has been

subdivided into two parts: first, field work that consists of developing a relatively large

and detailed inventory of industrial, commercial, agricultural, and tourist infrastructure

for the region; and secondly, the development of a mapping website to publish the

information. The website, currently in an early Beta form, uses ESRI/ArcIMS

technology, augmented with ASP programming to create an intuitive interface for its

users. The final product will be used by INTECO municipalities to enhance their

planning efforts. The website will also enable a competently digital permitting process

for construction permits in the region. Mr. González has trained an Engineering student

in GIS to help him in collecting and updating data.

A proposal in which the GIS Lab will be involved was approved by NSF in July 2007.

Universidad del Turabo, along with lead institution Universidad Metropolitana (sister

institutions of the Ana G. Mendez University System), will be implementing the project

“Puerto Rico Geomodel (PRG): Using Climate Change Research to Improve

Geosciences Teaching, Student Research Skills, and Academic Pipeline”. The project

will establish a geosciences learning community comprised of six (6) inner city public

schools, two (2) universities, and two (2) non-governmental organizations (NGOs) to

enhance geosciences education, research and recruitment. The primary goal of said

project is to increase the understanding of the geosciences in Puerto Rico and the

participation of Hispanic students K-16+ in geosciences education and research. All three

(3) program components: Geosciences Classrooms (grades K-12), Saturday Geoacademy

(grades 9-12), and Summer Geofield Training (grades 10-12, undergraduate and graduate

levels) have been developed following proven best practices for increasing the

recruitment and retention of Hispanic science majors, as well as science education (K-

12). PRG activities will include field experiences in geosciences at Las Cucharillas

Marsh (K-16+), team teaching, near peer mentoring, teacher training, science fair

support, Geographic Information Systems (GIS) training and database development, and

a Geosummit. The project team brings individual expertise in Planning, Geography,

Environmental Sciences, GIS, Marine Resources and Aquaculture, Physics, and

Mathematics to this project. GIS will be used throughout the project as a tool to 1)

encourage individual scientific exploration, 2) establish a collaborative effort among all

the students, the schools, and the universities, and 3) expose the students (and the

teachers) to an important tool in the geosciences.

Both Universidad Metropolitana and Universidad del Turabo already have a databases

provided by the PR Planning Board and the Dept of Natural Resources with 50 layers of

information on land use, geology, and hydrology as the base for GIS development and

analysis. Data collected by all the students on weather indicators, soil sampling, water

sampling, and wetland productivity will go into the database. Students will be able to

contribute to the database and then use the data for analysis, discussion, and modeling.

Their information will be incorporated into the Base Map and will be available for

research, science fair projects, and even for graduate theses. Students, even at an

elementary level, will be able to initiate inquiry-based projects and make the connections

between parameters studied and physical spatial information, for example, using

ArcView, helping them to learn the “where” of geography – where things are located

relative to other places. All of the participating schools have internet access and each

graduate student will have a laptop and video projector to enhance the lessons. Middle

school students will be able to learn about global positioning systems and remote sensing,

including practicing triangulation within the classroom. The project team will provide the

training to the teaching teams to encourage practices that foster open-ended questions,

exploration and projects. The use of technology, such as GPS and videoconferencing will

further the students’ interest and participation in the geosciences. On a regular basis, the

students from schools on the same level, such as elementary level, will communicate via

free e-video conferencing to share weather data. This sharing of data collection and

analysis will establish a scientific network, not only between the universities but also

between the schools and the students themselves.

Section II: Success Stories - High School Science Stories

As a result of the Geoexplorers participation in the workshop Protecting Puerto Rico

Environmental Resources, held in Bayamón, PR in February 2007, the Geoexplorers

were invited to participate in the community activity: Litter Fish Catching Tournament

supported by different organizations that are committed to the environment. These

organizations included the Scuba Dogs, Triple S, Santander Bank and the newspaper El

Nuevo Día. The activity consisted in cleaning the Escambrón Beach in the area of San

Juan and learning awareness in taking good care of our beaches that are one of Puerto

Rico’s most important environmental and tourist resources, as well as a place to be

preserved for the next generations. Biologists that participated in the activity oriented the

participants on how to care for the organisms that live in the sea. The activity took place

on April 14, 2007. Seventy five (75) Geoexplorers and the Co-PI, Victor Franco,

participated in the activity, even though the Geoexplorers Saturday Academy finished on

March 31, 2007. Contact with students was maintained to assure their participation in the

Summer Academy.

A total of 139 students were selected to participate in the Saturday Academy. Also,

teachers and parents demonstrated interest in participating in some of the twenty seminars

announced. The seminars were facilitated by researchers from Universidad del Turabo, as

well as from other agencies and from the private sector. The conferences from the

meteorologists were among those students liked more. The participants evaluated all the

conferences using a questionnaire. The questionnaire was developed using a Likert scale

and open statements in which the student made asseverations about what they learned and

how they felt about the activity. Other assessment activity used to evaluate the seminars

was the reflexive diary and the essay. In general, all the seminars were evaluated by the

students as outstanding. The majority learned new concepts and others had the

opportunity of learning more. The field trips were the activities they liked more. One of

the students commented that: “It’s not the same to hear and read about mangroves than

having the opportunity to touch it or see how they grow in their natural setting.” Students

also made a qualitative evaluation of all the conferences in which they participated as

well as the field trips.

Table 4: Questionnaire Results

TA =Totally Agree, A= Agree, N=Neutral, D=Disagree, and TD=Totally Disagree.

In general the students felt good with their participation in the program. They liked most

the field trips and the picture activity in which they had the opportunity to express

themselves. They found boring to have sat for almost one and a half hours even though

they found the presentations very interesting. Ninety percent (90%) of the participants

that answered the questionnaire understood that they learned new concepts. This was an

objective of the academy staff and the program was successful in reaching it.

Twelve students from the 12th grade participated in the Academy. From those four

participated in the summer academy. Two of them began studies at Universidad del

Statement TA A N D TD Total

The seminars (fieldtrips) motivated me to learn more about the topic presented

45 (41%)

43 (39%)

17 (15%)

5 (4%)

110

The strategies used to present the topic were effective.

59 (52%)

45 (39%)

1 (1%)

8 (7%)

1 (1%)

114

I learned new concepts 58 (53%)

32 (29%)

18 (16%)

2 (2%)

110

The seminar/fieldtrips satisfied my expectations

55 (50%)

39 (36%)

10 (9%)

5 (4%)

1 (1%)

110

The activities provided by the facilitators were challenging.

60 (54%)

41 (37%)

10 (9%)

111

Turabo, one in Science and one in Business Administration. These students were invited

to work with the new students to model the different activities in which the students can

participate and present their research. The twelve students were accepted at universities

in Puerto Rico. Eleven of them applied to programs of Science and Business

Administration: Biology (3), Chemistry (3), Biotechnology (2), Microbiology (1); and

Business Administration (2).

During the summer academy the students developed good research projects, lab and field

work, as well as development of ideas to care for the Valenciano River. Three (3) new

students were added to the twenty-three (23) that participated in the Saturday Academy,

one graduate and two from high school. After the completion of all the projects, a visit to

the mayor of the Municipality of Juncos, Hon. Alfredo Alejandro, was planned. The idea

was to present to the mayor the results of the research done by the students, and the idea

of an ecological trail with economical alternatives to maintain the place clean and safe for

the community and visitors. The mayor received the Geoexplorers on July 13, 2007. He

listened carefully to the students for a period of two hours. He was enchanted with the

scenario the students provided to illustrate their ideas. Finally, he told them that he was

going to take their ideas and present them in one of his staff meetings. The municipality

had been working in one area of the river, but not the area investigated by Geoexplorers.

Geoexplorers with Hon. Alfredo Alejandro, Juncos Mayor

Section III: Education and Outreach Efforts

To measure students gain in knowledge as a result of their participation in the academy, a

pre- and post test was prepared. Ninety (90) students or 66% answered the pre-test during

the orientation activity and on March 31, 2007 they took the post-test. The test had a total

of 25 items that covered general knowledge about mangroves, climate global warming,

ecology, weather, and environmental science topics.

The pre-test results revealed that the distribution is normal with a mean equal to 13.42

and the median and mode equal to 13. The minimum for the pre-test was five questions

answered correctly and a maximum of nineteen. For the post-test the minimum was 12

correct answers and a maximum of twenty three correct answers. It was found that the

results were normally distributed with a mean of 16.64; a median of 16.5; and a mode of

16 correct answers. Also the standard deviation for both tests showed little variation from

the mean. The standard deviation for the pre-test was 2.5 and for the post-test 2.4.

Histogram for Pre-Test Results

0

5

10

15

20

25

30

35

6.55

55555

56

8.11

11111

11

9.66

66666

67

11.22

2222

22

12.77

7777

78

14.33

3333

33

15.88

8888

89

17.44

4444

44M

ore

Fre

qu

ency

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

Frequency

Cumulative %

0

5

10

15

20

25

13.22

2222

22

14.44

4444

44

15.66

6666

67

16.88

8888

89

18.11

1111

11

19.33

3333

33

20.55

5555

56

21.77

7777

78M

ore

Fre

qu

ency

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

Frequency

Cumulative %

Histogram for Post-Test Results

Because the sample variances are similar, the equal variances test statistic was used to

show that there is a significant difference between the means of the pre and post test for a

= 0.05. Results are shown on the next table.

Table 4: t-Test: Two-Sample Assuming Equal Variances

Pre-test

Post-test Mean 13.42857143 16.68131868 Variance 6.403174603 5.930647131 Observations 91 91 Pooled Variance 6.166910867 Hypothesized Mean Difference 0 df 180 t Stat -8.835317922 P(T<=t) one-tail 4.42796E-16 t Critical one-tail 1.653363014 P(T<=t) two-tail 8.85592E-16 t Critical two-tail 1.973230782

The t statistic is -8.8353 and its p-value is 8.8559E-16. Accordingly, it is concluded that

there is a significant difference between the means. The gain in knowledge was

significant in the participants.

Mr. González, Co-PI, will be developing two formal GIS courses for undergraduate and

graduate students for UT’s next academic year. This is a way of maximizing the use of

the GIS research lab for the students.

Conclusions:

As can be seen the program has been very successful when the following are highlighted:

One hundred forty one students (out of 150) participated.

Instead of five research projects, seven research projects were undertaken and

presented to a government figure to be considered as a solution to an environmental

situation in one municipality.

The student projects will be presented at a symposium for pre-college research in

December 12, 2007 in San Juan, P.R.

Twelfth graders chose to study careers related to NOAA.

Five Geoexplorers will be working on science fair projects with an entrepreneurial

concept.

The GIS Research Lab is well in use. Professors and students (graduate and

undergraduates) are beginning to ask how to use GIS as a solution to their research

problems.

Finally, it is very important to say that the project staff has a contagious enthusiasm

and encourages the attainment of the project goals and objectives.

ATTACHMENTS

DATE *CONFERENCE, FACILITATOR & PLACE

September 15, 2007 Meeting Geo Explorers- General Orientation Conociendo el programa Geo-exploradores en la UT- General

Orientation Teresa Lipsett-Ruiz, Director, Antonio González Toro, Victor

G. Franco Otero, & María de los M. Santos Co-Directors UT Ceremonies Room (Salón de Actos)

September 22, 2007 Knowing about protocoles in studying the soils Usando protocolos para estudiar los suelos

Julio Benítez, MS, Experimental Botanical Garden UT Ceremonies Room (Salón de Actos)

September 29, 2007 Cambios climáticos y los efectos en el mundo Climate Changes and it effects in our world

Rafael Méndez, Ph. D.UPR- Recinto de Carolina UT Ceremonies Room (Salón de Actos)

October 6, 2007 Los efectos de los cambios climatológicos en Puerto Rico Climatey Changes: Effects in Puerto Rico

Ada Monzón, Chief Meteorologist, Univisión P.R. UT Ceremonies Room (Salón de Actos)

October 13, 2007 Desarrollo Comunitario Community Development

Iván Elías, Coordinador del Movimiento Hostosiano en la Región Norte

UT Ceremonies Room (Salón de Actos) October 20, 2007 Costos del desparrame urbano

Costs of the urban spread Juan Lara, Ingeniero, Planificador y Economista

UT Ceremonies Room (Salón de Actos) October 27, 2007 Calidad de las aguas de las playas y balnearios de Puerto Rico

Water Quality of Puerto Rico’s Beaches Eileen Villafañe,MS

Supervisora de Laboratorios,Junta de Calidad Ambiental Chancellor’House

November 3,2007 Empresarismo: Una idea para la creación de un negocio Entrepreneurship- Creating a Business Idea

María de los M. Santos, Ph D Morales Nieva Amphitheater

November 10, 2007 Empresarismo Ambiental Environmental Entrepreneurship

María de los M. Santos, Ph.D. Morales Nieva Amphitheater

November 17, 2007 Película y discussion de panel Picture and Panel Discussion

Chancellor’s House

Geoexplorers at Universidad del Turabo

School of Science and Technology

*under construction

DATE CONFERENCE, FACILITATOR & PLACE*

January 19, 2008 Using Geographic Information Systems (GIS)- Prof. Antonio González

Usando Sistemas de Información Geográfica (SIG) Lugar: Anfiteatro Morales Nieva

Morales Nieva Amphitheater

January 26, 2008 Using Geographic Information Systems (GIS)- Prof. Antonio González (cont.)

Usando Sistemas de Información Geográfica (SIG) Lugar: Anfiteatro Morales Nieva

Morales Nieva Amphitheater February 2, 2008 Morales Nieva Amphitheater February 9, 2008 Morales Nieva Amphitheater February 16, 2008 Morales Nieva Amphitheater February 23, 2008 Morales Nieva Amphitheater March 1, 2008 Morales Nieva Amphitheater March 8, 2008 Morales Nieva Amphitheater March 15, 2008 Morales Nieva Amphitheater March 29, 2008 Morales Nieva Amphitheater

Summer Research Academy Itinerary

Date Activity-Group A Activity-Group B June 4 8:00-9:00 – Introduction

9:00-12:00 – Scientific Thinking ; Ethics and responsible research conduct

8:00-9:00 – Introduction 9:00-12:00 – Scientific Thinking ; Ethics and responsible research conduct

June 5 8:00-10:00-Scientific Method and Experimental Design 10:00-12:00 – Review of Scientific Literature

8:00-10:00- Review of Scientific Literature 10:00-12:00 –Scientific Method and Experimental Design

June 6 8:00-10:00-Scientific communication ( oral and written) 10:00-12:00 – Making a proposal

8:00-10:00- Making a proposal 10:00-12:00 – Scientific communication ( oral and written)

June 7 Invited Lecturers Invited Lecturers June 8 8:00-10:00 –GIS

10:00-12:00- Library; Security rules for fieldwork

8:00-10:00 Library; Security rules for fieldwork 10:00-12:00 GIS

June 11 8:00-12:00 – Field trip to the research area

8:00-12:00 – Field trip to the research area

June 12 8:00-10:00 –GIS 10:00-12:00- Discussion of possible research activities to be done for the area of study

8:00-10:00 – Discussion of possible research activities to be done for the area of study 10:00-12:00 GIS

June 13 8:00-10:00 –GIS 10:00-12:00- Teamwork and experimental design

8:00-10:00 – Teamwork and experimental design 10:00-12:00 GIS

June 14 8:00-12:00 – Sampling Procedures 8:00-12:00- Sampling Procedures June 15 8:00-10:00 –GIS

10:00-12:00- CONFERENCE 8:00-10:00 – CONFERENCE 10:00-12:00 GIS

June 18 8:00-10:00 –GIS 10:00-12:00- Sample analysis and preliminary results

8:00-10:00 – Sample analysis and preliminary results 10:00-12:00 GIS

June 19 Field trip Field trip June 20 8:00-10:00 –GIS

10:00-12:00- Scenarios Preparation using models

8:00-10:00 – Scenarios Preparation using models 10:00-12:00 GIS

June 21 8:00-10:00 –GIS 10:00-12:00- Beginning writing process

8:00-10:00 – Beginning writing process 10:00-12:00 GIS

June 22 CONFERENCES CONFERENCIAS June 25 8:00-12:00 – Sampling Procedures 8:00-12:00- Sampling Procedures

June 26 8:00-10:00 –GIS 10:00-12:00 – Preliminary results, Discussion of results

8:00-10:00 – Preliminary results, Discussion of results 10:00-12:00 – GIS

June 27 8:00-10:00- Statistics and making graphs 10:00- 12:00- Sample analysis (2nd

field trip)

8:00-10:00 Sample analysis (2nd

field

trip) 10:00-12:00 – Statistics and making graphs

June 28-29

Preliminary results discussion, data entry, writing, and using scientific bibliography

Preliminary results discussion, data entry, writing, and using scientific bibliography

July 2 Poster Preparation CONFERENCE

Poster Preparation CONFERENCE

July 3 Fieldtrip Fieldtrip July 4 Independence day Independence day July 5 to 12

Completing data collection and poster organization. Preparing oral presentation

Completing data collection and poster organization. Preparing oral presentation

July 13 Oral and poster presentations Oral and poster presentations