NESTA History

What is Earth Science – The History from Colonial America to Present

ESCP: A Project in Transition

Launch of Sputnick, amid the Cold War, proved US science education lacking, focusing a new push towards improvement—increasing student ES enrollment from couple thousand - 1948, to quarter-million+ - 1963

In 1963, the ESCP—one of several national science projects to improve HS science education, funded by NSF/supported by AGI—formed a group of college professors in Boulder, CO —for many years hosting summer in-service conferences for H.S. teachers.  ESCP developed a new textbook;  it is fair to say Investigating the Earth was groundbreaking, it did two things:

1. Attention focused on ESS (geology, astronomy, oceanology & meteorology) in secondary schools, especially at HS & MS level

2. Changed philosophy on how ESS was presented—from fact-based approach to an emphasized investigative approach

While the ESCP was a national project, there was no national ESS organization for HS schools/teachers. NAGT for college/university existed, but it did not serve HS education.  Times were changing & need grew with the new approach to teaching

"What was ES Education in Michigan like during the mid-1960s?"

Rod Cranson asked as a young ES teacher at Waverly HS.  After research it was obvious—very little—& led to a research project with Dr. Julian Brandou, Michigan State University.  During the project, Cranson conducted a survey included a question: "interest in ES newsletter" —the reply was resounding & 1st issue of "Michigan Earth Scientist" (MES) mailed 1965 as a small pamphlet

MESTA's participation of the 1966 Michigan Science Teachers Association (MSTA) annual convention started a long tradition of conference representation.

Results of a 1970 questionnaire instituted field trips to draw ES teachers together & encourage membership; becoming frequent & numerous over the years, and successfully increasing membership

Then in 1982, increased ES presentations at MSTA Convention (20% of 86 sessions featured ES topics, mostly by MESTA members) showed interest was booming & discussions for a national organization became serious.

MESTA 1960s

MESTA 1970-75

MESTA 1975-79

MESTA/NESTA 1980-85

“Let’s take what we have, ‘Teachers helping teachers’ national?” 

Rod Cranson: "I have a clear memory of when & where the idea of a national ES teachers organization originated. In late 1981 (December?) Harold Stonehouse & I were driving back to Lansing after a MESTA board meeting in SE Michigan. We  wondered if other State ES teachers would be interested in getting together as we had done in Michigan.  At the next board meeting (February, 1982) Stonehouse & I proposed using  MESTA organization techniques -  MESTA’s Blueprint that Stonehouse developed - to form NESTA. The board contributed $300 to that effort - the grant was used for mailings to promote the idea. Then, he took the idea to the NSTA Annual Conference in Chicago in May, 1982 to pass out NESTA  membership applications. In Sep of that year, he reported  some 16 Charter NESTA members were recruited.  Later, at 5-15-82 board meeting, he reported receiving 14 NESTA applications. Fourteen NESTA Charter Members were reported at the 9-18-82 board meeting & Feb 1983, Stonehouse reported 60 NESTA members &  NESTA information started being included in the Michigan Earth Scientist"

MESTA's promotion of ES increased the number of schools offering ES courses in Michigan from 132 schools in 1967, to 247 schools by 1971

The May 1970 MES summarized the status of K-12 ES education— Approx two million students attended 7-9 grade ES course, but stressed drastic shortage of qualified ES teachers with no solution to the problem in near future

By 1970s, ESCP textbook/materials were being used across the Country—135,000 copies produced.  MESTA  lobbied for self-directed approach where the teacher’s role likens to a research coordinator—student having a larger part in deciding study; requiring major revisions to teacher-preparation in college 

In 1984-85 NESTA , in correspondence with National Commission on Excellence in Education, Carnegie Foundation & other national commissions, emphasized the "lack of consideration" for ESS as an integral part of K-12 science education. Replies from correspondence confirmed this idea was held in many circles—NESTA drafted a position paper on Importance of ESS Education— published in The Earth Scientist & NSTA publications—endorsed by NSTA, NAGT, AGI, AGU & Council for Elementary Science International—causing more inclusion of ES as part of all K-5  curricula; ES as one of the integral strands in the NSTA Scope & Sequence Coordination project. These and efforts by NESTA members had important impacts on the National Science Education Standards/Benchmarks.

NESTA’s association with AGU results in a program: "The Earth Science Alliance" —placing individual NESTA members in touch with ES professionals to improve "Earth literacy" of pre-college students. Professionals provided support, short field trips, seminars, discussion sessions, etc. to help teachers in the classroom

History of NESTA by Jan Woerner

Rock Raffle History

Share-a-thon History

Friends of Earth Science Reception History

Times have changed—social media—free-access to information—conferences not the strength they once were—What could a teacher's association possibly offer?
ESS is at the forefront of public policy (climate change, fracking, earthquake design, clean energy, clean water, etc), yet the populace is not fluent in the science & easily manipulated towards government policies that often damage the environment & economy even further.  Anyone would think schools would step up to the challenge

ESS is in a decline across the Nation.  States have reduced the amount of ESS classes, often embedding them into other science classes.  Many districts do not have college-preparatory ESS class for college bound students.  Counselors advise students ESS is "rocks for jocks."  AP / IB refuse to recognize ESS.  Geoscience departments are closing in universities.  We are in crisis

There has never been a time greater than NOW for a teacher association that advocates strongly for ESS for everyone

Join us as we advocate for ESS in many ways—offering cutting-edge professional development—bringing a community of ESS teachers, academics, professionals together—offering training/resources to fight for ESS in your State/district—ensuring academic & professional organizations bring K-12 issues to the forefront
There is much to do. 

Wave - Blue = Oceanography

Cloud - Grey = Meteorology

Comet - Yellow = Space Sciences

Mountain - Orange = Geosciences

Mountain - Green  = Environmental sciences

Mountain – Light Blue = Climatology & Hydrology

The Big Dipper = Like the Big Dipper points towards Polaris, the North Star that guided mariners on their journeys across the vast oceans, so too teachers assist students to find their true path in life.  Teachers are the Big Dippers guiding students towards their own personal North Star

Two Globes (flanking logo) = Equity in Earth Science for all students

“One Earth. Our Future.” = 1968, William Anders of Apollo 8 took the famous Earthrise photograph on the Moon, allowing us to realize that we have one Home, and that all of our actions impact each other.  Educating all students with the Earth Sciences passes on the legacy of Earthrise, however Earth Science classes are in decline across the Nation.  Advocating Earth Science for All has never been more important that it is right now.  And like our choices impact each other, the tagline is placed in the Ocean, the great regulator of our climate, what is put in it in one place effects the entire Globe, so does our Advocacy impact the knowledge to make intelligent choices regarding the health of our One Earth. Our Future.