. Coast watch. Marine resources; Oceanography; Coastal zone management; Coastal ecology. Buxton, estuarine shoreline erosion at Nags Head Woods, ocean shoreline erosion and urban development at South Nags Head, and dune migration at Jockey's Ridge. "We chose the Outer Banks because it provides good examples of barrier island processes and conflicts in North Carolina," says Dawkins. For Freedom High School student Eva Lee, this was her first glimpse of the rough waters of the Adantic. "I just kept looking at the waves," says Lee of Morganton. "I now understand" the
. Coast watch. Marine resources; Oceanography; Coastal zone management; Coastal ecology. Buxton, estuarine shoreline erosion at Nags Head Woods, ocean shoreline erosion and urban development at South Nags Head, and dune migration at Jockey's Ridge. "We chose the Outer Banks because it provides good examples of barrier island processes and conflicts in North Carolina," says Dawkins. For Freedom High School student Eva Lee, this was her first glimpse of the rough waters of the Adantic. "I just kept looking at the waves," says Lee of Morganton. "I now understand" the power of the sea, she adds. This program gives students a unique opportunity to participate in the curriculum process early in their educational experience. For the project, Dawkins selected experi- enced science teachers who had participated in Earth-View, a National Science Foundation project that educated earth science teachers about the geology of the Appalachian mountains, piedmont and coastal plains. The select group of teachers received extensive field experience and developed leadership skills. "Sea-View is a natural extension of Earth- View," says Dawkins, director of ECU's Center for Science, Math and Technology Training. "Over three years, 10 teachers have developed a comprehensive picture of North Carolina's geologic history and the human impacts on our valuable resources. Sea-View is a wonderful opportunity for them to use their knowledge and skills at a different ; Dawkins conceived the idea for professional development in earth/environmental materials for teachers in 1999 after conducting a statewide survey of school superintendents regarding the new required course in earth/environmental science. "Only a small percent of teachers had any earth science background," says Dawkins. "Almost none had earth science certificates. A large number were biology or chemistry teachers who were asked to teach earth ; Altho
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