integrate: interdisciplinary teaching of geoscience for a sustainable future an nsf step center in...
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InTeGrate: Interdisciplinary Teaching of Geoscience for a Sustainable Future
An NSF STEP Center in the GeoscienceCathy Manduca , Sean Fox, Ellen Iverson, Carleton College; Carol Baldassari, Lesley University;
David Blockstein, NCSE; Tim Bralower, Dave Bice, Penn State; Diane Doser, Laura Serpa UTEP; Anne Egger, Central Washington University; David Gosselin, University of Nebraska-Lincoln; Kim Kastens,
Columbia University; Pam Matson, Steve Graham, Richard Nevle ,Stanford University; David McConnell, North Carolina State; Elizabeth Nagy-Shadman, Pasadena City College; David Steer,
University of Akron; John Taber, IRIS
A five-year community effort to improve geoscience literacy and
build a workforce prepared to tackle environmental and resource issues
http://serc.carleton.edu/integrate
The STEP Centers competition allows a group of faculty representing a cross section of institutions of higher education to identify a national challenge or
opportunity in undergraduate education in science, technology, engineering, and mathematics (STEM) and to propose a comprehensive and coordinated set of
activities that will be carried out to address that challenge or opportunity within a national context.
Program activities for all STEP Centers should be designed to have a national impact on increasing the number of students, including STEM majors or non-
STEM majors or both, enrolling in undergraduate courses in STEM
Projects submitted to the EHR-GEO STEP Center competition should be focused on essential concepts in Earth System Science and its foundational importance in
areas such as the interplay of environment, energy, and economics.
Transforming What, How and Where of Undergraduate Geoscience Teaching
Transforming What, How and Where of Undergraduate Geoscience Teaching– Geoscience in context of societal challenges – Process of geoscience and geoscience thinking – Interdisciplinary problem solving
Transforming What, How and Where of Undergraduate Geoscience Teaching– Engaged, student centered, research-based
pedagogy – Engage students with real-world geoscience data– Connected to nature and process of geoscience– Designed to improve recruitment and retention
Transforming What, How and Where of Undergraduate Geoscience Teaching– Geoscience Across the Curriculum
• Interdisciplinary Courses• Courses in Other Disciplines• Interdisciplinary Programs• Teacher Preparation• Geoscience Programs
– Expanded Venues• Distance Learning• Dual-enrollment• Schools with no geoscientists
Materials Development
Implementation Programs
AssessmentProgram Evaluation
Professional Development
Website, Project Office
A Systems Model for Transformation of Individuals, Institutions, and the Geoscience
Community
Assessment• ensure that materials
• increase geoscience literacy, • understanding of the process of science, and • improve interdisciplinary problem solving • while using research-based teaching methods and meeting their
stated learning goals• David Steer, University of Akron; Ellen Iverson SERC, 10 person team
Evaluation • impact of InTeGrate on
• programming, • student learning, and • students’ ability and willingness to engage in societal roles addressing
the sustainability of our civilization and environment.• Kim Kastens, Columbia; Carol Baldessari, PERG; Frances Laurentz,
University of Minnesota
Materials Development
Implementation Programs
Assessment
Program Evaluation
Professional Development
Materials Development
Creating the resources needed to teach
geoscience in a new way
Creating the resources needed to teach
geoscience in a new way
Transforming the way we develop materials
Transforming the way we develop materials
Website, project office
• Developed and tested by teams with members from at least 3 institutions
• 150 team members; >25 from 2YC and minority serving institutions; 1/3 from outside the geosciences
• ½ by application; 6 teams from workshops
Linking creation and testingLinking creation and testing
David McConnell, North Carolina State
Pam Matson, Stanford University; Tim Bralower, Penn State
John Taber, IRIS
Anne Egger, Stanford University
Me, David Blockstein, NCSE/CEDDDavid Gosselin, Nebraska
Materials Development
Implementation Programs
Assessment
Program Evaluation
Professional Development
Materials DevelopmentIntroductory modules on
literacy themesIntroductory modules on
literacy themes
Interdisciplinary coursesInterdisciplinary courses
Geoscience for engineers and scientists
Geoscience for engineers and scientists
Teacher preparation modules
Teacher preparation modules
Geoscience in other disciplines
Geoscience in other disciplines
Website, project office
Introductory Modules Under Development
Humanity’s Dependence on Earth’s Mineral Resources
Interchanges Between Ocean and Atmosphere resulting in Short-term
Climate Variations
Natural Hazards, Earth Processes, and Society
The Availability of Sufficient Clean Freshwater
Introductory Modules Under Development
Humanity’s Dependence on Earth’s Mineral Resources
Interchanges Between Ocean and Atmosphere resulting in Short-term
Climate Variations
Natural Hazards, Earth Processes, and Society
The Availability of Sufficient Clean Freshwater
Teacher Preparation Modules Under Development
Energy Sources and Earth Processes
Teaching Geoscience Methods to Secondary Education Students
Using Modeling in the Earth Sciences
Teacher Preparation Modules Under Development
Energy Sources and Earth Processes
Teaching Geoscience Methods to Secondary Education Students
Using Modeling in the Earth Sciences
Interdisciplinary Courses Under Development
Energy, Earth, and UsGeologic Hazards and HumansCoastlines and Coastal Hazards
Water and SocietyModeling the Earth System
Seeking Team MembersContact Cathy Manduca
Interdisciplinary Courses Under Development
Energy, Earth, and UsGeologic Hazards and HumansCoastlines and Coastal Hazards
Water and SocietyModeling the Earth System
Seeking Team MembersContact Cathy Manduca
Ideas for Modules or Courses Welcome
Assessment Elements• Design Rubric – to ensure we are testing strong materials
that meet project goals• Geoscience Literacy Exam (GLE) – to measure geoscience
literacy, understanding of process of geoscience, and systems thinking
• Plus – to measure motivation to address societal issues• Embedded Assessments – to measure ability of materials to
address stated learning objectives
Materials Development
Implementation Programs
AssessmentProgram Evaluation
Professional Development
Website, Project Office
A Systems Model for Transformation of Individuals, Institutions, and the Geoscience
Community
Implementation Programs• Develop a new vision for how geoscience is positioned in
higher education• Infuse geoscience throughout the curriculum• Leverage existing geoscience, environmental science and
engineering programs to address solutions for societal problems
• Engage younger students in the geosciences and increase geoscience enrollment
• Within and beyond geoscience departments• Within and beyond single institutions• 20 by application in years 3-5
David McConnell, North Carolina State
Pam Matson, Stanford University; Tim Bralower, Penn State
John Taber, IRIS
Anne Egger, Stanford University
Me, David Blockstein, NCSE/CEDDDavid Gosselin, Nebraska
Materials Development
Implementation Programs
Assessment
Program Evaluation
Professional Development
Materials DevelopmentIntroductory modules on
literacy themesIntroductory modules on
literacy themes
Interdisciplinary coursesInterdisciplinary courses
Geoscience for engineers and scientists
Geoscience for engineers and scientists
Teacher Preparation modules
Teacher Preparation modules
Geoscience in other disciplines
Geoscience in other disciplines
Website, project office
• Developed and tested by teams with members from at least 3 institutions
• 150 team members; >25 from 2YC and minority serving institutions; 1/3 from outside the geosciences
• ½ by application; 6 teams from workshops
Materials Development
Implementation Programs
AssessmentProgram Evaluation
Professional Development
Website, Project Office
A Systems Model for Transformation of Individuals, Institutions, and the Geoscience
Community
Professional Development Goals• Document and Understand Current Practice as a Base for
Development of Needed Materials and Programs• Build an Interdisciplinary Community Invested in Teaching
Geoscience in the Context of Societal Issues • Support Effective Teaching of Geoscience in the Context of
Societal Issues Throughout the Undergraduate Curriculum • Disseminate Project Materials, Outcomes
Program Elements• National Workshops
• 520 seats• Program and Course Level Workshops• Faculty, Adjuncts and TAs • In collaboration with NCSE, Cutting Edge, and Professional Societies
• 24 Travelling Workshops• Virtual Events• Website
2013 Workshops: Teaching Environmental Justice, Geoscience in Other Science Courses, Program Level Workshop, Teaching Oceanography
Program Evaluation• Counting – to measure students and programs impacted• Faculty survey – to understand impact on teaching practice
and attitude toward geoscience in service to societal issues• GLE+ - to measure impact on student learning, attitude and
motivation to continue • Interview Study – to understand effectiveness of
community based approach
A five-year community effort to improve geoscience literacy and
build a workforce prepared to tackle environmental and resource issues
http://serc.carleton.edu/integrate