slides for linking geoscience and societal issues
TRANSCRIPT
This work is supprted by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331
Linking Geoscience And Societal Issues:
A Strategy For Making Geoscience More Central In Higher Education
Cathy Manduca, Carleton College; David Blockstein, NCSE; Tim Bralower,Penn State; Felicia Davis, Building Green Initiative; Diane
Doser, UTEP; Anne Egger, Central Washington; David Gosselin, U. Nebraska;
Ellen Iverson, Carleton College; Kim Kastens LDEO; and Cailin Huyck Orr, Carleton College
What is the role of geoscience in higher
education? • ~240,000 students enroll in introductory courses per year
• ~2700 graduate with a degree in geosciences
• Challenge and opportunity– Want to make sure we are reaching that
broader audience beyond the small number who major in the geosciences both in Gen Ed courses and within their majors Statistics from AGI
Answering a call:• Geoscience must come
together with other disciplines as our nation and the world struggle with significant environmental and resource challenges.
• Meeting these challenges will require a savvy public, a new kind of workforce, and a broader understanding of Earth by all who engage these issues
• Includes understanding of Earth data and place
USGS
Barefoot Photographers of Tilonia
Interdisciplinary Teaching about Earth
for a Sustainable Future
A community effort to improve Earth literacy and build a workforce
prepared to tackle environmental and resource issues
NSF’s STEP Center in Geoscience
InTeGrate supports integrated interdisciplinary learning
about resource and environmental issues across the
undergraduate curriculum to create a sustainable and just
civilization.
How does InTeGrate fit in?
Desired outcomesAssessmentsActivities
Courses Programs/Institutions
Community/Network
Systems approach:1. Any given
action will have multiple outcomes or consequences;
2. Any desirable outcome will require multiple nudges or influencers.
http://serc.carleton.edu/integrate
Materials development
Materials developmenteducation
4% engineering3%
enviro27%
geo29%
geography14%
humanities3%
other6%
other science10%
social science3%
Discipline of Materials Authors (n=115)
Implementation programsWA Consortium
StanfordCSU - Chico
U. N. Colorado
UTEP
USD
Gustavus Adolphus
UI - C
GVSU
U. Middle TN
Penn StateShippensburg
Savannah StateMercer
Claflin
Wittenberg
As of 2015, 26 sustainability-tied courses are offered in Business, Biology, Chemistry, Communication, Economics, English, Environmental Science, French, Geology, Geography, German, Nursing, Philosophy, Religion, Spanish. This represents additions from 4 additional programs with more anticipated next semester.
Wittenberg University seeks to create an educational model that fosters interdisciplinary thinking and a proactive student presence in our community. • First, we will thread sustainability modules within existing courses. • Next, we will broaden participation in sustainability curricula through
recruitment and training. • Finally, we will create linkages in sustainability problem solving within our
community.
Sarah Fortner, Project Lead
• Create a common vision for the Next Generation of STEM Teacher Preparation in Washington, and share resources, models, and ideas for achieving this vision.
• Work in teams of STEM faculty and administrators to develop unique action plans for aligning and improving STEM teacher preparation courses and curricula at their institutions.
• Develop a plan for ongoing implementation of institutional, NGSS aligned, InTeGrate infused, STEM teacher preparation program action plans.
What about the skeptics?
http://serc.carleton.edu/integrateInTeGrate reception: Tuesday, 7:00–8:30 pm, Poe Room (Hilton
Baltimore)Tuesday – Session T81, Room 3398:40 InTeGrate Modules and Authentic Community-Based Research as Sustainability Program
Opportunities Fortner et al. Tuesday – Session T86, Room 3244:00 Building a sustainable future: The imperative and opportunities to engage all future
teachers in Earth science Egger et al. Wednesday – Session T89, Room 3219:40 A Trans-Disciplinary Approach in Teaching Earth Science: Integrating Environmental
Justice into Earth Science Curriculum Utilizing an Integrate Teaching Module Villalobos et al.
10:10 Developing Capacity to Address Societal Issues: Principles and Examples From InTeGrate Manduca et al.
10:45 Mapping the Environment with Sensory Perception: An Interdisciplinary Module for Examining Environmental Contamination & Impact Phillips et al.
Wednesday – Session T27, Room 3394:05 What do undergraduates' perception of the relevance of geoscience and society have in
common with the human-Earth related Earth science literacy principles? Smith and McConnell