The Importance of Spatial Reasoning Skills in Undergraduate Geology Students and the Effect of Weekly Spatial Skill Trainings

NASA Astrophysics Data System (ADS)

Gold, Anne; Pendergast, Philip; Stempien, Jennifer; Ormand, Carol

2016-04-01

Spatial reasoning is a key skill for student success in STEM disciplines in general and for students in geosciences in particular. However, spatial reasoning is neither explicitly trained, nor evenly distributed, among students and by gender. This uneven playing field allows some students to perform geoscience tasks easily while others struggle. A lack of spatial reasoning skills has been shown to be a barrier to success in the geosciences, and for STEM disciplines in general. Addressing spatial abilities early in the college experience might therefore be effective in retaining students, especially females, in STEM disciplines. We have developed and implemented a toolkit for testing and training undergraduate student spatial reasoning skills in the classroom. In the academic year 2014/15, we studied the distribution of spatial abilities in more than 700 undergraduate Geology students from 4 introductory and 2 upper level courses. Following random assignment, four treatment groups received weekly online training and intermittent hands-on trainings in spatial thinking while four control groups only participated in a pre- and a posttest of spatial thinking skills. In this presentation we summarize our results and describe the distribution of spatial skills in undergraduate students enrolled in geology courses. We first discuss the factors that best account for differences in baseline spatial ability levels, including general intelligence (using standardized test scores as a proxy), major, video gaming, and other childhood play experiences, which help to explain the gender gap observed in most research. We found a statistically significant improvement of spatial thinking still with large effect sizes for the students who received the weekly trainings. Self-report data further shows that students improve their spatial thinking skills and report that their improved spatial thinking skills increase their performance in geoscience courses. We conclude by discussing the effects of the training modules on development of spatial skills, which helps to shed light on what types of interventions may be useful in leveling the playing field for students going into the geosciences and other STEM fields.

Dazed and Confused: Learning to Engage Non-Science Undergraduates in the Geosciences

NASA Astrophysics Data System (ADS)

Price, J.

2014-12-01

Teaching science courses to non-science undergraduate is often times difficult and frustrating for instructors because of the lack of interest and knowledge from students. Additionally, students find it difficult to learn from instructors that are not engaging or are unable to simplify concepts, methods, and analyses. These complications multiple when graduate students try to teach non-science undergraduates. Graduate instructional/teaching assistants have less teaching experience, often do not care about teaching, and frequently get frustrated with non-science undergraduates more easily. This presentation will focus on teaching non-science undergraduates in marine science and geology classes by engaging students, simplifying concepts, working in groups, and making the material fun and interesting. Instructional/teaching assistants teach undergraduate courses as a way to pay for their graduate education and in doing so, often forget to express their passion and interest in the subject. Graduate instructional/teaching assistants will be asked not give up on undergraduates because of their lack of interest and experience but rather challenge them to remember what it is like to feel lost and disinterested. While we may not be able to turn them into scientists, we can share our passion, teach them scientific concepts, and hope they leave feeling more knowledgeable, comfortable, and with more appreciation for the geosciences.

Teaching Introductory Geoscience: A Cutting Edge Workshop Report

NASA Astrophysics Data System (ADS)

Manduca, C.; Tewksbury, B.; Egger, A.; MacDonald, H.; Kirk, K.

2008-12-01

Introductory undergraduate courses play a pivotal role in the geosciences. They serve as recruiting grounds for majors and future professionals, provide relevant experiences in geoscience for pre-service teachers, and offer opportunities to influence future policy makers, business people, professionals, and citizens. An introductory course is also typically the only course in geoscience that most of our students will ever take. Because the role of introductory courses is pivotal in geoscience education, a workshop on Teaching Introductory Courses in the 21st Century was held in July 2008 as part of the On the Cutting Edge faculty development program. A website was also developed in conjunction with the workshop. One of the central themes of the workshop was the importance of considering the long-term impact a course should have on students. Ideally, courses can be designed with this impact in mind. Approaches include using the local geology to focus the course and illustrate concepts; designing a course for particular audience (such as Geology for Engineers); creating course features that help students understand and interpret geoscience in the news; and developing capstone projects to teach critical thinking and problem solving skills in a geologic context. Workshop participants also explored strategies for designing engaging activities including exploring with Google Earth, using real-world scenarios, connecting with popular media, or making use of campus features on local field trips. In addition, introductory courses can emphasize broad skills such as teaching the process of science, using quantitative reasoning and developing communication skills. Materials from the workshop as well as descriptions of more than 150 introductory courses and 350 introductory-level activities are available on the website: http://serc.carleton.edu/NAGTWorkshops/intro/index.html.

Understanding the Factors that Support the Use of Active Learning Teaching in STEM Undergraduate Courses: Case Studies in the Field of Geoscience

NASA Astrophysics Data System (ADS)

Iverson, Ellen A. Roscoe

The purpose of this study was to understand the factors that support the adoption of active learning teaching strategies in undergraduate courses by faculty members, specifically in the STEM disciplines related to geoscience. The focus of the study centered on the context of the department which was identified as a gap in evaluation and educational research studies of STEM faculty development. The study used a mixed-method case study methodology to investigate the influences of departmental context on faculty members' adoption of active-learning teaching practices. The study compared and contrasted the influence of two faculty development strategies initiated in the field of geoscience. Six university geoscience departments were selected that had participated in two national geoscience professional development programs. Data were generated from 19 faculty interviews, 5 key informant interviews, and documents related to departmental and institutional context. The study concluded that two main factors influenced the degree to which faculty who participated in geoscience faculty development reported adoption of active learning pedagogies. These conclusions are a) the opportunity to engage in informal, regular conversations with departmental colleagues about teaching promoted adoption of new teaching approaches and ideas and b) institutional practices regarding the ways in which teaching practices were typically measured, valued, and incentivized tended to inhibit risk taking in teaching. The conclusions have implications related to institutional policy, faculty development, and the role of evaluation.

Transforming Spatial Reasoning Skills in the Upper-Level Undergraduate Geoscience Classroom Through Curricular Materials Informed by Cognitive Science Research

NASA Astrophysics Data System (ADS)

Ormand, C. J.; Shipley, T. F.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T. A.; Tikoff, B.; Atit, K.; Gagnier, K. M.; Resnick, I.

2014-12-01

Spatial visualization is an essential skill in the STEM disciplines, including the geosciences. Undergraduate students, including geoscience majors in upper-level courses, bring a wide range of spatial skill levels to the classroom. Students with weak spatial skills may be unable to understand fundamental concepts and to solve geological problems with a spatial component. However, spatial thinking skills are malleable. As a group of geoscience faculty members and cognitive psychologists, we have developed a set of curricular materials for Mineralogy, Sedimentology & Stratigraphy, and Structural Geology courses. These materials are designed to improve students' spatial skills, and in particular to improve students' abilities to reason about spatially complex 3D geological concepts and problems. Teaching spatial thinking in the context of discipline-based exercises has the potential to transform undergraduate STEM education by removing one significant barrier to success in the STEM disciplines. The curricular materials we have developed are based on several promising teaching strategies that have emerged from cognitive science research on spatial thinking. These strategies include predictive sketching, making visual comparisons, gesturing, and the use of analogy. We have conducted a three-year study of the efficacy of these materials in strengthening the spatial skills of students in upper-level geoscience courses at three universities. Our methodology relies on a pre- and post-test study design, with several tests of spatial thinking skills administered at the beginning and end of each semester. In 2011-2012, we used a "business as usual" approach to gather baseline data, measuring how much students' spatial thinking skills improved in response to the existing curricula. In the two subsequent years we have incorporated our new curricular materials, which can be found on the project website: http://serc.carleton.edu/spatialworkbook/activities.html Structural Geology students exposed to the new curricular materials are better able to solve some spatially challenging structural geological problems than students from the baseline year. We are continuing to analyze data from the Mineralogy and Sedimentology/Stratigraphy courses and will have completed the analysis by AGU.

Transforming Spatial Reasoning Skills in the Undergraduate Geoscience Classroom Through Interventions Based on Cognitive Science Research

NASA Astrophysics Data System (ADS)

Ormand, C. J.; Shipley, T. F.; Tikoff, B.; Manduca, C. A.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T.; Atit, K.; Gagnier, K. M.; Resnick, I.

2013-12-01

Spatial visualization is an essential skill in many, if not all, STEM disciplines. It is a prerequisite for understanding subjects as diverse as fluid flow through 3D fault systems, magnetic and gravitational fields, atmospheric and oceanic circulation patterns, cellular and molecular structures, engineering design, topology, and much, much more. Undergraduate geoscience students, in both introductory and upper-level courses, bring a wide range of spatial skill levels to the classroom. However, spatial thinking improves with practice, and can improve more rapidly with intentional training. As a group of geoscience faculty members and cognitive psychologists, we are collaborating to apply the results of cognitive science research to the development of teaching materials to improve undergraduate geology majors' spatial thinking skills. This approach has the potential to transform undergraduate STEM education by removing one significant barrier to success in the STEM disciplines. Two promising teaching strategies have emerged from recent cognitive science research into spatial thinking: gesturing and predictive sketching. Studies show that students who gesture about spatial relationships perform better on spatial tasks than students who don't gesture, perhaps because gesture provides a mechanism for cognitive offloading. Similarly, students who sketch their predictions about the interiors of geologic block diagrams perform better on penetrative thinking tasks than students who make predictions without sketching. We are developing new teaching materials for Mineralogy, Structural Geology, and Sedimentology & Stratigraphy courses using these two strategies. Our data suggest that the research-based teaching materials we are developing may boost students' spatial thinking skills beyond the baseline gains we have measured in the same courses without the new curricular materials.

A Geoscience Workforce Model for Non-Geoscience and Non-Traditional STEM Students

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.; Norouzi, H.; Vladutescu, D. V.; Yuen-Lau, L.

2016-12-01

The Summit on the Future of Geoscience Undergraduate Education has recently identified key professional skills, competencies, and conceptual understanding necessary in the development of undergraduate geoscience students (American Geosciences Institute, 2015). Through a comprehensive study involving a diverse range of the geoscience academic and employer community, the following professional scientist skills were rated highly important: 1) critical thinking/problem solving skills; 2) effective communication; 3) ability to access and integrate information; 4) strong quantitative skills; and 5) ability to work in interdisciplinary/cross cultural teams. Based on the findings of the study above, the New York City College of Technology (City Tech) has created a one-year intensive training program that focusses on the development of technical and non-technical geoscience skills for non-geoscience, non-traditional STEM students. Although City Tech does not offer geoscience degrees, the primary goal of the program is to create an unconventional pathway for under-represented minority STEM students to enter, participate, and compete in the geoscience workforce. The selected cohort of STEM students engage in year-round activities that include a geoscience course, enrichment training workshops, networking sessions, leadership development, research experiences, and summer internships at federal, local, and private geoscience facilities. These carefully designed programmatic elements provide both the geoscience knowledge and the non-technical professional skills that are essential for the geoscience workforce. Moreover, by executing this alternate, robust geoscience workforce model that attracts and prepares underrepresented minorities for geoscience careers, this unique pathway opens another corridor that helps to ameliorate the dire plight of the geoscience workforce shortage. This project is supported by NSF IUSE GEOPATH Grant # 1540721.

Delivering accessible fieldwork: preliminary findings from a collaborative international study

NASA Astrophysics Data System (ADS)

Stokes, Alison; Atchison, Christopher; Feig, Anthony; Gilley, Brett

2017-04-01

Students with disabilities are commonly excluded from full participation in geoscience programs, and encounter significant barriers when accessing field-learning experiences. In order to increase talent and diversity in the geoscience workforce, more inclusive learning experiences must be developed that will enable all students to complete the requirements of undergraduate degree programs, including fieldwork. We discuss the outcomes of a completely accessible field course developed through the collaborative effort of geoscience education practitioners from the US, Canada and the UK. This unique field workshop has brought together current geoscience academics and students with disabilities to share perspectives on commonly-encountered barriers to learning in the field, and explore methods and techniques for overcoming them. While the student participants had the opportunity to learn about Earth processes while situated in the natural environment, participating geoscience instructors began to identify how to improve the design of field courses, making them fully inclusive of learners with disabilities. The outcomes from this experience will be used to develop guidelines to facilitate future development and delivery of accessible geoscience fieldwork.

Revisiting Virtual Field Trips: Perspectives of College Science Instructors

ERIC Educational Resources Information Center

Lei, Simon A.

2015-01-01

Field trips are an important component of upper undergraduate and graduate-level science courses, especially in the fields of biology, geoscience, and environmental science. Field trips can provide a new perspective to a course's content and quality. Science field trips can facilitate active student learning, yet often can be constrained by time,…

Developing Strong Geoscience Programs and Departments

NASA Astrophysics Data System (ADS)

MacDonald, R.; Manduca, C. A.

2002-12-01

Strong geoscience programs are essential for preparing future geoscientists and developing a broad public understanding of our science. Faculty working as a department team can create stronger programs than individual faculty working alone. Workshops sponsored by Project Kaleidoscope (www.pkal.org) on departmental planning in the geosciences have emphasized the importance of designing programs in the context of both departmental and student goals. Well-articulated goals form a foundation for designing curriculum, courses, and other departmental activities. Course/skill matrices have emerged as particularly valuable tools for analyzing how individual courses combine in a curriculum to meet learning goals. Integrated programs where students have opportunities to learn and use skills in multiple contexts have been developed at several institutions. Departments are leveraging synergies between courses to more effectively reach departmental goals and capitalize on opportunities in the larger campus environment. A full departmental program extends beyond courses and curriculum. Studies in physics (National Task Force on Undergraduate Physics, Hilborne, 2002) indicate the importance of activities such as recruiting able students, mentoring students, providing courses appropriate for pre-service K-12 teachers, assisting with professional development for a diversity of careers, providing opportunities for undergraduates to participate in research, and making connections with the local industries and businesses that employ graduates. PKAL workshop participants have articulated a wide variety of approaches to undergraduate research opportunities within and outside of class based on their departmental goals, faculty goals, and resources. Similarly, departments have a wide variety of strategies for developing productive synergies with campus-wide programs including those emphasizing writing skills, quantitative skills, and environmental studies. Mentoring and advising activities are becoming more central to many departmental programs and can effectively draw on campus, alumni, and industry resources. Attention to the role and reputation of the department on campus is important in creating a supportive climate for departmental activities. The challenges of creating a strong program can be most effectively met using a team approach that capitalizes on the strengths of every department member.

Improving Scientific Writing in Undergraduate Geosciences Degrees Through Peer Review

NASA Astrophysics Data System (ADS)

Day, E. A.; Collins, G. S.; Craig, L.

2016-12-01

In the British educational system, students specialise early. Often geoscience undergraduates have not taken a class that requires extended writing since they were sixteen years old. This can make it difficult for students to develop the written skills necessary for a geoscience degree, which often has assessments in the form of essays and reports. To improve both the writing and editing skills of our undergraduates we have introduced a peer review system, in which seniors review the work of first year students. At Imperial College London we set written coursework in every year of the degree. Communication is taught and assessed in many courses. There are two major modules with substantial written components that bookend the undergraduate degree at Imperial; the freshmen all write an assessed essay, while all seniors take 'Science Communication', a course that aims to prepare them for a range of possible careers. In the 2015-16 academic year we linked these courses by introducing a modified form of peer marking and instruction. Seniors had to complete reviews of draft first year essays for credit in Science Communication. These reviews are completed for the department 'journal' and introduce the first and fourth years to the nature of peer review. Seniors learn how to critically, but kindly, evaluate the work of other students, and are also prepared for potentially submitting their senior theses to journals. Reviews were managed by volunteer seniors, who acted as associate editors. They allocated anonymous reviewers and wrote decision letters, which were sent to the freshmen before their final assessed essay submission. Ultimately the fourth year reviews were formally assessed and graded by members of staff, as were the revised and resubmitted first year essays. Feedback for both courses has improved since the introduction of student reviews of essays. The markers of the freshman essay have also commented on the improvement in the standard of the writing and a decrease in errors. We are continuing to include this exercise in 2016-17, utilising technology to make the logistics easier for both the students and the course leaders. Here, we present our experiences with including peer review in the Imperial College degree. We also comment on how it can be incorporated into undergraduate and graduate programs at other institutions.

The Quantitative Preparation of Future Geoscience Graduate Students

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Hancock, G. S.

2006-12-01

Modern geoscience is a highly quantitative science. In February, a small group of faculty and graduate students from across the country met to discuss the quantitative preparation of geoscience majors for graduate school. The group included ten faculty supervising graduate students in quantitative areas spanning the earth, atmosphere, and ocean sciences; five current graduate students in these areas; and five faculty teaching undergraduate students in the spectrum of institutions preparing students for graduate work. Discussion focused in four key ares: Are incoming graduate students adequately prepared for the quantitative aspects of graduate geoscience programs? What are the essential quantitative skills are that are required for success in graduate school? What are perceived as the important courses to prepare students for the quantitative aspects of graduate school? What programs/resources would be valuable in helping faculty/departments improve the quantitative preparation of students? The participants concluded that strengthening the quantitative preparation of undergraduate geoscience majors would increase their opportunities in graduate school. While specifics differed amongst disciplines, a special importance was placed on developing the ability to use quantitative skills to solve geoscience problems. This requires the ability to pose problems so they can be addressed quantitatively, understand the relationship between quantitative concepts and physical representations, visualize mathematics, test the reasonableness of quantitative results, creatively move forward from existing models/techniques/approaches, and move between quantitative and verbal descriptions. A list of important quantitative competencies desirable in incoming graduate students includes mechanical skills in basic mathematics, functions, multi-variate analysis, statistics and calculus, as well as skills in logical analysis and the ability to learn independently in quantitative ways. Calculus, calculus-based physics, chemistry, statistics, programming and linear algebra were viewed as important course preparation for a successful graduate experience. A set of recommendations for departments and for new community resources includes ideas for infusing quantitative reasoning throughout the undergraduate experience and mechanisms for learning from successful experiments in both geoscience and mathematics. A full list of participants, summaries of the meeting discussion and recommendations are available at http://serc.carleton.edu/quantskills/winter06/index.html. These documents, crafted by a small but diverse group can serve as a starting point for broader community discussion of the quantitative preparation of future geoscience graduate students.

Geoscience as an Agent for Change in Higher Education

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Orr, C. H.; Kastens, K.

2016-12-01

As our society becomes more aware of the realities of the resource and environmental challenges that face us, we have the opportunity to educate more broadly about the role of geoscience in addressing these challenges. The InTeGrate STEP Center is using three strategies to bring learning about the Earth to a wider population of undergraduate students: 1) infusing geoscience into disciplinary courses throughout the curriculum; 2) creating interdisciplinary or transdisciplinary courses with a strong geoscience component that draw a wide audience; and 3) embedding more opportunities to learn about the methods of geoscience and their application to societal challenges in courses for future teachers. InTeGrate is also bringing more emphasis on geoscience in service to societal challenges to geoscience students in introductory geoscience courses and courses for geoscience majors. Teaching science in a societal context is known to make science concepts more accessible for many learners, while learning to use geoscience to solve real world, interdisciplinary problems better prepares students for the 21stcentury workforce and for the decisions they will make as individuals and citizens. InTeGrate has developed materials and models that demonstrate a wide variety of strategies for increasing opportunities to learn about the Earth in a societal context that are freely available on the project website (http://serc.carleton.edu/integrate) and that form the foundation of ongoing professional development opportunities nationwide. The strategies employed by InTeGrate reflect a systems approach to educational transformation, the importance of networks and communities in supporting change, and the need for resources designed for adaptability and use. The project is demonstrating how geoscience can play a larger role in higher education addressing topics of wide interest including 1) preparing a competitive workforce by increasing the STEM skills of students regardless of their major, 2) making higher education more equitable by reducing gaps in participation and achievement in STEM; and 3) using liberal education to prepare students to deal with the complexity, diversity and change that characterize our time.

Teaching Environmental Geochemistry: An Authentic Inquiry Approach

ERIC Educational Resources Information Center

Koretsky, Carla M.; Petcovic, Heather L.; Rowbotham, Katherine L.

2012-01-01

A field-based environmental geochemistry course was developed at Western Michigan University for undergraduate geosciences and environmental studies students to (1) improve student understanding of complex environmental systems, specifically targeting lake systems; (2) facilitate student development of professional-level, field- and…

Teaching Structure from Motion to Undergraduates: New Learning Module for Field Geoscience Courses

NASA Astrophysics Data System (ADS)

Pratt-Sitaula, B. A.; Shervais, K.; Crosby, C. J.; Douglas, B. J.; Crosby, B. T.; Charlevoix, D. J.

2016-12-01

With photogrammetry use expanding rapidly, it is essential to integrate these methods into undergraduate geosciences courses. The NSF-funded "GEodetic Tools for Societal Issues" (GETSI) project has recently published a module for field geoscience courses called "Analyzing High Resolution Topography with TLS and SfM" (serc.carleton.edu/getsi/teaching_materials/high-rez-topo/index.html). Structure from motion (SfM) and terrestrial laser scanning (TLS) are two valuable methods for generating high-resolution topographic landscape models. In addition to teaching the basic surveying methods, the module includes several specific applications that are tied to societally important geoscience research questions. The module goals are that students will be able to: 1) design and conduct a complex TLS and/or SfM survey to address a geologic research question; 2) articulate the societal impetus for answering a given research question; and 3) justify why TLS and/or SfM is the appropriate method in some circumstances. The module includes 6 units: Unit 1-TLS Introduction, Unit 1-SfM Introduction, Unit 2 Stratigraphic Section Survey, Unit 3 Fault Scarp Survey, Unit 4 Geomorphic Change Detection Survey, and Unit 5 Summative Assessment. One or both survey methods can be taught. Instructors choose which application/s to use from Units 2-4. Unit 5 Summative Assessment is flexibly written and can be used to assess any of the learned applications or others such as dinosaur tracks or seismic trench photomosaics. Prepared data sets are also provided for courses unable to visit the field. The included SfM learning manuals may also be of interest to researchers seeking to start with SfM; these are "SfM Guide of Instructors and Investigators" and "SfM Data Exploration and Processing Manual (Agisoft)". The module is appropriate for geoscience courses with field components such as field methods, geomorphology, geophysics, tectonics, and structural geology. All GETSI modules are designed and developed by teams of faculty and content experts and undergo rigorous review and classroom testing. GETSI is a collaborative project by UNAVCO (which runs NSF's Geodetic Facility), Indiana University, and Idaho State University. The Science Education Resource Center (SERC) provides assessment and evaluation expertise and webhosting.

Teaching Resources and Instructor Professional Development for Integrating Laser Scanning, Structure from Motion, and GPS Surveying into Undergraduate Field Courses

NASA Astrophysics Data System (ADS)

Pratt-Sitaula, B.; Charlevoix, D. J.; Douglas, B. J.; Crosby, B. T.; Crosby, C. J.; Lauer, I. H.; Shervais, K.

2017-12-01

Field experiences have long been considered an integral part of geoscience learning. However, as data acquisition technologies evolve, undergraduate field courses need to keep pace so students gain exposure to new technologies relevant to the modern workforce. Maintaining expertise on new technologies is also challenging to established field education programs. Professional development and vetted curriculum present an opportunity to advance student exposure to new geoscience data acquisition technology. The GEodesy Tools for Societal Issues (GETSI) Field Collection, funded by NSF's Improving Undergraduate STEM Education program, addresses these needs in geodesy field education. Geodesy is the science of accurately measuring Earth's size, shape, orientation, mass distribution and the variations of these with time. Modern field geodesy methods include terrestrial laser scanning (TLS), kinematic and static GPS/GNSS surveying (global positioning system/global navigation satellite system), and structure from motion (SfM) photogrammetry. The GETSI Field Collection is a collaborative project between UNAVCO, Indiana University, and Idaho State University. The project is provides curriculum modules and instructor training (in the form of short courses) to facilitate the inclusion of SfM, TLS, and GPS surveying into geoscience courses with field components. The first module - Analyzing High Resolution Topography with TLS and SfM - is available via SERC; (serc.carleton.edu/getsi/teaching_materials/high-rez-topo) the second module - "High Precision Positioning with Static and Kinematic GPS/GNSS" - will be published in 2018. The module development and assessment follows the standards of the InTeGrate Project (an NSF STEP Center)previously tested on geodesy content in the GETSI classroom collection (serc.carleton.edu/getsi). This model emphasizes use of best practices in STEM education, including situating learning in the context of societal importance. Analysis of student work during development and testing shows a high level of achievement of module learning goals. Two four-day short courses have been run to train instructors on best practices for integration of these topics into field courses. Overall participant satisfaction with the short courses has been 9 out of 10.

An Integrated Model for Improving Undergraduate Geoscience Workforce Readiness

NASA Astrophysics Data System (ADS)

Keane, C. M.; Houlton, H. R.

2017-12-01

Within STEM fields, employers are reporting a widening gap in the workforce readiness of new graduates. As departments continue to be squeezed with new requirements, chasing the latest technologies and scientific developments and constrained budgets, formal undergraduate programs struggle to fully prepare students for the workforce. One major mechanisms to address gaps within formal education is in life-long learning. Most technical and professional fields have life-long learning requirements, but it is not common in the geosciences, as licensing requirements remain limited. By introducing the concept of career self-management and life-long learning into the formal education experience of students, we can build voluntary engagement and shift some of the preparation burden from existing degree programs. The Geoscience Online Learning Initiative (GOLI) seeks to extend professional life-long learning into the formal education realm. By utilizing proven, effective means to capture expert knowledge, the GOLI program constructs courses in the OpenEdX platform, where the content authors and society staff continuously refine the material into effective one- to two-hour long asynchronous modules. The topical focus of these courses are outside of the usual scope of the academic curriculum, but are aligned with applied technical or professional issues. These courses are provided as open education resources, but also qualify for CEUs as the ongoing professional microcredential in the profession. This way, interested faculty can utilize these resources as focused modules in their own course offerings or students can engage in the courses independently and upon passing the assessments and paying of a nominal fee, be awarded CEUs which count towards their professional qualifications. Establishing a continuum of learning over one's career is a critical cultural change needed for students to succeed and be resilient through the duration of a career. We will examine how this approach mimics successful efforts in other STEM fields and where it aligns with both ongoing evolution in professional geoscience employment and broader trends in STEM career management.

A Collaborative Effort to Build a Modular Course on GeoEthics

NASA Astrophysics Data System (ADS)

Cronin, V. S.; Di Capua, G.; Palinkas, C. M.; Pappas Maenz, C.; Peppoloni, S.; Ryan, A. M.

2014-12-01

The need to promote ethical practice in the geosciences has long been recognized. Governmental boards for licensing professional geoscientists commonly require participation in continuing-education courses or workshops about professional ethics as part of the license-renewal processes. Geoscience-based companies and organizations of professional geoscientists have developed ethical codes for their members or employees. Ethical problems have been reported that involve the practice of science applied to Earth studies, interpersonal relationships within geoscience departments, business practices in geoscience-based companies, field work and the destructive modification of geologic sites, public policy development or implementation related to Earth resources, extractive resource industries, development that modifies landscapes in significant ways, interactions with the press and other media professionals, and even interactions with individuals or groups that have a significantly different worldview. We are working toward the creation of a modular semester-long course in GeoEthics. The modules will be free-standing, so each could be repurposed for use in a different course; however, the GeoEthics course will provide a useful overall introduction to a variety of topics in ethics applied in the context of geoscience. Such a course might be an excellent capstone course for undergraduate geoscientists, or an introductory course for graduate students. The first module will cover basics intended to provide a common vocabulary of words, ideas and practices that will be used throughout the course. The remaining 5-6 modules will focus on aspects of geoscience in which ethical considerations play an important role. We feel that the geoscience classroom can provide a safe, controlled environment in which students can confront a representative sample of the types of ethical issues they might encounter in their professional or academic careers. Our goal is to help students develop effective strategies for working through these dilemmas. Our modules will utilize formal discussion, role-playing, debate, and reflective writing, among other techniques. We hope that this will lead students to internalize these lessons so that they lead careers in which ethical practice is an essential element.

A collaborative effort to build a modular course on Geoethics

NASA Astrophysics Data System (ADS)

Cronin, Vincent; Di Capua, Giuseppe; Palinkas, Cindy; Pappas Maenz, Catherine; Peppoloni, Silvia; Ryan, Anne-Marie

2015-04-01

The need to promote ethical practice in the geosciences has long been recognized. Governmental boards for licensing professional geoscientists commonly require participation in continuing-education courses or workshops about professional ethics as part of the license-renewal processes. Geoscience-based companies and organizations of professional geoscientists have developed ethical codes for their members or employees. Ethical problems have been reported that involve the practice of science applied to Earth studies, interpersonal relationships within geoscience departments, business practices in geoscience-based companies, field work and the destructive modification of geologic sites, public policy development or implementation related to Earth resources, extractive resource industries, development that modifies landscapes in significant ways, interactions with the press and other media professionals, and even interactions with individuals or groups that have a significantly different worldview. We are working toward the creation of a modular semester-long course in Geoethics. The modules will be free-standing, so each could be repurposed for use in a different course; however, the Geoethics course will provide an useful overall introduction to a variety of topics in ethics applied in the context of geoscience. Such a course might be an excellent capstone course for undergraduate geoscientists, or an introductory course for graduate students. The first module will cover basics intended to provide a common vocabulary of words, ideas and practices that will be used throughout the course. The remaining 5-6 modules will focus on aspects of geoscience in which ethical considerations play an important role. We feel that the geoscience classroom can provide a safe, controlled environment in which students can confront a representative sample of the types of ethical issues they might encounter in their professional or academic careers. Our goal is to help students develop effective strategies for working through these dilemmas. Our modules will utilize formal discussion, role-playing, debate, and reflective writing, among other techniques. We hope that this will lead students to internalize these lessons so that they lead careers in which ethical practice is an essential element.

Undergraduate Research in Earth Science Classes: Engaging Students in the First Two Years

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Wysession, M. E.; Beauregard, A.; Reinen, L. A.; Surpless, K.; O'Connell, K.; McDaris, J. R.

2014-12-01

The recent PCAST report (2012), Engage to Excel, calls for a major shift in instructional modes in introductory (geo)science courses by "replacing standard laboratory courses with discovery-based research courses". An increased emphasis is recommended to engage students in experiments with the possibility of true discovery and expanded use of scientific research courses in the first two years. To address this challenge, the On the Cutting Edge program convened a workshop of geoscience faculty to explore the many ways that true research experiences can be built into introductory geoscience courses. The workshop goals included: consideration of the opportunities, strategies and methods used to provide research experiences for students in lower division geoscience courses; examination of ways to develop students' "geoscience habits of mind" through participation in authentic research activities; exploration of ways that student research projects can be designed to contribute to public science literacy with applications to a range of issues facing humanity; and development of strategies to obtain funding for these research projects, to make these programs sustainable in departments and institutions, and to scale-up these programs so that all students may participate. Access to Earth data, information technology, lab and field-based instrumentation, and field experiences provide unprecedented opportunities for students to engage in authentic research at early stages in their careers. Early exposure to research experiences has proven to be effective in the recruitment of students to the geoscience disciplines, improved retention and persistence in degree programs, motivation for students to learn and increase self-efficacy, improved attitudes and values about science, and overall increased student success. Workshop outcomes include an online collection of tested research projects currently being used in geoscience classes, resources related to effective design, implementation and assessment of student research projects, and all workshop activities are posted on the website: http://serc.carleton.edu/74960

Role Models and Mentors in Mid-Pipeline Retention of Geoscience Students, Newark, NJ

NASA Astrophysics Data System (ADS)

Gates, A. E.; Kalczynski, M. J.

2012-12-01

Undergraduate minority students retained enthusiasm for majoring in the geosciences by a combination of working with advanced minority mentors and role models as well as serving as role models for middle and high school students in Geoscience Education programs in Newark, NJ. An academic year program to interest 8-10th grade students from the Newark Public schools in the Geosciences employs minority undergraduate students from Rutgers University and Essex Community College as assistants. There is an academic year program (Geoexplorers) and a science festival (Dinosaur Day) at the Newark Museum that employs Rutgers University students and a summer program that employs Rutgers and Essex Community College students. All students are members of the Garden State LSAMP and receive any needed academic support from that program. The students receive mentoring from minority graduate students, project personnel and participating Newark Public School teachers, many of whom are from minority groups. The main factor in success and retention, however, is their role as authorities and role models for the K-12 students. The assistants are respected and consulted by the K-12 students for their knowledge and authority in the geosciences. This positive feedback shows them that they can be regarded as geoscientists and reinforces their self-image and enthusiasm. It further reinforces their knowledge of Geoscience concepts. It also binds the assistants together into a self-supporting community that even extends to the non-participating minority students in the Rutgers program. Although the drop-out rate among minority Geoscience majors was high (up to 100%) prior to the initiation of the program, it has dropped to 0% over the past 3 years with 2 participants now in PhD programs and 2 others completing MS degrees this year. Current students are seriously considering graduate education. Prior to this program, only one minority graduate from the program continued to graduate school in the Geosciences over the past decade or more. Even students with poor performance are not leaving the major. Prior to the program, there were no geoscience courses offered at ECC and no students pursuing majors when transferring. Since ECC began participating in the program 3 years ago, 4 students (of 15 assistants) are confirmed Geoscience majors at Rutgers or elsewhere and not all have been successfully tracked. ECC is further initiating undergraduate geoscience courses this year to meet the emerging demand. Although there are several contributing factors including the support of the GS-LSAMP, it is clear that the level of enthusiasm and self-esteem as Geoscientists has been enhanced by the positive feedback of serving as a role-model and authority.

Attracting and Retaining Undergraduate Students in the Geosciences: A Multipronged Approach

NASA Astrophysics Data System (ADS)

Chantale Damas, M.

2017-04-01

The geosciences are taught at relatively few colleges and universities in the United States. Furthermore, fewer students are selecting the geosciences as careers and where the loss of retired scientists is significant. Thus, new approaches and strategies are needed to attract and retain students in the geosciences. The aim of this project is to both increase the diversity and visibility of the geosciences at the undergraduate level. Using both an interdisciplinary and inter-institutional approach, the Queensborough Community College (QCC) of the City University of New York (CUNY) has been very successful at engaging students in educational activities and applied research in solar, geospace, and atmospheric physics, under the umbrella discipline of space weather. As an interdisciplinary field, space weather offers students a great opportunity to study the Sun-Earth connection. Additionally, students also receive support through several partner institutions including the NASA Goddard Spaceflight Center (GSFC) Community Coordinated Modeling Center (CCMC), four-year colleges and universities, and other summer research programs. With its institutional partners, QCC has implemented a year-long program with two components: 1) during the academic year, students are enrolled in a course-based introductory research (CURE) where they conduct research on real-world problems; and 2) during the summer, students are placed in research internships at partner institutions. This poster will describe these approaches, as well as present best strategies that are used to attract and retain students in the geosciences.

Commentary: The Course, Curriculum, and Laboratory Improvement (CCLI) Program: What's New about the Current Solicitation and Suggestions for the Geosciences' Community

ERIC Educational Resources Information Center

Singer, Jill

2009-01-01

The Course, Curriculum, and Laboratory Improvement (CCLI) program recently released the program guidelines (NSF 09-529) for the next round of the program. There are several changes to the CCLI program and a new program opportunity that invites proposals for projects that would provide leadership and contribute to transforming undergraduate STEM…

Geoscience Education Programs in the NSF Division of Undergraduate Education: Different Acronyms with Similar Intent

NASA Astrophysics Data System (ADS)

Singer, J.; Ryan, J. G.

2014-12-01

For the past three decades, the National Science Foundation's (NSF) Division of Undergraduate Education (DUE) has administered a succession of programs intended to improve undergraduate STEM education for all students. The IUSE (Improving Undergraduate STEM Education) program is the latest program in this succession, and reflects an expanded, NSF-wide effort to make sustainable improvements in STEM education on a national scale. The origins and thinking behind IUSE can be in part traced back to precursor programs including: ILI (Instrumentation and Laboratory Improvement), CCD (Course and Curriculum Development), UFE (Undergraduate Faculty Enhancement), CCLI (Course, Curriculum and Laboratory Improvement), and TUES (Transforming Undergraduate Education in STEM), all of which sought to support faculty efforts to investigate and improve curriculum and instructional practice in undergraduate STEM education, and to disseminate effective STEM educational practices for broad adoption. IUSE, like its predecessor programs, is open to all STEM fields, and as such is intended to support improvements in geoscience education, spanning the atmospheric, ocean, and Earth sciences, as well as in environmental science, GIS science, climate change and sustainability/resilience. An emphasis on discipline-based research on learning that had origins in the CCLI and TUES programs is a new priority area in IUSE, with the ambition that projects will take advantage of the integrated expertise of domain scientists, educational practioners, and experts in learning science. We trace and describe the history of undergraduate education efforts with an emphasis placed on the recently introduced IUSE program. Understanding the origin of DUE's IUSE program can provide insights for faculty interested in developing proposals for submission and gain a greater appreciation of trends and priorities within the division.

Resources to Transform Undergraduate Geoscience Education: Activities in Support of Earth, Oceans and Atmospheric Sciences Faculty, and Future Plans

NASA Astrophysics Data System (ADS)

Ryan, J. G.; Singer, J.

2013-12-01

The NSF offers funding programs that support geoscience education spanning atmospheric, oceans, and Earth sciences, as well as environmental science, climate change and sustainability, and research on learning. The 'Resources to Transform Undergraduate Geoscience Education' (RTUGeoEd) is an NSF Transforming Undergraduate Education in STEM (TUES) Type 2 special project aimed at supporting college-level geoscience faculty at all types of institutions. The project's goals are to carry out activities and create digital resources that encourage the geoscience community to submit proposals that impact their courses and classroom infrastructure through innovative changes in instructional practice, and contribute to making transformative changes that impact student learning outcomes and lead to other educational benefits. In the past year information sessions were held during several national and regional professional meetings, including the GSA Southeastern and South-Central Section meetings. A three-day proposal-writing workshop for faculty planning to apply to the TUES program was held at the University of South Florida - Tampa. During the workshop, faculty learned about the program and key elements of a proposal, including: the need to demonstrate awareness of prior efforts within and outside the geosciences and how the proposed project builds upon this knowledge base; need to fully justify budget and role of members of the project team; project evaluation and what matters in selecting a project evaluator; and effective dissemination practices. Participants also spent time developing their proposal benefitting from advice and feedback from workshop facilitators. Survey data gathered from workshop participants point to a consistent set of challenges in seeking grant support for a desired educational innovation, including poor understanding of the educational literature, of available funding programs, and of learning assessment and project evaluation. Many also noted that their institutions did not recognize the value of education-related scholarly activities, or undervaluing it compared to more traditional research activities. Given this reality, faculty desire strategies for balancing their time to allow time to pursue both. The current restructuring of NSF educational programs raises questions regarding future directions and the scale of support that may be available from the proposed Catalyzing Advances in Undergraduate STEM Education (CAUSE) Program. At the time of writing this abstract, specific details have not been communicated, but it appears that CAUSE could encompass components from several programs within the Division of Undergraduate Education's TUES, STEP, and WIDER programs, as well as the Geoscience Education and OEDG programs in the Geosciences Directorate. The RTUGeoEd project will continue to provide support to faculty seeking CAUSE (and other educational funding within DUE).

How Does Student Performance on Formative Assessments Relate to Learning Assessed by Exams?

ERIC Educational Resources Information Center

Smith, Gary

2007-01-01

A retrospective analysis examines the relationships between formative assessments and exam grades in two undergraduate geoscience courses. Pair and group-work grades correlate weakly with individual exam grades. Exam performance correlates to individual, weekly online assessments. Student attendance and use of assessment feedback are also…

Factors Influencing the Success of Women in the Geosciences: An Example from the U.S. Geological Survey

NASA Astrophysics Data System (ADS)

Gundersen, Linda C. S.

2010-05-01

A review of my education and 30 year career at the U.S. Geological Survey (USGS), starting as a field assistant in 1979 to becoming Chief Scientist for Geology in 2001, reveals some of the critical success factors for women in the geosciences as well as factors that inhibit success. Women comprised 5% of the geosciences workforce when I started as an undergraduate in 1975, so why did I pursue the geosciences? A high school course covering earth and biological field science was taught by an excellent teacher who encouraged me to pursue geology. In college, several factors influenced my continuation in geology: two supportive mentors, an earth science department providing a broad diversity of courses; opportunities to take graduate courses, interaction with graduate students, and doing an undergraduate thesis. Most important was the individual attention given to undergraduates by both faculty and graduates regardless of gender. The summer intern program sponsored by the National Association of Geology Teachers and the USGS was a deciding factor to my becoming a geoscientist in the public service. Family and job concerns made it difficult to complete a doctorate however, and there existed gender bias against women conducting field work. Critical factors for success at USGS included: dealing ethically, openly, and immediately with gender-biased behavior, taking on responsibilities and science projects out of my "comfort zone", having the support of mentors and colleagues, and always performing at the highest level. In the past 15 years, there have been many "first" women in various leadership roles within the USGS, and now, after 131 years, we have the first woman Director. It is important to note that as gender barriers are broken at the upper levels in an organization, it paves the way for others. Statistics regarding women are improving in terms of percentage of enrollment in degrees and jobs in the private, public, and academic sectors. Women, however, still bear the brunt of decision-making in work and family life issues no matter what the occupation, and thus need the support of colleagues, community, law, and family to continue succeeding at the highest levels of government, business, and academia.

Resources and Approaches for Teaching Quantitative and Computational Skills in the Geosciences and Allied Fields

NASA Astrophysics Data System (ADS)

Orr, C. H.; Mcfadden, R. R.; Manduca, C. A.; Kempler, L. A.

2016-12-01

Teaching with data, simulations, and models in the geosciences can increase many facets of student success in the classroom, and in the workforce. Teaching undergraduates about programming and improving students' quantitative and computational skills expands their perception of Geoscience beyond field-based studies. Processing data and developing quantitative models are critically important for Geoscience students. Students need to be able to perform calculations, analyze data, create numerical models and visualizations, and more deeply understand complex systems—all essential aspects of modern science. These skills require students to have comfort and skill with languages and tools such as MATLAB. To achieve comfort and skill, computational and quantitative thinking must build over a 4-year degree program across courses and disciplines. However, in courses focused on Geoscience content it can be challenging to get students comfortable with using computational methods to answers Geoscience questions. To help bridge this gap, we have partnered with MathWorks to develop two workshops focused on collecting and developing strategies and resources to help faculty teach students to incorporate data, simulations, and models into the curriculum at the course and program levels. We brought together faculty members from the sciences, including Geoscience and allied fields, who teach computation and quantitative thinking skills using MATLAB to build a resource collection for teaching. These materials, and the outcomes of the workshops are freely available on our website. The workshop outcomes include a collection of teaching activities, essays, and course descriptions that can help faculty incorporate computational skills at the course or program level. The teaching activities include in-class assignments, problem sets, labs, projects, and toolboxes. These activities range from programming assignments to creating and using models. The outcomes also include workshop syntheses that highlights best practices, a set of webpages to support teaching with software such as MATLAB, and an interest group actively discussing aspects these issues in Geoscience and allied fields. Learn more and view the resources at http://serc.carleton.edu/matlab_computation2016/index.html

The NSF IUSE-EHR Program: What's New (and Old) About It, and Resources for Geoscience Proposers

NASA Astrophysics Data System (ADS)

Singer, J.; Ryan, J. G.

2015-12-01

The NSF Division of Undergraduate Education recently released a new solicitation for the IUSE program -- the latest iteration in a succession of funding programs dating back over 30 years (including the Instrumentation and Laboratory Improvement Program (ILI), the Course and Curriculum Development Program (CCD), the Course Curriculum and Laboratory Improvement Program (CCLI), and the Transforming Undergraduate STEM Education Program (TUES). All of these programs sought/seek to support high quality STEM education for majors and non-majors in lower- and upper-division undergraduate courses. The current IUSE-EHR program is described in a 2-year solicitation that includes two tracks: Engaged Student Learning, and Institutional & Community Transformation. Each track has several options for funding level and project duration. A wide range of activities can be proposed for funding, and the program recognizes the varying needs across STEM disciplines. Geoscientists and other potential IUSE proposers are strongly encouraged to form collaborations with colleagues that conduct educational research and to propose projects that build upon the educational knowledge base in the discipline as well as contribute to it. Achieving this may not be immediately obvious to many geoscientists who have interests in improving student learning in their courses, but are not fluent in the scholarship of education in their field. To lower the barriers that have historically prevented larger numbers of geoscientists from developing their ideas into competitive education-related proposals, we have explored strategies for building and leveraging partnerships, sought to identify available resources for proposers, and explored a range of strategies for engaging and supporting larger numbers of potential geoscience proposers.

Utilizing Geo-Referenced Mobile Game Technology for Universally Accessible Virtual Geology Field Trips

ERIC Educational Resources Information Center

Bursztyn, Natalie; Pederson, Joel; Shelton, Brett; Walker, Andrew; Campbell, Todd

2015-01-01

Declining interest and low persistence is well documented among undergraduate students in Science, Technology, Engineering, and Math in the United States. For geoscience, field trips are important attractors to students, however with high enrollment courses and increasing costs they are becoming rare. We propose in this concept paper that the…

The Spatial Thinking Workbook: A Research-Validated Spatial Skills Curriculum for Geology Majors

ERIC Educational Resources Information Center

Ormand, Carol J.; Shipley, Thomas F.; Tikoff, Basil; Dutrow, Barbara; Goodwin, Laurel B.; Hickson, Thomas; Atit, Kinnari; Gagnier, Kristin; Resnick, Ilyse

2017-01-01

Spatial visualization is an essential prerequisite for understanding geological features at all scales, such as the atomic structures of minerals, the geometry of a complex fault system, or the architecture of sedimentary deposits. Undergraduate geoscience majors bring a range of spatial skill levels to upper-level courses. Fortunately, spatial…

Effective geoscience pedagogy at the undergraduate level

NASA Astrophysics Data System (ADS)

Warden, Kelsey

This investigation used constructivist pedagogical methods within the framework of an introductory level undergraduate geoscience course to gauge both the changes in attitude and cognition of students. Pedagogy was modified in the laboratory setting, but maintained in the lecture setting and homework. Curriculum was also maintained in the lecture, but was changed in the laboratory to emphasize the large concepts and systems stressed in Earth Science Literacy Principles. Student understanding of these concepts and systems was strengthened by factual knowledge, but recall and memorization were not the goal of the laboratory instruction. The overall goal of the study was to build student understanding more effectively than in previous semesters such that the students would become Earth Science literate adults. We hypothesized that a healthy comprehension of the connections between the human population and Earth's systems would lead to improved cognition and attitude toward Earth Science. This was tested using pre- and post-testing of attitudes via an anonymous survey on the first and last days of the laboratory, student responses to the end-of-course evaluations, and student performance on early-semester and late-semester content testing. The results support the hypotheses.

Improving Undergraduate STEM Education: Pathways into Geoscience (IUSE: GEOPATHS) - A National Science Foundation Initiative

NASA Astrophysics Data System (ADS)

Jones, B.; Patino, L. C.

2016-12-01

Preparation of the future professional geoscience workforce includes increasing numbers as well as providing adequate education, exposure and training for undergraduates once they enter geoscience pathways. It is important to consider potential career trajectories for geoscience students, as these inform the types of education and skill-learning required. Recent reports have highlighted that critical thinking and problem-solving skills, spatial and temporal abilities, strong quantitative skills, and the ability to work in teams are among the priorities for many geoscience work environments. The increasing focus of geoscience work on societal issues (e.g., climate change impacts) opens the door to engaging a diverse population of students. In light of this, one challenge is to find effective strategies for "opening the world of possibilities" in the geosciences for these students and supporting them at the critical junctures where they might choose an alternative pathway to geosciences or otherwise leave altogether. To address these and related matters, The National Science Foundation's (NSF) Directorate for Geosciences (GEO) has supported two rounds of the IUSE: GEOPATHS Program, to create and support innovative and inclusive projects to build the future geoscience workforce. This program is one component in NSF's Improving Undergraduate STEM Education (IUSE) initiative, which is a comprehensive, Foundation-wide effort to accelerate the quality and effectiveness of the education of undergraduates in all of the STEM fields. The two tracks of IUSE: GEOPATHS (EXTRA and IMPACT) seek to broaden and strengthen connections and activities that will engage and retain undergraduate students in geoscience education and career pathways, and help prepare them for a variety of careers. The long-term goal of this program is to dramatically increase the number and diversity of students earning undergraduate degrees or enrolling in graduate programs in geoscience fields, as well as ensure that they have the necessary skills and competencies to succeed as next generation professionals in a variety of employment sectors.

Broadening Participation in Geosciences with Academic Year and Summer Research Experiences

NASA Astrophysics Data System (ADS)

Austin, S. A.; Howard, A.; Johnson, L. P.; Gutierrez, R.; Chow, Y.

2013-12-01

Medgar Evers College, City University of New York, has initiated a multi-tiered strategy aimed at increasing the number of under-represented minority and female students pursuing careers in the Geosciences, especially Earth and Atmospheric Sciences and related areas. The strategy incorporates research on the persistence of minority and female under-represented students in STEM disciplines. The initiatives include NASA and NSF-funded team-based undergraduate research activities during the summer and academic year as well as academic support (clustering, PTLT workshops for gatekeeper courses), curriculum integration modules, and independent study/special topics courses. In addition, high school students are integrated into summer research activities working with undergraduate and graduate students as well as faculty and other scientist mentors. An important initial component was the building of an infrastructure to support remote sensing, supported by NASA. A range of academic year and summer research experiences are provided to capture student interest in the geosciences. NYC-based research activities include urban impacts of global climate change, the urban heat island, ocean turbulence and general circulation models, and space weather: magnetic rope structure, solar flares and CMEs. Field-based investigations include atmospheric observations using BalloonSat sounding vehicles, observations of tropospheric ozone using ozonesondes, and investigations of the ionosphere using a CubeSat. This presentation provides a description of the programs, student impact, challenges and observations.

Using Research Data to Stimulate Critical Thinking in Undergraduate Geoscience Courses: Examples and Future Directions

NASA Astrophysics Data System (ADS)

Reed, D. L.; Moore, G. F.; Bangs, N. L.; Tobin, H.

2007-12-01

The results of major research initiatives, such as NSF-MARGINS, IODP and its predecessors DSDP and ODP, Ridge 2000, and NOAA's Ocean Explorer and Vents Programs provide a rich library of resources for inquiry-based learning in undergraduate classes in the geosciences. These materials are scalable for use in general education courses for the non-science major to upper division major and graduate courses, which are both content-rich and research-based. Examples of these materials include images and animations drawn from computer presentations at research workshops and audio/video clips from web sites, as well as data repositories, which can be accessed through GeoMapApp, a data exploration and visualization tool developed as part of the Marine Geoscience Data System by researchers at the LDEO (http://www.geomapapp.org/). Past efforts have focused on recreating sea-going research experiences by integrating and repurposing these data in web-based virtual environments to stimulate active student participation in laboratory settings and at a distance over the WWW. Virtual expeditions have been created based on multibeam mapping of the seafloor near the Golden Gate, bathymetric transects of the major ocean basins, subduction zone seismicity and related tsunamis, water column mapping and submersible dives at hydrothermal vents, and ocean drilling of deep-sea sediments to explore climate change. Students also make use of multichannel seismic data provided through the Marine Seismic Data Center of UTIG to study subduction zone processes at convergent plate boundaries. We will present the initial stages of development of a web-based virtual expedition for use in undergraduate classes, based on a recent 3-D seismic survey associated with the NanTroSEIZE program of NSF-MARGINS and IODP to study the properties of the plate boundary fault system in the upper limit of the seismogenic zone off Japan.

Engaging Undergraduates in the New York City S-SAFE Internship Program: An Impetus to Raise Geoscience Awareness

ERIC Educational Resources Information Center

Blake, Reginald A.; Liou-Mark, Janet; Blackburn, Noel; Chan, Christopher; Yuen-Lau, Laura

2015-01-01

To engender and raise awareness to the geosciences, a geoscience research project and a corresponding geoscience internship program were designed around plume dispersion dynamics within and above the New York City subway system. Federal, regional, and local agencies partnered with undergraduate students from minority-serving institutions to…

AMS Online Weather Studies: The National Dissemination of a Distance Learning Course for Enhancing Diversity in the Geosciences

NASA Astrophysics Data System (ADS)

Weinbeck, R. S.; Geer, I. W.; Mills, E. W.; Porter, W. A.; Moran, J. M.

2004-12-01

Our nation faces a serious challenge in attracting young people to science and science-related careers (including teaching). This is particularly true for members of groups underrepresented in science, mathematics, engineering, and technology and is especially acute in the number of minority college students majoring in the geosciences. A formidable obstacle in attracting undergraduates to the geosciences is lack of access, that is, no opportunity to enroll in geoscience courses simply because none is offered at their college or university. Often college-level introductory courses are a student's first exposure to the geosciences. To help alleviate this problem of access, the American Meteorological Society (AMS) has developed and implemented nationally an introductory weather and climate course, Online Weather Studies, which can be added to an institution's menu of general education course offerings. This highly successful course has been licensed by over 230 colleges and universities nationwide, among them 72 minority-serving institutions which have joined via the AMS Online Weather Studies Geosciences Diversity Program since 2002. This program designed to reach institutions serving large numbers of minority students has been made possible through support from the National Science Foundation (NSF) Opportunities for Enhancing Diversity in the Geosciences (OEDG) and Course, Curriculum and Laboratory Improvement-National Dissemination (CCLI-ND) programs. Online Weather Studies is an innovative, 12- to 15-week introductory college-level, online distance-learning course on the fundamentals of atmospheric science. Learner-formatted current weather data are delivered via the Internet and coordinated with investigations keyed to the day's weather. The principal innovation of Online Weather Studies is that students learn about weather as it happens in near real-time - a highly motivational learning experience. The AMS Education Program designed and services this course and makes it available to colleges and universities as a user-friendly turnkey package with electronic and printed components. The AMS Geosciences Diversity Program, in cooperation with the National Weather Service (NWS), facilitates institutional participation in Online Weather Studies. Prior to an instructor's initial offering of the course, he or she is invited to attend a one-week course implementation workshop at the NWS Training Center at Kansas City, MO. Participants are encouraged to share best practices ideas in science content and teaching strategies related to their offering of Online Weather Studies. Through the course homepage, students are provided with information on further studies in the atmospheric sciences, opportunities for internships and summer research, and career counseling. Meteorologists-in-Charge at NWS Weather Forecast Offices across the nation have interacted with minority-serving institutions to encourage adoption of the AMS weather course. Also, participating faculty members are invited to the Educational Symposium of the AMS Annual Meeting where they will attend a special Diversity Session and are encouraged to present posters.

Development of the EGGS "Exam of GeoloGy Standards" to Measure Students' Understanding of Common Geology Concepts

ERIC Educational Resources Information Center

Guffey, Sarah Katie; Slater, Timothy F.; Slater, Stephanie J.

2017-01-01

Geoscience education researchers have considerable need for criterion-referenced, easy-to-administer, easy-to-score, conceptual surveys for undergraduates taking introductory science survey courses in order for faculty to monitor the learning impacts of innovative teaching. In response, this study establishes the reliability and validity of a…

Learning to Think Spatially in an Undergraduate Interdisciplinary Computational Design Context: A Case Study

ERIC Educational Resources Information Center

Ben Youssef, Belgacem; Berry, Barbara

2012-01-01

Spatial thinking skills are vital for success in everyday living and work, not to mention the centrality of spatial reasoning in scientific discoveries, design-based disciplines, medicine, geosciences and mathematics to name a few. This case study describes a course in spatial thinking and communicating designed and delivered by an…

Oceanography and Geoscience Scholars at Texas A&M University Funded through the NSF S-STEM (Scholarships in Science, Technology, Engineering and Mathematics) Program

NASA Astrophysics Data System (ADS)

Richardson, M. J.; Gardner, W. D.

2016-02-01

Over the last seven years we have led the creation and implementation of the Oceanography and Geoscience Scholars programs at Texas A&M University. Through these programs we have been able to provide scholarship support for 92 undergraduates in Geosciences and 29 graduate students in Oceanography. Fifty-seven undergraduate scholars have graduated in Geosciences: 30 undergraduate students in Meteorology, 7 in Geology, and 20 in Environmental Geosciences. Two students have graduated in other STEM disciplines. Twenty-four students are in the process of completing their undergraduate degrees in STEM disciplines. Twenty-three students have graduated with MS or PhD degrees in Oceanography and five PhD students are completing their dissertations. As specified in the program solicitation all of the scholars are academically talented students with demonstrated financial need as defined by the FAFSA (Free Application for Federal Student Aid). We have endeavored to recruit students from underrepresented groups. One-third of the undergraduate scholars were from underrepresented groups; 28% of the graduate students. We will present the challenges and successes of these programs.

The [Geo]Scientific Method; Hypothesis Testing and Geoscience Proposal Writing for Students

ERIC Educational Resources Information Center

Markley, Michelle J.

2010-01-01

Most undergraduate-level geoscience texts offer a paltry introduction to the nuanced approach to hypothesis testing that geoscientists use when conducting research and writing proposals. Fortunately, there are a handful of excellent papers that are accessible to geoscience undergraduates. Two historical papers by the eminent American geologists G.…

Immersive Virtual Reality Field Trips in the Geosciences: Integrating Geodetic Data in Undergraduate Geoscience Courses

NASA Astrophysics Data System (ADS)

La Femina, P. C.; Klippel, A.; Zhao, J.; Walgruen, J. O.; Stubbs, C.; Jackson, K. L.; Wetzel, R.

2017-12-01

High-quality geodetic data and data products, including GPS-GNSS, InSAR, LiDAR, and Structure from Motion (SfM) are opening the doors to visualizing, quantifying, and modeling geologic, tectonic, geomorphic, and geodynamic processes. The integration of these data sets with other geophysical, geochemical and geologic data is providing opportunities for the development of immersive Virtual Reality (iVR) field trips in the geosciences. iVR fieldtrips increase accessibility in the geosciences, by providing experiences that allow for: 1) exploration of field locations that might not be tenable for introductory or majors courses; 2) accessibility to outcrops for students with physical disabilities; and 3) the development of online geosciences courses. We have developed a workflow for producing iVR fieldtrips and tools to make quantitative observations (e.g., distance, area, and volume) within the iVR environment. We use a combination of terrestrial LiDAR and SfM data, 360° photos and videos, and other geophysical, geochemical and geologic data to develop realistic experiences for students to be exposed to the geosciences from sedimentary geology to physical volcanology. We present two of our iVR field trips: 1) Inside the Volcano: Exploring monogenetic volcanism at Thrihnukagigar Iceland; and 2) Changes in Depositional Environment in a Sedimentary Sequence: The Reedsville and Bald Eagle Formations, Pennsylvania. The Thrihnukagigar experience provides the opportunity to investigate monogenetic volcanism through the exploration of the upper 125 m of a fissure-cinder cone eruptive system. Students start at the plate boundary scale, then zoom into a single volcano where they can view the 3D geometry from either terrestrial LiDAR or SfM point clouds, view geochemical data and petrologic thins sections of rock samples, and a presentation of data collection and analysis, results and interpretation. Our sedimentary geology experience is based on a field lab from our introductory Physical Geology course for majors in Geoscience and Engineering. The lab explores formation of a turbidite sequence, and the transition to a shallower marine environment using the tools described above and data from SfM and 360° photos. We are evaluating the effectiveness of both iVR field trips on student learning.

Using the Geoscience Literacy Frameworks and Educational Technologies to Promote Science Literacy in Non-science Major Undergraduates

NASA Astrophysics Data System (ADS)

Carley, S.; Tuddenham, P.; Bishop, K. O.

2008-12-01

In recent years several geoscience communities have been developing ocean, climate, atmosphere and earth science literacy frameworks as enhancements to the National Science Education Standards content standards. Like the older content standards these new geoscience literacy frameworks have focused on K-12 education although they are also intended for informal education and general public audiences. These geoscience literacy frameworks potentially provide a more integrated and less abstract approach to science literacy that may be more suitable for non-science major students that are not pursuing careers in science research or education. They provide a natural link to contemporary environmental issues - e.g., climate change, resource depletion, species and habitat loss, natural hazards, pollution, development of renewable energy, material recycling. The College of Exploration is an education research non-profit that has provided process and technical support for the development of most of these geoscience literacy frameworks. It has a unique perspective on their development. In the last ten years it has also gained considerable national and international expertise in facilitating web-based workshops that support in-depth conversations among educators and working scientists/researchers on important science topics. These workshops have been of enormous value to educators working in K-12, 4-year institutions and community colleges. How can these geoscience literacy frameworks promote more collaborative inquiry-based learning that enhances the appreciation of scientific thinking by non-majors? How can web- and mobile-based education technologies transform the undergraduate non-major survey course into a place where learners begin their passion for science literacy rather than end it? How do we assess science literacy in students and citizens?

Expanding the Use of Online Remote Electron Microscopy in the Classroom to Transform Undergraduate Geoscience Education: Successes and Strategies for Increasing Student and Faculty Engagement

NASA Astrophysics Data System (ADS)

Hickey-Vargas, R.; Holbik, S. P.; Ryan, J. G.; MacDonald, J. H., Jr.; Beck, M.

2015-12-01

Geoscience faculty at the University of South Florida (USF), Florida Gulf Coast University (FCGU), Valencia College (VC) and Florida International University (FIU) have teamed to construct, test and disseminate geoscience curricula in which microbeam analytical instruments are operated by undergraduates, with data gathered in the classroom in real-time over the internet. Activities have been developed for courses Physical Geology, Oceanography, Earth Materials, Mineralogy/Petrology and Stratigraphy using the Scanning Electron Microscope (SEM) and Electron Probe Microanalyzer (EPMA) housed in the Florida Center for Analytical Electron Microscopy (FCAEM; https://fcaem.fiu.edu) at FIU. Students and faculty send research materials such as polished rock sections and microfossil mounts to FCAEM to be examined during their scheduled class and lab periods. Student control of both decision-making and selection of analytical targets is encouraged. The objective of these activities is to move students from passive learning to active, self-directed inquiry at an early stage in their undergraduate career, while providing access to advanced instruments that are not available at USF, FGCU and VC. These strategies strongly facilitate student interest in undergraduate research making use of these instruments and one positive outcome to date is an increased number of students undertaking independent research projects. Prior research by USF PI Jeff Ryan indicated that various barriers related to instrument access and use hindered interested geoscience faculty in making use of these tools and strategies. In the current project, post-doctoral researcher Dr. Sven Holbik acts as a facilitator, working directly with faculty from other institutions one-on-one to provide initial training and support, including on-site visits to field check classroom technology when needed. Several new educators and institutions will initiate classroom activities using FCAEM instrumentation this Fall.

Gender in the Geosciences: Factors Supporting the Recruitment and Retention of Women in the Undergraduate Major

NASA Astrophysics Data System (ADS)

Riggs, E. M.; Sexton, J. M.; Pugh, K.; Bergstrom, C.; Parmley, R.; Phillips, M.

2014-12-01

The proportion of women earning undergraduate geoscience degrees has remained about 40% for over a decade. Little research has investigated why women select and persist in a geoscience major. This study addresses why students major in the geosciences and why some programs are more successful at recruiting and retaining female students. We collected interview and survey data from faculty and students at six public US universities. Four sites had a low proportion of female degree recipients (< 38%) and two sites had a high proportion of female degree recipients (> 48%). 408 students (64% female) completed surveys. Interviews were conducted with 49 faculty members and 151 students. Survey data analysis showed that interest/identity and transformative experiences were significant predictors of students' decision to major in geoscience. Institutional barriers and supports were significant predictors of confidence in the major while connection to instructor predicted students' intent to major. Analysis of pre- and post-course surveys show that students with a greater connection to instructors and students whose instructors expressed more passion for the content also reported higher levels of transformative experiences. This effect was especially pronounced for women and was a significant predictor of persistence in the major. Qualitative data show differences in departmental practices and climate between low and high female graduation sites. High sites used many student-centered approaches to teaching, had extensive opportunities for and a high number of undergraduate students involved in research, and had many opportunities for faculty-student interaction outside of class. Low sites had few of these practices. Qualitative data also showed differences in the gendered equity climate between high and low sites. High sites had more positive gender equity climates and low sites had more negative gender equity climates. At this time, we do not fully understand the causal relationships among all of these findings and higher female graduation rates, but this research is ongoing and these relationships are a focus of our final year of this research project.

Virtual Research Expeditions along Plate Margins: Examples from an Online Oceanography Course

NASA Astrophysics Data System (ADS)

Reed, D. L.; Moore, G. F.; Bangs, N. L.; Tobin, H. J.

2010-12-01

An undergraduate online course in oceanography is based on the participation of each student in a series of virtual, at-sea, research expeditions, two of which are used to examine the tectonic processes at plate boundaries. The objective is to leverage the results of major federal research initiatives in the ocean sciences into effective learning tools with a long lifespan for use in undergraduate geoscience courses. These web-based expeditions examine: (1) hydrothermal vents along the divergent plate boundary at the Explorer Ridge and (2) the convergent plate boundary fault along the Nankai Trough, which is the objective of the multi-year NanTroSEIZE drilling program. Here we focus on the convergent plate boundary in NanTroSEIZE 3-D, which is based on a seismic survey supported through NSF-MARGINS, IODP and CDEX in Japan to study the properties of the plate boundary fault system in the upper limit of the seismogenic zone off Japan. The virtual voyage can be used in undergraduate classes at anytime, since it is not directly tied to the finite duration of a specific seagoing project, and comes in two versions, one that is being used in geoscience major courses and the other in non-major courses, such as the oceanography course mentioned above and a lower-division global studies course with a science emphasis. NanTroSEIZE in 3-D places undergraduate learning in an experiential framework as students participate on the expedition and carry out research on the structure of the plate boundary fault. Students learn the scientific background of the program, especially the critical role of international collaboration, and meet the chief scientists before joining the 3-D seismic imaging expedition to identify the active faults that were the likely sources of devastating earthquakes and tsunamis in Japan in 1944 and 1948. The initial results of phase I ODP drilling that began in 2007 are also reviewed. Students document their research on a worksheet that accompanies the expedition, interpret a slice through the 3-D seismic volume, and compose an “AGU-style” abstract summarizing their work, which is submitted to the instructor for review. NanTroSEIZE in 3-D is openly available and can be accessed through the MARGINS Mini-lesson section of the Science Education Resource Center (SERC).

Strategies for exposing students to potential careers in the geosciences and preparing them with skillsets valued by today's workforce: a case study

NASA Astrophysics Data System (ADS)

Sloan, V.; Haacker, R.

2016-12-01

Students, graduate students, and postdocs facing the job market cite a lack of familiarity with non-academic careers in the geosciences, uncertainty about the skills needed, and fear of the future. We work with these groups in several education programs at the National Center for Atmospheric Research (NCAR), and have interviewed and polled them about these issues. Surveys of and focus groups with alumni from two of these programs, an undergraduate career development program and a postdoctoral study program, provided insight into their employment and the skills that they see as valuable in their careers. Using this data, we redesigned the one-week undergraduate program, called the NCAR Undergraduate Leadership Workshop, with the goals of: (1) exposing students to the diversity of careers in the geosciences; (2) providing students with practice developing their non-technical skills, and; (3) creating content about careers in the atmospheric sciences for sharing with other students in the community. Students self-organized into consulting groups and had to propose and design their projects. During the course of the week, students interacted with approximately twenty professionals from fields in or related to the geosciences through lectures, lunch conversations, and student-led interviews. The professionals were asked to described their own work and the meanders of their career paths, to illustrate the range of professions in our field. The teams then developed creative materials intended for sharing these profiles, such as websites, powerpoint presentations and videos, and presented them formally at the week's end. In this presentation, we will share about this case study, the survey results on competencies valued in today's STEM workforce, and techniques for giving students practice developing those skills.

Leveraging Earth and Planetary Datasets to Support Student Investigations in an Introductory Geoscience Course

NASA Astrophysics Data System (ADS)

Ryan, Jeffrey; De Paor, Declan

2016-04-01

Engaging undergraduates in discovery-based research during their first two years of college was a listed priority in the 2012 Report of the USA President's Council of Advisors on Science and Technology (PCAST), and has been the focus of events and publications sponsored by the National Academies (NAS, 2015). Challenges faced in moving undergraduate courses and curricula in this direction are the paired questions of how to effectively provide such experiences to large numbers of students, and how to do so in ways that are cost- and time-effiicient for institutions and instructional faculty. In the geosciences, free access to of a growing number of global earth and planetary data resources and associated visualization tools permits one to build into introductory-level courses straightforward data interrogation and analysis activities that provide students with valuable experiences with the compilation and critical investigation of earth and planetary data. Google Earth provides global Earth and planetary imagery databases that span large ranges in resolution and in time, permitting easy examination of earth surface features and surface features on Mars or the Moon. As well, "community" data sources (i.e., Gigapan photographic collections and 3D visualizations of geologic features, as are supported by the NSF GEODE project) allow for intensive interrogation of specific geologic phenomena. Google Earth Engine provides access to rich satellite-based earth observation data, supporting studies of weather and related student efforts. GeoMapApp, the freely available visualization tool of the Interdisciplinary Earth Data Alliance (IEDA), permits examination of the seafloor and the integration of a range of third-party data. The "Earth" meteorological website (earth.nullschool.net) provides near real-time visualization of global weather and oceanic conditions, which in combination with weather option data from Google Earth permits a deeper interrogation of atmospheric conditions. In combination, these freely accessible data resources permit one to transform general- audience geoscience courses into extended investigations, in which students discover key information about the workings of our planet.

Computer Data Analysis for Meteorology - Project-Centered Skill Development for the Early Undergraduate Career

NASA Astrophysics Data System (ADS)

Ellis, T. D.

2014-12-01

Too often in geoscience education are the computer skills necessary for success in the workforce put off until the last years of undergraduate education. This is especially true in meteorology, a form of geophysical fluid dynamics many people encounter on a daily basis. Meteorologists often need to know specialized computer skills, including the use of scripting languages to automate handling large bundles of data, manipulating four-dimensional arrays (with three spatial dimensions and one time dimension), visualizing said datasets simply and effectively for publication, and performing statistical analysis of those datasets. Such topics are often addressed only at the senior undergraduate level or graduate school. At SUNY Oneonta, we are piloting a course that teaches these skills to third-semester students with the intent of building confidence in these skills throughout students' careers and with the of building a tool-box of skills that can be used in upper-division courses and undergraduate research. This poster will present the methods used in building this course, the kinds of activities designed, the desired student learning outcomes, and our assessment of those outcomes, and new initiatives engaged since the completion of the NSF-funded portion of the project in 2012.

Multiple Strategies for Multiple Audiences: SJSU's Contributions to the Geoscience Education Community

NASA Astrophysics Data System (ADS)

Messina, P.; Metzger, E. P.

2007-12-01

Pre- and in-service teachers nationwide face increasing qualification and credentialing demands. This may be particularly true for secondary (9-12) science teachers and multiple subject (K-8) faculty. Traditional B.S. programs in Physics, Chemistry, Biology rarely require geoscience courses, yet those candidates wishing to pursue high school teaching may need to demonstrate Earth science content competency to qualify for a credential. If successful, they will likely be asked to teach a geoscience course at some point during their careers. Even more daunting is the plight of those in the K-8 arena: many current and prospective teachers have been forced to minimize science electives in lieu of increasing education requirements. National, state, and local teaching standards call for escalating emphases on the four geoscience sub- disciplines: geology, meteorology, oceanography, and space science. How can current and future teachers establish geoscience content and pedagogy competency when undergraduate curricula often substitute other (albeit valuable) requirements? How can current and future K-12 educators supplement their academic knowledge to substantiate "highly qualified" status, and (perhaps more importantly) to feel comfortable enough to share geoscience concepts with their students? How can we in higher education assist this population of already overcommitted, less experienced teachers? San Jose State University has developed a multi-pronged approach to meet several concurrent demands. Faculty from SJSU's Geology Department and Program in Science Education developed a course, Earth Systems and the Environment, that satisfies all four geoscience sub-disciplines' required content for teachers. While it is intended for future K-8 educators, it also carries general education certification, and has been adapted and delivered online since 2005. SJSU's in-service community can enroll in the 3 graduate credit, ESSEA (Earth Systems Science Education Alliance) courses for middle- and high-school teachers. These curricula use jig-saw and cooperative learning strategies to enhance educators' understanding, and to build confidence in teaching geoscience ideas by modeling effective pedagogy. The Bay Area Earth Science Institute (BAESI) augments these formal education options, offering summer and weekend workshops for which teachers may earn inexpensive university credit. Established in 1990, BAESI has served more than 1500 teachers with geoscientist- and master teacher-led workshops that supply standards- based Earth science concepts and effective strategies for teaching them.

Enhancing Diversity in the Geosciences through National Dissemination of the AMS Online Weather Studies Distance Learning Course

NASA Astrophysics Data System (ADS)

Weinbeck, R. S.; Geer, I. W.; Mills, E. W.; Porter, W. A.; Moran, J. M.

2002-12-01

Our nation faces a serious challenge in attracting young people to science and science-related careers (including teaching). This is particularly true for members of groups underrepresented in science, mathematics, engineering, and technology and is especially acute in the number of minority college students majoring in the geosciences. A formidable obstacle in attracting undergraduates to the geosciences is lack of access, that is, no opportunity to enroll in an introductory geoscience course simply because none is offered at their college or university. Often introductory or survey courses are a student's first exposure to the geosciences. To help alleviate this problem, the American Meteorological Society (AMS) through its Education Program developed and implemented nationally an introductory weather and climate course, Online Weather Studies, which can be added to an institution's menu of general education course offerings. This highly successful course will be offered at 130 colleges and universities nationwide, including 30 minority-serving institutions, 20 of which have joined the AMS Online Weather Studies Diversity Program during 2002. The AMS encourages course adoption by more institutions serving large numbers of minority students through support from the National Science Foundation (NSF) Opportunities for Enhancing Diversity in the Geosciences (OEDG) and Course, Curriculum and Laboratory Improvement-National Dissemination (CCLI-ND) programs. Online Weather Studies is an innovative, 12- to 15-week introductory college-level, online distance-learning course on the fundamentals of atmospheric science. Learner-formatted current weather data are delivered via the Internet and coordinated with investigations keyed to the day's weather. The principal innovation of Online Weather Studies is that students learn about weather as it happens in near real-time-a highly motivational learning experience. The AMS Education Program designed and services this course and makes it available to colleges and universities as a user-friendly turnkey package with electronic and printed components. The AMS Diversity Program, in cooperation with the National Weather Service (NWS) facilitates institutional participation in Online Weather Studies. Prior to an instructor's initial offering of the course, he or she is invited to attend a one-week course implementation workshop at the NWS Training Center at Kansas City, MO. Participants then join an interactive network to share best practices ideas in science content and teaching strategies related to their offering of Online Weather Studies. They participate in a mentoring program that networks students with professional meteorologists and provides opportunities for internships, summer research, and career counseling. Meteorologists-in-Charge at NWS Weather Forecast Offices across the nation have volunteered their time to help make these opportunities possible. Also, participants are invited to attend the Educational Symposium of the AMS Annual Meeting where they will attend a special Diversity Session and are encouraged to present a paper or poster.

Preparing Graduate Teaching Assistant's to Teach Introduction Geosciences in the 21st Century

NASA Astrophysics Data System (ADS)

Teasdale, R.; Monet, J.

2008-12-01

Effective teaching requires in-depth content knowledge and pedagogical understanding of the subject. Most graduate teaching assistants (GTAs) are well prepared in content, they often lack pedagogical knowledge needed to teach undergraduate students. There are no consistent, nationwide standards for preparing GTAs in the delivery of high quality instruction in the Geosciences. Without formal training on strategies to engage students in active learning, GTA's often implement a traditional approach to teaching science modeled on their own learning experiences. In the Department of Geological and Environmental Sciences at CSU Chico, every semester approximately 700 undergraduate students enroll in GE courses with required lab sections taught by GTAs. Classroom observations completed by faculty members often reveal that GTAs have a good understanding of the content, but remain entrenched in traditional approaches to teaching science. Classroom observers commonly report on the lack of undergraduate student engagement, or the instructor's inability to ask skillful questions. We view this not as a shortcoming of the GTA, but as a weakness of their preparation. This study examines the outcomes of GTA's learning in a science teaching methods course offered in Spring 2008. This one unit pilot-course was designed to introduce reformed teaching practices to GTAs. In addition to addressing the mechanics of teaching, the course focused on six areas of instruction that were identified by faculty and GTAs as important areas for improvement. Faculty instructors completed classroom visits then met with GTAs to debrief and determine numerical rankings in the areas of reform teaching practices. Rankings helped GTAs select three of the six areas of instruction as goals for the rest of the semester. In the 14th week of class, GTAs ranked themselves again. In most cases, rankings assigned early in the course by GTAs and faculty instructors were within 0.5 points (on a 4 point scale) of each other. GTA improvements of reformed teaching practices were as much as 2.5 points higher than the initial rankings, with average improvement of 0.76 points. These outcomes led to implementation of a more in- depth course for GTA's in the form of a three- unit science teaching methods course for Fall 2008.

The American Geological Institute Minority Participation Program (MPP): Thirty Years of Improving Access to Opportunities in the Geosciences Through Undergraduate and Graduate Scholarships for Underrepresented Minorities

NASA Astrophysics Data System (ADS)

Callahan, C. N.; Byerly, G. R.; Smith, M. J.

2001-05-01

Since 1971, the American Geological Institute (AGI) Minority Participation Program (MPP) has supported scholarships for underrepresented minorities in the geosciences at the undergraduate and graduate levels. Some of our MPP scholars have gone on to hugely successful careers in the geosciences. MPP scholars include corporate leaders, university professors, a NASA scientist-astronaut and a National Science Foundation (NSF) CAREER awardee. Yet as ethnic minorities continue to be underrepresented in the geosciences, AGI plans to expand its efforts beyond its traditional undergraduate and graduate scholarships to include diversity programs for secondary school geoscience teacher internships, undergraduate research travel support, and doctoral research fellowships. AGI promotes its MPP efforts primarily through its web pages, which are very successful in attracting visitors; through its publications, especially Geotimes; and through its Corporate Associates and Member Societies. Funding for the MPP has come from multiple sources over the past 30 years. Industry, non-profit organizations, and individuals have been the primary source of funding for graduate scholarships. The NSF has regularly funded the undergraduate scholarships. AGI Corporate Associates have contributed to both scholarship programs. The MPP Advisory Committee selects scholarship recipients based upon student academic performance, financial need, and potential for success as a geoscience professional. AGI currently has 29 MPP scholars, including 11 undergraduate and 18 graduate students. Undergraduate scholarships range from \\1000 to \\5000, with an average award of approximately \\2500. Graduate scholarships range from \\500 to \\4000, with an average award of approximately \\1300. In addition to financial assistance, every MPP scholar is assigned a professional geoscientist as a mentor. The mentor is responsible for regular personal contacts with MPP scholars, and with writing evaluation reports that are used to gauge the needs of the scholar, and to access the success of the overall program. The MPP Advisory Committee aims to match the profession of the mentor with the scholar's academic interest. Throughout the year, mentors and scholars communicate about possible opportunities in the geosciences such as internships, participation in symposia, professional society meetings, and job openings. Mentors have also been active in helping younger students cope with the major changes involved in relocating to a new region of the country or a new college culture. We believe that AGI is well positioned to advance diversity in the geosciences through its unique standing as the major professional organization in the geosciences. AGI maintains strong links to its professional Member Societies, state and federal agencies and funding programs, many with distinctive programs in the geoscience education. AGI Corporate Associates have consistently pledged to support diversity issues in geoscience education. Current plans include seeking funding for 48 undergraduate awards at \\2500 each and \\24,000 to support undergraduate travel to professional meetings. We also expect to increase the size of our graduate scholarship program to 30 students and raise an additional \\$30,000 to support graduate travel to professional meetings.

A Study Of Undergraduate Students' Alternative Conceptions Of Earth's Interior Using Drawing Tasks

NASA Astrophysics Data System (ADS)

McAllister, Meredith L.

2014-12-01

Learning fundamental geoscience topics such as plate tectonics, earthquakes, and volcanoes requires students to develop a deep understanding of the conceptual models geologists use when describing the structure and dynamics of Earth's interior. Despite the importance of these mental models underlying much of the undergraduate geoscience curriculum, surprisingly little research related to this complex idea exists in the discipline-based science education research literature. To better understand non-science-majoring undergraduates' conceptual models of Earth's interior, student-generated drawings and interviews were used to probe student understanding of the Earth. Ninety-two semi-structured interviews were conducted with non-science-major college students at the beginning of an entry-level geology course at a large Midwestern university. Students were asked to draw a picture of Earth's interior and provide think-aloud explanations of their drawings. The results reveal that students hold a wide range of alternative conceptions about Earth, with only a small fraction having scientifically accurate ideas. Students' understandings ranged from conceptualizing Earth's interior as consisting of horizontal layers of rock and dirt, to more sophisticated views with Earth's interior being composed of concentric layers with unique physical and chemical characteristics. Processes occurring within Earth, such as "convection," were rarely mentioned or explained. These results provide a first-steps basis from which to further explore college students' thinking and contribute to the growing body of knowledge on earth science teaching and geoscience education research.

Identifying Important Career Indicators of Undergraduate Geoscience Students Upon Completion of Their Degree

NASA Astrophysics Data System (ADS)

Wilson, C. E.; Keane, C. M.; Houlton, H. R.

2012-12-01

The American Geosciences Institute (AGI) decided to create the National Geoscience Student Exit Survey in order to identify the initial pathways into the workforce for these graduating students, as well as assess their preparedness for entering the workforce upon graduation. The creation of this survey stemmed from a combination of experiences with the AGI/AGU Survey of Doctorates and discussions at the following Science Education Research Center (SERC) workshops: "Developing Pathways to Strong Programs for the Future", "Strengthening Your Geoscience Program", and "Assessing Geoscience Programs". These events identified distinct gaps in understanding the experiences and perspectives of geoscience students during one of their most profound professional transitions. Therefore, the idea for the survey arose as a way to evaluate how the discipline is preparing and educating students, as well as identifying the students' desired career paths. The discussions at the workshops solidified the need for this survey and created the initial framework for the first pilot of the survey. The purpose of this assessment tool is to evaluate student preparedness for entering the geosciences workforce; identify student decision points for entering geosciences fields and remaining in the geosciences workforce; identify geosciences fields that students pursue in undergraduate and graduate school; collect information on students' expected career trajectories and geosciences professions; identify geosciences career sectors that are hiring new graduates; collect information about salary projections; overall effectiveness of geosciences departments regionally and nationally; demonstrate the value of geosciences degrees to future students, the institutions, and employers; and establish a benchmark to perform longitudinal studies of geosciences graduates to understand their career pathways and impacts of their educational experiences on these decisions. AGI's Student Exit Survey went through a second pilot testing with Spring 2012 graduates from 45 departments across the United States. These graduating students from undergraduate and graduate programs answered questions about their earth science education experiences at the high school, community college, and university levels; their quantitative skills; their research and internship experiences and their immediate plans after graduation. Out of the 294 complete responses to the survey, 233 were from undergraduate students. This presentation will focus on the responses of these undergraduate students. AGI hopes to fully deploy this survey broadly to geosciences departments across the country in Spring 2013. AGI will also begin longitudinally participants from the previous Exit Survey efforts in order to understand their progression through their chosen career paths.

Mentoring Through Research as a Catalyst for the Success of Under-represented Minority Students in the Geosciences at California State University Northridge

NASA Astrophysics Data System (ADS)

Marsaglia, K. M.; Pedone, V.; Simila, G. W.; Yule, J. D.

2002-12-01

The Catalyst Program of the Department of Geological Sciences at California State University Northridge has been developed by four faculty members who were the recipients of a three-year award (2002-2005) from the National Science Foundation. The goal of the program is to increase minority participation and success in the geosciences. The program seeks to enrich the educational experience by introducing students at all levels to research in the geosciences and to decrease obstacles that affect academic success. Both these goals are largely achieved by the formation of integrated high school, undergraduate, and graduate research groups, which also provide fulfilling and successful peer mentorship. The Catalyst Program provides significant financial support to participants to allow them to focus their time on their education. New participants first complete a specially designed course that introduces them to peer-mentoring, collaborative learning, and geological research. Students of all experience levels then become members of research teams, which deepens academic and research skills as well as peer-mentor relationships. The program was highly successful in its inaugural year. To date, undergraduates and graduate students in the program coauthored six abstracts at professional meetings and one conference paper. High-school students gained first hand experience of a college course and geologic research. Perhaps the most important impacts of the program are the close camaraderie that has developed and the increased ability of the Catalyst students to plan and execute research with greater confidence and self-esteem.

Teaching Earth Sciences as an interdisciplinary subject: Novel module design involving research literature

NASA Astrophysics Data System (ADS)

Tong, Vincent C. H.

2010-05-01

The study of Earth Sciences requires an interdisciplinary approach as it involves understanding scientific knowledge originating from a wide spectrum of research areas. Not only does it include subjects ranging from, for instance, hydrogeology to deep crustal seismology and from climate science to oceanography, but it also has many direct applications in closely related disciplines such as environmental engineering and natural resources management. While research crossing traditional disciplinary boundaries in geosciences is becoming increasingly common, there is only limited integration of interdisciplinary research in the teaching of the subject. Given that the transition from undergraduate education based on subject modules to postgraduate interdisciplinary research is never easy, such integration is a highly desirable pedagogical approach at both undergraduate and postgraduate levels. My presentation is based on a recent teaching project involving novel design of an undergraduate course. The course is implemented in order to address the synergy between research and teaching (Tong, 2009). This project has been shown to be effective and successful in teaching geosciences undergraduates at the University of London. The module consists of studying core geophysical principles and linking them directly to a selection of recently published research papers in a wide range of interdisciplinary applications. Research reviewing and reporting techniques are systematically developed, practised and fully integrated into teaching of the core scientific theories. A fully-aligned assignment with a feedback website invites the students to reflect on the scientific knowledge and the study skills related to research literature they have acquired in the course. This teaching project has been recognized by a teaching award (http://www.clpd.bbk.ac.uk/staff/BETA). In this presentation, I will discuss how undergraduate teaching with a focus on research literature in Earth Sciences can be addressed through careful module design with aligned assessments and feedback. By providing an overview of the teaching project, I will highlight the importance of introducing interdisciplinary research at undergraduate levels (Tong, Nature, 2010). Main project outcomes with student feedback will also be assessed and explored for better teaching practices. References: Tong, C. H., Let interdisciplinary research begin in undergraduate years, Nature, v. 463, p. 157, 2010. Tong, C. H., Approaching research literature: Module design with Electronic feedback package on written assignment (Project report), 2009. (http://www.clpd.bbk.ac.uk/staff/BETA/vtong)

Linking Undergraduate Geoscience and Education Departments

NASA Astrophysics Data System (ADS)

Ireton, F. W.; McManus, D. A.

2001-05-01

In many colleges and universities students who have declared a major in one of the geosciences are often ineligible to take the education courses necessary for state certification. In order to enroll in education courses to meet the state's Department of Education course requirements for a teaching credential, these students must drop their geoscience major and declare an education major. Students in education programs in these universities may be limited in the science classes they take as part of their degree requirements. These students face the same problem as students who have declared a science major in that course work is not open to them. As a result, universities too often produce science majors with a weak pedagogy background or education majors with a weak Earth and space sciences background. The American Geophysical Union (AGU) formed a collaboration of four universities with strong, yet separate science and education departments, to provide the venue for a one week NSF sponsored retreat to allow the communication necessary for solutions to these problems to be worked out by faculty members. Each university was represented by a geoscience department faculty member, an education department faculty member, and a K-12 master teacher selected by the two faculty members. This retreat was followed by a second retreat that focused on community colleges in the Southwest United States. Change is never easy and Linkages has shown that success for a project of this nature requires the dedication of not only the faculty involved in the project, but colleagues in their respective schools as well as the administration when departmental cultural obstacles must be overcome. This paper will discuss some of the preliminary work accomplished by the schools involved in the project.

Curricular Design for Intelligent Systems in Geosciences Using Urban Groundwater Studies.

NASA Astrophysics Data System (ADS)

Cabral-Cano, E.; Pierce, S. A.; Fuentes-Pineda, G.; Arora, R.

2016-12-01

Geosciences research frequently focuses on process-centered phenomena, studying combinations of physical, geological, chemical, biological, ecological, and anthropogenic factors. These interconnected Earth systems can be best understood through the use of digital tools that should be documented as workflows. To develop intelligent systems, it is important that geoscientists and computing and information sciences experts collaborate to: (1) develop a basic understanding of the geosciences and computing and information sciences disciplines so that the problem and solution approach are clear to all stakeholders, and (2) implement the desired intelligent system with a short turnaround time. However, these interactions and techniques are seldom covered in traditional Earth Sciences curricula. We have developed an exchange course on Intelligent Systems for Geosciences to support workforce development and build capacity to facilitate skill-development at the undergraduate student-level. The first version of this course was offered jointly by the University of Texas at Austin and the Universidad Nacional Autónoma de México as an intensive, study-abroad summer course. Content included: basic Linux introduction, shell scripting and high performance computing, data management, experts systems, field data collection exercises and basics of machine learning. Additionally, student teams were tasked to develop a term projects that centered on applications of Intelligent Systems applied to urban and karst groundwater systems. Projects included expert system and reusable workflow development for subsidence hazard analysis in Celaya, Mexico, a classification model to analyze land use change over a 30 Year Period in Austin, Texas, big data processing and decision support for central Texas groundwater case studies and 3D mapping with point cloud processing at three Texas field sites. We will share experiences and pedagogical insights to improve future versions of this course.

Using Intentional Development of Research Skills as a Framework for Curriculum Reform

NASA Astrophysics Data System (ADS)

Peterson, V. L.; Lord, M. L.

2008-12-01

We advocate that geoscience departmental or community discussions related to curriculur revision or accreditation should be considered within a framework that clearly and intentionally develops research and professional skills throughout the curricular structure. Among the primary qualities sought by geoscience employers and graduate schools are graduates with strong research, critical thinking, field, communication, and people/team skills. While these should be the hallmark of a liberally educated graduate, we think it is imperative to explicitly develop and assess these skills as part of the same curricular framework used for organizing essential content. Though many organizations and authors have argued about the importance and effectiveness of undergraduate research as a means to develop higher level skill sets, discussions of geoscience accreditation or curricular revision commonly emphasize the choice of a core set of courses or content. Drummond and Markin (2008) highlight the commonalities among core geoscience courses. However, their summary, and our own experiences and program comparisons also point out diversity among successful geoscience program cores that may relate to expansion of the boundaries of our discipline, geographic factors, and/or size and character of department faculty. At Western Carolina University (WCU) and more recently at Grand Valley State University, attempts at curricular revision were initially stymied by difficulties in defining core courses. At WCU, focus on a critical skills framework helped to work through these challenges to establish a revised geology curriculum in 2000 with explicit goals to build critical thinking, reasoning, synthesis, and communication skills. To achieve these goals, investigative experiences were included in all geology courses, a senior research capstone was required, and more opportunities were created for all students to engage in out-of-class research. Numerous measures indicate programmatic and student successes, but reveal challenges that the program now seeks to improve by adding skills and assessment benchmarks to key courses at each class level. These changes are supported by a faculty with a common vision, a recent program review, and a University initiative to improve student engagement and synthesis.

Mentoring Through Research as a Catalyst for the Success of Under-represented Minority Students in the Geosciences

NASA Astrophysics Data System (ADS)

Marsaglia, K.; Simila, G.; Pedone, V.; Yule, D.

2003-12-01

The Catalyst Program of the Department of Geological Sciences at California State University Northridge has been developed by four faculty members who were the recipients of a three-year award (2002-2005) from the National Science Foundation. The goal of the program is to increase minority participation and success in the geosciences. The program seeks to enrich the educational experience by introducing students at all levels (individual and team) to research in the geosciences (such as data analysis for earthquake hazards for 1994 Northridge event, paleoseismology of San Andreas fault, Waipaoa, New Zealand sedimentary system and provenance studies, and the Barstow formation geochronology and geochemistry), and to decrease obstacles that affect academic success. Both these goals are largely achieved by the formation of integrated high school, undergraduate, and graduate research groups, which also provide fulfilling and successful peer mentorship. New participants first complete a specially designed course that introduces them to peer-mentoring, collaborative learning (think-pair share), and research on geological data sets. Students of all experience levels then become members of research teams and conduct four mini-projects and associated poster presentations, which deepens academic and research skills as well as peer-mentor relationships. This initial research experience has been very beneficial for the student's degree requirements of a senior research project and oral presentation. Evaluation strategies include the student research course presentations, summer field projects, and external review of student experiences. The Catalyst Program provides significant financial support to participants to allow them to focus their time on their education. A component of peer-tutoring has been implemented for promoting additional student success. The program has been highly successful in its two year development. To date, undergraduates and graduate students have coauthored six abstracts at professional meetings. Also, high-school students have gained first hand experience of a college course and geologic research.

Pathways to the Geosciences through 2YR Community Colleges: A Strategic Recruitment Approach being used at Texas A&M University

NASA Astrophysics Data System (ADS)

Houser, C.; Nunez, J.; Miller, K. C.

2016-12-01

Department and college operating budgets are increasingly tide to enrollment and student credit hour production, which requires geoscience programs to develop strategic recruitment programs to ensure long-term stability, but also to increase institutional support. There is evidence that proactive high school recruitment programs are successful in engaging students in the geosciences, particularly those that involve the parents, but these programs typically have relatively low-yields and are relatively expensive. This means that increased enrollment of undergraduates in geosciences programs and participation by under-represented groups depends on innovative and effective recruitment and retention practices. The College of Geosciences at Texas A&M University has recently developed a Pathways to the Geosciences program that facilitates the transfer of students from 2-year institutions by providing direction to students interested in the geosciences from one of our partner institutions: Blinn College, Lee College, Houston Community College, San Jacinto College and Lone Star College. Each of the partner institutions offer disciplinary majors related to the geosciences, providing a gateway for students to discover and consider the geosciences starting in their freshman year. The guided pathways provide much needed direction without restricting options and allow students to see connections between courses and their career goals. In its first year, the Pathways to the Geosciences program has resulted in a significant increase in transfer applications and admissions from the partner institutions by 74% and 107% respectively. The program has been successful because we have been proactive in helping students at the partner institutions find the information they need to effectively transfer to a 4-year program. The increase in applications is evidence that students from our partner institutions are being intentional in following a pathway to a major in the College of Geosciences.

Building the Quality of Diversity in the Geoscience Workforce Through Peer-and Near-Peer Mentored Research Experiences: The CSUN Catalyst Program, a Model for Success in the Geosciences

NASA Astrophysics Data System (ADS)

Marsaglia, K. M.; Pedone, V. A.; Simila, G. W.; Yule, J. D.

2004-12-01

One means of achieving diversity in the geoscience workforce is through the careful cultivation of individuals towards successful careers. Our critical components for student achievement, as reflected in student evaluations, included the development of positive mentoring relationships, honing of critical thinking, writing and oral presentation skills, academic success, and financial support. In the initial three-year phase of in the California State University Northridge (CSUN) Catalyst program, thirty-one students participated, with subequal proportions of high school, undergraduate (freshman to senior) and graduate students. This initial cohort was dominated by Latina(o) students (22) with fewer African American (5), American Indian (2), Pacific Islander (1) and hearing-impaired (1) students. Students were incrementally recruited into the program at a rate of ~10 per year. New students were united through a semester-long Catalyst Course where they worked in groups on various team-building exercises followed by activities in which students were introduced to four different research projects by faculty advisors. Students then continued working on a research project in the following semesters, either as undergraduate or graduate research assistants. The research groups constituted self-mentoring subsets of peers and near-peers, tiered by experience (graduate to high school students) and directed by one of the four Catalyst faculty members. Catalyst student office space promoted intragroup interaction and camaraderie. Most students attended at least one regional, national or international Geoscience meeting. The CSUN Catalyst program has fostered the individual success of its participants, with most progressing towards or achieving BS and MS degrees in the geosciences. Those that have entered the workforce, have done so with more opportunities for career advancement as a result of their Catalyst experiences. Catalyst students have also advanced academically into MS and PhD programs. The research-focussed Catalyst program has therefore succeeded in building quality and diversity in the Geoscience community.

Observations of Undergraduate Geoscience Instruction in the US: Measuring Student Centered Teaching

NASA Astrophysics Data System (ADS)

Teasdale, R.; Manduca, C. A.; Mcconnell, D. A.; Bartley, J. K.; Bruckner, M. Z.; Farthing, D.; Iverson, E. A. R.; Viskupic, K. M.

2014-12-01

The Reformed Teaching Observation Protocol (RTOP; Swada, et al., 2002) has been used by a trained team of On the Cutting Edge (CE) observers to characterize the degree of student-centered teaching in US college and university geoscience classrooms. Total RTOP scores are derived from scores on 25 rubric items used to characterize teaching practices in categories of lesson design, content delivery, student-instructor and student-student interactions. More than 200 classroom observations have been completed by the RTOP team in undergraduate courses at a variety of US institution types (e.g., community colleges, research universities). A balanced mix of early career, mid-career, and veteran faculty are included, and the study examines class sizes ranging from small (<30) to large (>80 students). Observations are limited to one class session and do not include laboratories or field activities. Data include RTOP scores determined by a trained observer during the classroom observation and an online survey in which the observed instructors report on their teaching practices. RTOP scores indicate that the observed geoscience classes feature varying degrees of student-centered teaching, with 30% of observed classes categorized as teacher-centered (RTOP scores ≤30), 45% of observed classes categorized as transitional classrooms (RTOP scores 31-49) and 25% are student-centered (RTOP scores ≥ 50). Instructor self-report survey data and RTOP scores indicate that geoscience faculty who have participated in one or more CE professional development event and use the CE website have an average RTOP score of 49, which is significantly higher (> 15 points) than the average score of faculty who have not participated in CE events and have not used the website. Approximately 60% of student-centered classes (those with high RTOP scores) use some traditional lecture nearly every day, but are also are likely to include an in-class activity or group discussion (e.g. Think-Pair-Share). More than 50% of instructors in student-centered classes report spending 30% or less of their class time on such activities (e.g. ≤ 15 minutes of a 50 minute class period), indicating that a relatively small investment can yield important impacts in engaging undergraduate geoscience students.

Development, Implementation, and Assessment of Climate Curricular Materials for Introductory Undergraduates: Lessons Learned from the InTeGrate Project's Climate of Change Module

NASA Astrophysics Data System (ADS)

Walker, B.; Fadem, C. M.; Shellito, L. J.

2014-12-01

Designing climate change curricular materials suitable for wide adoption across institutions and academic disciplines (including those outside of the geosciences) requires collaboration among faculty at different types of institutions and consideration of a variety of student populations, learning styles, and course formats. The Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project, an NSF STEP Center program, provides opportunities for faculty to develop 2-3 week teaching modules to engage students in understanding the intersections between geoscience topics and societal issues. From 2012-2014, a team of 3 faculty from a liberal arts college, comprehensive university, and community college developed, implemented, assessed, and revised a 2-3 week module for introductory undergraduates entitled "Climate of change: interactions and feedbacks between water, air, and ice". The module uses authentic atmosphere, ocean, and cryosphere data from several regions to illustrate how climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions. Students also consider past and present human adaptations to climate fluctuations. The module was piloted in introductory geology, meteorology, and oceanography courses during the 2012-2013 academic year, during which time formative and summative assessments were administered and used to modify the curricular materials. We will provide an overview of the module's content, instructional strategies involved in implementing the module, and methods of formative and summative assessment. We will also report on lessons learned during the development, piloting, revision, and publishing process, the importance of fostering partnerships between faculty from different institution types, and design approaches that promote widespread adoption of climate curricular materials.

On-line Resources for Teaching Sustainability

NASA Astrophysics Data System (ADS)

Bruckner, M. Z.; Larsen, K.; Buhr, S. M.; Kirk, K. B.; Ledley, T. S.; Manduca, C. A.; Mogk, D. W.; Savina, M. E.; Tewksbury, B. J.

2012-12-01

Sustainability encompasses broad interdisciplinary topics such as climate change, agricultural food production, and water resource use that include both scientific and societal components. Today's students will need to learn how to address complex, interdisciplinary, sustainability-related challenges throughout their lives. To support faculty in teaching complex concepts in sustainability to undergraduates, the Science Education Resource Center (SERC) now provides integrated access to all resources on teaching sustainability developed by projects hosted on SERC websites. Drawing extensively from collections developed by On the Cutting Edge: Professional Development for Geoscience Faculty, InTeGrate: Interdisciplinary Teaching of Geoscience for a Sustainable Future, the Climate Literacy and Energy Awareness Network (CLEAN), as well as more than 10 smaller projects, these resources include browsable access to (1) over 120 course descriptions submitted by faculty that provide information about course goals, assessments, and syllabi used in teaching courses with a sustainability focus, (2) over 160 faculty-submitted descriptions of activities that can be used to incorporate and address sustainability concepts, and (3) more than 90 interdisciplinary essays that highlight how faculty incorporate sustainability concepts into their teaching. The Sustainability Portal additionally includes several collections of lessons focused on a central theme, such as carbon footprint exercises and materials for teaching about energy that incorporate quantitative skills. The Sustainability Portal provides access to information about incorporating sustainability issues into geoscience courses and examples of how these concepts can be taught for topics such as geology and human health, public policy and Earth science, complex systems, urban students and urban environments, energy, and climate change. A rich collection of innovative pedagogical approaches conducive to teaching about sustainability are presented in the portal, including service learning, campus-based learning, experience-based environmental projects, and teaching with an Earth systems approach. Faculty can find more information about how to get involved with sustainability projects through webinars, workshops, web page authoring, and other professional development opportunities via links to projects such as On the Cutting Edge, CLEAN, and InTeGrate. The Sustainability Portal also provides access to materials generated from previous workshops, featuring interdisciplinary visions for teaching sustainability to undergraduate students. The SERC portal for Teaching Sustainability can be found at the URL below.

Collaboration and Community Building in Summer Undergraduate Research Programs in the School of Earth Sciences at Stanford University

NASA Astrophysics Data System (ADS)

Nevle, R. J.; Watson Nelson, T.; Harris, J. M.; Klemperer, S. L.

2012-12-01

In 2012, the School of Earth Sciences (SES) at Stanford University sponsored two summer undergraduate research programs. Here we describe these programs and efforts to build a cohesive research cohort among the programs' diverse participants. The two programs, the Stanford School of Earth Sciences Undergraduate Research (SESUR) Program and Stanford School of Earth Sciences Summer Undergraduate Research in Geoscience and Engineering (SURGE) Program, serve different undergraduate populations and have somewhat different objectives, but both provide students with opportunities to work on strongly mentored yet individualized research projects. In addition to research, enrichment activities co-sponsored by both programs support the development of community within the combined SES summer undergraduate research cohort. Over the course of 6 to 9 months, the SESUR Program engages Stanford undergraduates, primarily rising sophomores and juniors, with opportunities to deeply explore Earth sciences research while learning about diverse areas of inquiry within SES. Now in its eleventh year, the SESUR experience incorporates the breadth of the scientific endeavor: finding an advisor, proposal writing, obtaining funding, conducting research, and presenting results. Goals of the SESUR program include (1) providing a challenging and rewarding research experience for undergraduates who wish to explore the Earth sciences; (2) fostering interdisciplinary study in the Earth sciences among the undergraduate population; and (3) encouraging students to major or minor in the Earth sciences and/or to complete advanced undergraduate research in one of the departments or programs within SES. The SURGE Program, now in its second year, draws high performing students, primarily rising juniors and seniors, from 14 colleges and universities nationwide, including Stanford. Seventy percent of SURGE students are from racial/ethnic backgrounds underrepresented in STEM fields, and approximately one-third are the first in their families to attend college. For eight weeks, SURGE scholars conduct independent research with the guidance of faculty, research group mentors, and program assistants. The primary objectives of the SURGE program are to (1) provide undergraduates with a research experience in SES; (2) prepare undergraduates for the process of applying to graduate school; (3) introduce undergraduates to career opportunities in the geosciences and engineering; and (4) increase diversity in SES graduate programs. Independent research, network building, and intense mentoring culminate in a final oral and poster symposium. SESUR and SURGE scholars jointly participate in enrichment activities including faculty research seminars; career, graduate school, and software training workshops; GRE preparation classes; and geoscience-oriented field trips. Interaction among our students takes place through both research and enrichment activities, creating a critical mass of undergraduate scholars and promoting community development. Pre- and post-program surveys indicate that the overall goals of both programs are being achieved.

Blending Curriculum with Research in an Undergraduate Petrology Course: A Recipe for Success?

NASA Astrophysics Data System (ADS)

Gonzales, D. A.; Semken, S. C.

2009-12-01

In this presentation we discuss the design, key curricular elements, and strengths and weaknesses of an undergraduate course in the Department of Geosciences at Fort Lewis College that was recast to focus on petrologic studies in the Southern Rocky Mountains and Colorado Plateau. Redesign of the course retained an additional petrology option in the curriculum and offered undergraduates a richer opportunity to learn and practice science-research skills. This course emphasizes direct engagement and student responsibility for learning: traits valuable in transforming undergraduates into experienced and competent professionals. Previous offerings of this course have been field based, each having a unique context for research. The primary pedagogical strategy was to blend field studies with inquiry to promote authentic, student-driven research. Students applied and tested their prior knowledge, and used observational and interpretative skills, to investigate major regional rock bodies and geologic histories, as opposed to completing a set of activities with predefined outcomes. In 2010, students will work on an NSF-funded project to test hypotheses on the origin and evolution of mafic magmas of the Navajo volcanic field. This research will most involve petrographic and microanalytical techniques on rock specimens with a subordinate amount of field work. Formative and summative assessment data for previous offerings of this course reveal that these classes have an impact on the academic interests and future successes of students. Assessment data collected from students, and other faculty that interacted with them, indicate that students in this research-oriented petrology course have gained a greater understanding of the elements and complications of research. They have also developed geologic skills and a passion for geologic research that have influenced subsequent academic (and later career) paths of the students.

The American Geological Institute Minority Participation Program

NASA Astrophysics Data System (ADS)

Smith, M. J.; Byerly, G. R.; Callahan, C. N.

2001-12-01

Since 1971, the American Geological Institute (AGI) Minority Participation Program (MPP) has supported scholarships for underrepresented minorities in the geosciences at the undergraduate and graduate levels. Some of our MPP scholars have gone on to hugely successful careers in the geosciences. MPP scholars include corporate leaders, university professors, a NASA scientist-astronaut and a National Science Foundation (NSF) CAREER awardee. Yet as ethnic minorities continue to be underrepresented in the geosciences, AGI plans to expand its efforts beyond its traditional undergraduate and graduate scholarships to include diversity programs for secondary school geoscience teacher internships, undergraduate research travel support, and doctoral research fellowships. Funding for the MPP has come from multiple sources, including industry, scientific societies, individuals, and during the last 10 years, the NSF. College-level students apply for the MPP awards or award renewals, and the MPP Advisory Committee selects scholarship recipients based upon student academic performance, financial need, and potential for success as a geoscience professional. Mentoring is a long-standing hallmark of the AGI MPP. Every AGI MPP scholar is assigned a professional geoscientist as a mentor. The mentor is responsible for regular personal contacts with MPP scholars. The MPP Advisory Committee aims to match the profession of the mentor with the scholar's academic interest. Throughout the year, mentors and scholars communicate about possible opportunities in the geosciences such as internships, participation in symposia, professional society meetings, and job openings. Mentors have also been active in helping younger students cope with the major changes involved in relocating to a new region of the country or a new college culture. We believe that AGI is well-positioned to advance diversity in the geosciences through its unique standing as the major professional organization in the geosciences. AGI maintains strong links to its 37 professional Member Societies, state and federal agencies, and funding programs, many with distinctive programs in the geoscience education. AGI Corporate Associates have consistently pledged to support diversity issues in geoscience education. Current plans include seeking funding for 48 undergraduate awards at 2500 each and 24,000 to support undergraduate travel to professional meetings. We also expect to increase the size of our graduate scholarship program to 30 students and raise an additional $30,000 to support graduate travel to professional meetings.

Retention of Women in Geoscience Undergraduate and Graduate Education at Caltech

NASA Astrophysics Data System (ADS)

Alexander, C. J.

2001-12-01

Institutional barriers encountered by women in undergraduate and graduate schools may take many forms, but can also be as simple as a lack of community support. In the 1990's the California Institute of Technology (Caltech) made a commitment to the retention of women in their graduate and undergraduate schools. Their program included mentoring, focussed tutoring, self-esteem support groups, and other retention efforts. Under this program, the attrition rate of women has dramatically slowed. In this paper, we will discuss recent data from the American Geological Institude chronicling the enrollment and successes of women in the geosciences, the program instituted by Caltech, possible causes of attrition among women in the geosciences, as well as potential programs to address these problems. We will also present, from the nationwide study, data on geoscience departments which have been relatively successful at retaining and graduating women in Earth and Space Sciences.

Teleconferences and Audiovisual Materials in Earth Science Education

NASA Astrophysics Data System (ADS)

Cortina, L. M.

2007-05-01

Unidad de Educacion Continua y a Distancia, Universidad Nacional Autonoma de Mexico, Coyoaca 04510 Mexico, MEXICO As stated in the special session description, 21st century undergraduate education has access to resources/experiences that go beyond university classrooms. However in some cases, resources may go largely unused and a number of factors may be cited such as logistic problems, restricted internet and telecommunication service access, miss-information, etc. We present and comment on our efforts and experiences at the National University of Mexico in a new unit dedicated to teleconferences and audio-visual materials. The unit forms part of the geosciences institutes, located in the central UNAM campus and campuses in other States. The use of teleconference in formal graduate and undergraduate education allows teachers and lecturers to distribute course material as in classrooms. Course by teleconference requires learning and student and teacher effort without physical contact, but they have access to multimedia available to support their exhibition. Well selected multimedia material allows the students to identify and recognize digital information to aid understanding natural phenomena integral to Earth Sciences. Cooperation with international partnerships providing access to new materials and experiences and to field practices will greatly add to our efforts. We will present specific examples of the experiences that we have at the Earth Sciences Postgraduate Program of UNAM with the use of technology in the education in geosciences.

Using Q Methodology to Investigate Undergraduate Students' Attitudes toward the Geosciences

ERIC Educational Resources Information Center

Young, Julia M.; Shepardson, Daniel P.

2018-01-01

Undergraduate students have different attitudes toward the geosciences, but few studies have investigated these attitudes using Q methodology. Q methodology allows the researcher to identify more detailed reasons for students' attitudes toward geology than Likert methodology. Thus this study used Q methodology to investigate the attitudes that 15…

A synergistic effort among geoscience, physics, computer science and mathematics at Hunter College of CUNY as a Catalyst for educating Earth scientists.

NASA Astrophysics Data System (ADS)

Salmun, H.; Buonaiuto, F. S.

2016-12-01

The Catalyst Scholarship Program at Hunter College of The City University of New York (CUNY) was established with a four-year award from the National Science Foundation (NSF) to fund scholarships for academically talented but financially disadvantaged students majoring in four disciplines of science, technology, engineering and mathematics (STEM). Led by Earth scientists the Program awarded scholarships to students in their junior or senior years majoring in computer science, geosciences, mathematics and physics to create two cohorts of students that spent a total of four semesters in an interdisciplinary community. The program included mentoring of undergraduate students by faculty and graduate students (peer-mentoring), a sequence of three semesters of a one-credit seminar course and opportunities to engage in research activities, research seminars and other enriching academic experiences. Faculty and peer-mentoring were integrated into all parts of the scholarship activities. The one-credit seminar course, although designed to expose scholars to the diversity STEM disciplines and to highlight research options and careers in these disciplines, was thematically focused on geoscience, specifically on ocean and atmospheric science. The program resulted in increased retention rates relative to institutional averages. In this presentation we will discuss the process of establishing the program, from the original plans to its implementation, as well as the impact of this multidisciplinary approach to geoscience education at our institution and beyond. An overview of accomplishments, lessons learned and potential for best practices will be presented.

Geoscience Academic Provenance: A Theoretical Framework for Understanding Geoscience Students' Pathways

NASA Astrophysics Data System (ADS)

Houlton, H.; Keane, C.

2012-04-01

The demand and employment opportunities for geoscientists in the United States are projected to increase 23% from 2008 to 2018 (Gonzales, 2011). Despite this trend, there is a disconnect between undergraduate geoscience students and their desire to pursue geoscience careers. A theoretical framework was developed to understand the reasons why students decide to major in the geosciences and map those decisions to their career aspirations (Houlton, 2010). A modified critical incident study was conducted to develop the pathway model from 17, one-hour long semi-structured interviews of undergraduate geoscience majors from two Midwest Research Institutions (Houlton, 2010). Geoscience Academic Provenance maps geoscience students' initial interests, entry points into the major, critical incidents and future career goals as a pathway, which elucidates the relationships between each of these components. Analyses identified three geoscience student population groups that followed distinct pathways: Natives, Immigrants and Refugees. A follow up study was conducted in 2011 to ascertain whether these students continued on their predicted pathways, and if not, reasons for attrition. Geoscientists can use this framework as a guide to inform future recruitment and retention initiatives and target these geoscience population groups for specific employment sectors.

Exploring deliberate mentoring approaches aimed at improving the recruitment and persistence of undergraduate women in the geosciences

NASA Astrophysics Data System (ADS)

Pollack, I. B.; Adams, A. S.; Barnes, R. T.; Burt, M. A.; Clinton, S. M.; Godfrey, E.; Hernandez, P.; Bloodhart, B.; Donaldson, L.; Henderson, H.; Sayers, J.; Sample McMeeking, L. B.; Bowker, C.; Fischer, E. V.

2015-12-01

In the United States, men outnumber women in many science and engineering fields by nearly 3 to 1. In fields like physics or the geosciences, the gender gap can be even wider. Previous studies have identified the early college years as a critical point where many women exit STEM disciplines. An interdisciplinary team including experts in the geosciences, psychology, education, and STEM persistence have recently begun a 5-year project focused on understanding whether mentoring can increase the interest, persistence, and achievement of undergraduate women in the geosciences. The program focuses on mentoring first and second year female undergraduate students from three universities in Colorado and Wyoming and four universities in North and South Carolina. The mentoring program includes a weekend workshop, access to professional women across geoscience fields and both in-person and virtual peer networks. The first weekend workshops will be held in October 2015. We will present an overview of the major components and lessons learned from these workshops and showcase the web center, including the online peer-networking forum.

An Effective Model for Enhancing Underrepresented Minority Participation and Success in Geoscience Undergraduate Research

ERIC Educational Resources Information Center

Blake, Reginald A.; Liou-Mark, Janet; Chukuigwe, Chinedu

2013-01-01

Geoscience research is a fundamental portal through which geoscience knowledge may be acquired and disseminated. A viable model to introduce, stimulate, and prolong geoscience education has been designed and implemented at the New York City College of Technology through a National Science Foundation (NSF) Research Experiences for Undergraduates…

Challenging the Non-Science Majors with Inquiry-based Laboratory Environmental Geoscience Courses

NASA Astrophysics Data System (ADS)

Humphreys, R. R.; Hall, C.; Colgan, M. W.

2009-12-01

Although there is proven rationale for teaching inquiry-based/problem-based lessons in the undergraduate classroom, very few non-major geoscience course implement these instructional strategies in their laboratory sections. The College of Charleston Department of Geology and Environmental Geosciences has developed an introductory Environmental Geology Laboratory course for undergraduate non-majors, which corrects this traditional methodology. The Environmental Geology lab activities employ an inquiry-based approach, in which the students take control of their own learning; a cooperative learning approach, in which each member of a team is responsible not only for learning what is taught but also for helping their peers learn; and a problem/case study-based learning approach, in which activities are abstracted from a real-life scenario. In these lab sessions, students actively engage in mastering course content and develop essential skills while exploring real-world scenarios through case studies. For example, during the two-week section on Earthquakes, teams of students study the effects of seismic motion on various types of sediments found underlying the Charleston, South Carolina region. Students discover areas where the greatest damage occurred during the 1886 7.4 MM earthquake through a walking tour of downtown Charleston. Extracting information from historical and topographic maps, as well as aerial and satellite imagery provides students with the necessary information to produce an earthquake hazard-zone map of the Charleston Peninsula. These types of exercises and laboratory activities allow the students to utilize scientific reasoning and application of scientific concepts to develop solutions to environmental scenarios, such as volcanic eruptions, coastal, flooding, or landslide hazards, and groundwater contamination. The newly implemented labs began in Fall of 2008 and have been undergoing adaptations throughout the Spring and Fall of 2009. Qualitative data will be gathered and analyzed to show the effectiveness of moving beyond traditional laboratory teaching methods to methods that require and promote deeper learning and retaining of content. Qualitative data will be based upon the engagement of the students, the deeper level of questioning, the engagement of the faculty, among others. The data will be acquired through the use of personal responses and end of course surveys. For the Spring 2009 semester, the department will develop a more quantitative means of assessment by integrating a pre- and post-survey for this course as well as the traditionally-taught introductory course. Acquisition of knowledge and depth of knowledge by the students from both types of courses will be obtained and compared for assessing effectiveness of this teaching strategy in a laboratory setting. This data will encourage the faculty teaching Environmental Geology Labs as well as the standard introductory labs to redesign the remaining lab courses. In addition, the method used here may serve as a model for laboratory courses in other disciplines.

Mississippi State University’s Geoscience Education and Geocognition Research Program in the Department of Geosciences

NASA Astrophysics Data System (ADS)

McNeal, K.; Clary, R. M.; Sherman-Morris, K.; Kirkland, B.; Gillham, D.; Moe-Hoffman, A.

2009-12-01

The Department of Geosciences at Mississippi State University offers both a MS in Geosciences and a PhD in Earth and Atmospheric Sciences, with the possibility of a concentration in geoscience education. The department offers broad research opportunities in the geoscience sub-disciplines of Geology, Meteorology, GIS, and Geography. Geoscience education research is one of the research themes emphasized in the department and focuses on geoscience learning in traditional, online, field-based, and informal educational environments. Approximately 20% of the faculty are actively conducting research in geoscience education and incorporate both qualitative and quantitative research approaches in areas including: the investigation of effective teaching strategies, the implementation and evaluation of geoscience teacher professional development programs and diversity enhancement programs, the study of the history and philosophy of science in geoscience teaching, the exploration of student cognition and understanding of complex and dynamic earth systems, and the investigation of using visualizations to enhance learning in the geosciences. The inception and continued support of an active geoscience education research program is derived from a variety of factors including: (1) the development of the on-line Teachers in Geosciences (TIG) Masters Degree Program which is the primary teaching appointment for the majority of the faculty conducting geoscience education research, (2) the securing of federal funds to support geoscience education research, (3) the publication of high-quality peer-reviewed research papers in both geoscience education and traditional research domains, (4) the active contribution of the geoscience education faculty in their traditional research domains, (5) a faculty that greatly values teaching and recognizes the research area of geoscience education as a sub-domain of the broader geoscience disciplines, (6) the involvement of university faculty, outside of these primary faculty leaders, in geoscience education research-related projects where the expertise the geoscience education faculty offers is a catalyst for collaboration, (7) departmental support including research space, teaching loads, and start-up funds that are in-line with the remainder of the department faculty. Results of the program have included securing funding from multiple agencies (e.g., NSF, NASA, DOE, MDE, NOAA, ARC), providing support to and involving graduate and undergraduate students in both geoscience education and traditional research projects, disseminating project results in peer-reviewed journals, technical reports, and international/national conferences, and developing courses for the concentration in geoscience education.

A Blueprint for Expanding the Mentoring Networks of Undergraduate Women in the Earth and Environmental Sciences

NASA Astrophysics Data System (ADS)

Fischer, E. V.; Adams, A. S.; Barnes, R.; Bloodhart, B.; Burt, M. A.; Clinton, S. M.; Godfrey, E. S.; Pollack, I. B.; Hernandez, P. R.

2017-12-01

Women are substantially underrepresented in the earth and environmental sciences, and that underrepresentation begins at the undergraduate level. In fall 2015, an interdisciplinary team including expertise in the broader geosciences as well as gender and quantitative educational psychology began a project focused on understanding whether mentoring can increase the interest, persistence, and achievement of undergraduate women in the geosciences. The program focuses on mentoring 1st and 2nd year female undergraduate students from five universities in Colorado and Wyoming and four universities in North and South Carolina. The mentoring program includes a weekend workshop, access to professional women across geoscience fields, and both in-person and virtual peer networks. We have found that undergraduate women with large mentoring networks, that include faculty mentors, are more likely to identify as scientists and are more committed to pursuing the geosciences. Our presentation will provide an overview of the major components of our effective and scalable program. We will include a discussion of our first published results in the context of larger social science research on how to foster effective mentoring relationships. We will offer a list of successes and challenges, and we will provide the audience with online links to the materials needed to adopt our model (https://geosciencewomen.org/materials/).

Faculty Development Workshops to Support Establishing and Sustaining Undergraduate Research Programs in the Earth Sciences (Invited)

NASA Astrophysics Data System (ADS)

Fox, L. K.; Guertin, L. A.

2013-12-01

The Geosciences Division of the Council of Undergraduate Research (GeoCUR, http://curgeoscience.wordpress.com/) has a long history of supporting faculty who engage in undergraduate research. The division has held faculty development workshops at national meetings of the GSA and AGU for over 15 years. These workshops serve faculty at all career stages and cover multiple aspects of the enterprise of engaging students in undergraduate research. Topics covered include: getting a job (particularly at a primarily undergraduate institution), incorporating research into classes, mentoring independent research projects and identifying sources of internal and external funding. Originally, these workshops were funded through CUR and registration income. When the administrative costs to run the workshops increased, we successfully sought funding from the NSF Course, Curriculum, and Laboratory Improvement (CCLI) program. This CCLI Type 1 special project allowed the expansion of the GSA workshops from half-day to full-day and the offering of workshops to other venues, including the annual meeting of the Association of American Geographers and sectional GSA meetings. The workshops are organized and led by GeoCUR councilors, some of whom attended workshops as graduate students or new faculty. Current and past Geoscience program officers in the NSF Division of Undergraduate Education (DUE) have presented on NSF funding opportunities. Based on participant surveys, the content of the workshops has evolved over time. Workshop content is also tailored to the particular audience; for example, AGU workshops enroll more graduate students and post-docs and thus the focus is on the job ';search' and getting started in undergraduate research. To date, this CCLI Type 1 project has supported 15 workshops and a variety of print and digital resources shared with workshop participants. This presentation will highlight the goals of this workshop proposal and also provide insights about strategies for funding professional development, impact of workshops on initiating and sustaining undergraduate research programs, and future directions of this program.

NanTroSEIZE in 3-D: Creating a Virtual Research Experience in Undergraduate Geoscience Courses

NASA Astrophysics Data System (ADS)

Reed, D. L.; Bangs, N. L.; Moore, G. F.; Tobin, H.

2009-12-01

Marine research programs, both large and small, have increasingly added a web-based component to facilitate outreach to K-12 and the public, in general. These efforts have included, among other activities, information-rich websites, ship-to-shore communication with scientists during expeditions, blogs at sea, clips on YouTube, and information about daily shipboard activities. Our objective was to leverage a portion of the vast collection of data acquired through the NSF-MARGINS program to create a learning tool with a long lifespan for use in undergraduate geoscience courses. We have developed a web-based virtual expedition, NanTroSEIZE in 3-D, based on a seismic survey associated with the NanTroSEIZE program of NSF-MARGINS and IODP to study the properties of the plate boundary fault system in the upper limit of the seismogenic zone off Japan. The virtual voyage can be used in undergraduate classes at anytime, since it is not directly tied to the finite duration of a specific seagoing project. The website combines text, graphics, audio and video to place learning in an experiential framework as students participate on the expedition and carry out research. Students learn about the scientific background of the program, especially the critical role of international collaboration, and meet the chief scientists before joining the sea-going expedition. Students are presented with the principles of 3-D seismic imaging, data processing and interpretation while mapping and identifying the active faults that were the likely sources of devastating earthquakes and tsunamis in Japan in 1944 and 1948. They also learn about IODP drilling that began in 2007 and will extend through much of the next decade. The website is being tested in undergraduate classes in fall 2009 and will be distributed through the NSF-MARGINS website (http://www.nsf-margins.org/) and the MARGINS Mini-lesson section of the Science Education Resource Center (SERC) (http://serc.carleton.edu/margins/collection.html) in early 2010.

Assessing Student Learning about the Earth through the InTeGrate Project

NASA Astrophysics Data System (ADS)

Gilbert, L. A.; Iverson, E. A. R.; Steer, D. N.; Birnbaum, S. J.; Manduca, C. A.

2016-12-01

InTeGrate, a five-year community-based project comprised of faculty in the sciences and other disciplines, educational specialists, and evaluation experts at diverse institutions, instills learning about Earth in the context of societal issues through teaching materials developed into 2-3 week modules or courses. Materials were tested by over 135 materials authors and faculty interested in using these materials in undergraduate courses at a range of institution types across the US in geoscience, engineering, humanities, and social science courses. To assess impact on student learning, the InTeGrate project has collected student work from over 4,600 students enrolled in courses using these materials. To evaluate the influence of the materials on learning gains related to geoscience literacy, a set of 8 multiple choice items were developed, tested, and then administered in the first and last week of class in approximately 180 courses. The items were developed by 14 community members with assessment expertise and address content and concepts in the Earth, Climate, Atmosphere, and Ocean Science literacy documents. In a sample of 2,023 paired first and last week responses, students exhibit a 10% normalized gain (equivalent to 1 point of a 12 point total) regardless of their initial score. Students in the lowest quartile at the beginning of the course demonstrate the highest gains (4th quartile gain of 1.8) versus the higher quartile where a ceiling effect is present. In addition, a free-response essay was administered in the last week of the course which tests students' understanding for how Earth system interactions influence people's ability to make decisions about global societal challenges. Analysis of these essays demonstrates a strong relationship between the InTeGrate content and the subject matter of the student essay. These preliminary findings suggest that the use of InTeGrate materials increases students' understanding of geoscience literacies and the materials give students a topical hook for connecting learning about Earth to societal challenges.

Using Earth System Science as Basis for Sustainability Education in an Undergraduate Environmental Science Program

NASA Astrophysics Data System (ADS)

Sinton, C. W.

2012-12-01

Undergraduate programs in Environmental Science (ES) have progressively grown over the past decades. One of the many challenges of providing an effective curriculum is deciding what content and which skills are included in such a wide ranging field. Certainly geoscience needs to be included as part of the content but how is this best executed? More precisely, what should ES majors know about how the earth, oceans, and atmosphere work? One possible approach is to include existing undergraduate geology or atmospheric science courses as part of the required core, but this has potential pitfalls. For example, courses may be geared toward general education requirements or may be designed more for geology majors. A better solution is to offer a course or set of courses that are specifically tailored for ES majors. I propose that Earth System Science (ESS) is an excellent approach as it incorporates the earth as a whole system and can be taught within the context of environmental sustainability. My approach to ESS is to focus on the movement/cycles of matter (e.g., carbon, calcium, nitrogen) and energy. By referring back to this focus throughout the semester, students are provided with a structure to begin to make sense of a complex problem. In support of this, lab exercises provide practice in collecting and analyzing data using a variety resources.

Exploring Volcanism with Digital Technology in Undergraduate Education

NASA Astrophysics Data System (ADS)

McCoy, F. W.; Parisky, A.

2016-12-01

Volcanism as one of the most dynamic geological processes on this planet is also one of the most dramatic for attracting students to the earth sciences. At the University of Hawaii (UH) volcanism is used to attract students into the geosciences, coupled with its significant association to Hawaiian culture and contemporary issues such as those associated with related hazards - example: during the past century five towns were buried by lava flows on the Big Island, another recently threatened with destruction. To bring this dynamism into undergraduate education, UH focuses on field trips and courses to all islands; at Windward Community College (WCC/UH) a focus is provided through a series of field courses (1 credit) to all islands, especially the Big Island. Critical to the WCC effort are computer-generated animations and descriptions of volcanological processes for illustrating concepts undergraduate students find difficult: tumescence as an indicator of an eruption, fractional crystallization, collapse of volcanic edifices, explosive eruptions, weathering processes, hazards and mitigation, all embedded in the evolutionary story of mid-ocean volcanic islands such as those in Hawaii. Field courses require intense field labs, which are significantly assisted by digital platforms that include computer-generated illustrations, descriptions, animations, and more. The consequence for developing geoscientists has been outstanding.

Earth Science Pipeline: Enhancing Diversity in the Geosciences Through Outreach and Research

NASA Astrophysics Data System (ADS)

McGill, S. F.; Fryxell, J. E.; Smith, A. L.; Leatham, W. B.; Brunkhorst, B. J.

2004-12-01

Our efforts to increase diversity in the geosciences have been directed towards pre-college students and their teachers as well as towards undergraduate students. We made presentations about the geosciences and careers in geosciences at local schools, and we invited school groups to visit our campus (located near the San Andreas fault) for hands-on activities related to Earth Science. We also led field trips for high school students to other areas of geologic interest in southern California. We hired undergraduate students, including several from under-represented groups, from both our introductory and upper-division geology courses to help with these outreach activities. During 2001-2004, we conducted 169 outreach sessions that involved over 12,000 contact hours with about 5700 students, mostly middle and high school students. The majority (about 74%) of the students participating in these activities were from ethnic groups that are under-represented in the geosciences. Ninety per cent of the students said they would like to go on another field trip like the one they took to our department. At many outreach events we conducted a pre- and post-survey in which we asked students to what extent they agreed with the statement: "It would be fun to be a geologist." The pre-surveys indicated that 42% of the students either agreed or strongly agreed with the statement before participating in the outreach event. After participating, 61% of the students agreed or strongly agreed with the statement. We have also offered summer field trips and research opportunities for high school teachers. In order to attract and retain undergraduate students to the geology major, we have recruited undergraduate students from under-represented groups (and high school teachers) to participate in various research projects. The two largest projects are (1) geologic mapping and monitoring of volcanoes on the island of Dominica, in the Lesser Antilles and (2) using the Global Positioning System (GPS) to monitor elastic strain accumulation across the San Andreas and San Jacinto faults along a 70-km-long transect near our campus. To date 80 participants have been involved in the GPS project, including 23 undergraduate students from under-represented ethnic groups and 23 teachers. Several participants have remained involved in the project, helping to process and model the GPS data, leading to presentations at SCEC and AGU meetings. In addition, all of our data has been submitted to the Southern California Earthquake Center's Data Center and is available for use by other scientists. Of the participants in the GPS project, 100% would recommend the program to other students or teachers, 93% regarded the experience as very worthwhile, and 81% said that the project had greatly increased their interest in the Earth Sciences. It is still too early to measure the long-term fruit of our work with middle and early high school students. However, our work with undergraduate students is already beginning to show some promise. During the four years prior to the start of our efforts, the average number of geology majors from under-represented groups in our department was 5 (22.7% of the total number of geology majors). During the three years of focused effort, the average was 8.3 students from under-represented groups (28.4% of the total). This work was funded by a grant from the National Science Foundation's program Opportunities for Enhancing Diversity in the Geosciences.

Voluntarism and Diversification of Undergraduate Geoscience Programs.

ERIC Educational Resources Information Center

Greenberg, Jeffrey King

1990-01-01

Strategies that can be used to revitalize geoscience education are discussed. Stressed are the ideas of providing voluntary assistance to science and science teacher education and program diversification. (CW)

Systems, Society, Sustainability and the Geosciences: A Workshop to Create New Curricular Materials to Integrate Geosciences into the Teaching of Sustainability

NASA Astrophysics Data System (ADS)

Gosselin, D. C.; Manduca, C. A.; Oches, E. A.; MacGregor, J.; Kirk, K. B.

2012-12-01

Sustainability is emerging as a central theme for teaching about the environment, whether it be from the perspective of science, economics, or society. The Systems, Society, Sustainability and the Geosciences workshop provided 48 undergraduate faculty from 46 institutions a forum to discuss the challenges and possibilities for integrating geoscience concepts with a range of other disciplines to teach about the fundamentals of sustainability. Participants from community college to doctorate-granting universities had expertise that included geosciences, agriculture, biological sciences, business, chemistry, economics, ethnic studies, engineering, environmental studies, environmental education, geography, history, industrial technology, landscape design, philosophy, physics, and political science. The workshop modeled a range of teaching strategies that encouraged participants to network and collaborate, share successful strategies and materials for teaching sustainability, and identify opportunities for the development of new curricular materials that will have a major impact on the integration of geosciences into the teaching of sustainability. The workshop design provided participants an opportunity to reflect upon their teaching, learning, and curriculum. Throughout the workshop, participants recorded their individual and collective ideas in a common online workspace to which all had access. A preliminary synthesis of this information indicates that the concept of sustainability is a strong organizing principle for modern, liberal education requiring systems thinking, synthesis and contributions from all disciplines. Sustainability is inherently interdisciplinary and provides a framework for educational collaboration between and among geoscientists, natural/physical scientists, social scientists, humanists, engineers, etc.. This interdisciplinary framework is intellectually exciting and productive for educating students at all levels of higher education. Sustainability also provides a productive bridge from global to local issues, and vice versa. It has the potential to raise the value placed on faculty engagement with local resources and research questions, and to bring community-based stakeholders outside of academia into the classroom. There are many challenges that participants from geographically diverse parts of the country have in common, including the creation of new courses, and teaching interdisciplinary material beyond one's area of expertise. However, one of the greatest opportunities of using a sustainability theme is that it can be integrated into existing courses. It was also clear that incorporating one module on a sustainability topic can be stimulating and powerful mechanism for linking course content to real world issues. Two of the most important outcomes from the workshop were the creation of an online collection of activities and courses (http://serc.carleton.edu/integrate/workshops/sustainability2012/index.html) as well as the development of a community that can support integration of geoscience and issues of sustainability across the curriculum.

Online teaching and learning in oceanography: A look back at 15 years of undergraduate general education (Invited)

NASA Astrophysics Data System (ADS)

Reed, D.

2013-12-01

Online courses in higher education have garnered a growing presence in the popular media, yet misperceptions abound. Consequently, a retrospective examination of the evolution of an online oceanography class, first offered to undergraduates at the San Jose State University in the fall semester of 1998, may be especially relevant to the development of future efforts in this field. Since that initial offering, the development of the course, involving the creation of virtual field experiences whereby students take on the role of practicing research oceanographers, has been supported through several awards from the National Science Foundation, principally the Division of Undergraduate Education and the Geoscience Directorate. The online material, organized into expeditions, which focus on the nature of scientific discovery, has evolved over time from a static graphics and text-based format to include video, largely available through YouTube, and animations that take advantage of social media, all to highlight contemporary ocean research. To sustain the project beyond NSF funding, the course has been offered throughout the academic year, and in winter and summer special sessions, to more the 4000 students over the 15 year period since its initial offering. The materials have always been openly available through the course website (http://oceansjsu.com) to institutions throughout the world, long in advance of current MOOC movement. Just as the course format, and available content, have evolved, so have the students enrolled in the class, which now more closely mirror the university student body as a whole. Future efforts in course development should span multi-campus university systems to take advantage of the collective scientific expertise available and to leverage the effort across a larger number of courses and disciplines.

Alive and aware: Undergraduate research as a mechanism for program vitalization

NASA Astrophysics Data System (ADS)

Rohs, C.

2013-12-01

Undergraduate research is a vital component of many geoscience programs across the United States. It is especially critical at those institutions that do not have graduate students or graduate programs in the geosciences. This paper presents findings associated with undergraduate research in four specific areas: The success of students that pursue undergraduate research both in the workforce and in graduate studies; the connections that are generated through undergraduate research and publication; the application of undergraduate research data and materials in the classroom; and the development of lasting connections between faculty and students to construct a strong alumni base to support the corresponding programs. Students that complete undergraduate research have the opportunity to develop research proposals, construct budgets, become familiar with equipment or software, write and defend their results. This skill set translates directly to graduate studies; however, it is also extremely valuable for self-marketing when seeking employment as a geoscientist. When transitioning from higher education into the workforce, a network of professional connections facilitates and expedites the process. When completing undergraduate research, students have a direct link to the faculty member that they are working with, and potentially, the network of that faculty member. Even more important, the student begins to build their own professional network as they present their findings and receive feedback on their research. Another area that benefits from undergraduate research is the classroom. A cyclical model is developed where new data and information are brought into the classroom by the faculty member, current students see the impact of undergraduate research and have the desire to participate, and a few of those students elect to participate in a project of their own. It turns into a positive feedback loop that is beneficial for both the students and the faculty members. Finally, it is important to look at the long-range benefit of undergraduate research as an investment that pays off through alumni in the years to come. These alumni have the potential to become the pillars in support of the geoscience program. With their support, the program and associated department becomes strengthened and continues to develop in order to provide for the geoscience workforce needs of the future.

InTeGrate: Transforming the Teaching of Geoscience and Sustainability

NASA Astrophysics Data System (ADS)

Blockstein, D.; Manduca, C. A.; Bralower, T. J.; Castendyk, D.; Egger, A. E.; Gosselin, D. C.; Iverson, E. A.; Matson, P. A.; MacGregor, J.; Mcconnell, D. A.; Mogk, D. W.; Nevle, R. J.; Oches, E. A.; Steer, D. N.; Wiese, K.

2012-12-01

InTeGrate is an NSF-funded community project to improve geoscience literacy and build a workforce that can apply geoscience principles to address societal issues. Three workshops offered this year by InTeGrate and its partner, On the Cutting Edge, addressed strategies for bringing together geoscience and sustainability within geoscience courses and programs, in interdisciplinary courses and programs, and in courses and programs in other disciplines or schools including arts and humanities, health science, and business. Participants in all workshops described the power of teaching geoscience in the context of sustainability and the utility of this approach in engaging students with geoscience, including student populations not traditionally represented in the sciences. Faculty involved in both courses and programs seek to teach important skills including the ability to think about systems and to make connections between local observations and challenges and global phenomena and issues. Better articulation of these skills, including learning outcomes and assessments, as well as documenting the relationship between these skills and employment opportunities were identified as important areas for further work. To support widespread integration of geoscience and sustainability concepts, these workshops initiated collections describing current teaching activities, courses, and programs. InTeGrate will continue to build these collections in collaboration with On the Cutting Edge and Building Strong Geoscience Departments, and through open contributions by individual faculty and programs. In addition, InTeGrate began developing new teaching modules and courses. Materials for use in introductory geoscience and environmental science/studies courses, distance learning courses, and courses for education majors are being developed and tested by teams of faculty drawn from at least three institutions, including several members from two-year colleges. An assessment team is assisting the development teams in incorporation of research-based teaching methods and embedded assessments to document learning. The assessment team will also evaluate the success of these materials in meeting learning outcomes prior to broad dissemination. Additional opportunities for faculty to propose and develop needed materials are currently available.

Data-driven Inquiry in Environmental Restoration Studies

NASA Astrophysics Data System (ADS)

Zalles, D. R.; Montgomery, D. R.

2008-12-01

Place-based field work has been recognized as an important component of geoscience education programs for engaging students. Field work helps students appreciate the spatial extent of data and the systems operating in a locale. Data collected in a place has a temporal aspect that can be explored through representations such as photographs and maps and also though numerical data sets that capture characteristics of place. Yet, experiencing authentic geoscience research in an educational setting requires going beyond fieldwork: students must develop data literacy skills that will enable them to connect abstract representations of spatio-temporal data with place. Educational researchers at SRI International led by Dr. Daniel Zalles, developer of inquiry-based geoscience curricula, and geoscientists at the University of Washington (UW) led by Dr. David Montgomery, Professor of Earth and Space Sciences, are building educational curriculum modules that help students make these connections. The modules concern the environmental history of the Puget Sound area in Washington State and its relevance for the American Indians living there. This collaborative project relies on environmental data collected in the Puget Sound Regional Synthesis Model (PRISM) and Puget Sound River History Project. The data sets are being applied to inquiry-based geoscience investigations at the undergraduate and high school level. The modules consist of problem-based units centered on the data sets, plus geographic and other data representations. The modules will rely on educational "design patterns" that characterize geoscientific inquiry tasks. Use of design patterns will enable other modules to be built that align to the modes of student thinking and practice articulated in the design patterns. The modules will be accompanied by performance assessments that measure student learning from their data investigations. The design principles that drive this project have already been used effectively in a prior SRI project reported about at AGU 2007 called Data Sets and Inquiry in Geoscience Education. The modules are being readied for pilot-testing with undergraduate students in a new environmental history course at the University of Washington and with students taking science courses in high schools serving American Indian students in the Puget Sound area. This NSF-funded project is contributing to our knowledge base about how students can become more engaged and more skilled in geoscience inquiry and data analysis and what variations in educational supports and expectations need to exist to build successful experiences for the students with the materials. It is also expanding our knowledge of how to better connect place-based education to inquiry tasks that expand students" quantitative reasoning skills. Lastly, it is providing a model of how scientists can work effectively with educational researchers to provide educational outlets for their research. We will report on the progress of the project so far, which is in its first year of funding.

Geoethics As a Key Component to an Undergraduate Capstone Experience

NASA Astrophysics Data System (ADS)

Geissman, J. W.; McFadden, L. D.

2014-12-01

We have taught a required, senior, capstone course, with a focus on geoscience communication, for almost 35 years. While both of us were at the University of New Mexico, we alternated responsibility for teaching this course. The first author continues to teach a similar course at the University of Texas at Dallas. As the course has evolved and new approaches taken, we have incorporated more and more subject matter related to ethics in science and in particular the geological sciences. Our experiences indicate that (1) students are typically enthralled by and curious about the subject, (2) students have received little if any exposure to the subject in any form of formal classroom environment, and (3) students have personally experienced situations or have learned of situations from their peers that have left them in an uncomfortable position and left them questioning the appropriateness of the actions witnessed. We typically introduce the subject of GeoEthics by drawing students' attention to the many Codes of Ethics or Professional Conduct assembled by Geoscience societies. Many students are quick to volunteer their experiences related to specific topics. For example, the statement in the Geological Society of America Code of Conduct, "Geoscientists should treat associates with respect, regardless of the level of their formal education, encourage them, learn with them, share ideas honestly, and give credit for their contributions" often incites lively discussion and reveals repeated behavior by some individuals.

Use of The Math You Need When You Need It website outside of introductory geoscience courses

NASA Astrophysics Data System (ADS)

Baer, E. M.; Wenner, J. M.

2011-12-01

Web usage statistics and a recent survey of visitors to The Math You Need, When You Need It (TMYN) suggest that these web resources serve a significant number of students beyond those for whom they were originally intended. The web-based modules of TMYN are asynchronous online resources designed to help undergraduates learn quantitative concepts essential in a concurrent introductory geoscience course. In the past year, approximately 1,000 students accessed TMYN through associated geoscience courses; however, in that same time period,more than 40 times that number interacted significantly with the site according to Google Analytics. Of the nearly 220,000 total visitors, ~15% stayed on the site for longer than one minute and ~20% visited two or more pages within the site, suggesting that the content is engaging and useful to many of the visitors. In a pop-up survey of users, 81% of the nearly 350 respondents reported that they found what they were looking for. Although the nature of TMYN website users is difficult to discern definitively, daily, weekly and monthly use patterns indicate a predominance of academic users. Access to the site is lowest during the summer months and on Friday and Saturday, and is elevated on Sunday through Thursdays. Furthermore, in a pop-up survey of users who accessed more than one page, greater than half (56%) of the 346 respondents were students, 20% collegiate faculty and 9% K-12 teachers. Although the resources are specifically designed for geoscience students, 61% of survey respondents identified themselves as associated with other STEM disciplines. Thus, despite the decidedly geoscientific slant to these resources, survey data suggest that many STEM students and teachers are searching for the kinds of topics covered by TMYN. Furthermore, web use statistics indicate a substantial need for high quality web-based quantitative skill support materials for all STEM disciplines.

Engaging Engineering Students in Geoscience through Case Studies and Active Learning

ERIC Educational Resources Information Center

Holley, Elizabeth A.

2017-01-01

This study reports on a case study-based curricular intervention designed to help undergraduate engineering students make connections between geoscience and its applications. Teaching through case studies resulted in a measurable and significant improvement in the confidence that students had in their ability to apply geoscience concepts in an…

Introduction to Climate Change from an Indigenous Perspective: an undergraduate course developed by and for Tribal Colleges and Universities

NASA Astrophysics Data System (ADS)

Mitchell, K. A.; Pandya, R. E.; Kahn-Thornbrugh, C.; Newberry, T.; Carroll, M.; Guinn, M.; Vanlopik, W.; Haines, C.; Wildcat, D.

2010-12-01

Thirty-six Tribal Colleges and Universities (TCUs) serve over 20,000 Native American undergraduate students across the US. TCUs were created in response to the higher education needs of American Indians and generally serve geographically isolated populations that have no other means accessing education beyond the high school level. TCUs have become increasingly important to educational opportunity for Native American students and are unique institutions that combine personal attention with cultural relevance to encourage Native Americans to overcome the barriers they face to higher education. The American Indian Higher Education Consortium (AIHEC) coordinated development of a semester-long geosciences program of study with a unique curriculum that introduces tribal college students to multiple disciplines in the geosciences within the topic of global climate change. Importantly, the curriculum structure does not parallel typical college climate change survey courses, but rather is taught from the perspective of the traditional ecological knowledge held by native peoples of North America. The richly varied history, geography, ecology, culture and scientific knowledge of Native American tribes across the US serves as the starting point from which students are taught about atmospheric and earth sciences and the connection of climate change to all our lives. In addition, examples and case studies focusing specifically on tribal lands foster the development of future Native American leaders with the scientific, technological and cultural skills required to assist tribal communities in managing their lands and maintaining their cultures as they face a climate-altered future. The "Introduction to Climate Change from an Indigenous Perspective" curriculum was developed by tribal college faculty from multiple institutions through a collaborative workshop process. The course was piloted and taught at 5 tribal colleges during spring semester 2010. This presentation provides an overview of the course goals, content and delivery.

Live Interrogation and Visualization of Earth Systems (LIVES)

NASA Astrophysics Data System (ADS)

Nunn, J. A.; Anderson, L. C.

2007-12-01

Twenty tablet PCs and associated peripherals acquired through a HP Technology for Teaching grant are being used to redesign two freshman laboratory courses as well as a sophomore geobiology course in Geology and Geophysics at Louisiana State University. The two introductory laboratories serve approximately 750 students per academic year including both majors and non-majors; the geobiology course enrolls about 35 students/year and is required for majors in the department's geology concentration. Limited enrollments and 3 hour labs make it possible to incorporate hands-on visualization, animation, GIS, manipulation of data and images, and access to geological data available online. Goals of the course redesigns include: enhancing visualization of earth materials, physical/chemical/biological processes, and biosphere/geosphere history; strengthening student's ability to acquire, manage, and interpret multifaceted geological information; fostering critical thinking, the scientific method, and earth-system science/perspective in ancient and modern environments (such as coastal erosion and restoration in Louisiana or the Snowball Earth hypothesis); improving student communication skills; and increasing the quantity, quality, and diversity of students pursuing Earth Science careers. IT resources available in the laboratory provide students with sophisticated visualization tools, allowing them to switch between 2-D and 3-D reconstructions more seamlessly, and enabling them to manipulate larger integrated data- sets, thus permitting more time for critical thinking and hypothesis testing. IT resources also enable faculty and students to simultaneously work with simulation software to animate earth processes such as plate motions or groundwater flow and immediately test hypothesis formulated in the data analysis. Finally, tablet PCs make it possible for data gathering and analysis outside a formal classroom. As a result, students will achieve fluency in using visualization and technology for informal and formal scientific communication. The equipment and exercises developed also will be used in additional upper level undergraduate classes and two outreach programs: NSF funded Geoscience Alliance for Enhanced Minority Participation and Shell Foundation funded Shell Undergraduate Recruiting and Geoscience Education.

LaURGE: Louisiana Undergraduate Recruitment and Geoscience Education

NASA Astrophysics Data System (ADS)

Nunn, J. A.; Agnew, J.

2009-12-01

NSF and the Shell Foundation sponsor a program called Louisiana Undergraduate Recruitment and Geoscience Education (LaURGE). Goals of LaURGE are: 1) Interweave geoscience education into the existing curriculum; 2) Provide teachers with lesson plans that promote interest in geoscience, critical thinking by students, and are consistent with current knowledge in geoscience; and 3) Provide teachers with supplies that make these lessons the highlights of the course. Biology workshops were held at LSU in Baton Rouge and Centenary College in Shreveport in July 2009. 25 teachers including 5 African-Americans attended the workshops. Teachers were from public and private schools in seven different parishes. Teacher experience ranged from 3 years to 40 years. Courses impacted are Biology, Honors Biology, AP Biology, and Environmental Science. The workshops began with a field trip to Mississippi to collect fossil shark teeth and create a virtual field trip. After the field trip, teachers do a series of activities on fossil shark teeth to illustrate evolution and introduce basic concepts such as geologic time, superposition, and faunal succession. Teachers were also given a $200 budget from which to select fossils for use in their classrooms. One of our exercises explores the evolution of the megatoothed shark lineage leading to Carcharocles megalodon, the largest predatory shark in history with teeth up to 17 cm long. Megatoothed shark teeth have an excellent fossil record and show continuous transitions in morphology from the Eocene to Pliocene. We take advantage of the curiosity of sharks shared by most people, and allow teachers to explore the variations among different shark teeth and to explain the causes of those variations. Objectives are to have teachers (and their students): 1) sort fossil shark teeth into biologically reasonable species; 2) form hypotheses about evolutionary relationships; and 3) describe and interpret evolutionary trends in the fossil Megatoothed lineage. The exercise concludes with discussion of the environmental and biotic events occurring between the Eocene and Miocene epochs that may have caused evolutionary changes in the megatooth shark’s teeth. Other topics covered include radiometric age dating, biogeochemical cycles, and human impact on the carbon and sulfur cycles. Pretests and posttests were administered to assess effectiveness of the program as well as identify teacher misconceptions. This information will be used in future workshops. NSF funding will allow the biology workshops to be repeated in 2010. In addition, a new workshop for physics teachers will be introduced in 2010.

Geophysics & Geology Inspected.

ERIC Educational Resources Information Center

Neale, E. R. W.

1981-01-01

Summarizes findings of a recently published report of the Canadian Geoscience Council, which includes the following topics regarding college geology: facilities; teaching; undergraduate enrollments; postgraduate enrollments; geologic research; and integration of Canadian geoscience with other countries. (CS)

Beyond the data - Topics that resonate with students when communicating basic climate science in a Geoscience course

NASA Astrophysics Data System (ADS)

Bouvier-Brown, N. C.

2013-12-01

Instructors will undoubtedly want to cover basic climate change science in undergraduate geosciences courses. When instructors have limited time in a course, they would like to know what topics will not only provide factual climate data, but also resonate with students. Instructors want to bring a variety of information to the classroom, but even if time allows, this can sometimes become too overwhelming and lead to diminishing returns. This study is based on a series of surveys conducted in an upper-division Air Pollution/Atmospheric Chemistry course at Loyola Marymount University to assess students' opinions on climate change, how these opinions change throughout the semester, and what teaching resources/topics were most effective in catalyzing those changes. Data will be presented to show that not only opinions, but also the level of student confidence in this politically-sensitive topic, shifted by the end of the semester. At the end of the semester, students evaluated their level of agreement with how much each specific topic presented significantly contributed to their understanding that 1) the climate is indeed changing, and 2) humans have a large role in climate change. In general, students find the timeline of the link between greenhouse gases and temperature particularly compelling. Lastly, even in this physical science course students clearly gained an appreciation for the role of science in politics and social justice. Not only is this a tenant of liberal arts education, but it seems as if students find this interdisciplinary connection empowering.

Beyond the data - Topics that resonate with students when communicating basic climate science in a Geoscience course

NASA Astrophysics Data System (ADS)

Byrne, J. M.; McDaniel, S.; Graham, J.; Hoggan, J. C.

2011-12-01

Instructors will undoubtedly want to cover basic climate change science in undergraduate geosciences courses. When instructors have limited time in a course, they would like to know what topics will not only provide factual climate data, but also resonate with students. Instructors want to bring a variety of information to the classroom, but even if time allows, this can sometimes become too overwhelming and lead to diminishing returns. This study is based on a series of surveys conducted in an upper-division Air Pollution/Atmospheric Chemistry course at Loyola Marymount University to assess students' opinions on climate change, how these opinions change throughout the semester, and what teaching resources/topics were most effective in catalyzing those changes. Data will be presented to show that not only opinions, but also the level of student confidence in this politically-sensitive topic, shifted by the end of the semester. At the end of the semester, students evaluated their level of agreement with how much each specific topic presented significantly contributed to their understanding that 1) the climate is indeed changing, and 2) humans have a large role in climate change. In general, students find the timeline of the link between greenhouse gases and temperature particularly compelling. Lastly, even in this physical science course students clearly gained an appreciation for the role of science in politics and social justice. Not only is this a tenant of liberal arts education, but it seems as if students find this interdisciplinary connection empowering.

Where do students struggle in the field? Computer-aided evaluation of mapping errors from an undergraduate Field Geology summer course

NASA Astrophysics Data System (ADS)

Lang, K. A.; Petrie, G.

2014-12-01

Extended field-based summer courses provide an invaluable field experience for undergraduate majors in the geosciences. These courses often utilize the construction of geological maps and structural cross sections as the primary pedagogical tool to teach basic map orientation, rock identification and structural interpretation. However, advances in the usability and ubiquity of Geographic Information Systems in these courses presents new opportunities to evaluate student work. In particular, computer-based quantification of systematic mapping errors elucidates the factors influencing student success in the field. We present a case example from a mapping exercise conducted in a summer Field Geology course at a popular field location near Dillon, Montana. We use a computer algorithm to automatically compare the placement and attribution of unit contacts with spatial variables including topographic slope, aspect, bedding attitude, ground cover and distance from starting location. We compliment analyses with anecdotal and survey data that suggest both physical factors (e.g. steep topographic slope) as well as structural nuance (e.g. low angle bedding) may dominate student frustration, particularly in courses with a high student to instructor ratio. We propose mechanisms to improve student experience by allowing students to practice skills with orientation games and broadening student background with tangential lessons (e.g. on colluvial transport processes). As well, we suggest low-cost ways to decrease the student to instructor ratio by supporting returning undergraduates from previous years or staging mapping over smaller areas. Future applications of this analysis might include a rapid and objective system for evaluation of student maps (including point-data, such as attitude measurements) and quantification of temporal trends in student work as class sizes, pedagogical approaches or environmental variables change. Long-term goals include understanding and characterizing stochasticity in geological mapping beyond the undergraduate classroom, and better quantifying uncertainty in published map products.

Engaging the Geodetic and Geoscience Communities in EarthScope Education and Outreach

NASA Astrophysics Data System (ADS)

Charlevoix, D. J.; Berg, M.; Morris, A. R.; Olds, S. E.

2013-12-01

UNAVCO is NSF's geodetic facility and operates as a university-governed consortium dedicated to facilitating geoscience research and education, including the support of EarthScope. The Education and Community Engagement program at UNAVCO provides support for broader impacts both externally to the broader University and EarthScope community as well as internally to the UNAVCO. During the first 10 years of EarthScope UNAVCO has engaged in outreach and education activities across the EarthScope footprint ranging from outreach to formal and informal educators and interpreters, to technical training for university faculty and researchers. UNAVCO works jointly with the EarthScope National Office and IRIS while simultaneously maintaining and developing an independent engagement and education program. UNAVCO provides training in the form of technical short courses to researchers including graduate students and early-career professionals, and conducts educational workshops for K-12 educators. A suite of educational materials focused on the integration of EarthScope data into curriculum materials is available from UNAVCO and will soon expand the undergraduate offerings to include a broader suite of geodesy applications activities for undergraduate students. UNAVCO provides outreach materials and in support of EarthScope including summaries of research project and campaign highlights, science snapshots featuring summaries of scientific advancements made possible by UNAVCO services and non-technical communications via social media. UNAVCO also provides undergraduate students exposure to EarthScope science research participation in a year-long research internship managed by UNAVCO (Research Experiences in Solid Earth Science for Students - RESESS).

Making geoscience education accessible for students who are blind and visually impaired

NASA Astrophysics Data System (ADS)

Charlevoix, D. J.; Berg, M.; Morris, A. R.; Olds, S. E.

2011-12-01

UNAVCO is NSF's geodetic facility and operates as a university-governed consortium dedicated to facilitating geoscience research and education, including the support of EarthScope. The Education and Community Engagement program at UNAVCO provides support for broader impacts both externally to the broader University and EarthScope community as well as internally to the UNAVCO. During the first 10 years of EarthScope UNAVCO has engaged in outreach and education activities across the EarthScope footprint ranging from outreach to formal and informal educators and interpreters, to technical training for university faculty and researchers. UNAVCO works jointly with the EarthScope National Office and IRIS while simultaneously maintaining and developing an independent engagement and education program. UNAVCO provides training in the form of technical short courses to researchers including graduate students and early-career professionals, and conducts educational workshops for K-12 educators. A suite of educational materials focused on the integration of EarthScope data into curriculum materials is available from UNAVCO and will soon expand the undergraduate offerings to include a broader suite of geodesy applications activities for undergraduate students. UNAVCO provides outreach materials and in support of EarthScope including summaries of research project and campaign highlights, science snapshots featuring summaries of scientific advancements made possible by UNAVCO services and non-technical communications via social media. UNAVCO also provides undergraduate students exposure to EarthScope science research participation in a year-long research internship managed by UNAVCO (Research Experiences in Solid Earth Science for Students - RESESS).

Inspiring the undergraduate soil students for a future effective public outreach role: Success strategies and approaches.

NASA Astrophysics Data System (ADS)

Al-Ismaily, Said; Al-Maktoumi, Ali; Kacimov, Anvar

2015-04-01

Undergraduates, majoring in soil sciences (SS), have a broad holistic role because SS integrates several intertwined geo-environmental/ecological and socio-economical aspects. Consequently, students have to learn how the information, advice, practices and expertise, pertinent to food security, water shortage, hydropedology, among others amalgamate through SS . Hence, university SS-programs should incorporate public outreach activities. We present experience at Sultan Qaboos University (SQU) in Oman on how to develop an effective public outreach program that can be implemented by undergraduate students. Our strategy has three components : (i) offering a course Soil and Water Tour (SWAE 4110) of hydropedology nature that integrates field, laboratory-work, and presentation-extension activities; the course is research-oriented and designed to provide opportunities for students to practice their metacognitive abilities and critical thinking; the course is offered by the Department of Soils, Water & Agricultural Engineering (SWAE), (ii) Training and involving the undergraduates in planning and conducting enjoyable, interactive, and effective workshops for school pupils; a training workshop on "Soils" was conducted for pupils (a total 300 participants, grades 7-9) and teachers aiming to unveil the secrets and the role of soil in ecosystems; workshop was organized by the SWAE Students Society (iii) Guiding the undergraduates on the best practice for raising funds for their outreach activities (e.g. the undergraduates secured funds for the workshop on "Soils", which was sponsored by Muscat Municipality, a governmental agency, and several private companies such as HMR Consultants, Metal Engineering L.L.C and Bauer Nimr LLC); SS students were mentored in submission of research proposals to the national research agency (e.g. FURAP program of The Research Council, TRC, WWW.trc.gov.om). The three components were evaluated quantitatively and qualitatively using fixed-response and open-ended questions, interviews, and course evaluation. The analyzed results indicate that the outreach strategies are effective. For component (i) and based on students evaluation for SWAE 4110 collected in 2009-2013 (2 semesters/year) the course had an average rating of 3.6/4.0 while the College average for all sections (about 150/semester) during the same period was 3.3. The majority of the SS-students expressed their appreciation of the type of communication skills and team-work ethics gained, increased confidence, and enjoyment. For component (ii), school pupils feedback (based on 33 questionnaires) showed that more than 90% "agreed" or "strongly agreed" that they have learned new information/secrets about soils and the topics of the workshop enhanced their knowledge and ability to think critically about the role of soils in life. Undersecretary who participated in the Workshop, addressed the Vice Chancellor of SQU seeking the university assistance in adopting the materials of the workshop into school curriculum and encouraging a continuous pedagogical interactive experiments at school scale. For component (iii), a FURAP proposal on urban soils, submitted by students (classmates in SWAE 4110), was ranked N3 among 15 proposals submitted by SQU. The proposal was funded by TRC and received a National Award. Although this paper is oriented towards soil issues, the components, ideas and methodology of our public outreach endeavour can be modified to suit other topics in geosciences. Key words: Public outreach strategies; School pupils; Undergraduates in geosciences; Soil education.

InTeGrate's model for developing innovative, adaptable, interdisciplinary curricular materials that reach beyond the geosciences

NASA Astrophysics Data System (ADS)

Egger, A. E.; Baldassari, C.; Bruckner, M. Z.; Iverson, E. A.; Manduca, C. A.; Mcconnell, D. A.; Steer, D. N.

2013-12-01

InTeGrate is NSF's STEP Center in the geosciences. A major goal of the project is to develop curricula that will increase the geoscience literacy of all students such that they are better positioned to make sustainable decisions in their lives and as part of the broader society. This population includes the large majority of students that do not major in the geosciences, those historically under-represented in the geosciences, and future K-12 teachers. To achieve this goal, we established a model for the development of curricular materials that draws on the distributed expertise of the undergraduate teaching community. Our model seeks proposals from across the higher education community for courses and modules that meet InTeGrate's overarching goals. From these proposals, we select teams of 3-5 instructors from three or more different institutions (and institution types) and pair them with assessment and web experts. Their communication and development process is supported by a robust, web-based content management system (CMS). Over two years, this team develops materials that explicitly address a geoscience-related societal challenge, build interdisciplinary problem-solving skills, make use of real geoscience data, and incorporate geoscientific and systems thinking. Materials are reviewed with the InTeGrate design rubric and then tested by the authors in their own courses, where student learning is assessed. Results are reviewed by the authors and our assessment team to guide revisions. Several student audiences are targeted: students in general education and introductory geoscience courses, pre-service K-12 teachers, students in other science and engineering majors, as well as those in the humanities and social sciences. Curriculum development team members from beyond the geosciences are critical to producing materials that can be adopted for all of these audiences, and we have been successful in engaging faculty from biology, economics, engineering, sociology, Spanish, and other disciplines. In its first year, InTeGrate engaged 20 individuals from 17 different institutions on materials development teams. During interviews and responses to open-ended survey questions, first-year team members provided feedback about the challenges and successes of the model. Several described that the materials design rubric was a useful tool in guiding their work and pushed them in directions they may not have otherwise gone. Most responded that working as part of a team with members from different institutions created numerous challenges, but was ultimately beneficial in sharing ideas and resulted in a better product. Other key components to model success are the development of resources by the web experts to support use of the CMS and frequent feedback from the assessment team. All feedback was used to refine the model for the second year, during which 56 additional authors have begun to develop materials. By engaging this broad and diverse community in innovative curriculum development, we anticipate widespread adoption of InTeGrate materials.

Mastering the Concepts of Geologic Time: Novice Students' Understanding of the Principles of Relative Age

NASA Astrophysics Data System (ADS)

Speta, M.; Reid, L.

2010-12-01

Misconceptions can adversely affect students’ mastery of the fundamental geoscience concepts necessary for development of the knowledge base required to become a professional geoscientist. In the fall of 2009, in-class learning assessments were introduced into a large (400 student) undergraduate introductory geoscience course to help students develop expert-like problem solving skills for geologic problems. They were also designed to reveal students’ misconceptions on geoscience concepts in order to help direct the course of instruction. These assessments were based on simple, real-world scenarios that geoscientists encounter in their research. One of these assessments focused on the application of concepts of geologic time. It asked students to give the relative ages of granite, schist and shale based on a sketch of two outcrops, and to describe the reasoning behind their answer. In order to test all of the principles of relative age, the assignment had two possible solutions. A post-course analysis of student responses on these assessments was carried out using a modified constant comparative analysis method to identify common misconceptions. This analysis revealed that 61% of students failed to identify both possible solutions. Furthermore, 55% of students applied the principle of superposition to intrusive igneous and metamorphic rocks, and 18% treated the once connected outcrops as having separate geologic histories. 56% of students could not support their proposed geologic history with appropriate reasoning. These results suggest that the principles of relative geologic time that students had the greatest difficulty with were when to apply the principle of superposition and how to apply the principle of original continuity. Students also had difficulty using the principles of relative age to provide appropriate scientific reasoning for their choices.

An Ongoing Effort to Incorporate Undergraduate Research Across the Geoscience Curriculum

NASA Astrophysics Data System (ADS)

Eves, R.; Lohrengel, C. F.; Colberg, M. R.

2006-12-01

Because capstone experiences and senior research projects have a significant value added component, the geoscience faculty at Southern Utah University (SUU) began incorporating them into the curriculum in the fall of 2000. A project-based laboratory was introduced into the upper level sedimentology/stratigraphy course that gave students an opportunity to complete independent research and formally present it at a campus scholarship day. The success of this initial experiment in one course lead to the incorporation of project- based laboratories in paleontology, structural geology, mineralogy, and igneous/metamorphic petrology. Since three instructors are involved, the project-based approach is slightly different in each case, however the common denominators remain the same; directed student research, compilation and interpretation of real data, and presentation of those data to a live audience of, at a minimum, their classmates. The success of this experiment seems to have been mixed. Some curricula are just better suited for activities that encourage inquiry- and project-based learning, while others are less easily connected to this approach. We have learned much from these experiments, the most important being that they create significant opportunities for SUU geoscience students. The experiments have now expanded with research opportunities being incorporated at all levels. Many of the projects end with presentations at regional and national professional meetings. The dramatically improved quality of our senior-level capstone projects has also lead to numerous peer-reviewed publications. The longer we are involved with these projects, the more the students anticipate, and better prepare themselves to participate.

Does Question Structure Affect Exam Performance in the Geosciences?

NASA Astrophysics Data System (ADS)

Day, E. A.; D'Arcy, M. K.; Craig, L.; Streule, M. J.; Passmore, E.; Irving, J. C. E.

2015-12-01

The jump to university level exams can be challenging for some students, often resulting in poor marks, which may be detrimental to their confidence and ultimately affect their overall degree class. Previous studies have found that question structure can have a strong impact on the performance of students in college level exams (see Gibson et al., 2015, for a discussion of its impact on physics undergraduates). Here, we investigate the effect of question structure on the exam results of geology and geophysics undergraduate students. Specifically, we analyse the performance of students in questions that have a 'scaffolded' framework and compare them to their performance in open-ended questions and coursework. We also investigate if observed differences in exam performance are correlated with the educational background and gender of students, amongst other factors. It is important for all students to be able to access their degree courses, no matter what their backgrounds may be. Broadening participation in the geosciences relies on removing systematic barriers to achievement. Therefore we recommend that exams are either structured with scaffolding in questions at lower levels, or students are explicitly prepared for this transition. We also recommend that longitudinal studies of exam performance are conducted within individual departments, and this work outlines one approach to analysing performance data.

Texas A&M Geosciences and the growing importance of transfer students

NASA Astrophysics Data System (ADS)

Riggs, E. M.

2012-12-01

Texas A&M University at College Station is the flagship university for the Texas A&M System, and is a major destination for transfer students, both from inside and outside the A&M system. The College of Geosciences consists of four academic departments and organized research centers spanning geoscience disciplines of Geology & Geophysics, Geography, Oceanography and Atmospheric Sciences. Two additional interdisciplinary degree programs offer undergraduate degrees in Environmental Geosciences and Environmental Studies and graduate degrees in Water and Hydrological Sciences. The College has increased its undergraduate enrollment and graduation numbers substantially in recent years, growing from 105 Baccalaureate graduates in 2006-07 College-wide to 187 in 2010-11. This 80% growth over this time period has greatly outpaced the undergraduate degree completion growth rate of 10% for the University as a whole. While the College of Geosciences is still the smallest at A&M in terms of overall B.S. graduation rate, it is by far the fastest growing of the nine undergraduate degree-granting colleges over the last five years. A significant number of our incoming and graduating undergraduate students are transfers from primarily 2-year colleges, mostly concentrated in the southeastern portion of Texas. University-wide between 2006 and 2010, 23-25% of degree recipients entered as transfer students. In the College of Geosciences transfer students are an even more significant portion of our graduating students, making up 34-35% of graduates during the same period. Most of the recent undergraduate enrollment growth in the College, however, has come from an increase in first-time freshmen and not from an increase in transfer admissions. Recent efforts to reinvigorate transfer admissions have sharply reversed this trend. Current enrollment data shows that incoming transfer students this year once again more closely mirror historic graduation rates with 34% of our new students entering by transferring in. Beyond the numbers, there are other observations, concerns, and opportunities for partnerships between Texas A&M Geosciences and our surrounding community college students and programs. Through careful tracking of admitted transfer students, we have seen an unfortunate but consistent drop in GPAs among most transfers after arriving at Texas A&M. This results from gaps in preparation, mismatches in expectations, or curricular stumbling blocks. Recognition of this problem has provided an opportunity to spur efforts to help this incoming third of our student body reach their highest potential. Community college populations in our region also tend to be more diverse than first-time freshmen in general, and we are actively working to build stronger formal ties to community college feeder programs within the Houston metro area and other targeted regions within southeast Texas as part of our broader strategy to enhance diversity across our College. Seeing after the proper preparation and "onboarding" of this increasingly diverse and varied group of transfer students will be important for ensuring their success and the vitality of undergraduate programs in the geosciences as the entire university moves toward an increased emphasis on community college transfers.

Applying the Geoscience Education Research Strength of Evidence Pyramid: Developing a Rubric to Characterize Existing Geoscience Teaching Assistant Training Studies

ERIC Educational Resources Information Center

Bitting, Kelsey S.; Teasdale, Rachel; Ryker, Katherine

2017-01-01

Graduate teaching assistants (GTAs) are responsible for direct instruction of geoscience undergraduate students at an array of universities and have a major effect on the knowledge, beliefs, and practices of their students. GTAs benefit from in-department training in both beliefs and practices that align with the existing literature on teaching…

Hiring and Retention: Key Factors in Increasing Gender Diversity in the Geosciences

NASA Astrophysics Data System (ADS)

Holmes, M.; O'Connell, S.; Frey, C.

2004-12-01

Graduation and hiring data of geoscientists over the last ten years indicate that the largest leak in the academic pipeline for women geoscientists is at hiring into tenure-track positions. Anecdotal explanations for this leak generally cite a lack of females in the applicant pool, but women in tenure-track positions anecdotally cite a lack of family-friendly practices by academic departments. Both ideas are currently being tested via surveys of geoscience departments. Is there a way to attract more women to the field to increase the applicant pool? Results of focus groups of geoscientists indicate that both men and women are attracted into the field of geosciences by the same types of events: over one-third became a geoscientist by randomly walking into an undergraduate class and finding themselves captivated by the topic and/or a dynamic instructor. The subject matter itself attracts another one-fourth, and family members encourage another one-fifth of geoscientists to initially enter the field. Slightly more women cite the first attractor of undergraduate class, but the principal draw for our future workforce, male and female, is good instruction of freshman courses. Retention of women in academia is another key issue. The proportion that considers leaving after working towards one or more degrees is highly skewed by gender: one-half of female and only one-third of male geoscientists considered leaving the field at some time in their career. The reasons for considering leaving also differ by gender. Males cite financial issues, including an uncertain job market. Females cite two principal reasons for considering leaving: family issues and difficulties with a graduate advisor. Strategies currently exist for "family issues", including stop-the-clock (of tenure for family needs), assignment shift, on-campus daycare facilities, and unflinching administrative support for such practices. Graduate advising is a learnable skill, and more attention needs to be paid to this critical issue for female retention in the geosciences.

Increasing participation in the Earth sciences through engagement of K-12 educators in Earth system science analysis, inquiry and problem- based learning and teaching

NASA Astrophysics Data System (ADS)

Burrell, S.

2012-12-01

Given low course enrollment in geoscience courses, retention in undergraduate geoscience courses, and granting of BA and advanced degrees in the Earth sciences an effective strategy to increase participation in this field is necessary. In response, as K-12 education is a conduit to college education and the future workforce, Earth science education at the K-12 level was targeted with the development of teacher professional development around Earth system science, inquiry and problem-based learning. An NSF, NOAA and NASA funded effort through the Institute for Global Environmental Strategies led to the development of the Earth System Science Educational Alliance (ESSEA) and dissemination of interdisciplinary Earth science content modules accessible to the public and educators. These modules formed the basis for two teacher workshops, two graduate level courses for in-service teachers and two university course for undergraduate teacher candidates. Data from all three models will be presented with emphasis on the teacher workshop. Essential components of the workshop model include: teaching and modeling Earth system science analysis; teacher development of interdisciplinary, problem-based academic units for implementation in the classroom; teacher collaboration; daily workshop evaluations; classroom observations; follow-up collaborative meetings/think tanks; and the building of an on-line professional community for continued communication and exchange of best practices. Preliminary data indicate increased understanding of Earth system science, proficiency with Earth system science analysis, and renewed interest in innovative delivery of content amongst teachers. Teacher-participants reported increased student engagement in learning with the implementation of problem-based investigations in Earth science and Earth system science thinking in the classroom, however, increased enthusiasm of the teacher acted as a contributing factor. Teacher feedback on open-ended questionnaires about impact on students identify higher order thinking, critical evaluation of quantitative and qualitative information, cooperative learning, and engagement in STEM content through inquiry as core competencies of this educational method. This presentation will describe the program model and results from internal evaluation.

Assessing Undergraduate Curriculum Through Student Exit Vectors

NASA Astrophysics Data System (ADS)

Keane, C. M.; Gonzales, L.; Martinez, C.

2008-12-01

One aspect of assessing the undergraduate curriculum is recognizing that the exit vector of the student is a metric in the absence of a structured assessment program. Detailed knowledge across all geosciences departments regarding the disposition of their recent baccalaureate recipients has been at best inconsistent, and in the case of about half of geoscience programs, non-existent. However, through examining of multiple datasets, a pattern of disposition of geosciences BS recipients emerges, providing a snapshot of the system- wide response to the system-wide "average" program. This pattern can also be juxtaposed against several frameworks of desired skill sets for recent graduates and the employment sectors likely to hire them. The question remains is can one deduce the effectiveness of the undergraduate program in placing graduates in their next step, whether in graduate school or the workplace. Likewise, with an increasing scrutiny on the "value" of an education, is the resulting economic gain sufficient for the student, such that programs will be viewed as sustainable. A factor in answering this question is the importance of the undergraduate program in the ultimate destination of the professional. Clear pathways exist for "optimal" schools for the production of new faculty and new industry professionals, but is it possible to identify those trends further up the educational pipeline? One major mechanism to examine the undergraduate program effectiveness related to exit vectors is to look at hiring trends witnessed related to markedly different program structures, such as those at universities outside of the United States. Rectifying academic programs between the United States and other national systems is often a challenge, but even given the substantial differences between depth of technical knowledge and breadth of education across these programs, in the end, the sum product is often viewed as roughly comparable. This paper will look at end-of-baccalaureate vectors in several countries, including Australia and South Africa, and how it reflects on the structure of their programs, how the programs align with the country's professional needs, and the ability for the undergraduate geosciences system to provide the key intellectual feedstock for sustaining the geosciences discipline in these countries.

Recruiting Fresh Faces: Engaging the Next Generation of Geoscientists

NASA Astrophysics Data System (ADS)

Martinez, C. M.; Keane, C. M.; Gonzales, L. M.

2008-12-01

Approximately 385,000 college students take an introductory geoscience course each year in the United States, according to a study by the American Geological Institute (AGI). This represents only 2.3 percent of the total enrolled higher education population in the US. Though geoscience departments frequently report that introductory geoscience courses are a major source for recruiting new majors, the large numbers of students enrolled in introductory geoscience courses result in only approximately 2,300 new geoscience majors each year, or 0.1 percent of the total college population. According to the College Board, more than 19,000 SAT test-takers in 2007 indicated an interest in pursuing a major in Physical Science, Interdisciplinary Science or Engineering. Forty-nine percent of SAT-takers have had an earth or space science course during high school. There is large pool of college-bound students may be interested in the geosciences, but are unaware of the educational and career opportunities available to them. In an effort to increase the flow of top talent into the geosciences, the American Geological Institute (AGI) launched an ambitious student engagement initiative as part of its Geoscience Workforce Program. This initiative will assist geoscience departments in engaging and recruiting new majors from introductory geoscience courses and will help students connect with the professional community. The academic geoscience community makes up less than 17 percent of the entire geoscience workforce, and many students may not be aware of careers available in other industries and sectors. AGI will make updated careers resources, including diverse employment opportunities, salary potential, and quality of life information, freely available to geoscience instructors for use in their introductory courses. Beginning in Fall 2008, AGI will distribute a New Majors Kit to students in selected geoscience departments. These kits will include tools to help students in their careers, such as access to the Online Glossary of Geology, and will also allow students to join several professional geoscience societies free of charge so that they are included in our global community from the beginning of their academic careers. AGI is creating a global network for geoscience students using social networking and video-sharing websites. Student engagement materials will also address parents' concerns, since they have considerable influence in students' decisions. According to a study by the National Research Center for College and University Admissions, 70 percent of high school juniors say their parents influence their college choices. The AGI Student Engagement Initiative is designed to compliment the recruiting efforts of individual geoscience departments and to assist them in attracting the next generation of geoscientists to our community.

An Analysis of NSF Geosciences 2009 Research Experience for Undergraduate Site Programs

NASA Astrophysics Data System (ADS)

Sanchez, S. C.; Patino, L. C.; Rom, E. L.; Weiler, S. C.

2009-12-01

The Research Experience for Undergraduate (REU) Program at the U.S. National Science Foundation (NSF) provides undergraduate students the opportunity to conduct research at different institutions and in areas that may not be available in their home campuses. The Geosciences REU Sites foster research opportunities in areas closely aligned with undergraduate majors and facilitates discovery of the multidisciplinary nature of the Geosciences. The aim of this paper is to provide an overview of the Geosciences REU Site programs run in 2009. A survey requesting information on recruitment methods, student demographics, enrichment activities, and fields of research was sent to the Principal Investigators of each of the 50 active REU Sites; over 70% of the surveys were returned with the requested information. The internet is the most widely used mechanism to recruit participants, but the survey did not distinguish among different tools like websites, emails, social networks, etc. The admissions rate for REU Sites in Geosciences varies from less than 10% to 50%, with the majority of participants being rising seniors and juniors. A few Sites include rising sophomores. At least 40% of the participants come from non-PhD granting institutions. Among the participants, gender distribution is balanced, with a slightly larger number of female participants. Regarding ethnic diversity, the REU Sites reflect the difficulty of attracting diverse students into Geosciences as a discipline; more than 75% of the participants are Caucasian and Asian students. Furthermore, participants from minority-serving institutions constitute a small percentage of those taking part in these research experiences. The enrichment activities are very similar across the REU Sites, and mimic well activities common to the scientific community, including intellectual exchange of ideas (lab meetings, seminars, and professional meetings), networking and social activities. There are some clear similarities among REU Sites managed by the three divisions in the Directorate of Geosciences (e.g. recruitment tools, academic level of participants, and enrichment activities), but other aspects vary among the Sites managed by the different divisions (e.g. admissions rate, diversity, and distribution among research disciplines). The results from this survey will be used to examine strengths in the REU Sites in the Geosciences, opportunities that may be under utilized, and community needs to enhance this NSF wide program.

Mentored undergraduate research in the geosciences

NASA Astrophysics Data System (ADS)

Judge, Shelley; Pollock, Meagen; Wiles, Greg; Wilson, Mark

2012-09-01

There is little argument about the merits of undergraduate research, but it can seem like a complex, resource-intensive endeavor [e.g., Laursen et al., 2010; Lopatto, 2009; Hunter et al., 2006]. Although mentored undergraduate research can be challenging, the authors of this feature have found that research programs are strengthened when students and faculty collaborate to build new knowledge. Faculty members in the geology department at The College of Wooster have conducted mentored undergraduate research with their students for more than 60 years and have developed a highly effective program that enhances the teaching, scholarship, and research of our faculty and provides life-changing experiences for our students. Other colleges and universities have also implemented successful mentored undergraduate research programs in the geosciences. For instance, the 18 Keck Geology Consortium schools (http://keckgeology.org/), Princeton University, and other institutions have been recognized for their senior capstone experiences by U.S. News & World Report.

Engaging Non-Science Majors Through Citizen Science Projects In Inquiry-Based Introductory Geoscience Laboratory Courses

NASA Astrophysics Data System (ADS)

Humphreys, R. R.; Hall, C.; Colgan, M. W.; Rhodes, E.

2010-12-01

Although inquiry-based/problem-based methods have been successfully incorporated in undergraduate lecture classes, a survey of commonly used laboratory manuals indicates that few non-major geoscience laboratory classes use these strategies. The Department of Geology and Environmental Geosciences faculty members have developed a successful introductory Environmental Geology Laboratory course for undergraduate non-majors that challenges traditional teaching methodology as illustrated in most laboratory manuals. The Environmental Geology lab activities employ active learning methods to engage and challenge students. Crucial to establishing an open learning environment is capturing the attention of non-science majors from the moment they enter the classroom. We use catastrophic ‘gloom and doom’ current events to pique the imagination with images, news stories, and videos. Once our students are hooked, we can further the learning process with use of other teaching methods: an inquiry-based approach that requires students take control of their own learning, a cooperative learning approach that requires the participation of all team members in peer learning, and a problem/case study learning approach that primarily relies on activities distilled from current events. The final outcome is focused on creating innovative methods to communicate the findings to the general public. With the general public being the audience for their communiqué, students are less intimated, more focused, and more involved in solving the problem. During lab sessions, teams of students actively engage in mastering course content and develop essential communication skills while exploring real-world scenarios. These activities allow students to use scientific reasoning and concepts to develop solutions for scenarios such as volcanic eruptions, coastal erosion/sea level rise, flooding or landslide hazards, and then creatively communicate their solutions to the public. For example, during a two-week section on Earthquakes, teams study the effects of seismic motion on sediments underlying the Charleston, South Carolina region. Students discover areas where the greatest damage occurred during the 1886 earthquake via a walking tour of Charleston. Extracting information from historical and topographic maps, and aerial and satellite imagery provides students with the necessary information to produce an earthquake hazard map of the area. Applying the creativity and knowledge base of the multidisciplinary students generates a startling array of innovative methods for communicating their results: brochures, storybooks, computer-animated hazard maps, Facebook pages, YouTube videos - even Virtual Reality avatars! When allowed to use their imaginations and resourcefulness, these students have no bounds! Not only does the application of inquiry-based problem solving methodology in conjunction with cooperative learning enhance comprehension of the material, but by allowing undergraduate students to develop methods of communicating their knowledge to the public through an interesting variety of medium, students remain focused, engaged, and even excited about learning science that otherwise intimidated them.

An Undergraduate Student's Perspective on Geoscience Research

NASA Astrophysics Data System (ADS)

Wilder, A.; Feeley, T.; Michelfelder, G.

2011-12-01

Traditionally, the roles of field experiences in geoscience teaching have come from experienced instructors and researchers with a dedicated interest in how students learn. In this presentation we provide the opposite perspective; that of an undergraduate student at the beginning of her research career. We discuss the benefits and challenges associated with the initial field work and extend our discussion to include subsequent analytical-based laboratory studies. At Montana State University we are addressing key questions related to magma generation and differentiation at three volcanoes in the Central Andes. These are Volcan Uturuncu in southwest Bolivia and the Lazufre system consisting of Lastarria volcano and Cordon del Azufre in Chile and Argentina. To address these issues students collected rock samples and mapped lava flows in the field during the past two Spring Semesters. Upon return to campus the students prepared the samples for whole rock and mineral analyses, followed by travel to and work in external laboratories analyzing and collecting high precision geochemical data. The benefits these experiences provide include the following. First, due to the localities of the field sites, students become familiar with the difficult logistics associated with planning and performing field work in remote localities. Second, in performing the field work, students gain an appreciation of scale and exposure; topics not typically addressed in standard course work. Third, through close interaction with internal and external faculty, graduate students, and professional geologists, undergraduate students build strong relationships with scientists in the area of their interests. Fourth, by acquiring and interpreting high quality field and analytical data, they learn in-depth about modern philosophies, technologies, and data in the geosciences, providing them with skills and experiences that will be of value in their future careers or graduate work. They also learn how to formulate research questions, how to systematically investigate these questions, how to prioritize their time, and how to critique their work objectively. Finally, by presenting the results of their work at professional meetings and departmental seminars, they share in the excitement of making new discoveries and generating results that are truly used. The most significant challenges are time and money. Costs related to stipends, analytical expenses, and travel are substantial and likely prohibitive for many individual students without generous grant or institutional support. Time is equally prohibitive because it can involve periods of more than two years from initial planning to dissemination of the results, in addition to disruption of progression within the undergraduate course curriculum. The latter is particularly significant in this case where field work was conducted in the Southern Hemisphere during the traditional Spring Semesters. As such, success in field- and laboratory-based petrology research at the undergraduate level requires replacing the concept of a "senior thesis" with that of a longer term project beginning as early as, perhaps, the sophomore year.

Alliances for Undergraduate Research in the Geosciences Through Collaborative Recruitment

NASA Astrophysics Data System (ADS)

Pandya, R.; Eriksson, S.; Haacker-Santos, R.; Calhoun, A.

2006-12-01

Undergraduate research is a key strategy for encouraging students to pursue graduate school and careers in science end engineering. In the geosciences, where participation by members of underrepresented groups is among the lowest of any science field, these programs must continue and strengthen their efforts to engage students from historically underrepresented groups. A significant limitation on our ability to engage students from historically underrepresented groups comes from the expense, in terms of time and resources, of promoting these career options to talented undergraduates considering a host of STEM careers. Another hurdle is our ability to match students with research projects tailored to their interests. Further complicating this is the challenge of matching students who have culturally motivated geographic constraints—for example, Native students who seek to serve their local community—to relevant opportunities. As a result, we believe that a number of highly qualified students never fully consider careers in the geosciences. To address these obstacles, we propose an alliance of undergraduate research programs in the geosciences. In this model, all members of the alliance would share recruiting, and students would submit a single application forwarded to all alliance members. The Alliance could offer applicants multiple research opportunities, from across the alliance, tailored to fit the applicant's needs and interests. This strategy has proven very effective in other fields; for example, the Leadership Alliance allows 32 member institutions to offer internships and fellowships through one central application process. SOARS and RESESS, programs in atmospheric science and geophysics, respectively, have done this co-recruiting for two years. There are many benefits to this type of alliance. First, it would allow programs to leverage and coordinate their recruiting investments. From our experience with SOARS and RESESS, much of the effort in recruiting involves education about careers in the geosciences. By collaborating to build awareness of the geosciences, all partnering institutions and programs would have access to a larger applicant pool, thus enabling them to select the most qualified applicants for their programs. Second, applicants could be more easily matched with programs fitting their stated research interests. Third, fewer highly qualified applicants would be overlooked and discouraged from approaching a career in geosciences. By focusing alliance activities on attracting students form underrepresented groups who have not considered geoscience careers, we could increase the number of students from underrepresented groups who pursue careers in geoscience fields. Our presentation will describe the initial SOARS/RESESS collaboration, next steps to build the alliance, and invite additional participation in the alliance.

Diversifying the Geosciences: Examples from the Arctic

NASA Astrophysics Data System (ADS)

Holmes, R. M.

2017-12-01

Like other realms of the geosciences, the scientists who comprise the Arctic research community tends to be white and male. For example, a survey of grants awarded over a 5-year period beginning in 2010 by NSF's Arctic System Science and Arctic Natural Sciences programs showed that over 90% of PIs were white whereas African Americans, Hispanics, and Native Americans together accounted for only about 1% of PIs. Over 70% of the PIs were male. I will suggest that involving diverse upper-level undergraduate students in authentic field research experiences may be one of the shortest and surest routes to diversifying the Arctic research community, and by extension, the geoscientific research community overall. Upper-level undergraduate students are still open to multiple possibilities, but an immersive field research experience often helps solidify graduate school and career trajectories. Though an all-of-the-above strategy is needed, focusing on engaging a diverse cohort of upper-level undergraduate students may provide one of the most efficient means of diversifying the geosciences over the coming years and decades.

Short-term, informal, and low-stakes scientific laboratory and field experiences improve STEM student retention and academic success

NASA Astrophysics Data System (ADS)

Hintz, C.; Pride, C. J.; Cox, T.

2017-12-01

Formal internship experiences strongly improve student success in the STEM fields. Classical programs like NSF's Research Experiences for Undergraduates are highly successful for traditional and non-traditional students. Moreover when early undergraduate and at-risk (e.g., low income, academically-challenged) students engage in these experiences, their career paths are re-enforced or changed, academic progress and retention improves, and they are encouraged to continue into graduate school. Students build connections to their course-based learning and experience the life of a working scientist. However, NSF formal experiences are relatively expensive to provide (>5000 per student per experience) and are available to fewer than 5% of geoscience majors each year. Although other funded formal internship opportunities exist, they are likely available to no more than 10% of total enrolled geoscience students. These high-quality programs cannot impact enough early undergraduate students to encourage their remaining in science and improve the current overall retention and graduation rates in the US. Savannah State University faculty successfully completed multiple grants funding low-stakes undergraduate field-science experiences. These short-term (semester to year), part-time (5-10h/week) experiences provide similar classroom-to-real-world science connections, offer students direct laboratory and field experiences, build skill sets, and provide a small source of revenue assisting financially-challenged students to stay on campus rather than seeking off-campus employment. For a much lower investment in time and grant resources (500-1500 per student per experience), participant graduation rates exceeded 80%, well above the university 27-34% graduation rate during the same time period. Relatively small infusions of research dollars targeting undergraduate experiences in the field and laboratory could significantly impact long-term student outcomes in STEM disciplines. These findings supported by NSF OCE-1460457, OCE-1156525, GEO-0914680; ONR N00014-12-1-0969.

Emerging Geoscience Education Research at the University of British Columbia

NASA Astrophysics Data System (ADS)

Jones, F. M.; Harris, S.; Wieman, C.; Gilley, B.; Lane, E.; Caulkins, J.

2009-12-01

Geoscience education research (GER) in UBC’s Department of Earth and Ocean Sciences (EOS) began due to a well funded 5-yr Faculty of Science project called the Carl Wieman Science Education Initiative (CWSEI). This initiative takes an evidence-based, scientific approach to improving education by 1) establishing what students should learn; 2) scientifically measuring what students are learning; 3) adapting instruction and curricula using effective technologies and pedagogical research; and 4) disseminating and adopting what works. The presentation will discuss how this initiative has fostered a growing GER presence within our Department. CWSEI funding has enabled the EOS Department to hire 4 full-time Science Teaching and Learning Fellows (STLFs) who work directly with faculty to optimize courses and curricula. Much of the effort goes into developing active learning opportunities and rigorous ways to measure student learning and attitudes. Results serve as feedback for both students and instructors. Over 10 research projects have so far been initiated as a result of course and curriculum transformation. Examples include studies about: student attitudes towards Earth and Ocean Sciences; the effects of multiple instructors in courses; links between student in-class engagement and pedagogy; how certain instructional interventions promote metacognition; and others. Also, many modified courses use pre- and post-testing to measure learning gains. One undergraduate honors thesis, about assessing conceptual understanding of geological time, has been completed. Keys to fostering GER in our setting include: (1) faculty commitment to change, based on funding from CWSEI, (2) full-time Earth scientists (STLFs) who catalyze and support change, and (3) support from CWSEI science education experts. Specifically: - STLFs are trained Earth scientists but were not initially science education experts. Continuous support from CWSEI has been crucial for building expertise about how science is learned. - STLFs neither teach nor do course development alone. Rather, they bring dedication, focus, and enthusiasm to work with faculty members, and involve them in research aspects of the project. - Faculty effort is supported with reduced teaching loads. By project’s end, most (45-50) faculty members will have participated. Already, some have begun to actively pursue GER. - Students are involved: a new geoscience education course encourages graduate students to adopt scientific approaches to teaching early in their careers, and we engage undergraduates to assist with collection and analysis of education research data. Sustaining GER is challenging, therefore all reporting requirements are designed with transfer and sustainable practice in mind. Half way into the project, we have involved over 60% of our teaching faculty, worked on over 20 courses, and initiated several projects that affect our Department’s teaching in general. Faculty are beginning to engage in their own GER projects by observing where improvement is desirable, proposing and implementing changes, and measuring the effects. This scientific approach to teaching and learning is helping catalyze a sustainable GER presence in our department.

Undergraduate Research as a Primary Pathway to STEM Careers: Perspectives from the Council on Undergraduate Research

NASA Astrophysics Data System (ADS)

Manley, P. L.; Ambos, E. L.

2012-12-01

Undergraduate research (UR) is one of the most authentic and effective ways to promote student learning, and is a high-impact educational practice that can lead to measurable gains in student retention and graduation rates, as well as career aspirations. In recent years, UR has expanded from intensive summer one-on-one faculty-student mentored experiences to application in a variety of educational settings, including large lower division courses. The Council on Undergraduate Research (CUR), founded in 1978, is a national organization of individual (8000) and institutional members (650) within a divisional structure that includes geosciences, as well as 10 other thematic areas. CUR's main mission is to support and promote high-quality undergraduate student-faculty collaborative research and scholarship that develops learning through research. CUR fulfills this mission through extensive publication offerings, faculty and student-directed professional development events, and outreach and advocacy activities that share successful models and strategies for establishing, institutionalizing, and sustaining undergraduate research programs. Over the last decade, CUR has worked with hundreds of academic institutions, including two-year colleges, to develop practices to build undergraduate research into campus cultures and operations. As documented in CUR publications such as Characteristics of Excellence in Undergraduate Research (COEUR), strategies institutions may adopt to enhance and sustain UR often include: (1) the establishment of a central UR campus office, (2) extensive student and faculty participation in campus-based, as well as regional UR celebration events, (3) development of a consistent practice of assessment of UR's impact on student success, and, (4) establishment of clear policies for recognizing and rewarding faculty engagement in UR, particularly with respect to mentorship and publication with student scholars. Three areas of current focus within the international UR community are particularly important to considerations of broadening and strengthening the pipeline of students entering careers in geosciences and other STEM disciplines: (1) embedding UR more effectively and systematically throughout the undergraduate curriculum, (2) connecting UR experiences with student developmental arcs in content knowledge and skill integration, and, (3) growing the scholarship of study of impact of UR on student success and professional achievements. Case studies of institutions, particularly those that represent collaborations between two and four year colleges and universities, that are successfully addressing these focus areas will be presented, along with specific challenges to expanding the use of UR in lower division curricula.

Facilitating Classroom Innovation in the Geosciences Through the NSF Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) Program

NASA Astrophysics Data System (ADS)

Singer, J.; Ryan, J. G.

2012-12-01

The Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) program seeks to improve the quality of science, technology, engineering, and mathematics (STEM) education for all undergraduate students. Activities supported by the TUES program include the creation, adaptation, and dissemination of learning materials and teaching strategies, development of faculty expertise, implementation of educational innovations, and research on STEM teaching and learning. The TUES program especially encourages projects that have the potential to transform undergraduate STEM education and active dissemination and building a community of users are critical components of TUES projects. To raise awareness about the TUES program and increase both the quality and quantity of proposals submitted by geoscientists to the program, information sessions and proposal writing retreats are being conducted. Digital resources developed especially for the geosciences community are available at www.buffalostate.edu/RTUGeoEd to share information about the TUES program and the many ways this NSF program supports innovation in geoscience education. This presentation also addresses identified impediments to submitting a TUES proposal and strategies for overcoming reasons discouraging geoscientists from preparing a proposal and/or resubmitting a declined proposal.

Teaching Spatial Thinking in Undergraduate Geology Courses Using Tools and Strategies from Cognitive Science Research

NASA Astrophysics Data System (ADS)

Ormand, C. J.; Shipley, T. F.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T. A.; Tikoff, B.; Atit, K.; Gagnier, K. M.; Resnick, I.

2015-12-01

Spatial visualization is an essential skill in the STEM disciplines, including the geological sciences. Undergraduate students, including geoscience majors in upper-level courses, bring a wide range of spatial skill levels to the classroom. Students with weak spatial skills may struggle to understand fundamental concepts and to solve geological problems with a spatial component. However, spatial thinking skills are malleable. Using strategies that have emerged from cognitive science research, we developed a set of curricular materials that improve undergraduate geology majors' abilities to reason about 3D concepts and to solve spatially complex geological problems. Cognitive science research on spatial thinking demonstrates that predictive sketching, making visual comparisons, gesturing, and the use of analogy can be used to develop students' spatial thinking skills. We conducted a three-year study of the efficacy of these strategies in strengthening the spatial skills of students in core geology courses at three universities. Our methodology is a quasi-experimental quantitative design, utilizing pre- and post-tests of spatial thinking skills, assessments of spatial problem-solving skills, and a control group comprised of students not exposed to our new curricular materials. Students taught using the new curricular materials show improvement in spatial thinking skills. Further analysis of our data, to be completed prior to AGU, will answer additional questions about the relationship between spatial skills and academic performance, spatial skills and gender, spatial skills and confidence, and the impact of our curricular materials on students who are struggling academically. Teaching spatial thinking in the context of discipline-based exercises has the potential to transform undergraduate education in the geological sciences by removing one significant barrier to success.

Societal challenges-oriented data-rich undergraduate teaching resources for geoscience classrooms and field courses

NASA Astrophysics Data System (ADS)

Pratt-Sitaula, B. A.; Walker, B.; Douglas, B. J.; Crosby, B. T.; Charlevoix, D. J.; Crosby, C. J.; Shervais, K.

2016-12-01

The NSF-funded GEodesy Tools for Societal Issues (GETSI) project is developing modules for use in introductory and majors-level courses that emphasize a broad range of geodetic data and quantitative skills applied to societally important issues of climate change, natural hazards, and water resources (serc.carleton.edu/getsi). The modules fill gaps in existing undergraduate curricula, which seldom include geodetic methods. Published modules are "Ice mass and sea level changes", "Imaging active tectonics with LiDAR and InSAR", "Measuring water resources with GPS, gravity, and traditional methods", "Surface process hazards", and "GPS, strain, and earthquakes". The GETSI Field Collection features geodetic field techniques. The field-oriented module "Analyzing high resolution topography with terrestrial laser scanning (TLS) and structure from motion (SfM)" is already published and "High precision positioning with static and kinematic GPS" will be published in 2017. Modules are 1-3 weeks long and include student exercises, data analysis, and extensive supporting materials. For field modules, prepared data sets are provided for courses that cannot collect field data directly. All modules were designed and developed by teams of faculty and content experts and underwent rigorous review and classroom testing. Collaborating institutions are UNAVCO (which runs NSF's Geodetic Facility), Indiana University, Mt San Antonio College, and Idaho State University. Science Education Resource Center (SERC) is providing assessment and evaluation expertise. If future funding is successful, the topic range will be expanded (e.g., volcanic hazards, more water resources, and ecological applications of geodesy). Funding to date has been provided by NSF's TUES (Transforming Undergraduate Education in STEM) and IUSE (Improving Undergraduate STEM Education).

PROGRESS (PROmoting Geoscience Research Education and SuccesS): a novel mentoring program for retaining undergraduate women in the geosciences

NASA Astrophysics Data System (ADS)

Clinton, Sandra; Adams, Amanda; Barnes, Rebecca; Bloodhart, Brittany; Bowker, Cheryl; Burt, Melissa; Godfrey, Elaine; Henderson, Heather; Hernandez, Paul; Pollack, Ilana; Sample McMeeking, Laura Beth; Sayers, Jennifer; Fischer, Emily

2017-04-01

Women still remain underrepresented in many areas of the geosciences, and this underrepresentation often begins early in their university career. In 2015, an interdisciplinary team including expertise in the geosciences (multiple sub-disciplines), psychology, education and STEM persistence began a project focused on understanding whether mentoring can increase the interest, persistence, and achievement of undergraduate women in geoscience fields. The developed program (PROGRESS) focuses on mentoring undergraduate female students, starting in their 1st and 2nd year, from two geographically disparate areas of the United States: the Carolinas in the southeastern part of the United States and the Front Range of the Rocky Mountains in the western part of the United States. The two regions were chosen due to their different student demographics, as well as the differences in the number of working female geoscientists in the region. The mentoring program includes a weekend workshop, access to professional women across geoscience fields, and both in-person and virtual peer networks. Four cohorts of students were recruited and participated in our professional development workshops (88 participants in Fall 2015 and 94 participants in Fall 2016). Components of the workshops included perceptions of the geosciences, women in STEM misconceptions, identifying personal strengths, coping strategies, and skills on building their own personal network. The web-platform (http://geosciencewomen.org/), designed to enable peer-mentoring and provide resources, was launched in the fall of 2015 and is used by both cohorts in conjunction with social media platforms. We will present an overview of the major components of the program, discuss lessons learned during 2015 that were applied to 2016, and share preliminary analyses of surveys and interviews with study participants from the first two years of a five-year longitudinal study that follows PROGRESS participants and a control group.

Video diaries on social media: Creating online communities for geoscience research and education

NASA Astrophysics Data System (ADS)

Tong, V.

2013-12-01

Making video clips is an engaging way to learn and teach geoscience. As smartphones become increasingly common, it is relatively straightforward for students to produce ';video diaries' by recording their research and learning experience over the course of a science module. Instead of keeping the video diaries for themselves, students may use the social media such as Facebook for sharing their experience and thoughts. There are some potential benefits to link video diaries and social media in pedagogical contexts. For example, online comments on video clips offer useful feedback and learning materials to the students. Students also have the opportunity to engage in geoscience outreach by producing authentic scientific contents at the same time. A video diary project was conducted to test the pedagogical potential of using video diaries on social media in the context of geoscience outreach, undergraduate research and teaching. This project formed part of a problem-based learning module in field geophysics at an archaeological site in the UK. The project involved i) the students posting video clips about their research and problem-based learning in the field on a daily basis; and ii) the lecturer building an online outreach community with partner institutions. In this contribution, I will discuss the implementation of the project and critically evaluate the pedagogical potential of video diaries on social media. My discussion will focus on the following: 1) Effectiveness of video diaries on social media; 2) Student-centered approach of producing geoscience video diaries as part of their research and problem-based learning; 3) Learning, teaching and assessment based on video clips and related commentaries posted on Facebook; and 4) Challenges in creating and promoting online communities for geoscience outreach through the use of video diaries. I will compare the outcomes from this study with those from other pedagogical projects with video clips on geoscience, and evaluate the concept of ';networked public engagement' based on online video diaries.

Bridging Learning Communities Through Experiential Learning with GIST: 2Y College Experience

NASA Astrophysics Data System (ADS)

Sorey, N.; Phillips, C. D.

2017-12-01

This study reviews successes of community engagement through experiential learning with GIST across academic disciplines that leverage topics with technology and community relationships throughout a two-year campus and the community at large. This approach allowed for a diversification of populations reached through college student engagement and community outreach efforts. Technological frameworks and development of best practice resources to support students and faculty were shown to increase the capacity for undergraduate research experiences, K12 short course offerings during the summer, and the formation of a STEM-focused student organization. The RSO has participated in activities that include educational technology development, participating in the growth and development of the area's maker movement community, and geoscience outreach and education. Development of the program thus far and lessons learned have resulted in a proposal for an areal-based informal pathway linking the K12 community to area colleges by integrating geoscience outreach with GIST through the maker movement.

Mathematics Prerequisites for Introductory Geoscience Courses: Using Technology to Help Solve the Problem

NASA Astrophysics Data System (ADS)

Burn, H. E.; Wenner, J. M.; Baer, E. M.

2011-12-01

The quantitative components of introductory geoscience courses can pose significant barriers to students. Many academic departments respond by stripping courses of their quantitative components or by attaching prerequisite mathematics courses [PMC]. PMCs cause students to incur additional costs and credits and may deter enrollment in introductory courses; yet, stripping quantitative content from geoscience courses masks the data-rich, quantitative nature of geoscience. Furthermore, the diversity of math skills required in geoscience and students' difficulty with transferring mathematical knowledge across domains suggest that PMCs may be ineffective. Instead, this study explores an alternative strategy -- to remediate students' mathematical skills using online modules that provide students with opportunities to build contextual quantitative reasoning skills. The Math You Need, When You Need It [TMYN] is a set of modular online student resources that address mathematical concepts in the context of the geosciences. TMYN modules are online resources that employ a "just-in-time" approach - giving students access to skills and then immediately providing opportunities to apply them. Each module places the mathematical concept in multiple geoscience contexts. Such an approach illustrates the immediate application of a principle and provides repeated exposure to a mathematical skill, enhancing long-term retention. At the same time, placing mathematics directly in several geoscience contexts better promotes transfer of learning by using similar discourse (words, tools, representations) and context that students will encounter when applying mathematics in the future. This study uses quantitative and qualitative data to explore the effectiveness of TMYN modules in remediating students' mathematical skills. Quantitative data derive from ten geoscience courses that used TMYN modules during the fall 2010 and spring 2011 semesters; none of the courses had a PMC. In all courses, students completed a pretest, the assigned modules, and a posttest. Success in remediation was measured using normalized gain scores, which measures the change in score divided by the maximum possible increase: (posttest-pretest)/(1-pretest). To compare across courses, normalized gain scores were standardized. Additional analysis included disaggregating normalized gain scores by quartiles based on pretest scores. The results were supplemented by qualitative data from faculty interviews and information provided by faculty on a web form upon completion of the course. Results suggest TMYN modules remediate mathematical skills effectively, and that normalized gains tend to be higher for students in the lower quartiles on the pretest. Students indicate finding the modules helpful, though sometimes difficult. Faculty interview data triangulate these findings and provide further evidence that online, modularized remediation is an effective alternative to assigning prerequisite mathematical courses to remediate mathematical skills.

GeoX: A New Pre-college Program to Attract Underrepresented Minorities and First Generation Students to the Geosciences

NASA Astrophysics Data System (ADS)

Miller, K. C.; Garcia, S. J.; Houser, C.; GeoX Team

2011-12-01

An emerging challenge in science, technology, engineering and math (STEM) education is the recruitment of underrepresented groups in those areas of the workforce. This paper describes the structure and first-year results of the Geosciences Exploration Summer Program (GeoX) at Texas A&M University. Recent evidence suggest that pipeline programs should target junior and senior high school students who are beginning to seriously consider future career choices and appropriate college programs. GeoX is an overnight program that takes place during the summer at Texas A&M University. Over the course of a week, GeoX participants interact with faculty from the College of Geosciences, administrators, current students, and community leaders through participation in inquiry-based learning activities, field trips, and evening social events. The aim of this project is to foster a further interest in pursuing geosciences as an undergraduate major in college and thereby increase participation in the geosciences by underrepresented ethnic minority students. With funding from industry and private donors, high achieving rising junior and rising senior students, with strong interest in science and math, were invited to participate in the program. Students and their parents were interviewed before and after the program to determine if it was successful in introducing and enhancing awareness of the: 1) various sub-disciplines in the geosciences, 2) benefits of academia and research, 3) career opportunities in each of those fields and 4) college admission process including financial aid and scholarship opportunities. Results of the survey suggest that the students had a very narrow and stereotypical view of the geosciences that was almost identical to the views of their parents. Following the program, the students had a more expanded and positive view of the geosciences compared to the pre-program survey and compared to their parents. While it remains to be seen how many of those students will apply to a geosciences program, the level of interest and the number of students identifying the geosciences as a likely college and career choice greatly increased. Students identified the wide range of field and laboratory activities (including atmospheric soundings, GPR, coring, etc.) and the excitement of the faculty involved as key aspects of the program and for introducing and enhancing their view of the geosciences.

Building Strong Geoscience Programs: Perspectives From Three New Programs

NASA Astrophysics Data System (ADS)

Flood, T. P.; Munk, L.; Anderson, S. W.

2005-12-01

During the past decade, at least sixteen geoscience departments in the U.S. that offer a B.S. degree or higher have been eliminated or dispersed. During that same time, three new geoscience departments with degree-granting programs have been developed. Each program has unique student demographics, affiliation (i.e. public institution versus private liberal arts college), geoscience curricula and reasons for initiation. Some of the common themes for each program include; 1) strong devotion to providing field experiences, 2) commitment to student-faculty collaborative research, 3) maintaining traditional geology program elements in the core curriculum and 4) placing students into high quality graduate programs and geoscience careers. Although the metrics for each school vary, each program can claim success in the area of maintaining solid enrollments. This metric is critical because programs are successful only if they have enough students, either in the major and/or general education courses, to convince administrators that continued support of faculty, including space and funding is warranted. Some perspectives gained through the establishment of these new programs may also be applicable to established programs. The success and personality of a program can be greatly affected by the personality of a single faculty member. Therefore, it may not be in the best interest of a program to distribute programmatic work equally among all faculty. For example, critical responsibilities such as teaching core and introductory courses should be the responsibility of faculty who are fully committed to these pursuits. However, if these responsibilities reduce scholarly output, well-articulated arguments should be developed in order to promote program quality and sustainability rather than individual productivity. Field and undergraduate research experiences should be valued as much as high-quality classroom and laboratory instruction. To gain the support of the administration, departments should engage fully and proactively in the complimentary areas of assessment and long range planning. Along the same line, a programmatic mission statement that emphasizes the basics of geology, in conjunction with an emphasis on critical thinking and skill development, should drive recruitment of students and faculty rather than chasing curricular trends. Finally, the successes of your program, faculty and students should be deliberately and persistently publicized.

The ENGAGE Workshop: Encouraging Networks between Geoscientists and Geoscience Education Researchers

NASA Astrophysics Data System (ADS)

Hubenthal, M.; LaDue, N.; Taber, J.

2015-12-01

The geoscience education community has made great strides in the study of teaching and learning at the undergraduate level, particularly with respect to solid earth geology. Nevertheless, the 2012 National Research Council report, Discipline-based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering suggests that the geosciences lag behind other science disciplines in the integration of education research within the discipline and the establishment of a broad research base. In January 2015, early career researchers from earth, atmospheric, ocean, and polar sciences and geoscience education research (GER) gathered for the ENGAGE workshop. The primary goal of ENGAGE was to broaden awareness of discipline-based research in the geosciences and catalyze relationships and understanding between these groups of scientists. An organizing committee of geoscientists and GERs designed a two-day workshop with a variety of activities to engage participants in the establishment of a shared understanding of education research and the development of project ideas through collaborative teams. Thirty-three participants were selected from over 100 applicants, based on disciplinary diversity and demonstrated interest in geoscience education research. Invited speakers and panelists also provided examples of successful cross-disciplinary collaborations. As a result of this workshop, participants indicated that they gained new perspectives on geoscience education and research, networked outside of their discipline, and are likely to increase their involvement in geoscience education research. In fact, 26 of 28 participants indicated they are now better prepared to enter into cross-disciplinary collaborations within the next year. The workshop evaluation revealed that the physical scientists particularly valued opportunities for informal networking and collaborative work developing geoscience education research projects. Meanwhile, GERs valued opportunities to discuss the boundaries of outreach, evaluation, and research and the potential next steps to advance geoscience education. Recommendations from the workshop are well aligned with earlier reports, and along with those documents, contributes to a path forward for geoscience education.

Terrestrial Laser Scanning and Structure from Motion teaching resources for undergraduate field education courses

NASA Astrophysics Data System (ADS)

Pratt-Sitaula, B. A.; Shervais, K.; Crosby, C. J.; Douglas, B. J.; Niemi, N. A.; Wang, G.; Charlevoix, D. J.

2015-12-01

Fieldwork is an integral part of the geosciences and there is a longstanding tradition of teaching field methods as part of the undergraduate curriculum. As new technology changes the ways in which we scientifically examine the Earth, and as workforce development demands evolve, there is growing interest in introducing these new technologies into field education courses. In collaboration with field education instructors, UNAVCO, the National Science Foundation's geodetic facility, has developed a module of teaching resources to integrate terrestrial lidar scanning into field courses. An NSF facility is well positioned to develop scalable resources that can then be distributed or adapted for broader implementation. The modules can also be accomplished using Structure from Motion methods in place of lidar scanning. Modules goals are for students to be able to: (A) design and conduct a complex TLS survey to address a geologic research question and (B) articulate the societal impetus for answering these research questions and identify why TLS is the appropriate method in some circumstances. The module is comprised of five units: (1) Introduction to survey design, (2) Stratigraphic section analysis, (3) Fault scarp analysis, (4) Geomorphic change detection, (5) Student-led survey design summative assessment. The modules, apart from the Introduction, are independent, thus select modules can be employed in a given field setting. Prototype module materials were developed from the last five years of UNAVCO support of undergraduate field courses. The current versions of the modules were tested in summer 2015 at the Indiana University and University of Michigan field camps. Results show that the majority of students are able to achieve the intended learning goals. Module materials are available on the UNAVCO Education and Community Engagement website.

Exploring Aesthetic Experiences in the Undergraduate General Education Science Classroom

NASA Astrophysics Data System (ADS)

Biscotte, Stephen Michael

Citizens must have a minimal level of STEM-literacy to work alongside scientists to tackle both current and future global challenges. How can general education, the one piece of the undergraduate experience every student completes, contribute to this development? And science learning is dependent on having transformative aesthetic experiences in the science classroom. These memorable experiences involve powerful connection between students and the world around them. If these types of experiences are necessary for science learning and growth, are students in introductory science courses having them? If so, what relationship might they have with students' desires to pursue further science study? This dissertation explores these questions through two manuscripts. The first, a theoretical piece published in the Journal of General Education in 2015, argues that non-STEM students must have transformative aesthetic experiences in their undergraduate general education science course to develop the level of understanding needed to engage with challenging scientific issues in the future. This claim is substantiated by bringing together the work of Dewey and Deweyan scholars on the nature and impact of aesthetic experiences in science and science education with the general education reform efforts and desired outcomes for an informed and engaged citizenry. The second manuscript, an empirical piece, explores the lived experience of non-STEM students in an introductory geosciences course. A phenomenological research methodology is deployed to capture the 'essence' of the lived experience of a STEM-philic student in general education science. In addition, Uhrmacher's CRISPA framework is used to analyze the participants' most memorable course moments for the presence or absence of aesthetic experiences. In explication of the data, it shows that students are in fact having aesthetic experiences (or connecting to prior aesthetic experiences) and these experiences are related to their desires to pursue further STEM study.

Increasing Scientific Literacy at Minority Serving Institutions Nationwide

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Moran, J. M.; Mills, E. W.; Nugnes, K. A.

2012-12-01

It is vital to increase the scientific literacy of all students, including those at minority serving institutions (MSIs). With support from NSF, NASA, and NOAA, the American Meteorological Society (AMS) Education Program has developed scientifically authentic, introductory, undergraduate courses that engage students in the geosciences through the use of real-world environmental data. AMS Climate, Weather, and Ocean Studies have already been adopted by more than 600 institutions across the U.S. With additional support from NSF and NASA, and a partnership with Second Nature, the organizing entity behind the American College and University President's Climate Commitment (ACUPCC), the first AMS Climate Studies Diversity Project was held in May 2012 in Washington, D.C. Thirty faculty members from 16 different states, Puerto Rico, and Washington, D.C. attended the week-long workshop. They were immersed in the course materials, received presentations from high-level speakers such as Dr. Thomas Karl, Rear Admiral David Titley, and Dr. Peter Hildebrand, and were trained as change agents for their local institution. Afterwards, faculty work within their MSI to introduce and enhance geoscience curricula and offer the AMS Climate Studies course in the year following workshop attendance. They are also encouraged to implement the AMS Weather and Ocean Studies courses. Subsequent workshops will be held throughout the next 3 years, targeting 100 MSIs. The AMS Climate Studies Diversity Project followed the proven models of the AMS Weather Studies (2002-2007) and AMS Ocean Studies (2006-2008) Diversity Projects. Evaluation results are extremely favorable with 96% of the participants rating the workshop as outstanding and all would recommend the workshop to other AMS Climate Studies faculty. More in depth results will be discussed in our presentation. AMS Climate Studies explores the fundamental science of Earth's climate system while addressing the societal impacts relevant to today's students and teachers. The course utilizes resources from respected organizations, such as the IPCC, the US Global Change Research Program, NASA, and NOAA. In addition, participants use the AMS Conceptual Energy Model to differentiate between climate variability and climate change. Additionally, the AMS Education Program, James Madison University (JMU), and Los Angeles Valley College (LAVC), are working in collaboration with the Consortium for Ocean Leadership/Integrated Ocean Drilling Program's (IODP) Deep Earth Academy (DEA) to integrate investigations of ocean core data of paleoclimates into course curricula of MSIs. In June 2012, this team participated in a workshop to gain direct experience with ocean core investigations. The goal is to form a trained team to help guide the future, large-scale integration of scientific ocean drilling paleoclimate research into existing MSI geoscience courses, and the development of new course offerings. The AMS is excited to bring meteorology, oceanography, and climate science course work to more students, strengthening the pathway towards advanced geoscience study and careers.

From The Horse's Mouth: Engaging With Geoscientists On Science

NASA Astrophysics Data System (ADS)

Katzenberger, J.; Morrow, C. A.; Arnott, J. C.

2011-12-01

"From the Horse's Mouth" is a project of the Aspen Global Change Institute (AGCI) that utilizes selected short video clips of scientists presenting and discussing their research in an interdisciplinary setting at AGCI as the core of an online interactive set of learning modules in the geosciences for grades 9-12 and 1st and 2nd year undergraduate students. The video archive and associated material as is has limited utility, but here we illustrate how it can be leveraged for educational purposes by a systematic mining of the resource integrated with a variety of supplemental user experiences. The project furthers several broad goals to: (a) improve the quality of formal and informal geoscience education with an emphasis on 9-12 and early undergraduate, (b) encourage and facilitate the engagement of geoscientists to strengthen STEM education by leveraging AGCI's interdisciplinary science program for educational purposes, (c) explore science as a human endeavor by providing a unique view of how scientists communicate in a research setting, potentially stimulating students to consider traditional and non-traditional geoscience careers, (d) promote student understanding of scientific methodology and inquiry, and (e) further student appreciation of the role of science in society, particularly related to understanding Earth system science and global change. The resource material at the core of this project is a videotape record of presentation and discussion among leading scientists from 35 countries participating in interdisciplinary workshops at AGCI on a broad array of geoscience topics over a period of 22 years. The unique archive represents approximately 1200 hours of video footage obtained over the course of 43 scientific workshops and 62 hours of public talks. The full spectrum of material represents scientists active on all continents with a diverse set of backgrounds and academic expertise in both natural and social sciences. We report on the video database resource, our data acquisition protocols, conceptual design for the learning modules, excerpts from the video archive illustrating both geoscience content utilized in educational module development and examples of video clips that explore the process of science and its nature as a human endeavor. A prototype of the user interface featuring a navigational strategy, a discussion of both content and process goals represented in the pilot material and its use in both formal and informal settings are presented.

The Non-traditional Student, a new Geoscience Resource

NASA Astrophysics Data System (ADS)

Ferrell, R.; Anderson, L.; Bart, P.; Lorenzo, J. M.; Tomkin, J.

2004-12-01

The LSU GAEMP (Geoscience Alliance to Enhance Minority Participation) program targets non-traditional students, those without an undergraduate degree in geoscience, in its efforts to attract African American and Hispanic students from minority serving institutions (MSIs) to pursue careers in geology and geophysics. Faculty collaborators at nine MSIs (seven HBCUs and two HSIs) work closely with LSU faculty to advertise the program and to select student participants. The enthusiastic cooperation of the MSI Professors is crucial to success. The ideal student is a junior-level, high academic achiever with a major in one of the basic sciences, mathematics, engineering or computer science. A special summer course uses a focus on research to introduce basic geoscience concepts. Students are encouraged to design a cooperative research project to complete during their last year at their home institution and to apply for GAEMP graduate fellowships leading directly to an M.S. or Ph.D. in Geoscience. There are several reasons for the emphasis on these students 1. They have special knowledge and skills to use in graduate programs in geophysics, geochemistry, geobiology, etc. 2. Third-year students have demonstrated their ability to succeed in the academic world and are ready to select a graduate program that will enhance their employment prospects. 3. The MSIs, especially some of the physics programs at the collaborating HBCUs, provide well-trained, highly motivated graduates who have compiled excellent records in highly ranked graduate programs. This pool of talent is not available in the geosciences because most MSIs do not have geoscience degree programs. 4. This group provides a unique niche for focus as there are many programs concentrating on K-12 students and the recruitment of traditional majors. In the first year of GAEMP, 12 students participated in the summer program, six elected to pursue research projects and expressed interest in applying for the fellowships, and one student entered the graduate program early. The paucity of information regarding career opportunities and rewards in geoscience is one of the major obstacles encountered. GAEMP is sponsored by a 5-year NSF award through the OEDG program

Service-Learning in the Environmental Sciences for Teaching Sustainability Science

NASA Astrophysics Data System (ADS)

Truebe, S.; Strong, A. L.

2016-12-01

Understanding and developing effective strategies for the use of community-engaged learning (service-learning) approaches in the environmental geosciences is an important research need in curricular and pedagogical innovation for sustainability. In 2015, we designed and implemented a new community-engaged learning practicum course through the Earth Systems Program in the School of Earth, Energy and Environmental Sciences at Stanford University focused on regional open space management and land stewardship. Undergraduate and graduate students partnered with three different regional land trust and environmental stewardship organizations to conduct quarter-long research projects ranging from remote sensing studies of historical land use, to fire ecology, to ranchland management, to volunteer retention strategies. Throughout the course, students reflected on the decision-making processes and stewardship actions of the organizations. Two iterations of the course were run in Winter and Fall 2015. Using coded and analyzed pre- and post-course student surveys from the two course iterations, we evaluate undergraduate and graduate student learning outcomes and changes in perceptions and understanding of sustainability science. We find that engagement with community partners to conduct research projects on a wide variety of aspects of open space management, land management, and environmental stewardship (1) increased an understanding of trade-offs inherent in sustainability and resource management and (2) altered student perceptions of the role of scientific information and research in environmental management and decision-making. Furthermore, students initially conceived of open space as purely ecological/biophysical, but by the end of the course, (3) their understanding was of open space as a coupled human/ecological system. This shift is crucial for student development as sustainability scientists.

Preparing Future Geoscience Professionals: Needs, Strategies, Programs, and Online Resources

NASA Astrophysics Data System (ADS)

Macdonald, H.; Manduca, C. A.; Ormand, C. J.; Dunbar, R. W.; Beane, R. J.; Bruckner, M.; Bralower, T. J.; Feiss, P. G.; Tewksbury, B. J.; Wiese, K.

2011-12-01

Geoscience faculty, departments, and programs play an important role in preparing future geoscience professionals. One challenge is supporting the diversity of student goals for future employment and the needs of a wide range of potential employers. Students in geoscience degree programs pursue careers in traditional geoscience industries; in geoscience education and research (including K-12 teaching); and opportunities at the intersection of geoscience and other fields (e.g., policy, law, business). The Building Strong Geoscience Departments project has documented a range of approaches that departments use to support the development of geoscience majors as professionals (serc.carleton.edu/departments). On the Cutting Edge, a professional development program, supports graduate students and post-doctoral fellows interested in pursuing an academic career through workshops, webinars, and online resources (serc.carleton.edu/NAGTWorkshops/careerprep). Geoscience departments work at the intersection of student interests and employer needs. Commonly cited program goals that align with employer needs include mastery of geoscience content; field experience; skill in problem solving, quantitative reasoning, communication, and collaboration; and the ability to learn independently and take a project from start to finish. Departments and faculty can address workforce issues by 1) implementing of degree programs that develop the knowledge, skills, and attitudes that students need, while recognizing that students have a diversity of career goals; 2) introducing career options to majors and potential majors and encouraging exploration of options; 3) advising students on how to prepare for specific career paths; 4) helping students develop into professionals, and 5) supporting students in the job search. It is valuable to build connections with geoscience employers, work with alumni and foster connections between students and alumni with similar career interests, collaborate with campus career centers, incorporate career advising and mentoring throughout the degree program, and recognize that co-curricular experiences are also important avenues through which students can also develop as professionals. Graduate students and post-doctoral fellows have many questions about academic jobs and the academic job search process and many are uncertain about the nature of academic positions at different kinds of educational institutions (two-year colleges, primarily undergraduate institutions, and research universities). On the Cutting Edge workshops and webinars provide insights into academic careers in different institutional settings, various teaching strategies and course design, strategies for moving research forward, effective teaching and research statements, the job search process, and negotiation. The website provides resources on these topics as well as others and includes screen casts of the webinar sessions, making these resources available to all.

Oceans of Opportunity: Partnerships to Increase Minority Student Involvement in the Marine Geosciences

NASA Astrophysics Data System (ADS)

Pride, C.; Christensen, B.

2007-12-01

The Oceans of Opportunity program to increase involvement of traditionally under-represented students in the marine geosciences is in its final phase of track 1 funding from NSF. The program employs a tiered approach to research, teaching and outreach activities to enhance the K-12 to graduate pipeline. Partner institutions include Savannah State University, an HBCU in coastal Georgia; Adelphi University serving a minority population from NYC; the Georgia State University Bio-Bus serving the metro-Atlanta area; and the Joint Oceanographic Institutions. The Oceans of Opportunity education pipeline includes 1) service learning activities implemented by SSU marine science majors in partner public schools with high minority enrollment; 2) outreach by the Georgia State University Bio-Bus to Savannah area schools; 3) expansion of the SSU geoscience curriculum; and 4) development of activities based on models of ODP cores for use in both outreach and college teaching. Service learning through SSU classes has permitted contact with a large number of K-12 students. More than 1000 predominantly African-American K-12 students completed hands-on lessons on plate tectonics and plankton contributors to marine sediments in the two years of this program under the guidance of HBCU science majors. Lessons on use of the marine sediment and fossil record as proxies in paleoclimatic studies using replicas of ODP cores were delivered to 600 students in the Savannah school system and about 2000 visitors to the Georgia Aquarium in Atlanta. The marine geoscience lessons delivered at the high school level resulted in greater test score improvement when the topic had already been thoroughly introduced by the teacher. A survey of science attitudes of the high school students (n=419) indicates African-American high school students have low levels of enjoyment of and interest in the sciences. In addition, more female than male African-American students are enrolling in science courses and intend to become science majors. The geosciences fared worse than most other STEM fields with most college-bound students saying that they did not intend on taking a geoscience course in college. We established Research Training Groups (RTGs) including undergraduate and graduate students focusing on 1) Georgia shelf, estuarine and marsh dynamics, and 2) South African Pleistocene paleoceanography. Collaborative projects between SSU and Adelphi during the course of this program have engaged 12 students (75% minority) in research on shelf and salt marsh micropaleontology and sedimentation, diatoms in modern estuarine environments, and South African paleoclimate using ODP records. RTG students have also developed a marine sediment repository at SSU, participated in field excursions and research cruises, and presented their research at conferences.

Assessing the Readability of Geoscience Textbooks, Laboratory Manuals, and Supplemental Materials

ERIC Educational Resources Information Center

Hippensteel, Scott P.

2015-01-01

Reading materials used in undergraduate science classes have not received the same attention in the literature as those used in secondary schools. Additionally, reports critical of college textbooks and their prose are common. To assess both problems and determine the readability of assignments and texts used by geoscience faculty at the…

Development, Deployment, and Assessment of Dynamic Geological and Geophysical Models Using the Google Earth APP and API: Implications for Undergraduate Education in the Earth and Planetary Sciences

NASA Astrophysics Data System (ADS)

de Paor, D. G.; Whitmeyer, S. J.; Gobert, J.

2009-12-01

We previously reported on innovative techniques for presenting data on virtual globes such as Google Earth using emergent Collada models that reveal subsurface geology and geophysics. We here present several new and enhanced models and linked lesson plans to aid deployment in undergraduate geoscience courses, along with preliminary results from our assessment of their effectiveness. The new Collada models are created with Google SketchUp, Bonzai3D, and MeshLab software, and are grouped to cover (i) small scale field mapping areas; (ii) regional scale studies of the North Atlantic Ocean Basin, the Appalachian Orogen, and the Pacific Ring of Fire; and (iii) global scale studies of terrestrial planets, moons, and asteroids. Enhancements include emergent block models with three-dimensional surface topography; models that conserve structural orientation data; interactive virtual specimens; models that animate plate movements on the virtual globe; exploded 3-D views of planetary mantles and cores; and server-generated dynamic KML. We tested volunteer students and professors using Silverback monitoring software, think-aloud verbalizations, and questionnaires designed to assess their understanding of the underlying geo-scientific phenomena. With the aid of a cohort of instructors across the U.S., we are continuing to assess areas in which users encounter difficulties with both the software and geoscientific concepts. Preliminary results suggest that it is easy to overestimate the computer expertise of novice users even when they are content knowledge experts (i.e., instructors), and that a detailed introduction to virtual globe manipulation is essential before moving on to geoscience applications. Tasks that seem trivial to developers may present barriers to non-technical users and technicalities that challenge instructors may block adoption in the classroom. We have developed new models using the Google Earth API which permits enhanced interaction and dynamic feedback and are assessing their relative merits versus the Google Earth APP. Overall, test students and professors value the models very highly. There are clear pedagogical opportunities for using materials such as these to create engaging in-course research opportunities for undergraduates.

Utilizing Urban Environments for Effective Field Experiences

NASA Astrophysics Data System (ADS)

MacAvoy, S. E.; Knee, K.

2014-12-01

Research surveys suggest that students are demanding more applied field experiences from their undergraduate environmental science programs. For geoscience educators at liberal arts colleges without field camps, university vehicles, or even geology departments, getting students into the field is especially rewarding - and especially challenging. Here, we present strategies that we have used in courses ranging from introductory environmental science for non-majors, to upper level environmental methods and geology classes. Urban locations provide an opportunity for a different type of local "field-work" than would otherwise be available. In the upper-level undergraduate Environmental Methods class, we relied on a National Park area located a 10-minute walk from campus for most field exercises. Activities included soil analysis, measuring stream flow and water quality parameters, dendrochronology, and aquatic microbe metabolism. In the non-majors class, we make use of our urban location to contrast water quality in parks and highly channelized urban streams. Here we share detailed lesson plans and budgets for field activities that can be completed during a class period of 2.5 hours with a $75 course fee, show how these activities help students gain quantitative competency, and provide student feedback about the classes and activities.

Building on the Success of Increasing Diversity in the Geosciences: A Bridging Program From Middle School to College

NASA Astrophysics Data System (ADS)

Kovacs, T.; Robinson, D.; Suleiman, A.; Maggi, B.

2004-12-01

A bridging program to increase the diversity in the geosciences was created at Hampton University (HU) to inspire underrepresented minorities to pursue an educational path that advances them towards careers in the geosciences. Three objectives were met to achieve this goal. First, we inspired a diverse population of middle and high school students outside of the classroom by providing an after school geoscience club, a middle school geoscience summer enrichment camp, and a research/mentorship program for high school students. Second, we helped fill the need for geoscience curriculum content requested of science teachers who work primarily with underrepresented middle school populations by providing a professional development workshop at HU led by geoscience professors, teachers, and science educators. Third, we built on the successful atmospheric sciences research and active Ph.D. program by developing our geoscience curriculum including the formation of a new space, earth, and atmospheric sciences minor. All workshops, camps, and clubs have been full or nearly full each year despite restrictions on participants repeating any of the programs. The new minor has 11 registered undergraduates and the total number of students in these classes has been increasing. Participants of all programs gave the quality of the program good ratings and participant perceptions and knowledge improved throughout the programs based on pre-, formative, and summative assessments. The ultimate goal is to increase the number of degrees granted to underrepresented minorities in the geosciences. We have built a solid foundation with our minor that prepares students for graduate degrees in the geosciences and offer a graduate degree in physics with a concentration in the atmospheric sciences. However, it's from the geoscience pipeline that students will come into our academic programs. We expect to continue to develop these formal and informal education programs to increase our reputation and utilize the network of schools with which we have built relationships to recruit underrepresented minority students into our academic programs. We also plan to continue to enhance our undergraduate minor and graduate degree programs to build a self-sustaining graduate degree-granting program in the geosciences.

``I Didn't Realize that Science Could Be So Useful'': Integrating Service Learning and Student Research on Water-Quality Issues within an Undergraduate Geoscience Curriculum (Invited)

NASA Astrophysics Data System (ADS)

Lea, P. D.; Urquhart, J.

2010-12-01

The title quote, from a senior geoscience major, illustrates one of the important aspects of service learning. The associated authentic research experiences benefit not only learning of geoscience concepts, but also students’ perceptions of the role of science in society. For the past two years, a wide-ranging study of water-quality dynamics in the Androscoggin Lake watershed of Maine has engaged (1) introductory students and non-science majors in spring-semester courses, (2) upper-level geoscience majors in fall-semester courses, and (3) seniors undertaking independent summer research. The overall focus of the research is to understand nutrient loading to Androscoggin Lake, which receives back-flooded water from the industrialized Androscoggin River, as well as from agricultural lands in the connecting Dead River valley. Stakeholders include the local lake association, the state DEP, pulp-mill and wastewater-plant operators, and local farmers. A key element in the project is the role adopted by the student researchers vis-à-vis policy options. Following the taxonomy of Pielke (2007, The Honest Broker: Cambridge University Press), students doing service learning may serve as issue advocates, seeking to provide scientific support for the policy positions of community partners. In contrast, we have adopted explicitly the position of honest brokers who seek to understand and communicate the workings of this complex system without advocating specific policy solutions. This approach has facilitated buy-in from a larger range of stakeholders, and encouraged students to address choices in the roles and responsibilities of scientists in policy decisions—a valuable perspective for future scientists and non-scientists alike. In service-learning courses, groups of 3 to 5 students engage in a variety of sub-projects, such as lake-bottom sediment studies, nutrient sampling in streams and lakes, developing rating curves for streamflow, and calculating phosphorus fluxes during runoff events. Engaging students year-round has a number of benefits, including continuity with community partners, being able to assess seasonal controls in water-quality dynamics and to capture significant runoff events, and exposing students to different aspects of the complex system over time. Supporting such student engagement is costly in terms of instructor time, especially for introductory students, who collect enough data to feel “ownership” but are provided with additional data so as to have an adequate basis for conclusions relevant to stakeholders. Strategies for providing these additional data include (1) regular (e.g., weekly) “snapshot sampling” by undergraduate interns, and (2) automated dataloggers and samplers obtained from external funding for curriculum development. Students assume increasing independence and time commitment to the project as they progress through the curriculum, building upon their prior experiences. Along the way, they learn authentic lessons both on how scientific knowledge is developed, and on how that knowledge is communicated to the benefit of diverse stakeholders in the community.

Geoscience Research at Storm Peak (GRASP), a year-long program providing exceptional field research for a diverse group of undergraduate students

NASA Astrophysics Data System (ADS)

Hallar, A. G.; McCubbin, I. B.; Hallar, B. L.; Stockwell, W.; Kittelson, J.; Lopez, J.

2008-12-01

Geoscience Research at Storm Peak (GRASP) was designed to engage students from underrepresented groups through a partnership between Minority Serving Institutions and the University of Nevada, Reno (UNR). The program exposed the GRASP participants to potential careers in the geosciences, provided them with an authentic research experience at Storm Peak Laboratory (SPL), and gave them an opportunity to explore dynamic scenery. Undergraduate students from Howard University, Colorado State at Pueblo, Leman College, and SUNY Oneonta, gathered at SPL in June of 2008 via funding from the National Science Foundation Opportunity for Enhancing Diversity. The students reunited at Howard University in November to present the results of their research project. Throughout the year-long GRASP program students encountered the scientific process-creating a hypothesis, collecting and analyzing data, and presenting their results. Results from surveys, focus groups, and individual interviews will be discussed in this presentation.

Web-based Academic Roadmaps for Careers in the Geosciences

NASA Astrophysics Data System (ADS)

Murray, D. P.; Veeger, A. I.; Grossman-Garber, D.

2007-12-01

To a greater extent than most science programs, geology is underrepresented in K-12 curricula and the media. Thus potential majors have scant knowledge of academic requirements and career trajectories, and their idea of what geologists do--if they have one at all--is outdated. We have addressed these concerns by developing a dynamic, web-based academic roadmap for current and prospective students, their families, and others who are contemplating careers in the geosciences. The goals of this visually attractive "educational pathway" are to not only improve student recruitment and retention, but to empower student learning by creating better communication and advising tools that can render our undergraduate program transparent for learners and their families. Although we have developed academic roadmaps for four environmental and life science programs at the University of Rhode Island, we focus here on the roadmap for the geosciences, which illustrates educational pathways along the academic and early-career continuum for current and potential (i.e., high school) students who are considering the earth sciences. In essence, the Geosciences Academic Roadmap is a "one-stop'" portal to the discipline. It includes user- friendly information about our curriculum, outcomes (which at URI are tightly linked to performance in courses and the major), extracurricular activities (e.g., field camp, internships), careers, graduate programs, and training. In the presentation of this material extensive use is made of streaming video, interviews with students and earth scientists, and links to other relevant sites. Moreover, through the use of "Hot Topics", particular attention is made to insure that examples of geoscience activities are not only of relevance to today's students, but show geologists using the modern methods of the discipline in exciting ways. Although this is a "work-in-progress", evaluation of the sites, by high school through graduate students, has been strongly positive. Our presentation will include a demonstration of the Academic Roadmap, and a template that can be used by other geoscience departments to easily design websites.

Bringing the SF-ROCKS Model Beyond the San Francisco Bay Area: Building a Partnership Between the San Francisco State University and the University of New Orleans Geoscience Diversity Programs

NASA Astrophysics Data System (ADS)

White, L. D.; Snow, M. K.; Davis, J.; Serpa, L. F.

2005-05-01

Since 2001, faculty and graduate students in the Department of Geosciences at San Francisco State University (SFSU) have coordinated a program to encourage high school students from traditionally underrepresented groups to pursue the geosciences. The SF-ROCKS (Reaching Out to Communities and Kids with Science in San Francisco) program is a multifaceted NSF-funded program that includes curriculum enhancement, teacher in-service training, summer and academic year research experiences for high school students, and field excursions to national parks. Six faculty, five graduate students, and several undergraduate students work together to develop program activities. Working with 9th grade integrated science courses, the students are introduced to SF-ROCKS through lesson plans and activities that focus on the unique geologic environments that surround the schools. Each year a group of twelve to fifteen students is selected to participate in a summer and academic year research institute at the SFSU campus. In the four years of our program, twenty-seven ninth and tenth-grade students have participated in the summer and academic year research experiences. We have observed increased interest and skill development as the high school students work closely with university faculty and students. As SF-ROCKS continues to expand, we are exploring ways to partner with other diversity programs such as the long-standing University of New Orleans (UNO) Minority Geoscience summer field program. The UNO program is successful because it combines field exposure and mentoring with scholarship opportunities for students making it more likely they will study geosciences in college. SF-ROCKS is creating additional ways to further enhance the students' perspective of the geosciences through meaningful field and scientific research experiences by focusing on local and regional geologic environments and also on the geology of national parks.

Broadening Pathways to Geosciences with an Integrated Program at The University of Michigan

NASA Astrophysics Data System (ADS)

Dick, G.; Munson, J.

2017-12-01

Low participation of under-represented minorities (URM) in the geosciences is an acute issue at the University of Michigan (U-M), where the number of undergraduate URM students majoring in the Department of Earth and Environmental Sciences (EES) is typically 5% of total majors. The goal of our project is to substantially increase the number and success rate of underrepresented minorities majoring in EES at U-M. We are pursuing this goal with five primary objectives: (i) inspire and recruit high schools seniors to pursue geoscience at U-M, especially through hands-on experiences including field trips; (ii) establish infrastructure to support students interested in geosciences through the critical juncture between high school and college; (iii) increase the number of URM students transferring from community college; (iv) develop student interest in geosciences through research and field experiences; (v) expose students to career opportunities in the geosciences. To accomplish these objectives we are leveraging existing programs, including Earth Camp, Foundations for Undergraduate Teaching: Uniting Research and Education (FUTURE), M-Sci, and college academic advisors. Throughout our interactions with students from high-school through college, we expose them to career opportunities in the geosciences, including private industry, academia, and government agencies. Evaluation of the program revealed three main conclusions: (i) the program increased student interest in pursuing an earth science degree; (ii) participating students showed a marked increase in awareness about the various opportunities that are available with an earth science degree including pathways to graduate school and earth science careers; (iii) field trips were the most effective route for achieving outcomes (i) and (ii).

Built to Last: Curricular Planning to Stand the Test of Time

NASA Astrophysics Data System (ADS)

Clark, J. J.; Knudsen, A.; Bjornerud, M.

2007-12-01

At Lawrence University rapid, wholesale personnel changes allowed us the unique opportunity to completely rethink our curriculum in 2000. The major challenge that we faced was how to offer a curriculum that reflects the growing interdisciplinarity and complexity of the geosciences with a relatively small faculty (three members). We addressed this issue by identifying the essential elements of a geoscience program and reconciled these with our own priorities, strengths, potentials, and limitations. We then built the strongest possible program given these resources and constraints. As new faculty members were hired, we deliberately sought out versatile, flexible candidates whose training embraced several sub-disciplines. As we discussed the skills and concepts we considered essential for geology students and assessed the expertise of our faculty, we concluded that for us the most efficient curricular framework would emphasize 1) fundamental processes that drive Earth systems and 2) connections with cognate sciences. This shift in focus also has allowed us to serve the interdisciplinary Environmental studies curriculum in an integral way, without undercutting the department's own mission. There are serious challenges to departments looking to change their core curriculum. Resistance to change can come from both within departments and through external entities. Because all of our faculty were new to Lawrence, we faced no internal resistance. However, we have faced some challenges in explaining our major to "old school" alumni, emeriti, and to some graduate programs who note the lack of specific course titles on student transcripts. We also have found the need to make adjustments to our initial curricular redesign to effectively cover topics such as optical mineralogy and sedimentology and stratigraphy. Finding appropriate textbooks for our courses continues to pose a problem. Despite these challenges, we are very positive about the student response to our changes. Enrollments in our courses are up almost 20% and we see an increasing number of students from other sciences in our upper level classes. Although the number of majors has not changed significantly, we have noticed that more of our majors are attending graduate school or finding employment in the geosciences. As the scope of the geosciences grows and the boundaries between disciplines blurs, there is no longer any possibility of `comprehensive coverage' in the undergraduate curriculum. We do not consider our curriculum a universally applicable template. But we do believe that leading geoscience programs of the future will emerge from departments that identify their priorities, know their strengths, and construct their curricula based upon these intellectual foundations.

Exploring deliberate mentoring approaches aimed at improving the recruitment and persistence of undergraduate women in the geosciences

NASA Astrophysics Data System (ADS)

Pollack, I. B.; Adams, A. S.; Barnes, R.; Bloodhart, B.; Bowker, C.; Burt, M. A.; Clinton, S. M.; Godfrey, E.; Henderson, H.; Hernandez, P. R.; Sample McMeeking, L. B.; Sayers, J.; Fischer, E. V.

2016-12-01

In fall 2015, an interdisciplinary team with expertise in the geosciences, psychology, education, and STEM persistence began a five-year longitudinal project focused on understanding whether a multi-part mentoring program can increase the persistence of undergraduate women in the geosciences. The program focuses on mentoring 1st and 2nd year female undergraduate students from five universities in Colorado and Wyoming and four universities in North and South Carolina, and includes a weekend workshop, mentoring by professional women across geoscience fields, and both in-person and virtual peer networks. In fall 2015, we recruited 85 students from both regions into cohort 1 as well as a propensity score matched group of 255 female students that did not participate in the program. An equal or greater number of students are anticipated for cohort 2 from recruitment in fall 2016. Both cohorts will have attended weekend-long workshops (cohort 1 in October 2015, and cohort 2 in October 2016), which aimed to introduce students to various careers and lifestyles of those working in the geosciences, guide students through their strengths and interests, and address gender biases that students may face. Early analyses indicate that students who are interested in participating in the program are more likely to reject stereotypes and beliefs that the sciences are masculine, and to see science as being compatible with benefitting society. The web-platform (http://geosciencewomen.org/), designed to enable peer-mentoring and provide resources, was launched in fall 2015 and is used by both cohorts. We will present an overview of the major components of the program, early findings from focus group and survey-based feedback from participants, and discuss lessons learned during 2015 that were applied to 2016.

An Analysis of NSF Geosciences Research Experience for Undergraduate Site Programs from 2009 through 2011

NASA Astrophysics Data System (ADS)

Rom, E. L.; Patino, L. C.; Weiler, S.; Sanchez, S. C.; Colon, Y.; Antell, L.

2011-12-01

The Research Experience for Undergraduate (REU) Program at the U.S. National Science Foundation (NSF) provides U.S. undergraduate students from any college or university the opportunity to conduct research at a different institution and gain a better understanding of research career pathways. The Geosciences REU Sites foster research opportunities in areas closely aligned with geoscience programs, particularly those related to earth, atmospheric and ocean sciences. The aim of this paper is to provide an overview of the Geosciences REU Site programs run in 2009 through 2011. A survey requesting information on recruitment methods, student demographics, enrichment activities, and fields of research was sent to the Principal Investigators of each of the active REU Sites. Over 70% of the surveys were returned with the requested information from about 50 to 60 sites each year. The internet is the most widely used mechanism to recruit participants, with personal communication as the second most important recruiting tool. The admissions rate for REU Sites in Geosciences varies from less than 10% to 50%, with the majority of participants being rising seniors and juniors. Many of the participants come from non-PhD granting institutions. Among the participants, gender distribution varies by discipline, with ocean sciences having a large majority of women and earth sciences having a majority of men. Regarding ethnic diversity, the REU Sites reflect the difficulty of attracting diverse students into Geosciences as a discipline; a large majority of participants are Caucasian and Asian students. Furthermore, participants from minority-serving institutions and community colleges constitute a small percentage of those taking part in these research experiences. The enrichment activities are very similar across the REU Sites, and mimic activities common to the scientific community, including intellectual exchange of ideas (lab meetings, seminars, and professional meetings), networking and social activities. The results from this survey will be used to examine strengths in the REU Sites in the Geosciences, opportunities that may be under utilized, and community needs to enhance this NSF wide program.

Advancing Earth System Science Literacy and Preparing the Future Geoscience Workforce Through Strategic Investments at the National Science Foundation (Invited)

NASA Astrophysics Data System (ADS)

Karsten, J. L.; Patino, L. C.; Rom, E. L.; Weiler, C. S.

2010-12-01

The National Science Foundation (NSF) is an independent federal agency created 60 years ago by the U.S. Congress "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense…" NSF is the primary funding agency in the U.S. to support basic, frontier research across all fields in science, engineering, and education, except for medical sciences. With a FY 2011 budget request of more than $955 million, the NSF Directorate for Geosciences (GEO) is the principle source of federal funding for university-based fundamental research in the geosciences and preparation of the next generation of geoscientists. Since its inception, GEO has supported the education and training of a diverse and talented pool of future scientists, engineers, and technicians in the Earth, Ocean, Atmospheric and Geospatial Sciences sub-fields, through support of graduate research assistants, post-doctoral fellows, and undergraduate research experiences. In the late 1990’s and early 2000’s, GEO initiated several programs that expanded these investments to also support improvements in pre-college and undergraduate geoscience education through a variety of mechanisms (e.g., professional development support for K-12 teachers, development of innovative undergraduate curricula, and scientist-mentored research experiences for elementary and secondary students). In addition to GEO’s Geoscience Education (GeoEd), Opportunities for Enhancing Diversity in the Geosciences (OEDG), Global Learning and Observations to Benefit the Environment (GLOBE), and Geoscience Teacher Training (GEO-Teach) programs, GEO participates in a number of cross-Foundation programs, including the Research Experiences for Undergraduates (REU), Integrative Graduate Education and Research Traineeship (IGERT), Ethics Education in Science and Engineering (EESE), NSF Graduate STEM Fellows in K-12 Education (GK-12), and Partnerships for International Research and Education (PIRE) programs, and the new Climate Change Education Partnership (CCEP) program. Many broader impact activities associated with individual research grants supported by GEO contribute to the mix, through integration of research and education. Improving access to high quality geoscience education, developing educational resources and pedagogies that reflect current understandings based on cognitive research on how people learn science in formal and informal settings, cultivating a diverse talent pool for the future, and developing robust mechanisms to evaluate the quality of these various approaches and tools are challenges faced by the entire geosciences research and education community, not just NSF/GEO. In the past two years, GEO has worked collaboratively with the Education and Human Resources (EHR) Directorate, and sister agencies NOAA and NASA, to establish a new GEO Education and Diversity Strategic Framework, that will guide our investments in the future, and identify opportunities for a more cohesive, collaborative, and synergistic approach across NSF and the federal government. Details of this new strategic framework, results of recent program evaluations, and their implications for future NSF/GEO education program funding will be discussed.

The Impact of an Inquiry-Based Geoscience Field Course on Pre-Service Teachers

ERIC Educational Resources Information Center

Nugent, Gwen; Toland, Michael D.; Levy, Richard; Kunz, Gina; Harwood, David; Green, Denise; Kitts, Kathy

2012-01-01

The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers' geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to…

Impacting earthquake science and geoscience education: Educational programming to earthquake relocation

NASA Astrophysics Data System (ADS)

Carrick, Tina Louise

This dissertation is comprised of four studies: three related to research on geoscience education and another seismological study of the South Island of New Zealand. The geoscience education research is grounded in 10 years of data collection and its implications for best practices for recruitment and retention of underrepresented minority students into higher education in the geosciences. The seismological component contains results from the relocation of earthquakes from the 2009 Dusky Sound Mw 7.8 event, South Island, New Zealand. In recent years, many have cited a major concern that U.S. is not producing enough STEM graduates to fit the forecasted economic need. This situation is exacerbated by the fact that underrepresented minorities are becoming a growing portion of the population, and people in these groups enter STEM careers at rates much smaller than their proportion of the populations. Among the STEM disciplines the Geosciences are the worst at attracting young people from underrepresented minorities. This dissertation reports on results the Pathways program at the University of Texas at El Paso Pathways which sought to create a geoscience recruitment and training network in El Paso, Texas to increase the number of Hispanic Americans students to attain higher degrees and increase the awareness of the geosciences from 2002-2012. Two elements of the program were a summer program for high school students and an undergraduate research program conducted during the academic year, called PREP. Data collected from pre- and post-surveys from the summer program showed statistically significant positive changes in attitudes towards the geosciences. Longitudinal data shows a strong positive correlation of the program with retention of participants in the geoscience pipeline. Results from the undergraduate research program show that it produced far more women and minority geoscience professionals than national norms. Combination of the institutional data, focus groups results, and career outcomes strongly suggest the program cultivated an environment in which not only were students expected to enter graduate school, but they were successful in pursuing a graduate degree and entering the geoscience workforce. The third study was a critical incident study conducted to develop a taxonomy for geoscience recruitment at the more pre-college age. Analysis of 20 interviews with undergraduate geoscience majors produce an independent taxonomy with many similarities to a previous study garnered from interviews with geoscience professionals. Use of the taxonomy in program design will enhance the effectiveness of the recruitment of underrepresented minorities to major in the geosciences and enter careers in the geosciences. New Zealand is one the most seismically active places in the world. July 15th, 2009 Dusky Sound, South Island, New Zealand encountered a Mw 7.8 earthquake. In order to gain insight into partitioning of the slip on the subduction zone, a relocation study from the 2009 events was performed. Using the software program hypoDD, events were relocated and formed 4 major clusters. Results from the relocation indicate that 1) the events are all located above the subduction interface; 2) the events appear to have occurred in a transitional zone between the Australian and Pacific plates; and 3) the northernmost cluster appears to have partially filled a seismic gap between the 2009 Dusky Sound event and a previous event in 2003.

Creation and Assessment of an Active E-Learning Introductory Geoscience Course

NASA Astrophysics Data System (ADS)

Sit, S. M.; Brudzinski, M. R.

2014-12-01

The recent emphasis in higher education on both student engagement and online learning has encouraged us to work on the development of an active e-learning environment for our ~90 student undergraduate introductory geohazards course. To begin designing our course, we established a set of student learning outcomes (SLOs) focused on key scientific investigation skills, like analyzing data, evaluating hypotheses, and conveying information to peers. We designed these outcomes to provide students with powerful reasoning and critical thinking skills. Along with this new framework and increased student expectations, we found it beneficial to additionally establish student development outcomes (SDOs). Specifically, SDOs were constructed to address self-evaluation, student responsibility for learning, and valuing group work. Based on these new SLOs and SDOs, we developed a set of course components that engaged students in content, authentic scientific investigations, and group discussions, all within an online environment. The course includes common online learning features like video lectures and comprehension quizzes, but also uses 50% of class periods for student investigation assignments that are conducted using Google Earth and Microsoft Excel. For those assignments, students commonly utilize a short video tutorial demonstrating a new software skill and then apply that knowledge towards investigating topics such as predicting population growth in India or identifying types of volcanoes observed in Hawaii. Results from multiple semesters of teaching both a hybrid and completely online course show significant gains in the geoscience concept inventory over traditional and redesigned face-to-face courses. Additionally, student survey and evaluation data show that our online course improves on SLOs and SDOs when compared to a traditional lecture based course and achieve similar results to a redesigned face-to-face course focused on engagement. In particular, at the end of an active e-learning semester students reported a greater emphasis in analyzing and applying basic elements of a theory and contributing more to class discussions. Through this course redesign process, we have learned more about effective teaching and have worked to develop better means to inform our teaching through assessment.

Climate Science across the Liberal Arts Curriculum at Gustavus Adolphus College

NASA Astrophysics Data System (ADS)

Bartley, J. K.; Triplett, L.; Dontje, J.; Huber, T.; Koomen, M.; Jeremiason, J.; La Frenierre, J.; Niederriter, C.; Versluis, A.

2014-12-01

The human and social dimensions of climate change are addressed in courses in humanities, social sciences, and arts disciplines. However, faculty members in these disciplines are not climate science experts and thus may feel uncomfortable discussing the science that underpins our understanding of climate change. In addition, many students are interested in the connections between climate change and their program of study, but not all students take courses that address climate science as a principal goal. At Gustavus Adolphus College, the Climate Science Project aims to help non-geoscience faculty introduce climate science content in their courses in order to increase climate science literacy among students and inform discussions of the implications of climate change. We assembled an interdisciplinary team of faculty with climate science expertise to develop climate science modules for use in non-geoscience courses. Faculty from the social sciences, humanities, arts, education, and natural sciences attended workshops in which they developed plans to include climate science in their courses. Based on these workshops, members of the development team created short modules for use by participating faculty that introduce climate science concepts to a non-specialist audience. Each module was tested and modified prior to classroom implementation by a team of faculty and geoscience students. Faculty and student learning are assessed throughout the process, and participating faculty members are interviewed to improve the module development process. The Climate Science Project at Gustavus Adolphus College aims to increase climate science literacy in both faculty members and students by creating accessible climate science content and supporting non-specialist faculty in learning key climate science concepts. In this way, climate science becomes embedded in current course offerings, including non-science courses, reaching many more students than new courses or enhanced content in the geosciences can reach. In addition, this model can be adopted by institutions with limited geoscience course offerings to increase geoscience literacy among a broad cross-section of students.

Lessons Learned for Recruiting and Retaining Native Hawaiians in the Geosciences

NASA Astrophysics Data System (ADS)

Gibson, B. A.; Brock, L.; Levine, R.; Spencer, L.; Wai, B.; Puniwai, N.

2008-12-01

Many Native Hawaiian and Pacific Island (NHPI) college students are unaware of the majors or career possibilities within geoscience disciplines. This notably can be seen by the low number of NHPI students who graduate with a bachelor's degree in an ocean or Earth science-related field within the University of Hawaii (UH) System. To help address this disparity, the Ka'Imi'Ike Program, which is funded through the Opportunities for Enhancing Diversity in the Geosciences (OEDG) Program at NSF, was started at the University of Hawaii at Manoa to attract and support NHPI students in the geosciences. A key component of the program is the recruiting of NHPI students to disciplines in the geosciences through linking geoscience concepts with their culture and community. This includes a 3-week Explorations in the Geosciences summer institute that introduces incoming freshmen and current UH sophomores to the earth, weather, and ocean sciences via hands-on field and lab experiences. Ka'Imi'Ike also provides limited support for current geoscience majors through scholarships and internship opportunities. Results from student journals and pre- and post- questionnaires given to students during the summer institute have shown the program to be successful in increasing student interest and knowledge of the geoscience disciplines. Demonstrating the links between scientific thought and NHPI culture has been crucial to peaking the students' interest in the geosciences. The results also show that there is a need to include more specifics related to local career options, especially information that can be shared with the students' family and community as our data show that parents play a formidable role in the career path a student chooses. Moreover, in order to provide a more contiguous pipeline of support for NHPI students, Ka'Imi'Ike is beginning to network its students from the summer institute to other programs, such as the C-MORE Scholars Program, which offer undergraduate research experiences in the ocean and earth sciences. Though the Ka'Imi'Ike Program has been quite successful in facilitating NHPI participation in undergraduate research projects, the program is continually evolving by seeking and developing cutting edge approaches to strengthen its recruitment of NHPI into geoscience majors and careers.

Calibrated peer review assignments for the earth sciences

USGS Publications Warehouse

Rudd, J.A.; Wang, V.Z.; Cervato, C.; Ridky, R.W.

2009-01-01

Calibrated Peer Review ??? (CPR), a web-based instructional tool developed as part of the National Science Foundation reform initiatives in undergraduate science education, allows instructors to incorporate multiple writing assignments in large courses without overwhelming the instructor. This study reports successful implementation of CPR in a large, introductory geology course and student learning of geoscience content. For each CPR assignment in this study, students studied web-based and paper resources, wrote an essay, and reviewed seven essays (three from the instructor, three from peers, and their own) on the topic. Although many students expressed negative attitudes and concerns, particularly about the peer review process of this innovative instructional approach, they also recognized the learning potential of completing CPR assignments. Comparing instruction on earthquakes and plate boundaries using a CPR assignment vs. an instructional video lecture and homework essay with extensive instructor feedback, students mastered more content via CPR instruction.

Integrating Field-Centered, Project Based Activities with Academic Year Coursework: A Curriculum Wide Approach

NASA Astrophysics Data System (ADS)

Kelso, P. R.; Brown, L. M.

2015-12-01

Based upon constructivist principles and the recognition that many students are motivated by hands-on activities and field experiences, we designed a new undergraduate curriculum at Lake Superior State University. One of our major goals was to develop stand-alone field projects in most of the academic year courses. Examples of courses impacted include structural geology, geophysics, and geotectonics, Students learn geophysical concepts in the context of near surface field-based geophysical studies while students in structural geology learn about structural processes through outcrop study of fractures, folds and faults. In geotectonics students learn about collisional and rifting processes through on-site field studies of specific geologic provinces. Another goal was to integrate data and samples collected by students in our sophomore level introductory field course along with stand-alone field projects in our clastic systems and sequence stratigraphy courses. Our emphasis on active learning helps students develop a meaningful geoscience knowledge base and complex reasoning skills in authentic contexts. We simulate the activities of practicing geoscientists by engaging students in all aspects of a project, for example: field-oriented project planning and design; acquiring, analyzing, and interpreting data; incorporating supplemental material and background data; and preparing oral and written project reports. We find through anecdotal evidence including student comments and personal observation that the projects stimulate interest, provide motivation for learning new concepts, integrate skill and concept acquisition vertically through the curriculum, apply concepts from multiple geoscience subdisiplines, and develop soft skills such as team work, problem solving, critical thinking and communication skills. Through this projected-centered Lake Superior State University geology curriculum students practice our motto of "learn geology by doing geology."

Making the Most of a Limited Opportunity: Empowering our Future Earth Science Educators by Engaging Them in Field-Based Inquiry.

NASA Astrophysics Data System (ADS)

Levy, R.; David, H.; Carlson, D.; Kunz, G.

2004-12-01

Geoscience courses that engage students in our K-12 learning environments represent a fundamental method to increase public awareness and understanding of Earth systems science. K-12 teachers are ultimately responsible for developing and teaching these courses. We recognize that it is our role as university instructors to ensure that our future K-12 teachers receive a high-quality and practical Earth science education; unfortunately many education majors at our institution receive no formal exposure to geoscience. Furthermore, for those students who choose to take a geoscience course, the experience is typically limited to a large introductory lecture-lab. While these courses are rich in content they neither provide opportunities for students to experience `real' Earth science nor address the skills required to teach Earth science to others. In 2002 we began to develop a field-based introductory geoscience course designed specifically for education students. Our major goal was to attract education majors and provide a field-based geoscience learning experience that was challenging, exciting, and directly applicable to their chosen career. Specific objectives of our project were to: (1) teach geoscience concepts and skills that K-12 teachers are expected to understand and teach to their students (outlined in national standards); (2) provide students with an opportunity to learn through scientific inquiry; (3) enhance student confidence in their ability to teach geoscience in the K-12 classroom. We piloted a two-week field course during summer 2004. The field excursion followed a route through Nebraska and Wyoming. Instructors focused on exposing students to the Earth systems concepts and content outlined in national education standards. The primary instructional approach was to engage students in inquiry-based learning. Students were provided many opportunities to utilize science process skills including: observation, documentation, classification, questioning, formulation of hypotheses and models, and interpretation and debate. Evening `classes' on effective teaching practices were conducted at camp. A mobile library, comprising a range of K-12 Earth science curricular materials and activities, was provided for students to utilize, examine, and critique. Students were given sample boxes so that they could collect and curate Earth materials to build their own `teaching set'. Digital cameras were used to record images of natural phenomena. Each student will receive a DVD of the images to use in their future classroom activities. Near the end of the course students were asked to generate a series of lesson plans to teach plate tectonics. Evaluation of our pilot project comprised a series of pre and post instruments to measure: geoscience content knowledge, science process skills, confidence for teaching science related courses, self-efficacy for self-regulation, and student perceptions of classroom knowledge-building. Results indicate significant gains in all measures. The course instructors have also spent time reflecting on instructional approach and associated activities and will use student feedback to modify and improve the course for the future. We are currently applying the evaluation instruments to education majors taking a large lecture-lab course in order to compare outcomes between the two course models. Results will help guide future geoscience education course development.

Integrating Opportunities: Applied Interdisciplinary Research in Undergraduate Geography and Geology Education

ERIC Educational Resources Information Center

Viertel, David C.; Burns, Diane M.

2012-01-01

Unique integrative learning approaches represent a fundamental opportunity for undergraduate students and faculty alike to combine interdisciplinary methods with applied spatial research. Geography and geoscience-related disciplines are particularly well-suited to adapt multiple methods within a holistic and reflective mentored research paradigm.…

Data Immersion for CCNY Undergraduate Summer Interns at the IEDA Geoinformatics Facility

NASA Astrophysics Data System (ADS)

Uribe, R.; Van Wert, T.; Alabi, T.

2016-12-01

National Science Foundation (NSF) funded programs that provide grants and resources to enhance undergraduate learning and provide a pathway to future career opportunities in the geosciences by increasing retention and broadening participation. In an increasingly digital world, geoinformatics and the importance of large data storage and accessibility is a rapidly expanding field in the geosciences. The NSF-funded Interdisciplinary Earth Data Alliance (IEDA) - City College of New York (CCNY) summer internship program aims to provide diverse undergraduates from CCNY with data processing experience within the IEDA facility at Columbia University's Lamont-Doherty Earth Observatory (LDEO). CCNY interns worked alongside IEDA mentors and were immersed in the day-to-day operations of the IEDA facility. Skills necessary to work with geoscience data were developed throughout the internship and participation with the broader cohort of Lamont summer interns was promoted. Summer lectures delivered by researchers at LDEO provided interns with cutting-edge geoscience content from experts across a wide range of fields in the Earth sciences. CCNY undergraduate interns undertook two data compilation projects. First, interns compiled LiDAR land elevation data to enhance the land-ocean base map used across IEDA map-based resources. For that, the interns downloaded and classified one- and three-meter resolution LiDAR topographic data from the USGS The National Mapfor the lower 48 states. Second, computer-derived regional and global seismic tomography models from the Incorporated Research Institutions for Seismology (IRIS) were compiled and processed for integration with GeoMapApp, a free mapping application developed at LDEO (www.geomapapp.org). Interns established a data processing workflow to extract tomographic depth slices from dozens of tomographic grids. Executing LINUX commands and shell scripts, the native format binary netCDF files were resampled and reformatted and compared to the published figures to check for consistency. The extracted tomographic slices will be included in GeoMapApp's user friendly map-based interface. The IEDA-CCNY internship encouraged students to develop and build basic skills necessary for the rigors of graduate study and real world geoscience career exposure.

Click-On-Diagram Questions: a New Tool to Study Conceptions Using Classroom Response Systems

NASA Astrophysics Data System (ADS)

LaDue, Nicole D.; Shipley, Thomas F.

2018-06-01

Geoscience instructors depend upon photos, diagrams, and other visualizations to depict geologic structures and processes that occur over a wide range of temporal and spatial scales. This proof-of-concept study tests click-on-diagram (COD) questions, administered using a classroom response system (CRS), as a research tool for identifying spatial misconceptions. First, we propose a categorization of spatial conceptions associated with geoscience concepts. Second, we implemented the COD questions in an undergraduate introductory geology course. Each question was implemented three times: pre-instruction, post-instruction, and at the end of the course to evaluate the stability of students' conceptual understanding. We classified each instance as (1) a false belief that was easily remediated, (2) a flawed mental model that was not fully transformed, or (3) a robust misconception that persisted despite targeted instruction. Geographic Information System (GIS) software facilitated spatial analysis of students' answers. The COD data confirmed known misconceptions about Earth's structure, geologic time, and base level and revealed a novel robust misconception about hot spot formation. Questions with complex spatial attributes were less likely to change following instruction and more likely to be classified as a robust misconception. COD questions provided efficient access to students' conceptual understanding. CRS-administered COD questions present an opportunity to gather spatial conceptions with large groups of students, immediately, building the knowledge base about students' misconceptions and providing feedback to guide instruction.

Grand Canyon as a universally accessible virtual field trip for intro Geoscience classes using geo-referenced mobile game technology

NASA Astrophysics Data System (ADS)

Bursztyn, N.; Pederson, J. L.; Shelton, B.

2012-12-01

There is a well-documented and nationally reported trend of declining interest, poor preparedness, and lack of diversity within U.S. students pursuing geoscience and other STEM disciplines. We suggest that a primary contributing factor to this problem is that introductory geoscience courses simply fail to inspire (i.e. they are boring). Our experience leads us to believe that the hands-on, contextualized learning of field excursions are often the most impactful component of lower division geoscience classes. However, field trips are becoming increasingly more difficult to run due to logistics and liability, high-enrollments, decreasing financial and administrative support, and exclusivity of the physically disabled. Recent research suggests that virtual field trips can be used to simulate this contextualized physical learning through the use of mobile devices - technology that exists in most students' hands already. Our overarching goal is to enhance interest in introductory geoscience courses by providing the kinetic and physical learning experience of field trips through geo-referenced educational mobile games and test the hypothesis that these experiences can be effectively simulated through virtual field trips. We are doing this by developing "serious" games for mobile devices that deliver introductory geology material in a fun and interactive manner. Our new teaching strategy will enhance undergraduate student learning in the geosciences, be accessible to students of diverse backgrounds and physical abilities, and be easily incorporated into higher education programs and curricula at institutions globally. Our prototype involves students virtually navigating downstream along a scaled down Colorado River through Grand Canyon - physically moving around their campus quad, football field or other real location, using their smart phone or a tablet. As students reach the next designated location, a photo or video in Grand Canyon appears along with a geological question. The students must answer each question correctly in order to proceed to the next location and accrue points in the game and multiple attempts reduce the number of points earned when the correct answer is found. The questions are either multiple choice or involve touch-screen interaction to identify a specific geologic feature. Initial testing of the prototype game in Historical and Physical geology courses at Utah State University indicate that students enjoy the mobile "exploration" nature of the game as well as experiencing photographs of geologic features rather than traditional cartoons. Qualitative evaluation using anonymous surveys was conducted to help determine the usability of the game and the potential effectiveness of this technology-based approach. Students were asked about the degree of fun and difficulty of the game, content learned, and their overall response to features they liked/disliked about it. The results of these early assessments are positive, both in regard to the improvement of students' understanding of key geology concepts and their enjoyment of learning with the technology in a mobile orienteering manner. This is a positive first step in an innovative teaching tool with the power to overcome the pervasive problem of the boring first year STEM course and make world-class field trips accessible to all.

Accessible Earth: Enhancing diversity in the Geosciences through accessible course design and Experiential Learning Theory

NASA Astrophysics Data System (ADS)

Bennett, Rick; Lamb, Diedre

2017-04-01

The tradition of field-based instruction in the geoscience curriculum, which culminates in a capstone geological field camp, presents an insurmountable barrier to many disabled students who might otherwise choose to pursue geoscience careers. There is a widespread perception that success as a practicing geoscientist requires direct access to outcrops and vantage points available only to those able to traverse inaccessible terrain. Yet many modern geoscience activities are based on remotely sensed geophysical data, data analysis, and computation that take place entirely from within the laboratory. To challenge the perception of geoscience as a career option only for the able bodied, we have created the capstone Accessible Earth Study Abroad Program, an alternative to geologic field camp with a focus on modern geophysical observation systems, computational thinking, and data science. In this presentation, we will report on the theoretical bases for developing the course, our experiences in teaching the course to date, and our plan for ongoing assessment, refinement, and dissemination of the effectiveness of our efforts.

The use of Web-based GIS data technologies in the construction of geoscience instructional materials: examples from the MARGINS Data in the Classroom project

NASA Astrophysics Data System (ADS)

Ryan, J. G.; McIlrath, J. A.

2008-12-01

Web-accessible geospatial information system (GIS) technologies have advanced in concert with an expansion of data resources that can be accessed and used by researchers, educators and students. These resources facilitate the development of data-rich instructional resources and activities that can be used to transition seamlessly into undergraduate research projects. MARGINS Data in the Classroom (http://serc.carleton.edu/ margins/index.html) seeks to engage MARGINS researchers and educators in using the images, datasets, and visualizations produced by NSF-MARGINS Program-funded research and related efforts to create Web-deliverable instructional materials for use in undergraduate-level geoscience courses (MARGINS Mini-Lessons). MARGINS science data is managed by the Marine Geosciences Data System (MGDS), and these and all other MGDS-hosted data can be accessed, manipulated and visualized using GeoMapApp (www.geomapapp.org; Carbotte et al, 2004), a freely available geographic information system focused on the marine environment. Both "packaged" MGDS datasets (i.e., global earthquake foci, volcanoes, bathymetry) and "raw" data (seismic surveys, magnetics, gravity) are accessible via GeoMapApp, with WFS linkages to other resources (geodesy from UNAVCO; seismic profiles from IRIS; geochemical and drillsite data from EarthChem, IODP, and others), permitting the comprehensive characterization of many regions of the ocean basins. Geospatially controlled datasets can be imported into GeoMapApp visualizations, and these visualizations can be exported into Google Earth as .kmz image files. Many of the MARGINS Mini-Lessons thus far produced use (or have studentss use the varied capabilities of GeoMapApp (i.e., constructing topographic profiles, overlaying varied geophysical and bathymetric datasets, characterizing geochemical data). These materials are available for use and testing from the project webpage (http://serc.carleton.edu/margins/). Classroom testing and assessment of the Mini- Lessons begins this Fall.

A Week in the Wilderness of the Great Smoky Mountains Institute at Tremont: An Outdoor Science Education Course for Graduate and Undergraduate Students

NASA Astrophysics Data System (ADS)

Radencic, S.; Walker, R. M.; Anthony, K. V.

2014-12-01

Graduate and undergraduate students with an interest in science education complete an intensive three-week "Maymester" course at Mississippi State University that includes one week of field experience teaching science in outdoor environments. The focus of the course includes the history and rationales for interdisciplinary outdoor education and informal learning environments while promoting successful pedagogical practices to enhance science instruction. Students gain valuable outdoor education field experience through a week of full emersion at a residential environmental learning center at the Great Smoky Mountains Institute at Tremont, TN (www.gsmit.org) that challenges perceptions of what many believe are "good teaching" practices. Tremont offers multiple overnight educational options for K-12 schools, teacher professional development programs, master naturalists trainings, and citizen science opportunities to the public. Being fully immersed in the outdoors teaching and learning about Earth Science interdisciplinary topics creates a paradigm shift in what is considered to be effective teaching by the graduate and undergraduate participants. Prior to the week at Tremont, students select a Tremont created outdoor educational activity to teach their fellow the graduate and undergraduate students while at Tremont. All activities promote inquiry and hands-on exploration utilizing authentic science process skills in outdoor field research settings that can also be adapted for local school environments. At Tremont the students reside in platform tents located at the center to allow complete immersion in the culture of informal learning unique to outdoor education. In addition to gaining personal experiences leading outdoor science activities, the college students get to actively observe experts in the field of outdoor ecological education model exemplary pedagogical practices of guided inquiry and effective questioning strategies. The impact of the full emersion field experience gained by class participants will be one that they can implement into a variety of science education settings to enrich understanding of the Geosciences to diverse audiences.

National Association of Geoscience Teachers (NAGT) support for the Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Buhr Sullivan, S. M.; Awad, A. A.; Manduca, C. A.

2014-12-01

The Next Generation Science Standards (NGSS) represents the best opportunity for geosciences education since 1996, describing a vision of teaching excellence and placing Earth and space science on a par with other disciplines. However, significant, sustained support and relationship-building between disciplinary communities must be forthcoming in order to realize the potential. To realize the vision, teacher education, curricula, assessments, administrative support and workforce/college readiness expectations must be developed. The National Association of Geoscience Teachers (NAGT), a geoscience education professional society founded in 1938, is comprised of members across all educational contexts, including undergraduate faculty, pre-college teachers, informal educators, geoscience education researchers and teacher educators. NAGT support for NGSS includes an upcoming workshop in collaboration with the American Geosciences Institute, deep collections of relevant digital learning resources, pertinent interest groups within the membership, professional development workshops, and more. This presentation will describe implications of NGSS for the geoscience education community and highlight some opportunities for the path forward.

Geospatial Technology and Geosciences - Defining the skills and competencies in the geosciences needed to effectively use the technology (Invited)

NASA Astrophysics Data System (ADS)

Johnson, A.

2010-12-01

Maps, spatial and temporal data and their use in analysis and visualization are integral components for studies in the geosciences. With the emergence of geospatial technology (Geographic Information Systems (GIS), remote sensing and imagery, Global Positioning Systems (GPS) and mobile technologies) scientists and the geosciences user community are now able to more easily accessed and share data, analyze their data and present their results. Educators are also incorporating geospatial technology into their geosciences programs by including an awareness of the technology in introductory courses to advanced courses exploring the capabilities to help answer complex questions in the geosciences. This paper will look how the new Geospatial Technology Competency Model from the Department of Labor can help ensure that geosciences programs address the skills and competencies identified by the workforce for geospatial technology as well as look at new tools created by the GeoTech Center to help do self and program assessments.

Geoscience and the 21st Century Workforce

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Bralower, T. J.; Blockstein, D.; Keane, C. M.; Kirk, K. B.; Schejbal, D.; Wilson, C. E.

2013-12-01

Geoscience knowledge and skills play new roles in the workforce as our society addresses the challenges of living safely and sustainably on Earth. As a result, we expect a wider range of future career opportunities for students with education in the geosciences and related fields. A workshop offered by the InTeGrate STEP Center on 'Geoscience and the 21st Century Workforce' brought together representatives from 24 programs with a substantial geoscience component, representatives from different employment sectors, and workforce scholars to explore the intersections between geoscience education and employment. As has been reported elsewhere, employment in energy, environmental and extractive sectors for geoscientists with core geology, quantitative and communication skills is expected to be robust over the next decade as demand for resources grow and a significant part of the current workforce retires. Relatively little is known about employment opportunities in emerging areas such as green energy or sustainability consulting. Employers at the workshop from all sectors are seeking the combination of strong technical, quantitative, communication, time management, and critical thinking skills. The specific technical skills are highly specific to the employer and employment needs. Thus there is not a single answer to the question 'What skills make a student employable?'. Employers at this workshop emphasized the value of data analysis, quantitative, and problem solving skills over broad awareness of policy issues. Employers value the ability to articulate an appropriate, effective, creative solution to problems. Employers are also very interested in enthusiasm and drive. Participants felt that the learning outcomes that their programs have in place were in line with the needs expressed by employers. Preparing students for the workforce requires attention to professional skills, as well as to the skills needed to identify career pathways and land a job. This critical work takes place both inside and outside of the classroom and occurs as a progression throughout the course of study. Professional skills were recognized as an area where outcomes could be strengthened. The challenge faced by geoscience programs is developing pathways into the workforce for students who bring different skills and interests to their studies. Workforce data suggest that in the past only 30% of undergraduate graduates have remained in the geosciences indicating that geoscience programs are playing an important role in developing the workforce beyond the geosciences. A collection of program descriptions describes what is known about career pathways from the programs represented at the workshop.

A Study of Undergraduate Students' Alternative Conceptions of Earth's Interior Using Drawing Tasks

ERIC Educational Resources Information Center

McAllister, Meredith L.

2014-01-01

Learning fundamental geoscience topics such as plate tectonics, earthquakes, and volcanoes requires students to develop a deep understanding of the conceptual models geologists use when describing the structure and dynamics of Earth's interior. Despite the importance of these mental models underlying much of the undergraduate geoscience…

Recruiting a Diverse Set of Future Geoscientists through Outreach to Middle and High School Students and Teachers in Miami, Florida

NASA Astrophysics Data System (ADS)

Whitman, D.; Hickey-Vargas, R.; Draper, G.; Rego, R.; Gebelein, J.

2014-12-01

Florida International University (FIU), the State University of Florida in Miami is a large enrollment, federally recognized Minority Serving Institution with over 70% of the undergraduate population coming from groups underrepresented in the geoscience workforce. Recruiting local students into the geosciences is challenging because geology is not well integrated into the local school curriculum, the geology is poorly exposed in the low-relief south Florida region and many first generation college students are reluctant to enter unfamiliar fields. We describe and present preliminary findings from Growing Community Roots for the Geosciences in Miami, FL, a 2-year, NSF funded project run by the Department of Earth and Environment at FIU which aims to inform students enrolled in the local middle and high schools to educational and career opportunities in the geosciences. The project takes a multi-faceted approach which includes direct outreach through social media platforms and school visits, a 1-week workshop for middle school teachers and a 2-week summer camp aimed at high school students. An outreach team of undergraduate geoscience majors were recruited to build and maintain informational resources on Facebook, Instagram, Twitter and Google Plus and to accompany FIU faculty on visits to local middle schools and high schools. Both the teacher workshop and the summer camp included lectures on geoscience careers, fundamental concepts of solid earth and atmospheric science, hands on exercises with earth materials, fossils and microscopy, exercises with Google Earth imagery and GIS, and field trips to local geological sites and government facilities. Participants were surveyed at the beginning of the programs on their general educational background in math and science and their general attitudes of and interest in geoscience careers. Post program surveys showed significant increases in the comfort of teaching topics in geoscience among teachers and an increased interest in majoring in geoscience among students. On the final day of the programs, participants were queried on better ways of interesting high school to major in geoscience. Suggestions included visits by faculty and college students to high schools and using social media to promote events and activities.

Exploring Student-to-Workforce Transitions with the National Geoscience Exit Survey

NASA Astrophysics Data System (ADS)

Gonzales, L. M.; Keane, C. M.; Houlton, H. R.

2011-12-01

In 2011, the American Geological Institute (AGI) launched the first pilot of a National Geoscience Exit Survey in collaboration with 32 geoscience university departments. The survey collects data about demographics, high school and community college coursework, university degrees, financial aid, field and research experiences, internships, and when and why the student chose to pursue a geosciences degree. Additionally, the survey collects information about students' future academic and career plans, and gives participants the option to take part in a longitudinal survey to track long-term career trajectories of geosciences graduates. The survey also provides geoscience departments with the ability to add customized questions to collect data about important departmental-level topics. The National Geoscience Exit Survey will be available to all U.S. geoscience programs at two- and four-year colleges and universities by the end of the 2011-2012 academic year. We use the results of the National Geoscience Exit Survey to examine student preparation and transition into geosciences and non-geoscience careers. Preliminary results from the pilot survey indicated future academic and career trajectories for geoscience Bachelor's degree recipients included graduate school (53%) and pursuit of a geoscience career (45%), with some undergraduates keeping their options open for either trajectory. Twelve percent of Bachelor's degree recipients already accepted job offers with geoscience employers. For geoscience Master's degree recipients, 17% planned to continue in graduate school, 35% were seeking a geoscience job, and 42% had already accepted job offers with geoscience employers. Furthermore, the majority of those geoscience graduates who already accepted geoscience job offers had also interned previously with the employer.

Accessible Earth: Enhancing diversity in the Geosciences through accessible course design

NASA Astrophysics Data System (ADS)

Bennett, R. A.; Lamb, D. A.

2017-12-01

The tradition of field-based instruction in the geoscience curriculum, which culminates in a capstone geological field camp, presents an insurmountable barrier to many disabled students who might otherwise choose to pursue geoscience careers. There is a widespread perception that success as a practicing geoscientist requires direct access to outcrops and vantage points available only to those able to traverse inaccessible terrain. Yet many modern geoscience activities are based on remotely sensed geophysical data, data analysis, and computation that take place entirely from within the laboratory. To challenge the perception of geoscience as a career option only for the non-disabled, we have created the capstone Accessible Earth Study Abroad Program, an alternative to geologic field camp for all students, with a focus on modern geophysical observation systems, computational thinking, data science, and professional development.In this presentation, we will review common pedagogical approaches in geosciences and current efforts to make the field more inclusive. We will review curricular access and inclusivity relative to a wide range of learners and provide examples of accessible course design based on our experiences in teaching a study abroad course in central Italy, and our plans for ongoing assessment, refinement, and dissemination of the effectiveness of our efforts.

Imaging Spectrograph as a Tool to Enhance the Undergraduate Student Research Experience

NASA Astrophysics Data System (ADS)

Williams, B.; Nielsen, K.; Johnson, S.

2015-12-01

Undergraduate students often engage in research activities that are part of a larger project outlined by research faculty, while it is less common for students to explore and define their own research project. The later has been shown to have tremendous impact on the learning outcome of the students and provide a stronger sense of pride and ownership of the research project. It is unrealistic to expect starting undergraduate students to define transformative research projects. However, with the proper training and guidance student-driven transformative research is possible for upper division students. We have instituted a student research paradigm with focus on the development of student research skills in coordination with their course progress. We present here a specific student project that engage students in aeronomy research activities and provide them with a solid base to establish their own research projects for senior year. The core of the project is an imaging spectrograph, which is constructed, tested, and calibrated by the students. The instrument provides unique opportunities student research projects across subject such as optics, quantum mechanics, and how these subjects are applied in the geosciences of aeronomy and space physics.

Developing Geoscience Students' Quantitative Skills

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Hancock, G. S.

2005-12-01

Sophisticated quantitative skills are an essential tool for the professional geoscientist. While students learn many of these sophisticated skills in graduate school, it is increasingly important that they have a strong grounding in quantitative geoscience as undergraduates. Faculty have developed many strong approaches to teaching these skills in a wide variety of geoscience courses. A workshop in June 2005 brought together eight faculty teaching surface processes and climate change to discuss and refine activities they use and to publish them on the Teaching Quantitative Skills in the Geosciences website (serc.Carleton.edu/quantskills) for broader use. Workshop participants in consultation with two mathematics faculty who have expertise in math education developed six review criteria to guide discussion: 1) Are the quantitative and geologic goals central and important? (e.g. problem solving, mastery of important skill, modeling, relating theory to observation); 2) Does the activity lead to better problem solving? 3) Are the quantitative skills integrated with geoscience concepts in a way that makes sense for the learning environment and supports learning both quantitative skills and geoscience? 4) Does the methodology support learning? (e.g. motivate and engage students; use multiple representations, incorporate reflection, discussion and synthesis) 5) Are the materials complete and helpful to students? 6) How well has the activity worked when used? Workshop participants found that reviewing each others activities was very productive because they thought about new ways to teach and the experience of reviewing helped them think about their own activity from a different point of view. The review criteria focused their thinking about the activity and would be equally helpful in the design of a new activity. We invite a broad international discussion of the criteria(serc.Carleton.edu/quantskills/workshop05/review.html).The Teaching activities can be found on the Teaching Quantitative Skills in the Geosciences website (serc.Carleton.edu/quantskills/). In addition to the teaching activity collection (85 activites), this site contains a variety of resources to assist faculty with the methods they use to teach quantitative skills at both the introductory and advanced levels; information about broader efforts in quantitative literacy involving other science disciplines, and a special section of resources for students who are struggling with their quantitative skills. The site is part of the Digital Library for Earth Science Education and has been developed by geoscience faculty in collaboration with mathematicians and mathematics educators with funding from the National Science Foundation.

Recruiting and retaining geoscience students at a large public university: Balancing the needs of first-time freshman and upper-division transfer students

NASA Astrophysics Data System (ADS)

Bowman, D. D.; Clemens-Knott, D.

2012-12-01

The Department of Geological Sciences at California State University, Fullerton (CSUF) is one of the largest geology programs in the state. Approximately 4,000 students at CSUF take general education geology classes; this provides a large pool from which to recruit undergraduate students for either the Geology B.S. or Earth Sciences B.A. offered by the department. The department has seen a dramatic increase in majors over the last decade, from a low of 28 majors in 2002 to more than 110 in 2012. This increase does not appear to be driven by growth in the oil industry; in a recent survey of CSUF geoscience (BS or BA) students, 15% of respondents indicated an interest in a career in petroleum. The department has engaged in aggressive recruitment and outreach efforts over the last decade, with activities ranging from earthquake preparedness rallies in conjunction with the annual California ShakeOut, to an emerging high school and community college intern program at the department's paleontology curation facility. Despite these efforts, the majority of CSUF geoscience students declared the geology major after taking an introductory physical geology course either at CSUF or a local community college. Over the last ten years, approximately 50% of the geoscience majors at CSUF transferred from a community college. Among the geoscience students who began their career at CSUF, only one third had declared a geoscience major in their freshman year. Over two thirds of geoscience majors at CSUF declared their major after completing more than 60 units. The strong tendency for students to declare a geoscience major late in their career poses significant challenges to students' ability to graduate in a timely manner. To mitigate this problem, the department has an aggressive advising program, wherein students attend mandatory advising with a faculty member every semester. The department is also working closely with community college partners to improve the preparation of transfer students through advising partnerships facilitated by the NSF-sponsored STEM2 program, and through active collaboration in implementing a geology "Associate's Degree-for-Transfer" at community colleges under the framework of California's Student Transfer Achievement Reform Act (SB 1440).

Creation and Assessment of an Active e-Learning Introductory Geology Course

NASA Astrophysics Data System (ADS)

Sit, Stefany M.; Brudzinski, Michael R.

2017-12-01

The recent emphasis in higher education on both student engagement and online learning encouraged the authors to develop an active e-learning environment for an introductory geohazards course, which enrolls 70+ undergraduate students per semester. Instructors focused on replicating the achievements and addressing the challenges within an already established face-to-face student-centered class (Brudzinski and Sikorski 2010; Sit 2013). Through the use of a learning management system (LMS) and other available technologies, a wide range of course components were developed including online homework assignments with automatic grading and tailored feedback, video tutorials of software programs like Google Earth and Microsoft Excel, and more realistic scientific investigations using authentic and freely available data downloaded from the internet. The different course components designed to engage students and improve overall student learning and development were evaluated using student surveys and instructor reflection. Each component can be used independently and intertwined into a face-to-face course. Results suggest that significant opportunities are available in an online environment including the potential for improved student performance and new datasets for educational research. Specifically, results from pre and post-semester Geoscience Concept Inventory (GCI) testing in an active e-learning course show enhanced student learning gains compared to face-to-face lecture-based and student-centered courses.

Post-graduation survey of the impact of geoscience service-learning courses at Wesleyan University

NASA Astrophysics Data System (ADS)

OConnell, S.; Ptacek, S.; Diver, K.; Ku, T. C.; Resor, P. G.; Royer, D. L.

2016-12-01

The benefits of service-learning courses are extolled in numerous papers and include increases in student: engagement with the material and the world, self-efficacy, and awareness of personal values. This approach to education allows students to develop skills that may not be part of many lecture-style or even laboratory class formats, such as problem solving, scientific communication, group work and reflection. Service learning requires students to move to the upper level of Bloom's taxonomy of cognitive skills: analyzing, evaluating, and creating. In a broader context, service learning offers two distinct benefits for the geosciences. First, service learning offers an opportunity for both the students and community to see the utility of geoscience in their lives and what geoscientists do. Considering the general lack of knowledge about geosciences this is an important public relations opportunity. Second, some studies have shown that the benefits of a service-learning approach to education results in higher performance by underrepresented minority students, students that the geosciences need to attract in an increasingly diverse society. Since 2006, four different service-learning courses have been offered by the Department of Earth & Environmental Sciences at Wesleyan University to both majors and non-majors. They are Environmental Geochemistry (core course), Geographic Information Systems (elective), Science on the Radio (first-year seminar), and Soils (elective). Almost 250 graduates have taken these courses. Graduates were surveyed to discover what they gained by taking a service-learning course and if, and how, they use the skills they learned in the course in their post-college careers.

The use of Multiple Representations to Enhance Student Mental Model Development of a Complex Earth System in an Introductory Geoscience Course

NASA Astrophysics Data System (ADS)

Sell, K. S.; Heather, M. R.; Herbert, B. E.

2004-12-01

Exposing earth system science (ESS) concepts into introductory geoscience courses may present new and unique cognitive learning issues for students including understanding the role of positive and negative feedbacks in system responses to perturbations, spatial heterogeneity, and temporal dynamics, especially when systems exhibit complex behavior. Implicit learning goals of typical introductory undergraduate geoscience courses are more focused on building skill-sets and didactic knowledge in learners than developing a deeper understanding of the dynamics and processes of complex earth systems through authentic inquiry. Didactic teaching coupled with summative assessment of factual knowledge tends to limit student¡¦s understanding of the nature of science, their belief in the relevancy of science to their lives, and encourages memorization and regurgitation; this is especially true among the non-science majors who compose the majority of students in introductory courses within the large university setting. Students organize scientific knowledge and reason about earth systems by manipulating internally constructed mental models. This pilot study focuses on characterizing the impact of inquiry-based learning with multiple representations to foster critical thinking and mental model development about authentic environmental issues of coastal systems in an introductory geoscience course. The research was conducted in nine introductory physical geology laboratory sections (N ˜ 150) at Texas A&M University as part of research connected with the Information Technology in Science (ITS) Center. Participants were randomly placed into experimental and control groups. Experimental groups were exposed to multiple representations including both web-based learning materials (i.e. technology-supported visualizations and analysis of multiple datasets) and physical models, whereas control groups were provided with the traditional ¡workbook style¡" laboratory assignments. Assessment of pre- and post-test results was performed to provide indications of content knowledge and mental model expression improvements between groups. A rubric was used as the assessment instrument to evaluate student products (Cronbach alpha: 0.84 ¡V 0.98). Characterization of student performance based on a Student¡¦s t-test indicates that significant differences (p < 0.05) in pre-post achievement occurred primarily within the experimental group; this illustrates that the use of multiple representations had an impact on student learning of ESS concepts, particularly in regard to mental model constructions. Analysis of variance also suggests that student mental model constructions were significantly different (p < 0.10) between test groups. Factor analysis extracted three principle components (eigenvalue > 1) which show similar clustering of variables that influence cognition, indicating that the cognitive processes driving student understanding of geoscience do not vary among student test groups. Categories of cognition include critical thinking skills (percent variance = 22.16%), understanding of the nature of science (percent variance = 25.16%), and ability to interpret results (percent variance = 28.89%). Lower numbers of students completed all of the required assignments of this research than expected (65.3%), restricting the quality of the results and therefore the ability to make more significant interpretations; this was likely due to the non-supportive learning environment in which the research was implemented.

Geology in the Movies: Using Hollywood Films as a Teaching Tool in Introductory Geosciences Courses

NASA Astrophysics Data System (ADS)

Lawrence, K. T.; Malinconico, L. L.

2008-12-01

A common challenge in introductory Geoscience courses is engaging students who often do not have a long- standing interest in science. In recent years Hollywood has produced a number of geoscience-themed films (Dante's Peak, Deep Impact, Day After Tomorrow, Inconvenient Truth), most of which contain kernels of scientific truth as well as gross misrepresentations of scientific reality. In our introductory courses (Geological Disasters: Agents of Chaos and Earth's Climate: Past Present and Future) we have had great success using these films as a way of both engaging students and accomplishing many of our course goals. Even though most of the students in these courses will not become geoscience majors, it is important for them to realize that they can make informed judgments about concepts portrayed in the popular media. We have incorporated short written movie critiques into our suite of introductory course laboratory exercises. Through these movie-critique labs, students have an opportunity to apply their new geoscience expertise to examining the validity of the scientific concepts presented in the film. Along the way, students start to see the relevance of course materials to their everyday lives, think more critically about how science is portrayed by non-scientists, synthesize what they have learned by applying their knowledge to a new problem, and improve their ability to communicate what they have learned. Despite the fact that these movie-critique labs require significantly more out-of-lab effort that our other introductory lab assignments, in our course evaluations many students rate the movie critiques as not only one of the most interesting lab exercises of the semester, but also the lab exercise containing the most educational value.

Engaging secondary students in geoscience investigations through the use of low-cost instrumentation

NASA Astrophysics Data System (ADS)

Dunn, A. L.; Hansen, W.; Healy, S.

2010-12-01

Many of the future challenges facing the United States, such as climate change, securing energy resources, soil degradation, water resources, and atmospheric pollution, are part of the domain of geosciences. Currently, our colleges and universities are not graduating enough geoscience majors to meet this demand, with only 0.27% of all bachelor's degrees granted in geoscience fields in 2006, the fewest in any scientific field (NSF 2008). Moreover, undergraduate recruitment in geosciences from traditionally underrepresented groups is significantly poorer than other STEM fields, with underrepresented groups comprising just 5% of total geoscience bachelor’s degrees awarded (Czujko 2004). Undergraduate geoscience programs therefore have a critical need to not just grow in size, but to expand the spectrum of students within their programs to better reflect the country’s diversity. In 2009, Worcester State College (WSC) initiated an effort as part of NSF's Opportunities for Enhancing Diversity in the Geosciences Program to address this problem on a local scale. Through this program, we are creating a pipeline for diversity in the geosciences through a multi-faceted approach involving teacher training, high school internships, and a co-enrollment and scholarship program between Worcester Public Schools and WSC. Worcester, Massachusetts has a median household income of 43,779, 13,902 below the median household income for Massachusetts, and 24% of the city’s children live below the poverty line. Worcester is a diverse city: 19% of the population is Latino, 9% African-American, and 7% Asian-American, with over 18% foreign-born residents. This diversity is reflected in the city’s school system, where over 80 languages are spoken. In July 2010, the program was initiated with a week-long teacher training workshop. The participants were middle and high school science teachers from Worcester and the surrounding area. The workshop focused on issues of sustainability related to the geosciences, such as solar and wind power, water and soil quality, and assessing land-use change through remote sensing and geospatial tools. The goal of the workshop was to give the teachers tools to engage students in investigating these concepts in the classroom, thereby stimulating an interest in geosciences that would carry over into undergraduate education. As part of the workshop, we provided a low-cost set of tools to give to the teachers for hands-on use in the classroom. We developed a compact, rugged system for measuring solar insolation and temperature, and combined it with a datalogger to collect a continuous timeseries of data. We also built a standalone anemometer for measuring wind speed. These instruments offer entry points for multiple types of classroom investigations into weather, climate, and renewable energy potential. They also provide a platform for practicing mathematical and computer skills such as timeseries graphing, data analysis, spreadsheet use, etc. The cost of the pyranometer, datalogger, and anemometer setup was $229 per user. Feedback from workshop participants was very positive, and the teachers were confident that the instrumentation would give them a new way to engage students in geoscience topics.

An Analysis of NSF Geosciences Research Experience for Undergraduate Site Programs from 2009 to 2012

NASA Astrophysics Data System (ADS)

Rom, E. L.; Patino, L. C.; Gonzales, J.; Weiler, C. S.; Antell, L.; Colon, Y.; Sanchez, S. C.

2012-12-01

The Research Experience for Undergraduate (REU) Program at the U.S. National Science Foundation (NSF) provides undergraduate students from across the nation the opportunity to conduct research at a different institution and in an area that may not be available at their home campus. REU Sites funded by the Directorate of Geosciences provide student research opportunities in earth, ocean, atmospheric and geospace research. This paper provides an overview of the Geosciences REU Site programs run from 2009 to 2012. Information was gathered from over 45 REU sites each year on recruitment methods, student demographics, enrichment activities, and fields of research. The internet is the most widely used mechanism to recruit participants. The admissions rate for REU Sites in Geosciences varies by discipline but averages between 6% to 18% each year, with the majority of participants being rising seniors and juniors. A few Sites include rising sophomores and freshmen. Most students attend PhD granting institutions. Among the participants, gender distribution depends on discipline, with atmospheric and geospace sciences having more male than female participants, but ocean and earth sciences having a majority of female participants. Regarding ethnic diversity, the REU Sites reflect the difficulty of attracting diverse students into Geosciences as a discipline; a large majority of the participants are Caucasian or Asian students. Furthermore, participants from minority-serving institutions or community colleges constitute a small percentage of those taking part in these research experiences. The enrichment activities are very similar across the REU Sites, and mimic well activities common to the scientific community, including intellectual exchange of ideas (lab meetings, seminars, and professional meetings), networking and social activities. Results from this study will be used to examine strengths in the REU Sites in the Geosciences and opportunities for improvement in the program. The data provided here also represent an excellent benchmark by which to measure future changes in student participation and program design that may result from 2012 changes in the REU program solicitation. For example, one important change is that REU programs are now required to include greater participation of students who are attending non-research institutions.

A Nationwide View of Undergraduates' Interest in Earth-related Careers and Motivation to Tackle Environmental Challenges

NASA Astrophysics Data System (ADS)

Kastens, K. A.; Mara, V.; Turrin, M.

2016-12-01

The InTeGrate Attitudinal Instrument (IAI) is an on-line survey that probes students' interest in Earth-related careers, their concern about environmental issues, and their motivation to tackle grand challenges of environmental sustainability and resource limitations. The survey has been taken by several thousand students, at the beginning and end of more than a hundred different undergraduate courses throughout the United States. All courses include some Earth/environmental content, but not all in are geoscience departments. Although results vary somewhat between subpopulations, taken in the aggregate the data paint a nation-wide picture of the state of undergraduates' environmental interests and concerns. Regardless of intended career path, respondents place a high value on working for an organization that is committed to environmentally sustainable practices. Respondents consistently indicate that developments such as global climate change, loss of biodiversity, and water resource limitations are a problem; however, these same students are much less consistent when it comes to engaging in personal behaviors that would help mitigate environmental problems, such as washing clothes in cold water or using recyclable bags when shopping. When asked what factors or sources of information influence their decisions to engage in the specified environmentally sustainable behaviors, the factor most often cited, by a wide margin, is "desire to save money," followed by "concern about pollution." A final open-ended question asked students if they can envision using what they have learned in this course to help society overcome problems of environmental degradation, natural resources limitations, or other environmental issues; if yes, how, and if no, why not. Strong majorities said yes. Among the minority who said no, commonly cited reasons include lack of empowerment (I'm only one person, the problems are too big); course was too general and didn't address solutions; and planning a career path that is not relevant to these problems.

Integrating Critical Thinking about Values into an Introductory Geoscience Course

ERIC Educational Resources Information Center

Yacobucci, Margaret M.

2013-01-01

This paper presents an instructional strategy for engaging students with the critical exploration of values in introductory geoscience courses. It is argued that the consideration of values (i.e., abstract expressions of desirable qualities such as cooperation, security, curiosity, and honesty) is an integral part of scientific practice and…

Geologic Problem Solving in the Field: Analysis of Field Navigation and Mapping by Advanced Undergraduates

ERIC Educational Resources Information Center

Riggs, Eric M.; Lieder, Christopher C.; Ballliet, Russell

2009-01-01

Field instruction is a critical piece of undergraduate geoscience majors' education, and fieldwork remains a major part of the work of professional geologists. Despite the central importance of field education, there exists relatively little educational research exploring how students learn to solve problems in geological fieldwork. This study…

The Geoscience Alliance--A National Network for Broadening Participation of Native Americans in the Geosciences

NASA Astrophysics Data System (ADS)

Dalbotten, D. M.; Berthelote, A. R.

2014-12-01

The Geoscience Alliance is a national alliance of individuals committed to broadening participation of Native Americans in the geosciences. Native Americans in this case include American Indians, Alaska Natives and people of Native Hawai'ian ancestry. Although they make up a large percentage of the resource managers in the country, they are underrepresented in degrees in the geosciences. The Geoscience Alliance (GA) members are faculty and staff from tribal colleges, universities, and research centers; native elders and community members; industry, agency, and corporate representatives; students (K12, undergraduate, and graduate); formal and informal educators; and other interested individuals. The goals of the Geoscience Alliance are to 1) create new collaborations in support of geoscience education for Native American students, 2) establish a new research agenda aimed at closing gaps in our knowledge on barriers and best practices related to Native American participation in the geosciences, 3) increase participation by Native Americans in setting the national research agenda on issues in the geosciences, and particularly those that impact Native lands, 4) provide a forum to communicate educational opportunities for Native American students in the geosciences, and 5) to understand and respect indigenous traditional knowledge. In this presentation, we look at the disparity between numbers of Native Americans involved in careers related to the geosciences and those who are receiving bachelors or graduate degrees in the geosciences. We address barriers towards degree completion in the geosciences, and look at innovative programs that are addressing those barriers.

Retention and Mentorship of Minority Students via Undergraduate Internship Experiences

NASA Astrophysics Data System (ADS)

Cooper, P.

2004-12-01

The School of Ocean and Earth Science and Technology at the University of Hawaii is undertaking an Undergraduate Research Internship project to address the lack of full representation of women and underrepresented minorities in the geosciences. The overarching educational objective is to provide education and career development guidance and opportunities for students from underrepresented minorities. In collaboration with industry partners, we hope to prepare undergraduate students for life and careers in today's complex and dynamic technological world by encouraging them to attain high standards in the geosciences, thereby enabling them to compete successfully for positions in graduate programs. To achieve his goal, the project focuses on the following objectives: (1) Creating a high-quality integrated on-campus teaching and off-campus learning environment, and (2) providing an intensive introduction to geoscience careers through the guidance of experienced faculty and workplace mentors. The program will start small, collaborating with one or two companies over the next two years, offering paid summer internships. Opportunities for students include participation in geoscience-related research, obtaining experience in interpreting observations and providing information to end-users, working to improve technology and field methods, and developing the expertise to maintain, operate and deploy equipment. Program participants are assigned individual projects that relate to their academic majors, their career goals, and the ongoing research missions of our industry partners. In addition to their research activities, participants attend a series of seminars and tours dealing with current topics in geoscience to expose them to the wide variety of scientific and technical activities that occur in the workplace. The expected outcomes of this experience will be scientific growth and career development. Given that a very small percentage of all students go on to graduate school, strong mentoring relationships with a special advisor and/or professor who recognizes scientific potential will both aid in student retention in the field and encourage more applications to graduate school.

Geology for Global Development: Training young geoscientists to communicate and do effective disaster risk reduction in the developing world

NASA Astrophysics Data System (ADS)

Gill, J. C.

2012-04-01

Geoscientists have a crucial role to play in improving disaster risk reduction and supporting communities to build resilience and reduce vulnerability. Across the world millions live in severe poverty, without access to many of the basic needs that are often taken for granted - a clean water supply, a reliable food source, safe shelter and suitable infrastructure. This lack of basic needs results in communities being particularly vulnerable to devastating natural hazards, such as floods, earthquakes, volcanic eruptions and landslides. Here we discuss two major gaps which can limit the engagement of geoscience students and recent graduates in the serious debates surrounding resilience and effective disaster risk reduction: (i) Geoscience undergraduate and postgraduate courses rarely give students the opportunity to engage with issues such as vulnerability, sustainability, knowledge exchange and cross-cultural communication. (ii) There are very few opportunities for geoscience students to gain experience in this sector through UK or overseas placements. Geology for Global Development (GfGD), established in 2011, is starting to work with UK students and recent graduates to fill these gaps. GfGD aims to inspire and engage young geoscientists, supporting them to apply their interdisciplinary knowledge and skills to generate solutions and resources which support NGOs, empower communities and help build resilience to natural hazards. This is being and will be done through: (i) active university groups hosting seminars and discussion groups; (ii) blog articles; (iii) opportunities to contribute to technical papers; (iv) workshops and conferences; and (v) UK and overseas placements. GfGD seeks to play a key role in the training and development of geoscience graduates with the necessary 'soft-skills' and opportunities to make an important contribution to improving disaster risk reduction, fighting poverty and improving people's lives.

Increasing diversity in the geosciences through the AfricaArray geophysics field course

NASA Astrophysics Data System (ADS)

Vallejo, G.; Emry, E.; Galindo, B. L.; Carranza, V.; Gomez, C. D.; Ortiz, K.; Castro, J. G.; Guandique, J.; Falzone, C.; Webb, S. J.; Manzi, M.; Mngadi, S. B.; Stephens, K.; Chinamora, B.; Whitehead, R.; de Villiers, D. P.; Tshitlho, K.; Delhaye, R. P.; Smith, J. A.; Nyblade, A.

2014-12-01

For the past nine years, the AfricaArray diversity program, sponsored by industry, the National Science Foundation, and several partnering universities have supported outstanding U.S. STEM underrepresented minority undergraduates to gain field experience in near-surface geophysical techniques during an 8-week summer program at Penn State University and the University of Witwatersrand (Wits). The AfricaArray geophysics field school, which is run by Wits, has been teaching field-based geophysics to African students for over a decade. In the first 2-3 weeks of the program, the U.S. students are given basic instruction in near-surface geophysics, South African geology, and South African history and culture. The students then join the Wits AfricaArray geophysics field school - working alongside Wits students and students from several other African universities to map the shallow subsurface in prospective areas of South Africa for platinum mining. In addition to the primary goals of collecting and interpreting gravity, magnetic, resistivity, seismic refraction, seismic reflection, and EM data, students spend time mapping geologic units and gathering information on the physical properties of the rocks in the region (i.e. seismic velocity, density, and magnetic susceptibility). Subsurface targets include mafic dikes, faults, the water table, and overburden thickness. Upon returning to the U.S., students spend 2-3 weeks finalizing their project reports and presentations. The program has been effective at not only providing students with fundamental skills in applied geophysics, but also in fostering multicultural relationships, preparing students for graduate work in the geosciences, and attracting STEM students into the geosciences. Student presenters will discuss their experiences gained through the field school and give their impressions about how the program works towards the goal of increasing diversity in the geosciences in the U.S.

Teaching Rocks and Minerals in the Context of Dynamic Earth Systems and Interactions: Using the Three Dimensions of the Next Generation Science Standards as an Organizing Framework to Engage Learners in Teacher Preparation Courses

NASA Astrophysics Data System (ADS)

Brady, M. E.; Nelson, F.

2014-12-01

The Next Generation Science Standards (NGSS) call for a shift from science learning as a fixed body of decontextualized facts toward a deliberate integration of three dimensions that transcend instructional level: 1) Disciplinary Core Ideas, 2) Crosscutting concepts, and 3) Science & Engineering Practices. This new approach to K-12 science education requires a dedicated effort to address teacher preparation in ESS. Here, we present an instructional model that explicitly integrates the three dimensions of the NGSS as an organizing framework in large-enrollment, undergraduate introductory geoscience courses targeted toward future teachers. This curriculum development is part of a campus-wide collaboration among science, engineering, and education faculty to enhance science teacher preparation. This approach reflects NGSS conceptual shifts and promotes a learner-centered environment where students regularly engage with each other and course material as part of the course: 1) In terms of content, Earth systems and interactions, are emphasized; rocks and minerals are discussed in the context of their use to understand and predict changes over Earth's past, present, and future; and engineering and technology are incorporated into discussions of mediating human impacts on Earth systems. 2) Cross-cutting concepts, such as cycles and flows, are explicitly referenced throughout the course to promote connections between and application of prior knowledge and new information or situations. 3) Guided by explicit prompts for partner discussions in class, students regularly engage in scientific practices, such as arguing by evidence and constructing an explanation. We will provide examples of student learning assessment, including in-class responses pre- and post- partner discussions, short written reflections, and cumulative projects. Ongoing evaluation of this instructional approach will include pre- and post- Geoscience Concept Inventory responses.

Highlighting Successful Strategies for Engaging Minority Students in the Geosciences

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.; Norouzi, H.; Vladutescu, D. V.; Yuen-Lau, L.

2017-12-01

Igniting interest and creativity in students for the geosciences oftentimes require innovation, bold `outside-the-box' thinking, and perseverance, particularly for minority students for whom the preparation for the discipline and its lucrative pathways to the geoscience workforce are regrettably unfamiliar and woefully inadequate. The enrollment, retention, participation, and graduation rates of minority students in STEM generally and in the geosciences particularly remain dismally low. However, a coupled, strategic geoscience model initiative at the New York City College of Technology (City Tech) of the City University of New York has been making steady in-roads of progress, and it offers practical solutions to improve minority student engagement in the geosciences. Aided by funding from the National Science Foundation (NSF), two geoscience-centric programs were created from NSF REU and NSF IUSE grants, and these programs have been successfully implemented and administered at City Tech. This presentation shares the hybrid geoscience research initiatives, the multi-tiered mentoring structures, the transformative geoscience workforce preparation, and a plethora of other vital bastions of support that made the overall program successful. Minority undergraduate scholars of the program have either moved on to graduate school, to the geoscience workforce, or they persist with greater levels of success in their STEM disciplines.

Payoffs and Pitfalls of a Minority Outreach Program: An Alaskan Example

NASA Astrophysics Data System (ADS)

Hanks, C. L.; Fowell, S. J.; Wartes, D.; Owens, G.

2004-12-01

The Rural Alaska Honors Institute (RAHI) is a summer bridging program for college-bound high school students from remote Alaskan communities. In the 20+ years since its initiation, more than 50% of RAHI graduates eventually obtained post-secondary degrees. The success of the RAHI program provides insights into how an outreach program can achieve its goals and avoid potential pitfalls. Instrumental to the success of the RAHI program are: longevity; small size (40-45 students per summer); support from the Alaska Native community; academic rigor; aggressive recruiting; establishment of a sense of community amongst participants; and individual mentoring and support. Potential pitfalls include: overextending the program to include too many students; failure to maintain academic rigor in all courses; recruitment of students and staff who do not embrace the program's methods and goals; and attempts to evaluate the program on the basis of short-term results. Alaska Natives in Geosciences introduces college-bound Alaska Native students to the geosciences by teaching a college-level introductory geoscience class as a RAHI elective. By collaborating with RAHI, Alaska Natives in Geosciences takes advantage of RAHI's effective recruitment efforts and proven mentoring program. However, maintaining scientific rigor has been difficult due to large differences in the students' scientific backgrounds, the demands of other courses in the RAHI program and the brevity of the summer session. Immediate post-course survey responses suggest that many RAHI students thought the geoscience class was interesting but too difficult and much too time-consuming. However, surveys of RAHI geoscience students a year later suggest that many found the course a very positive experience. An unanticipated result was that RAHI students who did not take the class also gained some insight into the geosciences.

Adding Another Dimension to Learning: Application of Real World Globes to Undergraduate Geoscience Teaching

NASA Astrophysics Data System (ADS)

McLeod, C. L.; Kugler, A.

2016-12-01

The Geological Globe of the World (www.realworldglobes.com) promotes hands-on, in-class activities and allows students to engage with a physical 3-D model of Earth's characteristic, planet-forming geological features. The effectiveness of this concept in student learning has been demonstrated by two pilot studies presented as posters by Weeraratne et al. (2011) and Stoddard and Rogers (2013) at previous AGU meetings. The impact of the Geological Globe of the World on undergraduate teaching at Miami University, OH during Fall semester 2016 will be presented. It is anticipated that this teaching tool will have the biggest impact on the teaching of our 100-level lab course, GLG 155L, which engages 900 students per academic year. A Learning Assessment based on the learning objectives of GLG 115L has been written in order to demonstrate and evaluate the role of the Geological Globe in student learning. This Learning Assessment will be issued through www.salgsite.org (SALG: Student Assessment of Learning Gains) and will ask students to assess their own knowledge and understanding of key concepts before and after specific lab exercises which implement the globe. From research discussed in Bamford (2013), it has been demonstrated that "students learning with 3D teaching aids had better ordering of concepts and had enhanced skills in describing their learning, including writing more, saying more and being more likely to use models to demonstrate their (own) learning". It is anticipated that through use of the Geological Globe of the World students will be able to interpret Earth's geological features on a 3-D projection including topography, active volcanism, crustal movements and the location of seismic events. The incorporation of the Geological Globe of the World in undergraduate geoscience teaching in GLG 115L, and other departmental courses, aims to encourage students to make observations and collect data in order to interpret and evaluate relevant geological information. Bamford, A., (2013) The 3D in Education, White Paper. Stoddard, P. R and Rogers, D., (2013). Using Dry Erasable Globes in Earth and Space Science Classes. AGU Fall Meeting, #ED53G-0689 Weeraratne, D. S., Rogers, D. B., and Liedtke, J (2011). Teaching Seismic Methods Using Interactive 3-D Earth Globe, AGU Fall Meeting, #ED51B-0751

Keeping informed: using surveys of graduating students and alumni as an aid to curriculum development

NASA Astrophysics Data System (ADS)

Eyles, C. H.; Vajoczki, S.; Benson, A.; Sharp, J.

2005-12-01

The School of Geography and Geology (now named the School of Geography and Earth Sciences, SGES) was created in 1998 through amalgamation of the former departments of Geography and Geology. One of the first tasks of the new School was to revise and restructure the undergraduate B.Sc. programs it offered in order to meet changing societal and employer needs and to attract more students. A series of surveys were conducted to collect information from in-program students, alumni, and potential employers regarding the most valuable characteristics of an `ideal' geoscience graduate and a successful undergraduate program. The survey results identified substantive knowledge areas, geoscience skills and personal skills that were considered to be essential for all graduating students. This information was used to help design a single B.Sc Honours program in Earth and Environmental Sciences (EES) consisting of a common `core' program, specialist streams, systematic personal skills development and opportunities for experiential learning. Although the EES program, which has been in operation since 2000, is considered to be successful in terms of student and faculty satisfaction, student employment and undergraduate enrolments, it is subject to ongoing evaluation and development. Surveys of graduating students (exit surveys) are conducted on a regular basis in order to evaluate student satisfaction with their program and perceptions of their level of preparation for future careers. Results from recent surveys indicate that students have a high level of overall satisfaction, are reasonably confident with the skills they have developed and have benefited from the educational culture of the School. A number of weaknesses in the program have also been identified, including problems with individual course content and instruction, and paucity of experiential learning opportunities in certain areas. These issues will be addressed in future program revisions. Ongoing feedback from student surveys regarding both the strengths and weaknesses of the undergraduate program has been an invaluable asset to curriculum evaluation and development in SGES. McMaster University is currently conducting a comprehensive survey of curriculum development methodologies in all faculties and disciplines and SGES has significant input into this process.

Outdoor Experiential Learning to Increase Student Interest in Geoscience Careers

NASA Astrophysics Data System (ADS)

Lazar, K.; Moysey, S. M.

2017-12-01

Outdoor-focused experiential learning opportunities are uncommon for students in large introductory geology courses, despite evidence that field experiences are a significant pathway for students to enter the geoscience pipeline. We address this deficiency by creating an extracurricular program for geology service courses that allows students to engage with classmates to foster a positive affective environment in which they are able to explore their geoscience interests, encouraged to visualize themselves as potential geoscientists, and emboldened to continue on a geoscience/geoscience-adjacent career path. Students in introductory-level geology courses were given pre- and post-semester surveys to assess the impact of these experiential learning experiences on student attitudes towards geoscience careers and willingness to pursue a major/minor in geology. Initial results indicate that high achieving students overall increase their interest in pursuing geology as a major regardless of their participation in extracurricular activities, while low achieving students only demonstrate increased interest in a geology major if they did not participate in extra credit activities. Conversely, high achieving, non-participant students showed no change in interest of pursuing a geology minor, while high achieving participants were much more likely to demonstrate interest in a minor at the end of the course. Similar to the trends of interest in a geology major, low achieving students only show increased interest in a minor if they were non-participants. These initial results indicate that these activities may be more effective in channeling students towards geology minors rather than majors, and could increase the number of students pursuing geoscience-related career paths. There also seem to be several competing factors at play affecting the different student populations, from an increased interest due to experience or a displeasure that geology is not simply `rocks for jocks'. Analysis of data from a larger survey population from subsequent semesters is necessary to further explore the relationship between extracurricular experiential learning and attitudes towards geoscience as a potential career path.

Pathways and pipelines: Self-reported critical experiences for expert and novice geologists

NASA Astrophysics Data System (ADS)

LaDue, N.; Pacheco, H. A.

2011-12-01

The recruitment and retention of geology students has received attention due to pressure from industry to replenish an aging workforce nearing retirement (Gonzales and Keane, 2010). Thorough, qualitative studies have been conducted using critical incident methodology to understand what experiences cause various groups of people to choose careers in the geosciences or geoscience degree programs (Levine et al., 2007; Houlton, 2010). This study both builds upon earlier studies and provides new insights about capacity building in the geosciences. Individuals who have been successfully pipelined into the geosciences ranging from upper-level undergraduates to decades-long professionals, were selected for an expert-novice study about field mapping. All of the 38 participants have field-mapping experience and were selected to achieve a balance of age, gender and experience in the sample and secondarily based on geographic diversity. Participants were asked how they became interested in geology as the last question of an interview about the other tasks during the study. Participants were surficially probed, in contrast to in-depth interviews conducted using critical incident methods. Remarkably, though the interview question was unstructured and open ended, the three persistent themes that emerged are consistent with previous studies of women geologists (Holmes and O'Connell, 2003), under-represented minorities (Levine et al., 2007), and undergraduate geoscience majors (Houlton, 2010): Role or influence of academic experience, influence of and/or connections with people and connections with Earth. Additionally, individual participant comments are well aligned the proposed framework by Kraft et al. (2011) for engaging geoscience students through the affective domain. We suggest that future studies should examine whether these findings are consistent across geologists from sub-domains that are less field-based and involve primarily modeling, or other computer- and lab-based activities.

Effective Recruiting and Intrusive Retention Strategies for Diversifying the Geosciences through a Research Experiences for Undergraduate Program

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.; Norouzi, H.; Yuen-Lau, L.; Ikramova, M.

2016-12-01

Worse than in most Science, Technology, Engineering, and Mathematics (STEM) fields, underrepresented minority (URM) groups in the geosciences are reported to be farthest beneath the national benchmarks. Even more alarming, the geosciences have the lowest diversity of all the STEM disciplines at all three levels of higher education. In order to increase the number of underrepresented groups in the geosciences, a National Science Foundation funded Research Experiences for Undergraduates (REU) program at the New York City College of Technology has implemented effective recruitment strategies to attract and retain diverse student cohorts. Recruitment efforts include: 1) establishing partnership with the local community colleges; 2) forging collaborations with scientists of color; 3) reaching out to the geoscience departments; and 4) forming relationships with STEM organizations. Unlike the other REU programs which primarily provide a summer-only research experience, this REU program engages students in a year-long research experience. Students begin their research in the summer for nine weeks, and they continue their research one day a week in the fall and spring semesters. During the academic year, they present their projects at conferences. They also serve as STEM ambassadors to community and high school outreach events. This one-year triad connection of 1) professional organizations/conferences, 2) continual research experience, and 3) service constituent has resulted in higher retention and graduation rates of URMs in the STEM disciplines. Both formative and summative program assessment have uncovered and shown that strong recruitment efforts accompanied by intrusive retention strategies are essential to: a) sustain and support STEM URMs in developing confidence as scientists; b) create formal and informal STEM communities; and c) provide a clear pathway to advanced degrees and to the geoscience workforce. This project is supported by NSF REU Grant #1560050.

Insights From the Development of an Environmental Science Professional Development Field Course for Undergraduates from Two-Year and Four-Year Colleges.

NASA Astrophysics Data System (ADS)

Schmidt, C. M.; Hall, S. R.; Walker, B.; Paul, J.

2017-12-01

Existing STEM retention and diversity programs have identified access to field and professional experiences as critical to helping students identify as scientists, form networks, and gain important skills necessary for employment. This program reimagines the traditional geology field course as a professional development experience for students at 2-year and 4-year institutions interested in environmental careers. Students participate in a summer field course in the Sierra Nevada of California, during which time they complete geology, geomorphology, hydrology, and ecology field projects designed to compliment the curriculum of Environmental Geoscience, Environmental Science, and Environmental Studies programs. During the course students interact with local professionals in the environmental sector and work to earn badges based on the skills demonstrated during field projects. Badges create transparent documentation of skill mastery for students and provide a new way for students to understand and market their skills and competencies to potential employers. We will report on the curriculum development, implementation and assessment of the first cohort of students to participate in the program. Preliminary results of formative and summative assessments and their implications for student success and program design will be addressed.

The Pale Blue Dot: Utilizing Real World Globes in High School and Undergraduate Oceanography Classrooms

NASA Astrophysics Data System (ADS)

Rogers, D. B.

2017-12-01

Geoscience classrooms have benefitted greatly from the use of interactive, dry-erasable globes to supplement instruction on topics that require three-dimensional visualization, such as seismic wave propagation and the large-scale movements of tectonic plates. Indeed, research by Bamford (2013) demonstrates that using three-dimensional visualization to illustrate complex processes enhances student comprehension. While some geoscience courses tend to bake-in lessons on visualization, other disciplines of earth science that require three-dimensional visualization, such as oceanography, tend to rely on students' prior spatial abilities. In addition to spatial intelligence, education on the three-dimensional structure of the ocean requires knowledge of the external processes govern the behavior of the ocean, as well as the vertical and lateral distribution of water properties around the globe. Presented here are two oceanographic activities that utilize RealWorldGlobes' dry-erase globes to supplement traditional oceanography lessons on thermohaline and surface ocean circulation. While simultaneously promoting basic plotting techniques, mathematical calculations, and unit conversions, these activities touch on the processes that govern global ocean circulation, the principles of radiocarbon dating, and the various patterns exhibited by surface ocean currents. These activities challenge students to recognize inherent patterns within their data and synthesize explanations for their occurrence. Spatial visualization and critical thinking are integral to any geoscience education, and the combination of these abilities with engaging hands-on activities has the potential to greatly enhance oceanography education in both secondary and postsecondary settings

Developing Resources for Teaching Ethics in Geoscience

NASA Astrophysics Data System (ADS)

Mogk, David W.; Geissman, John W.

2014-11-01

Ethics education is an increasingly important component of the pre-professional training of geoscientists. Geoethics encompasses the values and professional standards required of geoscientists to work responsibly in any geoscience profession and in service to society. Funding agencies (e.g., the National Science Foundation, the National Institutes of Health) require training of graduate students in the responsible conduct of research; employers are increasingly expecting their workers to have basic training in ethics; and the public demands the highest standards of ethical conduct by scientists. However, there is currently no formal course of instruction in ethics in the geoscience curriculum, and few faculty members have the experience, resources, and sometimes willingness required to teach ethics as a component of their geoscience courses.

US-China Collaboration on Landslide Research and Student Training

NASA Astrophysics Data System (ADS)

Wang, G.

2016-12-01

Funded by a NSF International Research Experience for Students (IRES) project (OIA: 1460034) at the University of Houston (http://ires.nsm.uh.edu), the author brought eight U.S. students to China in the summer of 2016. The host university at the China side is the China University of Geoscience at Wuhan. The international collaborative project is designed to expose U.S. students to the international landslide research community at an early stage of their careers. The NSF IRES program will support minimum 18 U.S. students (two graduates and four undergraduates per year) to conduct advanced landslide research in the Three Gorges area in China during the summers (eight weeks) of 2016, 2017, and 2018. The 2016 summer program includes a one-week-long pre-training at the University of Houston, a two-week-long intensive Chinese language and cultural course at the main campus of the China University of Geosciences (Wuhan), a four-week-long landslide field investigation in the Three Gorges Reservoir area, and a one-week-long wrap-up at the University of Houston. This presentation will introduce the experiences and lessons that we learned from the first-year activities of the international collaborative project.

Americans as International Students: Learning Comparisons and Cultural Exchange in a New Zealand Geoscience Curriculum

NASA Astrophysics Data System (ADS)

Martin, C. E.; Palin, J.

2006-12-01

Just over 10% of the full time equivalent students taking classes in the Geology Department at the University of Otago each year are international students, the dominant portion of whom come from the US via undergraduate exchange programs. American students take courses at all levels for one or two semesters with the largest single contingent of US students (25-30) enrolled in a 2nd-year field methods course. There are important differences in the undergraduate degree programs in the US and NZ. The NZ BSc is 3 years long and emphasizes depth over breadth. Our courses have larger enrolments and all geology courses have laboratories and fieldtrips. The BS and BA degrees of the US are 4 years long and include significant general education and cognate course work. The home institutions of most of the American students are small liberal arts colleges that typically have small class sizes. Comparisons of assessment results over a four year period reveal some differences between students from the US and NZ. In general, US students are not accustomed to essay-intensive examinations that serve as the principal assessment tool in the NZ system. On the other hand, the Americans are better prepared in cognate subjects (maths, physics, chemistry) and do well in more quantitative courses. As American emigrants, we have been particularly cognisant of aspects of cultural exchange that the US students experience during their stay in NZ. The nature of the geology curriculum permits extensive opportunities for discussions with students during fieldtrips and laboratories. From such informal "interviews", we have noted positive shifts in the perceptions of US and NZ students of each other over the course of a semester. Such face to face interactions are invaluable and should never be supplanted by technological substitutes. When it comes to cultural exchange, being there is everything.

Climate Discovery Online Courses for Educators from NCAR

NASA Astrophysics Data System (ADS)

Henderson, S.; Ward, D. L.; Meymaris, K. K.; Johnson, R. M.; Gardiner, L.; Russell, R.

2008-12-01

The National Center for Atmospheric Research (NCAR) has responded to the pressing need for professional development in climate and global change sciences by creating the Climate Discovery online course series. This series was designed with the secondary geoscience educator in mind. The online courses are based on current and credible climate change science. Interactive learning techniques are built into the online course designs with assignments that encourage active participation. A key element of the online courses is the creation of a virtual community of geoscience educators who exchange ideas related to classroom implementation, student assessment, and lessons plans. Geoscience educators from around the country have participated in the online courses. The ongoing interest from geoscience educators strongly suggests that the NCAR Climate Discovery online courses are a timely and needed professional development opportunity. The intent of NCAR Climate Discovery is to positively impact teachers' professional development scientifically authentic information, (2) experiencing guided practice in conducting activities and using ancillary resources in workshop venues, (3) gaining access to standards-aligned lesson plans, kits that promote hands-on learning, and scientific content that are easily implemented in their classrooms, and (4) becoming a part of a community of educators with whom they may continue to discuss the challenges of pedagogy and content comprehension in teaching climate change in the Earth system context. Three courses make up the Climate Discovery series: Introduction to Climate Change; Earth System Science - A Climate Change Perspective; and Understanding Climate Change Today. Each course, instructed by science education specialists, combines geoscience content, information about current climate research, hands-on activities, and group discussion. The online courses use the web-based Moodle courseware system (open- source software similar to Blackboard and webCT), utilizing its features to promote dialogue as well as provide rich online content and media. A key element of the online courses is the development and support of an online learning community, an essential component in successful online courses. Interactive learning techniques are built into the course designs with assignments that encourage active participation. Educators (both formal and informal) use the courses as a venue to exchange ideas and teaching resources. A unique feature of the courses is the emphasis on hands-on activities, a hallmark of our professional development efforts. This presentation will focus on the lessons learned in the development of the three online courses and our successful recruitment and retention efforts.

Transitioning from Faculty-Led Lecture to Student-Centered Field Learning Facilitated by Near-Peer Mentors: Preliminary Findings from the GeoFORCE/ STEMFORCE Program.

NASA Astrophysics Data System (ADS)

Berry, M.; Wright, V. D.; Ellins, K. K.; Browder, M. G. J.; Castillo, R.; Kotowski, A. J.; Libarkin, J. C.; Lu, J.; Maredia, N.; Butler, N.

2017-12-01

GeoFORCE Texas, a geology-based outreach program in the Jackson School of Geosciences, offers weeklong summer geology field based courses to secondary students from minority-serving high schools in Texas and the Bahamas. Students transitioning from eighth to ninth grade are recruited into the program and ideally remain in GeoFORCE for four years. The program aims to empower underrepresented students by exposing them to experiences intended to inspire them to pursue geoscience or other STEM careers. Since the program's inception in 2005, GeoFORCE Texas has relied on a mix of classroom lectures delivered by a geoscience faculty member and time in the field. Early research findings from a National Science Foundation-sponsored GeoPaths-IMPACT project are influencing the evolution of field instruction away from the faculty-led lecture model to student-centered learning that may improve students' grasp of key geological concepts. The eleventh and twelfth grade programs are shifting towards this strategy. Each trip is facilitated by a seven-person team comprised of a geoscience graduate student, master teachers, four undergraduate geology students, and preservice teachers. Members of the instructional team reflected the racial, ethnic, and cultural diversity that the geoscience strives to achieve; all are excellent role models for GeoFORCE students. The outcome of the most recent Central Texas twelfth grade trip, which used a student-centered, project-based approach, was especially noteworthy. Each group was given a topic to apply to what they saw in the field, such as fluvial systems, cultural significance, or geohazards, etc., and present in any manner in front of peers and a panel of geoscience experts. Students used the latest presentation technology available to them (e.g. Prezi, iMovies) and sketches and site notes from field stops. The final presentations were clear, informative, and entertaining. It can be concluded that the students were more engaged with the peer-teaching method than in prior years when they read the field manuals. Knowing they had to produce a presentation gave them motivation to focus and absorb information. They successfully took their new geological knowledge and applied existing skillsets that will be useful for college and, hopefully, a future career in geosciences or STEM field.

Why did you decide to become a Geoscience Major: A Critical Incident Study for the Development of Recruiting Programs for Inspiring Interests in the Geosciences Amongst Pre-College Students

NASA Astrophysics Data System (ADS)

Carrick, T. L.; Miller, K. C.; Levine, R.; Martinez-Sussmann, C.; Velasco, A. A.

2011-12-01

Anecdotally, it is often stated that the majority of students that enter the geosciences usually do so sometime after their initial entrance into college. With the objective of providing concrete and useful information for individuals developing programs for inspiring interest in the Geosciences amongst pre-college students and trying to increase the number of freshman Geoscience majors, we conducted a critical incident study. Twenty-two students, who were undergraduate or graduate Geoscience majors, were asked, "Why did you decide to major in the Geosciences?" in a series of interviews. Their responses were then used to identify over 100 critical incidents, each of which described a specific behavior that was causally responsible for a student's choice to major in Geoscience. Using these critical incidents, we developed a preliminary taxonomy that is comprised of three major categories: Informal Exposure to the Geosciences (e.g., outdoor experiences, family involvement), Formal Exposure to the Geosciences (e.g., academic experiences, program participation) and a Combined Informal and Formal Exposure (e.g., media exposure). Within these three main categories we identified thirteen subcategories. These categories and subcategories, describe, classify, and provide concrete examples of strategies that were responsible for geosciences career choices. As a whole, the taxonomy is valuable as a new, data-based guide for designing geosciences recruitment programs for the pre-college student population.

Developing a Geoscience Literacy Exam: Pushing Geoscience Literacy Assessment to New Levels

NASA Astrophysics Data System (ADS)

Iverson, E. A.; Steer, D. N.; Manduca, C. A.

2012-12-01

InTeGrate is a community effort aimed at improving geoscience literacy and building a workforce that can use geoscience to solve societal issues. As part of this work we have developed a geoscience literacy assessment instrument to measure students' higher order thinking. This assessment is an important part of the development of curricula designed to increase geoscience literacy for all undergraduate students. To this end, we developed the Geoscience Literacy Exam (GLE) as one of the tools to quantify the effectiveness of these materials on students' understandings of geoscience literacy. The InTeGrate project is a 5-year, NSF-funded STEP Center grant in its first year of funding. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The GLE instrument addresses content and concepts in the Earth, Climate, and Ocean Science literacy documents. The testing schema is organized into three levels of increasing complexity. Level 1 questions are single answer, understanding- or application-level multiple choice questions. For example, selecting which type of energy transfer is most responsible for the movement of tectonic plates. They are designed such that most introductory level students should be able to correctly answer after taking an introductory geoscience course. Level 2 questions are more advanced multiple answer/matching questions, at the understanding- through analysis-level. Students might be asked to determine the types of earth-atmosphere interactions that could result in changes to global temperatures in the event of a major volcanic eruption. Because the answers are more complicated, some introductory students and most advanced students should be able to respond correctly. Level 3 questions are analyzing- to evaluating-level short essays, such as describe the ways in which the atmosphere sustains life on Earth. These questions are designed such that introductory students could probably formulate a rudimentary response. We anticipate the detail and sophistication of the response will increase as students progress through the InTeGrate curriculum. A team of 14 community members and assessment experts were assembled to develop the questions and complete validity and reliability testing. An initial set of questions was vetted, revised by the assessment team, and sent for external review. Students can score one point for correct Level 1 answers. For Level 2 questions, students can score from zero to two points, depending on the number of correct answers selected. Rubrics are under development for Level 3 essay questions using a 3 point scale that assigns points based both on the accuracy of the response and the quality of the written response. The final instrument will be used to measure geoscience literacy from introductory, non-science students to upper-level geoscience majors. In addition to covering geoscience content knowledge and understanding, GLE+ is also intended to probe InTeGrate students' ability and motivation to use their geoscience expertise to address problems of environmental sustainability. This final instrument will be made available to the geoscience education community as an assessment to be used in conjunction with InTeGrate teaching materials or as a stand-alone tool for departments to measure student learning gains across the major.

Training Graduate Teaching Assistants in the Geosciences: Our Practices vs. Perceived Needs

NASA Astrophysics Data System (ADS)

Teasdale, R.; Ryker, K.; Bitting, K. S.

2016-12-01

Graduate Teaching Assistants (GTAs) in the geosciences are responsible for teaching a large proportion of undergraduate students in many universities. Often, GTAs are primary instructors in small laboratory sections of large enrollment courses, putting them in the position of having a more personalized relationship with students, in what is often the most interactive portion of an introductory course. Anecdotally, geoscientists recognize that GTAs also have a broad range of responsibilities, but there is wide variation in the content and timing of the training they receive. Until now, no comprehensive survey has been conducted to capture and analyze this distribution in a systematic way. Data from a nationwide survey of 120 geoscientists is used here to characterize the ways GTAs are trained as well as respondents' priorities for GTA training. Respondents include faculty from PhD- and MS- granting institutions (81.4%) and MS-only granting institutions (18.5%). According to the survey, most GTAs teach laboratory sections (95.6%), and many teach lecture sections (38.9%). In many cases, GTAs support instructors during or outside of the "lecture" section (e.g. grading, 77.1%). Of GTAs who teach lecture or lab sections, most receive required training from their department or the university, commonly on a single day just before the start of the semester. GTA training typically includes logistical information (where to find materials, professionalism), but less than 40% of GTAs are required to participate in pedagogical training. In contrast, pedagogy was most often rated very important or important (74.2%) by survey respondents. The disconnect between the geoscience community's current practices in GTA training and our current values suggests that GTA training programs are needed, and that the community can benefit from reports on the success of existing programs and the dissemination of adaptable models for GTA pedagogical training.

Reaching Beyond the Geoscience Stigma: Strategies for Success

NASA Astrophysics Data System (ADS)

Messina, P.; Metzger, E. P.

2004-12-01

The geosciences have traditionally been viewed with less "academic prestige" than other science curricula. Among the effects of this perception are depressed K-16 enrollments; state standards' relegation of Earth and space science concepts to earlier grades; Earth Science assignments to lower-performing students, and sometimes even to under-qualified teachers: all of which simply confirm the misconceptions. Restructuring pre-college science curricula so that Earth Science is placed as a capstone course is one way to enhance student understanding of the geosciences. Research demonstrates that reversing the traditional science course sequence (by offering Physics in the ninth grade) improves student success in subsequent science courses. The "Physics First" movement continues to gain momentum offering a possible niche for the Earth and space sciences beyond middle school. It is also critical to bridge the information gap for those with little or no prior exposure to the Earth sciences, particularly K-12 educators. An Earth systems course developed at San José State University is aligned to our state's standards; it is approved to satisfy geoscience subject matter competency by the California Commission on Teacher Credentialing, making it a popular offering for pre- and in-service teachers. Expanding our audience beyond the Bay Area, the Earth Systems Science Education Alliance courses infuse real-world and hands-on learning in a cohesive online curriculum. Through these courses teachers gain knowledge, share effective pedagogies, and build geography-independent communities.

Effectiveness of Geosciences Exploration Summer Program (GeoX) for increasing awareness and Broadening Participation in the Geosciences

NASA Astrophysics Data System (ADS)

Garcia, S. J.; Houser, C.

2013-12-01

Summer research experiences are an increasingly popular means to increase awareness of and develop interest in the Geosciences and other STEM (Science, Technology, Engineering and Math) programs. Here we describe and report the preliminary results of a new one-week program at Texas A&M University to introduce first generation, women, and underrepresented high school students to opportunities and careers in the Geosciences. Short-term indicators in the form of pre- and post-program surveys of participants and their parents suggest that there is an increase in participant understanding of geosciences and interest in pursuing a degree in the geosciences. At the start of the program, the participants and their parents had relatively limited knowledge of the geosciences and very few had a friend or acquaintance employed in the geosciences. Post-survey results suggest that the students had an improved and nuanced understanding of the geosciences and the career opportunities within the field. A survey of the parents several months after the program had ended suggests that the participants had effectively communicated their newfound understanding and that the parents now recognized the geosciences as a potentially rewarding career. With the support of their parents 42% of the participants are planning to pursue an undergraduate degree in the geosciences compared to 62% of participants who were planning to pursue a geosciences degree before the program. It is concluded that future offerings of this and similar programs should also engage the parents to ensure that the geosciences are recognized as a potential academic and career path.

Facilitating Research and Learning in Petrology and Geochemistry through Classroom Applications of Remotely Operable Research Instrumentation

NASA Astrophysics Data System (ADS)

Ryan, J. G.

2012-12-01

Bringing the use of cutting-edge research tools into student classroom experiences has long been a popular educational strategy in the geosciences and other STEM disciplines. The NSF CCLI and TUES programs have funded a large number of projects that placed research-grade instrumentation at educational institutions for instructional use and use in supporting undergraduate research activities. While student and faculty response to these activities has largely been positive, a range of challenges exist related to their educational effectiveness. Many of the obstacles these approaches have faced relate to "scaling up" of research mentoring experiences (e.g., providing training and time for use for an entire classroom of students, as opposed to one or two), and to time tradeoffs associated with providing technical training for effective instrument use versus course content coverage. The biggest challenge has often been simple logistics: a single instrument, housed in a different space, is difficult to integrate effectively into instructional activities. My CCLI-funded project sought primarily to knock down the logistical obstacles to research instrument use by taking advantage of remote instrument operation technologies, which allow the in-classroom use of networked analytical tools. Remote use of electron microprobe and SEM instruments of the Florida Center for Analytical Electron Microscopy (FCAEM) in Miami, FL was integrated into two geoscience courses at USF in Tampa, FL. Remote operation permitted the development of whole-class laboratory exercises to familiarize students with the tools, their function, and their capabilities; and it allowed students to collect high-quality chemical and image data on their own prepared samples in the classroom during laboratory periods. These activities improve student engagement in the course, appear to improve learning of key concepts in mineralogy and petrology, and have led to students pursuing independent research projects, as well as requesting additional Geology elective courses offering similar kinds of experiences. I have sustained these activities post-project via student lab fees to pay for in-class microprobe time.

The effectiveness of courses developed to recruit and retain minority students in the geology major at California State University, Sacramento

NASA Astrophysics Data System (ADS)

Hammersley, L. C.

2014-12-01

The lack of diversity in the geosciences has long been recognized as a problem. While improvements have been made, the proportion of Bachelor's degrees in the earth sciences awarded to Hispanic students in 2012 was only 5.6%, a huge disparity with the 17% of the U.S. population that is Hispanic. At California State University, Sacramento, 19% of the student population is Hispanic but, of the 61 students that earned an undergraduate degree in geology between 2005 and 2010, only four were Hispanic. In response to the lack of diversity in the geology major, we developed a new Geology of Mexico course with the goal of recruiting Hispanic students to the major. We present a quantitative evaluation of the effectiveness of this course in attracting Hispanic students, encouraging them to take more geology courses, and recruiting them to the major. Data was collected in the Geology of Mexico course and in the equivalent Physical Geology course. During the period evaluated, 93% of enrollment in Geology of Mexico was Hispanic compared with 18.5% in Physical Geology. We found that Hispanic students in Physical Geology earned lower grades than did nonminority students, while Hispanic students in Geology of Mexico earned grades comparable with nonminority students in Physical Geology. Overall, Geology of Mexico students also showed more positive attitude changes to the geosciences and were more likely to take another geology course. The recruitment rate into the major for Hispanic students in Geology of Mexico was comparable to the recruitment rate for nonminority students in Physical Geology. Since 2008, the proportion of Hispanic geology majors has risen from 4.5% to 14.1% and, notably, the proportion of underrepresented minorities has increased from 4.5% to 22.2%, reflecting a significant overall increase in diversity of the major. In order to increase retention of minority students, we developed a field course for new majors who were not yet ready for upper division courses. This field trip allows students to get to know the faculty and to create bonds with fellow new majors, thus creating a stronger bond to the department and developing a cohort effect earlier in the students' educational path.

Assessing Quantitative Learning With The Math You Need When You Need It

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Baer, E. M.; Burn, H.

2008-12-01

We present new data from a pilot project using the The Math You Need, When You Need It (TMYN) web resources in conjunction with several introductory geoscience courses. TMYN is a series of NSF-supported, NAGT-sponsored, web-based modular resources designed to help students learn (or relearn) mathematical skills essential for success in introductory geoscience courses. TMYN presents mathematical topics that are relevant to introductory geoscience based on a survey of more than 75 geoscience faculty members. To date, modules include unit conversions, many aspects of graphing, density calculations, rearranging equations and other simple mathematical concepts commonly used in the geosciences. The modular nature of the resources make it simple to select the units that are appropriate for a given course. In the fall of 2008, nine TMYN modules were tested in three courses taught at Highline Community College (Geology 101) and University of Wisconsin Oshkosh (Physical and Environmental Geology). Over 300 students participated in the study by taking pre- and post-tests and completing modules relevant to their course. Feedback about the use of these modules has been mixed. Initial results confirm anecdotal evidence that students initially have difficulty applying mathematical concepts to geologic problems. Furthermore, pre- test results indicate that, although instructors assume that students can perform simple mathematical manipulations, many students arrive in courses without the skills to apply mathematical concepts in problem solving situations. TMYN resources effectively provide support for learning quantitative problem solving and a mechanism for students to engage in self-teaching. Although we have seen mixed results due to a range of instructor engagement with the material, TMYN can have significant effect on students who are math phobic or "can't do math" because they can work at their own pace to overcome affective obstacles such as fear and dislike of mathematics. TMYN is most effective when instructors make explicit connections between material in the modules and course content. Instructors who participated in the study in Fall 2008 reacted positively to the use of TMYN in introductory geoscience courses because the resources require minimal class and prep time. Furthermore, when instructors can hold students responsible for the quantitative concepts covered with TMYN, they feel more comfortable including quantitative information without significant loss of geologic content.

Alignment of Learning Goals, Assessments and Curricula in an Earth Sciences Program to Prepare the Geoscience Workforce for the 21st Century

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Schmitt, J.

2013-12-01

The Dept. of Earth Sciences, Montana State University, recently completed a comprehensive revision of its undergraduate curriculum to meet challenges and opportunities in training the next generation geoscience workforce. The department has 280 undergraduate majors in degree options that include: geology, geography (physical and human), snow science, paleontology and GIS/planning. We used a 'backward design' approach by first considering the profile of a student leaving our program: what should they know and be able to do, in anticipation of professional development for traditional (exploration, environmental, regulatory agencies) and non-traditional (planning, policy, law, business, teaching) jobs or for further training in graduate school. We adopted an Earth system approach to be better aligned with contemporary approaches to Earth science and to demonstrate the connections between sub-disciplines across the curriculum. Learning sequences were designed according to Bloom's Taxonomy to develop higher level thinking skills (starting from observations and progressing to descriptions, interpretations, applications, integration of multiple lines of evidence, synthetic and analytical thinking and evaluation). Central themes are reinforced in multiple classes: history and evolution of the Earth system, composition and architecture of Earth, surface of Earth and the 'critical zone' and human dimensions. The cornerstones of the curriculum are strong background in cognate sciences, geologic 'habits of mind', an emphasis on geologic processes and field instruction. Ancillary learning goals include development of quantitative, communication, and interpersonal skills; use of Earth data and modeling; systems thinking; research and research-like experiences; and applications to societal issues. The first year course of study includes a slate of courses to explore the Earth system, primarily to engage and recruit students to the major. Second year studies are foundational for all majors: a year of GIS (as the most important transferable job skill), Earth Materials, Earth History, and Weather and Climate. In the third year, students focus on degree option requirements; for geology 'core' courses for the major include Mineralogy, Geomorphology, Sed/Strat, Structural Geology and the fourth year courses provide a wide range of free electives for enrichment (Tectonics, Volcanology, Ig and Met Petrology...). Our goal is to produce students who can: Understand geologic context, apply concepts and skills; Ask the next question; Know where to look for information; Formulate a plan to address the problem; Become critical producers and consumers of data; Integrate multiple lines of evidence; Communicate results (write a report, make a map, develop a GIS); and Be life-long learners.

Developing Expert Interdisciplinary Thinkers: Online Resources for Preparing Pre-service Teachers to Teach the NGSS

NASA Astrophysics Data System (ADS)

Kent, M.; Egger, A. E.; Bruckner, M. Z.; Manduca, C. A.

2014-12-01

Over 100,000 students obtain a bachelor's degree in education every year; these students most commonly encounter the geosciences through a general education course, and it may be the only geoscience course they ever take. However, the Next Generation Science Standards (NGSS) contain much more Earth science content than previous standards. In addition, the NGSS emphasize the use of science and engineering practices in the K-12 classroom. Future teachers need to experience learning science as a scientist, through a hands-on, activity-based learning process, in order to give them the skills they need to teach science that same way in the future. In order to be successful at teaching the NGSS, both current and future teachers will need more than a single course in geoscience or science methods. As a result, there is now a key opportunity for geoscience programs to play a vital role in strengthening teacher preparation programs, both through introductory courses and beyond. To help programs and individual faculty take advantage of this opportunity, we have developed a set of web-based resources, informed by participants in the InTeGrate program as well as by faculty in exemplary teacher preparation programs. The pages address the program-level task of creating engaging and effective courses for teacher preparation programs, with the goal of introducing education majors to the active pedagogies and geoscience methods they will later use in their own classrooms. A collection of exemplary Teacher Preparation programs is also included. Additional pages provide information on what it means to be an "expert thinker" in the geosciences and how individual faculty and teachers can explicitly teach these valuable skills that are reflected in the science and engineering practices of the NGSS. Learn more on the InTeGrate web site about preparing future teachers: serc.carleton.edu/integrate/programs/teacher_prep.htmland training expert thinkers: serc.carleton.edu/integrate/teaching_materials/expert_thinkers.html

A Best Practices Approach to Working with Undergraduate Women in the Geosciences

NASA Astrophysics Data System (ADS)

Godfrey, E. S.; Clinton, S. M.; Adams, A. S.; Pollack, I. B.; Barnes, R.; Bloodhart, B.; Bowker, C.; Burt, M. A.; Henderson, H.; Hernandez, P. R.; Maertens, J.; Sample McMeeking, L. B.; Sayers, J.; Fischer, E. V.

2017-12-01

Many projects and programs aim to increase female participation in STEM fields, but there is little existing literature about the best practices for implementing such programs. An NSF-sponsored project, PROmoting Geoscience Research, Education & SuccesS (PROGRESS), aims to assess the effectiveness of a professional development and peer-mentoring program on undergraduate students' interest and persistence in geoscience-related fields and on self-perceptions as a scientist. We held workshops in off-campus locations in the Carolinas and the Colorado/Wyoming Front Range in 2015 (2016) for students at seven (nine) universities. Recruiting 1st and 2nd year female STEM students, however, proved challenging, even though all transportation and expenses were provided at no cost to participants. The initial acceptance rate to attend the workshop was surprisingly low (less than 30%) and was further impacted by a high number of cancellations ( 1/3 of acceptees) in the days leading up to each workshop. However, 88% of students who completed an online strength assessment beforehand attended the workshop. Thus, an activity that requires student effort in advance can be used to gauge the likelihood of participation. The PROGRESS model is proving to be effective and beneficial for undergraduate students. Post-workshop evaluations revealed that nearly all participants would recommend the workshop to others. Students found it successful in both establishing a support system in the geosciences and increasing their knowledge of geoscience opportunities. Participant surveys show that panel discussions on career paths and the mentoring experiences of working geoscientists were the most favorably-viewed workshop components. It's not enough to offer excellent programs, however; interventions are required to recruit and incentivize participants and to help students recognize the value of a mentoring program. A successful program will devote significant time toward maintaining frequent contact with participants using a variety of media (i.e., email, texting, and/or phone calls). This presentation will discuss the challenges of recruiting students and maintaining their interest and involvement in a mentoring program, as well as the potential best practices for implementing similar programs.

Evaluating Geoscience Students' Spatial Thinking Skills in a Multi-Institutional Classroom Study

ERIC Educational Resources Information Center

Ormand, Carol J.; Manduca, Cathryn; Shipley, Thomas F.; Tikoff, Basil; Harwood, Cara L.; Atit, Kinnari; Boone, Alexander P.

2014-01-01

Spatial thinking skills are critical to success in many subdisciplines of the geosciences. We tested students' spatial skills in geoscience courses at three institutions (a public research university, a comprehensive university, and a liberal arts college, all in the midwest) over a two-year period. We administered standard psychometric tests of…

The Math You Need, When You Need It: Student-Centered Web Resources Designed to Decrease Math Review and Increase Quantitative Geology in the Classroom

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Baer, E. M.

2007-12-01

Introductory geoscience courses are rife with quantitative concepts from graphing to rates to unit conversions. Recent research suggests that supplementary mathematical instruction increases post-secondary students' retention and performance in science courses. Nonetheless, many geoscience faculty feel that they do not have enough time to cover all the geoscience content, let alone covering the math they often feel students should have learned before reaching their classes. We present our NSF-funded effort to create web modules for students that address these concerns. Our web resources focus on both student performance and faculty time issues by building students' quantitative skills through web-based, self-paced modular tutorials. Each module can be assigned to individual students who have demonstrated on a pre-test that they are in need of supplemental instruction. The pre-test involves problems that place mathematical concepts in a geoscience context and determines the students who need the most support with these skills. Students needing support are asked to complete a three-pronged web-based module just before the concept is needed in class. The three parts of each tutorial include: an explanation of the mathematics, a page of practice problems and an on-line quiz that is graded and sent to the instructor. Each of the modules is steeped in best practices in mathematics and geoscience education, drawing on multiple contexts and utilizing technology. The tutorials also provide students with further resources so that they can explore the mathematics in more depth. To assess the rigor of this program, students are given the pre-test again at the end of the course. The uniqueness of this program lies in a rich combination of mathematical concepts placed in multiple geoscience contexts, giving students the opportunity to explore the way that math relates to the physical world. We present several preliminary modules dealing with topics common in introductory geoscience courses. We seek feedback from faculty teaching all levels of geoscience addressing several questions: In what math/geoscience topics do you feel students need supplemental instruction? Where do students come up against quantitative topics that make them drop the class or perform poorly? Would you be willing to review or help us to test these modules in your class?

The Role of Introductory Geosciences in Students' Quantitative Literacy

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Manduca, C.; Baer, E. M.

2006-12-01

Quantitative literacy is more than mathematics; it is about reasoning with data. Colleges and universities have begun to recognize the distinction between mathematics and quantitative literacy, modifying curricula to reflect the need for numerate citizens. Although students may view geology as 'rocks for jocks', the geosciences are truthfully rife with data, making introductory geoscience topics excellent context for developing the quantitative literacy of students with diverse backgrounds. In addition, many news items that deal with quantitative skills, such as the global warming phenomenon, have their basis in the Earth sciences and can serve as timely examples of the importance of quantitative literacy for all students in introductory geology classrooms. Participants at a workshop held in 2006, 'Infusing Quantitative Literacy into Introductory Geoscience Courses,' discussed and explored the challenges and opportunities associated with the inclusion of quantitative material and brainstormed about effective practices for imparting quantitative literacy to students with diverse backgrounds. The tangible results of this workshop add to the growing collection of quantitative materials available through the DLESE- and NSF-supported Teaching Quantitative Skills in the Geosciences website, housed at SERC. There, faculty can find a collection of pages devoted to the successful incorporation of quantitative literacy in introductory geoscience. The resources on the website are designed to help faculty to increase their comfort with presenting quantitative ideas to students with diverse mathematical abilities. A methods section on "Teaching Quantitative Literacy" (http://serc.carleton.edu/quantskills/methods/quantlit/index.html) focuses on connecting quantitative concepts with geoscience context and provides tips, trouble-shooting advice and examples of quantitative activities. The goal in this section is to provide faculty with material that can be readily incorporated into existing introductory geoscience courses. In addition, participants at the workshop (http://serc.carleton.edu/quantskills/workshop06/index.html) submitted and modified more than 20 activities and model courses (with syllabi) designed to use best practices for helping introductory geoscience students to become quantitatively literate. We present insights from the workshop and other sources for a framework that can aid in increasing quantitative literacy of students from a variety of backgrounds in the introductory geoscience classroom.

Geoscience Workforce Development at UNAVCO: Leveraging the NSF GAGE Facility

NASA Astrophysics Data System (ADS)

Morris, A. R.; Charlevoix, D. J.; Miller, M.

2013-12-01

Global economic development demands that the United States remain competitive in the STEM fields, and developing a forward-looking and well-trained geoscience workforce is imperative. According to the Bureau of Labor Statistics, the geosciences will experience a growth of 19% by 2016. Fifty percent of the current geoscience workforce is within 10-15 years of retirement, and as a result, the U.S. is facing a gap between the supply of prepared geoscientists and the demand for well-trained labor. Barring aggressive intervention, the imbalance in the geoscience workforce will continue to grow, leaving the increased demand unmet. UNAVCO, Inc. is well situated to prepare undergraduate students for placement in geoscience technical positions and advanced graduate study. UNAVCO is a university-governed consortium facilitating research and education in the geosciences and in addition UNAVCO manages the NSF Geodesy Advancing Geosciences and EarthScope (GAGE) facility. The GAGE facility supports many facets of geoscience research including instrumentation and infrastructure, data analysis, cyberinfrastructure, and broader impacts. UNAVCO supports the Research Experiences in the Solid Earth Sciences for Students (RESESS), an NSF-funded multiyear geoscience research internship, community support, and professional development program. The primary goal of the RESESS program is to increase the number of historically underrepresented students entering graduate school in the geosciences. RESESS has met with high success in the first 9 years of the program, as more than 75% of RESESS alumni are currently in Master's and PhD programs across the U.S. Building upon the successes of RESESS, UNAVCO is launching a comprehensive workforce development program that will network underrepresented groups in the geosciences to research and opportunities throughout the geosciences. This presentation will focus on the successes of the RESESS program and plans to expand on this success with broader workforce development efforts.

Hooking tomorrow's geoscientists: Authentic field inquiry as a compelling pedagogy

NASA Astrophysics Data System (ADS)

Wallstrom, Erica

2015-04-01

Engaging high school students in the geosciences without providing them with opportunities to directly explore, understand, and question the natural world is like trying to catch a fish without a hook. How can educators hope to inspire youth to pursue a career in the geosciences when the subject is first introduced to teenagers within the confines of a classroom? Regardless of the content and activities employed by the teacher, the synthetic classroom setting is unable to recreate the organic richness of an authentic outdoor learning environment. A new course offering at Rutland High School in Rutland, Vermont, USA shifts away from the traditional classroom based pedagogy by focusing the learning on exploring the temporal changes occurring in the region's geologic features. Numerous visits to local quarries, outcrops, overlooks, and universities guide the course curriculum. Students use their new understandings and personal observations to complete a culminating independent investigation. This alternate learning model is made possible through collaboration with local universities, businesses, and government agencies. If the geosciences is to remain competitive in the recruitment of exemplary STEM candidates, than the focus of high school earth science programs must be considered. This course offers one alternative to improve engagement and understanding of the geoscience standards. While not the only option, it offers one possibility for hooking students on geosciences.

NOAA's Undergraduate Scholarship Program Outcomes and Opportunities

NASA Astrophysics Data System (ADS)

Kaplan, M.; Jabanoski, K.; Christenson, T.

2017-12-01

NOAA supports about 115 - 150 undergraduates per year through the Ernest F. Hollings Scholarship and the Educational Partnership Program Undergraduate Scholarship. These programs provide tuition support and paid summer internships at NOAA to exceptional students majoring in the geosciences. Multiple methods were used to evaluate program outcomes and track the career trajectories, including mining LinkedIn data and conducting evaluation surveys of recipients as well as students who applied but did not receive the award. Results show more than 75% of scholars continued on to graduate school, primarily in a NOAA mission fields. This compared to only 56% of nonrecipients. More than 60% of alumni had at least one professional record, with the most alumni working in private industry, followed by nongovernmental organizations and federal, state and local government. The evaluation identified 77 other scholarship programs applied to by NOAA scholarship recipients. The most commonly reported program was the NSF Research Experiences for Undergraduates (REU) for which 20% of scholars applied and 46% of applications were successful. Other common scholarships included the Goldwater Scholarship (received by 5% of NOAA scholars) and the Udall Scholarship (received by 4% of scholars). In the most recent class of 118 undergraduate scholars, 24% reported having another research experience by the time they arrived for orientation at the end of their sophomore year. These results suggest coordination across scholarship opportunities may be useful to engage and retain students in geoscience fields.

Supporting REU Leaders and Effective Workforce Development in the Geosciences

NASA Astrophysics Data System (ADS)

Sloan, V.; Haacker, R.

2014-12-01

Research shows that research science experiences for undergraduates are key to the engagement of students in science, and teach critical thinking and communication, as well as the professional development skills. Nonetheless, undergraduate research programs are time and resource intensive, and program managers work in relative isolation from each other. The benefits of developing an REU community include sharing strategies and policies, developing collaborative efforts, and providing support to each other. This paper will provide an update on efforts to further develop the Geoscience REU network, including running a national workshop, an email listserv, workshops, and the creation of online resources for REU leaders. The goal is to strengthen the connections between REU community members, support the sharing of best practices in a changing REU landscape, and to make progress in formalizing tools for REU site managers.

Development of a definition, classification system, and model for cultural geology

NASA Astrophysics Data System (ADS)

Mitchell, Lloyd W., III

The concept for this study is based upon a personal interest by the author, an American Indian, in promoting cultural perspectives in undergraduate college teaching and learning environments. Most academicians recognize that merged fields can enhance undergraduate curricula. However, conflict may occur when instructors attempt to merge social science fields such as history or philosophy with geoscience fields such as mining and geomorphology. For example, ideologies of Earth structures derived from scientific methodologies may conflict with historical and spiritual understandings of Earth structures held by American Indians. Specifically, this study addresses the problem of how to combine cultural studies with the geosciences into a new merged academic discipline called cultural geology. This study further attempts to develop the merged field of cultural geology using an approach consisting of three research foci: a definition, a classification system, and a model. Literature reviews were conducted for all three foci. Additionally, to better understand merged fields, a literature review was conducted specifically for academic fields that merged social and physical sciences. Methodologies concentrated on the three research foci: definition, classification system, and model. The definition was derived via a two-step process. The first step, developing keyword hierarchical ranking structures, was followed by creating and analyzing semantic word meaning lists. The classification system was developed by reviewing 102 classification systems and incorporating selected components into a system framework. The cultural geology model was created also utilizing a two-step process. A literature review of scientific models was conducted. Then, the definition and classification system were incorporated into a model felt to reflect the realm of cultural geology. A course syllabus was then developed that incorporated the resulting definition, classification system, and model. This study concludes that cultural geology can be introduced as a merged discipline by using a three-foci framework consisting of a definition, classification system, and model. Additionally, this study reveals that cultural beliefs, attitudes, and behaviors, can be incorporated into a geology course during the curriculum development process, using an approach known as 'learner-centered'. This study further concludes that cultural beliefs, derived from class members, are an important source of curriculum materials.

Better Categorizing Misconceptions Using a Contemporary Cognitive Science Lens

NASA Astrophysics Data System (ADS)

Slater, S. J.; Slater, T. F.

2013-12-01

Much of the last three decades of discipline-based education research in the geosciences has focused on the important work of identifying the range and domain of misconceptions students bring into undergraduate science survey courses. Pinpointing students' prior knowledge is a cornerstone for developing constructivist approaches and learning environments for effective teaching. At the same time, the development of a robust a priori formula for professors to use in mitigating students' misconceptions remains elusive. An analysis of the literature and our own research has persuaded researchers at the CAPER Center for Astronomy & Physics Education Research to put forth a model that will allow professors to operate on students' various learning difficulties in a more productive manner. Previously, much of the field's work binned erroneous student thinking into a single construct, and from that basis, curriculum developers and instructors addressed student misconceptions with a single instructional strategy. In contrast, we propose a model based on the notion that 'misconceptions' are a mixture of at least four learning barriers: incorrect factual information, inappropriately applied mental algorithms (phenomenological primitives), insufficient cognitive structures (e.g. spatial reasoning), and affective/emotional difficulties (e.g. students' spiritual commitments). In this sense, each of these different types of learning barriers would be more effectively addressed with an instructional strategy purposefully targeting these different attributes. Initial applications of this model to learning problems in geosciences have been fruitful, suggesting that an effort towards categorizing persistent learning difficulties in the geosciences beyond the single generalized category of 'misconceptions' might allow our community to more effectively design learning experiences for our students and the general public

Enhancing learning in geosciences and water engineering via lab activities

NASA Astrophysics Data System (ADS)

Valyrakis, Manousos; Cheng, Ming

2016-04-01

This study focuses on the utilisation of lab based activities to enhance the learning experience of engineering students studying Water Engineering and Geosciences. In particular, the use of modern highly visual and tangible presentation techniques within an appropriate laboratory based space are used to introduce undergraduate students to advanced engineering concepts. A specific lab activity, namely "Flood-City", is presented as a case study to enhance the active engagement rate, improve the learning experience of the students and better achieve the intended learning objectives of the course within a broad context of the engineering and geosciences curriculum. Such activities, have been used over the last few years from the Water Engineering group @ Glasgow, with success for outreach purposes (e.g. Glasgow Science Festival and demos at the Glasgow Science Centre and Kelvingrove museum). The activity involves a specific setup of the demonstration flume in a sand-box configuration, with elements and activities designed so as to gamely the overall learning activity. Social media platforms can also be used effectively to the same goals, particularly in cases were the students already engage in these online media. To assess the effectiveness of this activity a purpose designed questionnaire is offered to the students. Specifically, the questionnaire covers several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning (also assessed by follow-up quizzes), and methods of communication and assessment. The results, analysed to assess the effectiveness of the learning activity as the students perceive it, offer a promising potential for the use of such activities in outreach and learning.

Successful recruiting strategies for geoscience degrees and careers at the two-year college: An example from Metropolitan Community College - Kansas City

NASA Astrophysics Data System (ADS)

Wolfe, B.

2012-12-01

The overwhelming majority of students at 2-year colleges take geoscience courses (e.g. physical geology or physical geography) to fulfill part of the general education requirements of the Associates in Arts degree or General Education certificates for transfer to a 4-year school. It is common in community college earth science programs to have a relatively small number of students continuing on to major in geoscience programs at their transfer 4-year institution. To increase interest and retention in geosciences courses, we have developed a two prong approach - one aimed at students looking to transfer to a 4-year institution and the other aimed at students in the often overlooked career and technical education (CTE) programs. In the case of transfer students, we employ a "high touch" approach in introductory Physical Geology courses. This includes raising awareness of geoscience related careers combined with faculty mentor and advisor activities for students who express interest in science on their admission forms or in discussions of potential careers in science in first-year experience courses. Faculty mentorships have been very effective, not only in recruiting students to consider careers in geology, but also in advising a curriculum for students necessary to be successful upon transfer to a 4-year institution (such as completing college level chemistry, physics, and calculus courses prior to transfer). The second approach focuses on students pursuing certificates and degrees in CTE energy-related programs (such as HVAC, industrial engineering technology, electrician, and utility linemen). To increase awareness of vocational related geoscience careers, many of which require a good foundation in the vocational training students are currently pursing, we developed a foundation energy course - Energy and the Environment - which fulfills both the science general education component of the AA degree for students looking to transfer as well as CTE students. The curriculum focuses on fundamental concepts of energy generation and environmental impact, including analysis of energy fundamentals, fossil fuel exploration and use, atmospheric pollution, global climate change, nuclear energy, alternative energy sources, and energy conservation, all of which are directly related to geologic processes. This new course is part of newly created energy certificate programs in Photovoltaics, energy efficiency, and solar thermal - with the intention of expanding to AAS degrees in each.

Development of Virtual Field Experiences for undergraduate geoscience using 3D models from aerial drone imagery and other data

NASA Astrophysics Data System (ADS)

Karchewski, B.; Dolphin, G.; Dutchak, A.; Cooper, J.

2017-12-01

In geoscience one must develop important skills related to data collection, analysis and interpretation in the field. The quadrupling of student enrollment in geoscience at the University of Calgary in recent years presents a unique challenge in providing field experience. With introductory classes ranging from 300-500 students, field trips are logistical impossibilities and the impact on the quality of student learning and engagement is major and negative. Field experience is fundamental to geoscience education, but is presently lacking prior to the third year curriculum. To mitigate the absence of field experience in the introductory curricula, we are developing a set of Virtual Field Experiences (VFEs) that approximate field experiences via inquiry-based exploration of geoscientific principles. We incorporate a variety of data into the VFEs including gigapan photographs, geologic maps and high resolution 3D models constructed from aerial drone imagery. We link the data using a web-based platform to support lab exercises guided by a set of inquiry questions. An important feature that distinguishes a VFE is that students explore the data in a nonlinear fashion to construct and revise models that explain the nature of the field site. The aim is to approximate an actual field experience rather than provide a virtual guided tour where the explanation of the site comes pre-packaged. Thus far, our group has collected data at three sites in Southern Alberta: Mt. Yamnuska, Drumheller environs and the North Saskatchewan River valley near the toe of the Saskatchewan Glacier. The Mt. Yamnuska site focusses on a prominent thrust fault in the front ranges of the Western Cordillera. The Drumheller environs site demonstrates the siliciclastic sedimentation and stratigraphy typical of southeastern Alberta. The Saskatchewan Glacier site highlights periglacial geomorphology and glacial recession. All three sites were selected because they showcase a broad range of geoscientific principles, and are accessible as daytrips from Calgary should students be inspired to follow up with self-organized field trips. We present preliminary data collected from each of the sites and lessons learned during the data collection and curation process, as well as the first pilot of a VFE in our introductory geoscience course.

GET21: Geoinformatics Training and Education for the 21st Century Geoscience Workforce

NASA Astrophysics Data System (ADS)

Baru, C.; Allison, L.; Fox, P.; Keane, C.; Keller, R.; Richard, S.

2012-04-01

The integration of advanced information technologies (referred to as cyberinfrastructure) into scientific research and education creates a synergistic situation. On the one hand, science begins to move at the speed of information technology, with science applications having to move rapidly to keep apace with the latest innovations in hardware and software. On the other hand, information technology moves at the pace of science, requiring rapid prototyping and rapid development of software and systems to serve the immediate needs of the application. The 21st century geoscience workforce must be adept at both sides of this equation to be able to make the best use of the available cyber-tools for their science and education endeavors. To reach different segments of the broad geosciences community, an education program in geoinformatics must be multi-faceted, ranging from areas dealing with modeling, computational science, and high performance computing, to those dealing with data collection, data science, and data-intensive computing. Based on our experience in geoinformatics and data science education, we propose a multi-pronged approach with a number of different components, including summer institutes typically aimed at graduate students, postdocs and researchers; graduate and undergraduate curriculum development in geoinformatics; development of online course materials to facilitate asynchronous learning, especially for geoscience professionals in the field; provision of internship at geoinformatics-related facilities for graduate students, so that they can observe and participate in geoinformatics "in action"; creation of online communities and networks to facilitate planned as well as serendipitous collaborations and for linking users with experts in the different areas of geoscience and geoinformatics. We will describe some of our experiences and the lessons learned over the years from the Cyberinfrastructure Summer Institute for Geoscientists (CSIG), which is a 1-week institute that has been held each summer (August) at the San Diego Supercomputer Center, University of California, San Diego, since 2005. We will also discuss these opportunities for GET21 and geoinformatics education in the context of the newly launched EarthCube initiative at the US National Science Foundation.

New Materials for the Undergraduate Classroom to Build Pre-Service Teachers' NGSS Skills and Knowledge

NASA Astrophysics Data System (ADS)

Egger, A. E.; Awad, A. A.; Baldwin, K. A.; Birnbaum, S. J.; Bruckner, M. Z.; DeBari, S. M.; Dechaine, J.; Ebert, J. R.; Gray, K. R.; Hauge, R.; Linneman, S. R.; Monet, J.; Thomas, J.; Varrella, G.

2014-12-01

As part of InTeGrate, teams of 3 instructors at 3 different institutions developed modules that help prepare pre-service teachers to teach Earth science aligned with the NGSS. Modules were evaluated against a rubric, which addresses InTeGrate's five guiding principles, learning objectives and outcomes, assessment and measurement, resources and materials, instructional strategies and alignment. As all modules must address one or more Earth-related grand challenge facing society, develop student ability to address interdisciplinary problems, improve student understanding of the methods of geoscience, use authentic geoscience data, and incorporate systems thinking, they align well with the NGSS. Once modules passed the rubric, they were tested by the authors in their classrooms. Testing included pre- and post-assessment of geoscience literacy and assessment of student learning towards the module goal; materials were revised based on the results of testing. In "Exploring Geoscience Methods with Secondary Education Students," pre-service science teachers compare geoscientific thinking with the classic (experimental) scientific method, investigate global climate change and its impacts on human systems, and prepare an interdisciplinary lesson plan that addresses geoscience methods in context of a socioscientific issue. In "Soils and Society," pre-service elementary teachers explore societal issues where soil is important, develop skills to describe and test soil properties, and create a standards-based Soils and Society Kit that consists of lessons and supporting materials to teach K-8 students about a soil-and-society issue. In "Interactions between Water, Earth's Surface, and Human Activity," students explore the effects of running water on shaping Earth's surface both over geologic time and through short-term flooding events, and produce a brochure to inform citizens of the impact of living near a river. The modules are freely available at http://serc.carleton.edu/integrate/teaching_materials/modules_courses.html and include Instructor Stories, where each author describes how they adapted the module to their teaching environment. The goal of showing different implementations of the materialst is to facilitate adoption and adaption beyond the team of authors.

Conceptual Mobility and Entrenchment in Introductory Geoscience Courses: New Questions Regarding Physics' and Chemistry's Role in Learning Earth Science Concepts

ERIC Educational Resources Information Center

Anderson, Steven W.; Libarkin, Julie C.

2016-01-01

Nationwide pre- and posttesting of introductory courses with the Geoscience Concept Inventory (GCI) shows little gain for many of its questions. Analysis of more than 3,500 tests shows that 22 of the 73 GCI questions had gains of <0.03, and nearly half of these focused on basic physics and chemistry. We also discovered through an assessment of…

The pre-college teaching of geosciences in the USA

NASA Astrophysics Data System (ADS)

Stewart, R.

2003-04-01

Most students in the USA learn about the earth in elementary and middle school, with most of the learning in middle schools (students who are 12 to 15 years old). A few students study geosciences in high school (ages 15 to 19). In some states, for example Texas, the high-school courses are being de-emphasized, and very few students take geoscience courses after they are 15 years old. As a result, most high-school graduates know little about such important issues as global warming, air pollution, or water quality. In the USA, the geoscience curriculum is guided by national and state standards for teaching mathematics and science. But the guidance is weak. Curricula are determined essentially by local school boards and teachers with some overview by state governments. For example, the State of Texas requires all students to pass standardized examinations in science at grades 5,10, and 11. The tests are based on the Texas Essential Knowledge and Skills, the state's version of the national standards. The teaching of the geosciences, especially oceanography, is hindered by the weak guidance provided by the national standards. Because of the lack of strong guidance, textbooks include far too much material with very weak ties between the geosciences. As a result, students learn many disconnected facts, not earth system science. Improvements in the teaching of the geosciences requires a clear statement of the important in the geosciences. Why must they be taught? What must be taught? What are the major themes of geoscience research? What is important for all to know?

Teaching Geoethics Across the Geoscience Curriculum

NASA Astrophysics Data System (ADS)

Mogk, David; Bruckner, Monica; Kieffer, Susan; Geissman, John; Reidy, Michael; Taylor, Shaun; Vallero, Daniel

2015-04-01

Training in geoethics is an important part of pre-professional development of geoscientists. Professional societies, governmental agencies, and employers of the geoscience workforce increasingly expect that students have had some training in ethics to guide their professional lives, and the public demands that scientists abide by the highest standards of ethical conduct. The nature of the geosciences exposes the profession to ethical issues that derive from our work in a complex, dynamic Earth system with an incomplete geologic record and a high degree of uncertainty and ambiguity in our findings. The geosciences also address topics such as geohazards and resource development that have ethical dimensions that impact on the health, security, public policies, and economic well-being of society. However, there is currently no formal course of study to integrate geoethics into the geoscience curriculum and few faculty have the requisite training to effectively teach about ethics in their classes, or even informally in mentoring their research students. To address this need, an NSF-funded workshop was convened to explore how ethics education can be incorporated into the geoscience curriculum. The workshop addressed topics such as where and how should geoethics be taught in a range of courses including introductory courses for non-majors, as embedded modules in existing geoscience courses, or as a dedicated course for majors on geoethics; what are the best pedagogic practices in teaching ethics, including lessons learned from cognate disciplines (philosophy, biology, engineering); what are the goals for teaching geoethics, and what assessments can be used to demonstrate mastery of ethical principles; what resources currently exist to support teaching geoethics, and what new resources are needed? The workshop also explored four distinct but related aspects of geoethics: 1) Geoethics and self: what are the internal attributes of a geoscientist that establish the ethical values required to successfully prepare for and contribute to a career in the geosciences? 2) Geoethics and the geoscience profession: what are the ethical standards expected of geoscientists if they are to contribute responsibly to the community of practice expected of the profession? 3) Geoethics and society: what are the responsibilities of geoscientists to effectively and responsibly communicate the results of geoscience research to inform society about issues ranging from geohazards to natural resource utilization in order to protect the health, safety, and economic security of humanity? 4) Geoethics and Earth: what are the responsibilities of geoscientists to provide good stewardship of Earth based on their knowledge of Earth's composition, architecture, history, dynamic processes, and complex systems? Consideration of these components of geoethics will prepare students to recognize ethical dilemmas, and to master the skills needed for ethical decision-making in their professional lives. Collections of resources, case studies, presentations and working group summaries of the workshop can be accessed at: http://serc.carleton.edu/geoethics/index.html

Creating and maintaining a successful geoscience pathway from 2YC to 4YC for Native Hawaiian Students: First Steps

NASA Astrophysics Data System (ADS)

Guidry, M.; Eschenberg, A.; McCoy, F. W.; McManus, M. A.; Lee, K.; DeLay, J. K.; Taylor, S. V.; Dire, J.; Krupp, D.

2017-12-01

In the Fall of 2015, the two four year (4YC) institutions within the University of Hawaii (UH) system offering baccalaureate degrees in geosciences enrolled only six Native Hawaiian (NH) students out of a total of 194 students in geoscience degree programs. This percentage (3%) of NH students enrolled in geosciences is far lower than the percentage of NH students enrolled at any single institution in the UH system, which ranges from 14 to 42%. At the same time, only six (3%) of the 194 students enrolled in geoscience baccalaureate programs were transfer students from the UH community colleges. Of these six transfer students, three were NH. This reflects the need for increased transfer of NH in the geosciences from two year (2YC) to 4YC. In the Fall of 2015, UH Manoa's (UHM) School of Ocean and Earth Science and Technology (SOEST) accounted for only 0.14% of transfer students from UH community colleges. This compares to 5% in the UHM School of Engineering and 27% in the UHM College of Arts and Sciences. As part of the first year of a multi-institutional five-year NSF TCUP-PAGE (Tribal Colleges and Universities Program - PArtnerships for Geoscience Education) award, we review our first steps and strategies for building a successful and sustainable geoscience transfer pathway for Native Hawaiian and community college students into the three undergraduate geoscience programs (Atmospheric Sciences, Environmental Sciences, and Geology & Geophysics) within SOEST.

Critical Components of a Successful Undergraduate Research Experience in the Geosciences for Minority Students

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.; Chukuigwe, C.

2013-12-01

For the past five years, the New York City College of Technology has administered a successful National Science Foundation (NSF) Research Experience for Undergraduates (REU) program. The program provides rich, substantive, academic and life-transformative STEM educational experiences for students who would otherwise not pursue STEM education altogether or would not pursue STEM education through to the graduate school level. The REU Scholars are provided with an opportunity to conduct intensive satellite and ground-based remote sensing research at the National Oceanic and Atmospheric Administration Cooperative Remote Sensing Science and Technology Center (NOAA-CREST). Candidates for the program are recruited from the City University of New York's twenty-three separate campuses. These students engage in a research experience that spans the summer and the fall and spring semesters. Eighty-four percent (84%) of the program participants are underrepresented minorities in STEM, and they are involved in a plethora of undergraduate research best practice activities that include: training courses in MATLAB programming, Geographic Information Systems, and Remote Sensing; workshops in Research Ethics, Scientific Writing, and Oral and Poster Research Presentations; national, regional, and local conference presentations; graduate school support; and geoscience exposure events at national laboratories, agencies, and research facilities. To enhance their success in the program, the REU Scholars are also provided with a comprehensive series of safety nets that include a multi-tiered mentoring design specifically to address critical issues faced by this diverse population. Since the inception of the REU program in 2008, a total of 61 undergraduate students have finished or are continuing with their research or are pursuing their STEM endeavors. All the REU Scholars conducted individual satellite and ground-based remote sensing research projects that ranged from the study of hurricanes to atmospheric water vapor distribution to spectral analysis of soil moisture. Of the 61 REU Scholars, 18.0% (11) are in graduate school in the STEM disciplines, 16.5% (10) have graduated and are in the STEM workforce, and 65.5% (40) continue to pursue their STEM degrees. All of the REU Scholars have made oral and poster presentations at local, region, and/or national conferences. Five of them have won first place recognition for their research, and three students will be co-authors for three peer-reviewed publications and two book chapters. (This program is supported by NSF REU grant #1062934.)

A Modern Approach to the Traditional Textbook: Bringing Introductory Geology Courses into the 21st Century

NASA Astrophysics Data System (ADS)

Workman Ford, K.; Ford, K. R.

2013-12-01

Undergraduate introductory geology courses are required in many colleges nationwide as part of the general education requirement. As a result, a large portion of those students are non-majors and most are not science majors. Textbooks used in these courses are often extensive with respect to the amount of material covered which tends to be overwhelming to the average student. Thus, students often purchase the pricey textbook but turn to their smartphones, notebooks, and laptops for answers. Before the development of the internet, students spent many hours in libraries and with their textbooks organizing and retrieving information. However, new technologies in the 21st century have essentially replaced traditional textbooks with students turning to online search engines, such as Google, to study and to complete homework assignments. Presently, online search engines may be more intuitive, but what's going on in the background isn't intuitive at all, and few students have a clear understanding of how search engines operate. Effectively this leads to students without the conception of how to build an adequate search strategy independent of search engines. Often, students are directed to online encyclopedias that may have erroneous information. Here, we employ an alternative to traditional textbooks and online search engines by implementing a guidebook with electronic resources for online activities and homework assignments. The proposed guidebook is roughly modeled after the American Geosciences Institute's Geoscience Handbook: AGI Data Sheets 4th, revised edition, and will include diagrams, graphs, charts, and pictures of basic geologic principles, processes, and earth materials. Along with the information, each topic will have online resources including sites for general reading, specific assignments that require visiting scientifically sound websites (i.e., USGS, GSA, AGU, Science, Nature), online self-assessment activities, and Google Earth activities. In addition, some elements would include a critical thinking problem wherein students research a topic without specific online resources provided, and compare what they find to reputable resources. This process is likely to drive students to evaluate their sources in a more critical manner. Given that textbooks are costly and sometimes overwhelming for students compelling them to use online search engines, the idea of a guidebook that encompasses electronic resources may engage the students more effectively, leading to a more comprehensive understanding and appreciation of the geosciences.

Education.

ERIC Educational Resources Information Center

Lowe, Donald R.; Nummedal, Dag

1980-01-01

Progress is assessed within the following areas of geoscience education: undergraduate and graduate enrollments, continuing education activities, conferences, National Science Foundation programs, source- and textbook and other educational material publications, earth-science teaching at the precollege level, and marine education (geology of ocean…

Contributions of the NOAA Hollings Undergraduate Scholarship Program to the Geosciences Pipeline

NASA Astrophysics Data System (ADS)

Kaplan, M.

2016-12-01

Since 2005, the NOAA Ernest F. Hollings Undergraduate Scholarship Program has provided tuition support and paid summer internship opportunities at NOAA to exceptional students majoring in the geosciences. The purpose of the scholarship program is to train students in NOAA mission fields. Multiple methods were used to track the career trajectories of Hollings alumni, including mining LinkedIn data, conducting an impact analysis based on a professionally developed web-based evaluation survey, and a web-based alumni update system. At least one postgraduate record was recorded for 80% of Hollings Scholarship alumni. Of the alumni reached, more than 75% continued on to graduate school in a NOAA mission field, and 86% of those graduate degrees were in a NOAA mission field or other STEM field. More than 60% of alumni had at least one professional record, with the most alumni working in private industry, followed by nongovernmental organizations and federal, state and local government.

High Demand, Core Geosciences, and Meeting the Challenges through Online Approaches

NASA Astrophysics Data System (ADS)

Keane, Christopher; Leahy, P. Patrick; Houlton, Heather; Wilson, Carolyn

2014-05-01

As the geosciences has evolved over the last several decades, so too has undergraduate geoscience education, both from a standpoint of curriculum and educational experience. In the United States, we have been experiencing very strong growth in enrollments in geoscience, as well as employment demand for the last 7 years. That growth has been largely fueled by all aspects of the energy boom in the US, both from the energy production side and the environmental management side. Interestingly the portfolio of experiences and knowledge required are strongly congruent as evidenced from results of the American Geosciences Institute's National Geoscience Exit Survey. Likewise, the demand for new geoscientists in the US is outstripping even the nearly unprecedented growth in enrollments and degrees, which is calling into question the geosciences' inability to effectively reach into the largest growing segments of the U.S. College population - underrepresented minorities. We will also examine the results of the AGI Survey on Geoscience Online Learning and examine how the results of that survey are rectified with Peter Smith's "Middle Third" theory on "wasted talent" because of spatial, economic, and social dislocation. In particular, the geosciences are late to the online learning game in the United States and most faculty engaged in such activities are "lone wolves" in their department operating with little knowledge of the support structures that exist in such development. Yet the most cited barriers for faculty not engaging actively in online learning is the assertion that laboratory and field experiences will be lost and thus fight engaging in this medium. However, the survey shows that faculty are discovering novel approaches to address these issues, many of which have great application to enabling geoscience programs in the United States to meet the expanding demand for geoscience degrees.

Undergraduate research projects help promote diversity in the geosciences

USGS Publications Warehouse

Young, De'Etra; Trimboli, Shannon; Toomey, Rick S.; Byl, Thomas D.

2016-01-01

A workforce that draws from all segments of society and mirrors the ethnic, racial, and gender diversity of the United States population is important. The geosciences (geology, hydrology, geospatial sciences, environmental sciences) continue to lag far behind other science, technology, engineering and mathematical (STEM) disciplines in recruiting and retaining minorities (Valsco and Valsco, 2010). A report published by the National Science Foundation in 2015, “Women, Minorities, and Persons with Disabilities in Science and Engineering” states that from 2002 to 2012, less than 2% of the geoscience degrees were awarded to African-American students. Data also show that as of 2012, approximately 30% of African-American Ph.D. graduates obtained a bachelor’s degree from a Historic Black College or University (HBCU), indicating that HBCUs are a great source of diverse students for the geosciences. This paper reviews how an informal partnership between Tennessee State University (a HBCU), the U.S. Geological Survey, and Mammoth Cave National Park engaged students in scientific research and increased the number of students pursuing employment or graduate degrees in the geosciences.

Combining research-enhanced and technology-enhanced teaching approaches in module design: A case study of an undergraduate course in Solar Physics

NASA Astrophysics Data System (ADS)

Tong, V.

2011-12-01

There is a growing emphasis on the research-teaching nexus, and there are many innovative ways to incorporate research materials and methods in undergraduate teaching. Solar Physics is a cross-disciplinary subject and offers the ideal opportunity for research-enhanced teaching (1). In this presentation, I outline i) how student-led teaching of research content and methods is introduced in an undergraduate module in Solar Physics, and ii) how electronic learning and teaching can be used to improve students' learning of mathematical concepts in Solar Physics. More specifically, I discuss how research literature reviewing and reporting methods can be embedded and developed systematically throughout the module with aligned assessments. Electronic feedback and feedforward (2) are given to the students in order to enhance their understanding of the subject and improve their research skills. Other technology-enhanced teaching approaches (3) are used to support students' learning of the more quantitative components of the module. This case study is particularly relevant to a wide range of pedagogical contexts (4) as the Solar Physics module is taught to students following undergraduate programs in Geology, Earth Sciences, Environmental Geology as well as Planetary Science with Astronomy in the host Department. Related references: (1) Tong, C. H., Let interdisciplinary research begin in undergraduate years, Nature (2010) v. 463, p. 157. (2) Tong, V. C. H., Linking summative assessments? Electronic feedback and feedforward in module design, British Journal of Educational Technology (2011), accepted for publication. (3) Tong, V. C. H., Using asynchronous electronic surveys to help in-class revision: A case study, British Journal of Educational Technology (2011), doi:10.1111/j.1467-8535.2011.01207.x (4) Tong, V. C. H. (ed.), Geoscience Research and Education, Springer, Dordrecht (2012)

Geoscience Education Research, Development, and Practice at Arizona State University

NASA Astrophysics Data System (ADS)

Semken, S. C.; Reynolds, S. J.; Johnson, J.; Baker, D. R.; Luft, J.; Middleton, J.

2009-12-01

Geoscience education research and professional development thrive in an authentically trans-disciplinary environment at Arizona State University (ASU), benefiting from a long history of mutual professional respect and collaboration among STEM disciplinary researchers and STEM education researchers--many of whom hold national and international stature. Earth science education majors (pre-service teachers), geoscience-education graduate students, and practicing STEM teachers richly benefit from this interaction, which includes team teaching of methods and research courses, joint mentoring of graduate students, and collaboration on professional development projects and externally funded research. The geologically, culturally, and historically rich Southwest offers a superb setting for studies of formal and informal teaching and learning, and ASU graduates the most STEM teachers of any university in the region. Research on geoscience teaching and learning at ASU is primarily conducted by three geoscience faculty in the School of Earth and Space Exploration and three science-education faculty in the Mary Lou Fulton Institute and Graduate School of Education. Additional collaborators are based in the College of Teacher Education and Leadership, other STEM schools and departments, and the Center for Research on Education in Science, Mathematics, Engineering, and Technology (CRESMET). Funding sources include NSF, NASA, US Dept Ed, Arizona Board of Regents, and corporations such as Resolution Copper. Current areas of active research at ASU include: Visualization in geoscience learning; Place attachment and sense of place in geoscience learning; Affective domain in geoscience learning; Culturally based differences in geoscience concepts; Use of annotated concept sketches in learning, teaching, and assessment; Student interactions with textbooks in introductory courses; Strategic recruitment and retention of secondary-school Earth science teachers; Research-based professional development for STEM teachers; Design and evaluation of innovative transdisciplinary and online curricula; and Visitor cognition of geologic time and basic principles in Southwestern National Parks.

Assessment of a Merged Research and Education Program in Pacific Latin America

NASA Astrophysics Data System (ADS)

Bluth, G. J.; Gierke, J. S.; Gross, E. L.; Kieckhafer, P. B.; Rose, W. I.

2006-12-01

The ultimate goal of integrating research with education is to encourage cross-disciplinary, creative, and critical thinking in problem solving and foster the ability to deal with uncertainty in analyzing problems and designing appropriate solutions. The National Science Foundation (NSF) is actively promoting these kinds of programs, in particular in conjunction with international collaboration. With NSF support, we are building a new educational system of applied research and engineering, using two existing programs at Michigan Tech: a Peace Corp/Master's International (PC/MI) program in Natural Hazards which features a 2-year field assignment, and an "Enterprise" program for undergraduates, which gives teams of geoengineering students the opportunity to work for three years in a business-like setting to solve real-world problems. This project involves 2 post-doctoral researchers, 3-5 Ph.D. and Master's, 5-10 PC/MI graduate students, and roughly 20 undergraduate students each year. The assessment of this project involves measurement of participant perceptions and motivations towards working in Pacific Latin America (Ecuador, El Salvador, Guatemala and Nicaragua), and tracking the changes as the participants complete academic and field aspects of this program. As the participants progress through their projects and Peace Corps assignments, we also get insights into the type of academic preparation best suited for international geoscience collaboration and it is not always a matter of technical knowledge. As a result, we are modifying existing courses in hazard communication, as well as developing a new course focusing on the geology of these regions taught through weekly contributions by an international team of researchers. Other efforts involve multi-university, web-based courses in critical technical topics such as volcano seismology, which because of their complex, cross-disciplinary nature are difficult to sustain from a single institution.

Astronomy education awards in the IUSE:EHR portfolio

NASA Astrophysics Data System (ADS)

Lee, Kevin M.

2017-01-01

Improving Undergraduate STEM Education (IUSE) is a National Science Foundation (NSF) program that addresses immediate challenges and opportunities facing undergraduate STEM education. IUSE endeavors to support faculty as they incorporate educational research results into the classroom and advance our understanding of effective teaching and learning. Note that IUSE is an NSF-wide framework. This paper will focus upon IUSE:EHR - the IUSE program administered from NSF's Education and Human Resources Directorate (EHR) through the Division of Undergraduate Education (DUE). Other branches of IUSE operating within this framework include IUSE:RED in the Engineering Directorate and IUSE:GEOPATHS in the Geosciences Directorate.

The Woods Hole Partnership Education Program (PEP): Broadening Participation in the Geosciences

NASA Astrophysics Data System (ADS)

Scott, O.; Jearld, A., Jr.; Liles, G.; Gutierrez, B.

2015-12-01

In March 2009, the Woods Hole Diversity Initiative launched the Partnership Education Program (PEP), a multi-institutional effort to increase diversity in the student population (and ultimately the work force) in the Woods Hole science community. PEP, a summer research internship program, is open to students of all backgrounds but is designed especially to provide opportunities for URM in science, technology, engineering, and mathematics (STEM). PEP is a 10-week program which provides intensive mentored research, a credit-bearing course and supplemental career and professional development activities. Students have opportunities to work in various research areas of geosciences. PEP is emerging as an effective and sustainable approach to bringing students into the STEM research community. PEP is carefully structured to provide critical support for students as they complete their undergraduate experience and prepare for geosciences careers and/or graduate school. The PEP experience is intended to provide students with an entry into the Woods Hole science community, one of the most vibrant marine and environmental research communities in the world. The program aims to provide a first-hand introduction to emerging issues and real-world training in the research skills that students need to advance in science, either as graduate students or bachelors-level working scientists. This is a long-recognized need and efforts are being made to ensure that the students begin to acquire skills and aptitudes that position them to take advantage of a wide range of opportunities. Of note is that the PEP is transitioning into a two year program where students are participating in a second year as a research intern or employee. Since 2013, at least four partner institutions have invited PEP alumni to participate in their respective programs as research assistants and/or full-time technicians.

Not Business-as-Usual: Resetting Expectations for Recruitment, Engagement & Professional Development of Today's URM in Geosciences

NASA Astrophysics Data System (ADS)

Auzenne, K.; Teranes, J. L.

2017-12-01

"The significant problems we have cannot be solved at the same level of thinking with which we created them." - Albert Einstein. In order to successfully recruit and retain today's URM in geosciences, we must think critically and strategically about how opportunities for professional engagement and skills-building are marketed, structured and implemented at various stages of an individual's career, and how those opportunities may be viewed and/or experienced differently by URM students and professionals. This presentation will discuss how modern professional development strategies for URMs should include: (1) clearly defined expectations that acknowledge cultural differences and challenges; (2) supportive exposure to experiences and individuals, such as role models, mentors and potential advisors; (3) constructive skill-building experiences that foster confidence and a sense of belonging, and (4) a demonstrated institutional commitment to diversity and inclusion from leadership that translates into visible resources and support. The presentation will highlight examples of these efforts and outcomes at the Scripps Institution of Oceanography, including the Scripps Undergraduate Research Fellowship (SURF) Program, a NSF-funded Research Experiences for Undergraduates (REU). With a commitment to enhancing diversity and inclusion, the SURF program has used the strategies above to help recruit and retain URM, women and veterans in graduate school and careers in the geosciences.

Bringing Geoscience Research into Undergraduate Education in the Classroom and Online

NASA Astrophysics Data System (ADS)

Reed, D. L.

2008-12-01

The growth of the cyberinfrastructure provides new opportunities for students and instructors to place data- driven, classroom and laboratory exercises in the context of an integrated research project. Undergraduate majors in a classroom section of the applied geophysics course at SJSU use Google Earth to first visualize the geomorphic expression of the Silver Creek fault in the foothills of the eastern Santa Clara Valley in order to identify key research questions regarding the northward projection of the fault beneath the valley floor, near downtown San Jose. The 3-D visualization, both regionally and locally, plays a key element in establishing the overall framework of the research. Students then plan a seismic hazards study in an urban environment, which is the primary focus of the class, using satellite imagery to locate specific stations along a geophysical transect crossing the inferred location of the fault. Geophysical modeling along the transect combines field-based data acquisition by members of the class with regional geophysical data, downloaded from an online USGS database. Students carry out all aspects of the research from project planning, to data acquisition and analysis, report writing, and an oral presentation of the results. In contrast, online courses present special challenges as students may become frustrated navigating complex user interfaces, sometimes employed in research-driven online databases, and not achieve the desired learning outcomes. Consequently, an alternate approach, implemented in an online oceanography course, is for the instructor to first extract research data from online databases, build visualizations, and then place the learning objects in the context of a virtual oceanographic research expedition. Several examples of this approach, to engage students in the experience of oceanographic research, will be presented, including seafloor mapping studies around the Golden Gate and across the major ocean basins, using data obtained in part through the use of the Marine Geoscience Data System and GeoMapApp. Students also locate and undertake submersible dives inside hydrothermal vents using visualizations provided by the OceanExplorer program and New Millennium Observatory of NOAA/PMEL. Other learning activities include participation, at least virtually, in an iron fertilization experiment in the Southern Ocean (SOFeX) and the development of a model of surface circulation using data from the Global Drifter Program and the National Data Buoy Center. One factor contributing to student learning is to establish a research context for the class early on, so that students become engaged in a sense of exploration, testing and discovery.

Development of a geoscience curriculum in a small liberal arts college

NASA Astrophysics Data System (ADS)

Toteva, T.

2007-12-01

Geoscience programs with emphasis on geophysics are traditionally offered in research type of universities. Most small liberal arts colleges do not have the resources to offer geophysics education. Randolph College (Lynchburg, VA) is becoming one of the few small schools that provide a unique opportunity for undergraduate students to acquire basic knowledge and skills in geoscience methods, in particular in geophysics. One faculty member was hired a year ago and charged to offer a number of classes and labs in geoscience. As a result of that today the college has a geophysics lab with a 250 MHz GPR antenna, a 12 channel Geometrics Geode, three sets of geophones, and sieve equipment for geotechnical work. The above equipment was acquired with funds from the college and outside sponsors. In addition, collaboration with Virginia Tech led to the installation of a new seismological station, with a broad band seismograph, on college land. This alone triggered incredible interest in earthquake seismology, not only from students but from the campus community as well. All the equipment is used both for classes and undergraduate research. It has a significant contribution to the rapid increase in interest in the Environmental Studies and Physics programs in the school. It allows the offering of new field based classes. Such classes are always of great interest to students because they provide hands-on experience. As a result of offering these new classes, two new B.S. programs were added to the curriculum - B.S. in Environmental Science and B.S. in Physics.

Be Explicit: Geoscience Program Design to Prepare the Next Generation of Geoscientists

NASA Astrophysics Data System (ADS)

Mogk, D. W.

2015-12-01

The work of geoscientists is to engage inquiry, discovery and exploration of Earth history and processes, and increasingly, to apply this knowledge to the "grand challenges" that face humanity. Geoscience as a discipline is confronted with an incomplete geologic record, observations or data that are often ambiguous or uncertain, and a need to grasp abstract concepts such as temporal reasoning ('deep time'), spatial reasoning over many orders of magnitude, and complex system behavior. These factors provide challenges, and also opportunities, for training future geoscientists. Beyond disciplinary knowledge, it is also important to provide opportunities for students to engage the community of practice and demonstrate how to "be" a geoscientist. Inculcation of geoscience "ways of knowing" is a collective responsibility for geoscientists (teaching faculty and other professionals), at all instructional levels, in all geoscience disciplines, and for all students. A whole-student approach is recommended. Geoscience programs can be designed to focus on student success by explictly: 1) defining programmatic student learning outcomes , 2) embedding assessments throughout the program to demonstrate mastery, 3) aligning course sequences to reinforce and anticipate essential concepts/skills, 4) preparing students to be life-long learners; 5) assigning responsibilities to courses/faculty to ensure these goals have been met; 6) providing opportunities for students to "do" geoscience (research experiences), and 7) modeling professional behaviors in class, field, labs, and informal settings. Extracurricular departmental activities also contribute to student development such as journal clubs, colloquia, field trips, and internships. Successful design of geoscience department programs is informed by: the AGI Workforce program and Summit on the Future of Geoscience Education that define pathways for becoming a successful geoscientist; training in Geoethics; Geoscience Education Research; and the NAGT Building Strong Departments program that has developed extensive web-based resources using the "matrix approach" http://nagt.org/nagt/profdev/twp/trav_departments.html. Geoscience departments should commit to producing great Science and great Scientists.

Bridging the Geoscientist Workforce Gap: Advanced High School Geoscience Programs

NASA Astrophysics Data System (ADS)

Schmidt, Richard William

The purpose of this participatory action research was to create a comprehensive evaluation of advanced geoscience education in Pennsylvania public high schools and to ascertain the possible impact of this trend on student perceptions and attitudes towards the geosciences as a legitimate academic subject and possible career option. The study builds on an earlier examination of student perceptions conducted at Northern Arizona University in 2008 and 2009 but shifts the focus to high school students, a demographic not explored before in this context. The study consisted of three phases each examining a different facet of the advanced geoscience education issue. Phase 1 examined 572 public high schools in 500 school districts across Pennsylvania and evaluated the health of the state's advanced geoscience education through the use of an online survey instrument where districts identified the nature of their geoscience programs (if any). Phase 2 targeted two groups of students at one suburban Philadelphia high school with an established advanced geoscience courses and compared the attitudes and perceptions of those who had been exposed to the curricula to a similar group of students who had not. Descriptive and statistically significant trends were then identified in order to assess the impact of an advanced geoscience education. Phase 3 of the study qualitatively explored the particular attitudes and perceptions of a random sampling of the advanced geoscience study group through the use of one-on-one interviews that looked for more in-depth patterns of priorities and values when students considered such topics as course enrollment, career selection and educational priorities. The results of the study revealed that advanced geoscience coursework was available to only 8% of the state's 548,000 students, a percentage significantly below that of the other typical K-12 science fields. It also exposed several statistically significant differences between the perceptions and attitudes of the two student research groups that could be contributing to the developing geoscience workforce crisis. However, the study also validated the notion that, in spite of significant blocking forces arrayed in front of them, advanced geoscience programs can be successful and offer viable curricula that serve to increase students' interest and opinions towards the field. By not only recognizing the existence of the geoscience workforce gap but also understanding its root causes, the role of advanced high school geoscience education emerges as an integral part of a solution to the problem.

Sustainable Agriculture as a Recruitment Tool for Geoscience Majors

NASA Astrophysics Data System (ADS)

Enright, K. P.; Gilbert, L. A.; McGillis, A.

2014-12-01

Small-scale agriculture has exploded with popularity in recent years, as teenagers and college students gain interest in local food sources. Outdoor experiences, including gardening and farming, are often among the motivations for students to take their first geoscience courses in college. The methods and theories of small agriculture translate well into geologic research questions, especially in the unique setting of college campus farms and gardens. We propose an activity or assignment to engage student-farmers in thinking about geosciences, and connect them with geoscience departments as a gateway to the major and career field. Furthermore, the activity will encourage a new generation of passionate young farmers to integrate the principles of earth science into their design and implementation of more sustainable food systems. The activity includes mapping, soil sampling, and interviewing professionals in agriculture and geology, and results in the students writing a series of recommendations for their campus or other farm. The activity includes assessment tools for instructors and can be used to give credit for a summer farming internship or as part of a regular course. We believe reaching out to students interested in farming could be an important recruitment tool for geosciences and helps build interdisciplinary and community partnerships.

"The Math You Need" When Faculty Need It: Enhancing Quantitative Skills at a Broad Spectrum of Higher Education Institutions

NASA Astrophysics Data System (ADS)

Baer, E. M.; Wenner, J. M.

2014-12-01

Implementation of "The Math You Need, When You Need It" (TMYN) modules at a wide variety of institutions suggests a broad need for faculty support in helping students develop quantitative skills necessary in introductory geoscience courses. Designed to support students in applying geoscience relevant quantitative skills, TMYN modules are web-based, self-paced and commonly assigned outside of class. They include topics such as calculating slope, rearranging equations, and unit conversions and provide several applications of the mathematical technique to geoscience problems. Each instructor chooses modules that are applicable to the content in his/her individual course and students typically work through the module immediately before the module topic is applied in lab or class. Instructors assigned TMYN modules in their courses at more than 40 diverse institutions, including four-year colleges and universities (4YCs) that vary from non-selective to highly selective and open-door two-year colleges (2YCs). Analysis of module topics assigned, frequency of module use, and institutional characteristics reveals similarities and differences among faculty perception of required quantitative skills and incoming student ability at variably selective institutions. Results indicate that institutional type and selectivity are not correlated with module topic; that is, faculty apply similar quantitative skills in all introductory geoscience courses. For example, nearly every instructor assigned the unit conversions module, whereas very few required the trigonometry module. However, differences in number of assigned modules and faculty expectations are observed between 2YCs and 4YCs (no matter the selectivity). Two-year college faculty typically assign a higher number of modules per course and faculty at 4YCs more often combine portions of multiple modules or cover multiple mathematical concepts in a single assignment. These observations suggest that quantitative skills required for introductory geoscience courses are similar among all higher-education institution types. However, faculty at 4YCs may expect students to acquire and apply multiple quantitative skills in the same class/lab, whereas 2YC faculty may structure assignments to introduce and apply only one quantitative technique at a time.

The Transformative Impact of Undergraduate Research Mentoring on Students and the Role of the Council on Undergraduate Research (CUR) in Supporting Faculty Mentors

NASA Astrophysics Data System (ADS)

Fox, L. K.; Singer, J.

2015-12-01

Undergraduate Research (UR) is broadly accepted as a high impact educational practice. Student participation in UR contributes to measurable gains in content knowledge and skills/methodology, oral and written communication skills, problem solving and critical thinking, self-confidence, autonomy, among others. First-generation college students and students from underrepresented minorities that participate in UR are more likely to remain in STEM majors, persist to graduation, and pursue graduate degrees. While engagement in the research process contributes to these outcomes, the impact of the interaction with the faculty mentor is critical. A number of studies provide evidence that it is the relationship that forms with the faculty mentor that is most valued by students and strongly contributes to their career development. Faculty mentors play an important role in student development and the relationship between mentor and student evolves from teacher to coach to colleague. Effective mentoring is not an inherent skill and is generally not taught in graduate school and generally differs from mentoring of graduate students. Each UR mentoring relationship is unique and there are many effective mentoring models and practices documented in the literature. The Council on Undergraduate Research (CUR) has a long history of supporting faculty who engage in research with undergraduates and offers resources for establishing UR programs at individual, departmental, and institutional levels. The Geosciences Division of CUR leads faculty development workshops at professional meetings and provides extensive resources to support geosciences faculty as UR mentors (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). Examples of effective mentoring strategies are highlighted, including a model developed by SUNY- Buffalo State that integrates mentoring directly into the evaluation of UR.

Infusing Geoethics One Geoscience Course at a Time

NASA Astrophysics Data System (ADS)

Cronin, V. S.

2016-12-01

Positive change is sometimes difficult to accomplish within a university. While it might be easy to get faculty members and administrators to agree that facilitating the development of students as ethical geoscientists is a desirable goal in the abstract, formally proposing concrete plans to achieve that goal might generate negative responses and even roadblocks. For example, it might be a challenge to pass a course in geoethics through a college curriculum committee, because ethics is a topic usually taught by the philosophy faculty. Although there are recognized subfields in engineering, medical, business, and legal ethics that are commonly taught by faculty members in those respective departments, geoethics is not yet recognized in this way. A more productive approach might be to begin with change that can be accomplished simply, within existing courses. Faculty members are usually granted broad discretionary authority to decide how material is to be presented in geoscience courses, including required core courses. My suggestion is to structure a course that presents all of the material normally expected under that course title, but in such a way that the ethical dimensions are intentionally and consistently highlighted. As with any change in the way we present course material, there is a startup cost to be borne by the teacher. One cost is the time needed to deepen our understanding of applied professional and scientific ethics; however, this is more of a personal and professional benefit than a cost in the long run. Infusing a course with an awareness of ethical issues also takes prior thought and planning to be successful. But, of course, that is no different from any other improvement in science education. Impressions from a semester's effort to include geoethics in a required core course in structural geology to about 25 students will be shared. The main course topic is not particularly relevant, because there are a number of ethical questions that students can be introduced to in any geoscience course. I assert that geoethics can be infused in any geoscience course, and that all participants (including the teacher) will learn from the experience. It will take commitment to help develop the next generation of geoscientists who are not merely technically competent, but also understand the ethical context of their work.

The ongoing educational anomaly of earth science placement

USGS Publications Warehouse

Messina, P.; Speranza, P.; Metzger, E.P.; Stoffer, P.

2003-01-01

The geosciences have traditionally been viewed with less "aCademic prTstige" than other science curricula. Among the results of this perception are depressed K-16 enrollments, Earth Science assignments to lower-performing students, and relegation of these classes to sometimes under-qualified educators, all of which serve to confirm the widely-held misconceptions. An Earth Systems course developed at San Jos??e State University demonstrates the difficulty of a standard high school Earth science curriculum, while recognizing the deficiencies in pre-college Earth science education. Restructuring pre-college science curricula so that Earth Science is placed as a capstone course would greatly improve student understanding of the geosciences, while development of Earth systems courses that infuse real-world and hands-on learning at the college level is critical to bridging the information gap for those with no prior exposure to the Earth sciences. Well-crafted workshops for pre-service and inservice teachers of Earth Science can heIp to reverse the trends and unfortunate "sTatus" in geoscience education.

New Resources on the Building Strong Geoscience Departments Website

NASA Astrophysics Data System (ADS)

Ormand, C. J.; Manduca, C. A.; MacDonald, H.

2009-12-01

The Building Strong Geoscience Departments program aims to foster communication and sharing among geoscience departments in order to allow for rapid dissemination of strong ideas and approaches. Sponsored by NAGT, AGI, AGU, and GSA, the project has developed a rich set of web resources and offered workshops on high-interest topics, such as recruiting students, curriculum development, and program assessment. The Building Strong Geoscience Departments website has a growing collection of resources, drawn from workshop discussions and presentations, showcasing how geoscience departments approach curriculum revision, student recruitment, and program assessment. Recruitment resources consist of specific examples of a wide variety of successful approaches to student recruitment from departments at a wide array of institutions. Curricular feature pages framing the process of curriculum development or revision and a collection of dozens of geoscience curricula, searchable by degree program name. Each curriculum in the collection includes a diagram of the course sequence and structure. Program assessment resources include a collection of assessment instruments, ranging from alumni surveys and student exit interviews to course evaluations and rubrics for assessing student work, and a collection of assessment planning documents, ranging from mission and vision statements through student learning goals and outcomes statements to departmental assessment plans and guidelines for external reviews. These recruitment strategies, curricula, and assessment instruments and documents have been contributed by the geoscience community. In addition, we are developing a collection of case studies of individual departments, highlighting challenges they have faced and the strategies they have used to successfully overcome those challenges. We welcome additional contributions to all of these collections. These online resources support the Building Strong Geoscience Departments Visiting Workshop program, which we launched in the fall of 2009.

International Geoscience Workforce Trends: More Challenges for Federal Agencies

NASA Astrophysics Data System (ADS)

Groat, C. G.

2005-12-01

Concern about the decreasing number of students entering undergraduate geoscience programs has been chronic and, at times, acute over the past three decades. Despite dwindling populations of undergraduate majors, graduate programs have remained relatively robust, bolstered by international students. With Increasing competition for graduate students by universities in Europe, Japan, Australia, and some developing countries, and with procedural challenges faced by international students seeking entry into the United States and its universities, this supply source is threatened. For corporations operating on a global scale, the opportunity to employ students from and trained in the regions in which they operate is generally a plus. For U.S. universities that have traditionally supplied this workforce, the changing situation poses challenges, but also opportunities for creative international partnerships. Federal government science agencies face more challenges than opportunities in meeting workforce needs under both present and changing education conditions. Restrictions on hiring non-U.S. citizens into the permanent workforce have been a long-standing issue for federal agencies. Exceptions are granted only where they can document the absence of eligible U.S.-citizen candidates. The U.S. Geological Survey has been successful in doing this in its Mendenhall Postdoctoral Research Fellowship Program, but there has been no solution to the broader limitation. Under current and forecast workforce recruitment conditions, creativity, such as that evidenced by the Mendenhall program,will be necessary if federal agencies are to draw from the increasingly international geoscience talent pool. With fewer U.S. citizens in U.S. geoscience graduate programs and a growing number of advanced-degreed scientists coming from universities outside the U.S., the need for changes in federal hiring policies is heightened. The near-term liklihood of this is low and combined with the decline in appeal of the U.S. as a friendly workplace for international scientists, government agencies, universities, and the private sector face geoscience workforce challenges that will continue to grow.

Teaching Climate Change Science to Undergradutes with Diverse & Digital Pedagogical Techniquees

NASA Astrophysics Data System (ADS)

Kauffman, C.; Brey, J. A.; Nugnes, K. A.; Weinbeck, R. S.; Geer, I. W.

2015-12-01

California University of Pennsylvania (CalUPA) is unique relative to other undergraduate geoscience programs in that their climate science offerings are varied and inter-woven into an existing meteorology degree program, which aligns with the guidelines established by the American Meteorological Society (AMS). In addition to the rigorous meteorological requirements, the program strives to increase students' climate literacy. At the introductory course level, students are required to use the educational resources offered by the AMS—specifically their weather and climate studies materials, which have recently transitioned to a digital format. The Earth Sciences Program at CalUPA recently incorporated these new digital resources into a climatology course with novel pedagogical variants. These teaching strategies were well received by students and may benefit other climatology courses at similar institutions. For example, students were tasked with expounding upon textbook content from 'Topic In Depth' segments; they were required to present tangential climate topics in a digital presentation. Moreover, students mined the scientific literature listed at the end of each chapter in the text to identify climate scientists immersed in social media. Students were then required to follow these scientists and engage each other within a social media platform. Finally, as a culminating experience, students were required to create digital portfolios (e.g., infographic) related to climate science and the AMS materials. This presentation will further detail CalUPA's climatological course offerings and detail how the AMS resources were connected to course requirements listed herein.

Academic provenance: Investigation of pathways that lead students into the geosciences

NASA Astrophysics Data System (ADS)

Houlton, Heather R.

Pathways that lead students into the geosciences as a college major have not been fully explored in the current literature, despite the recent studies on the "geoscience pipeline model." Anecdotal evidence suggests low quality geoscience curriculum in K-12 education, lack of visibility of the discipline and lack of knowledge about geoscience careers contribute to low geoscience enrollments at universities. This study investigated the reasons why college students decided to major in the geosciences. Students' interests, experiences, motivations and desired future careers were examined to develop a pathway model. In addition, self-efficacy was used to inform pathway analyses, as it is an influential factor in academic major and career choice. These results and interpretations have strong implications for recruitment and retention in academia and industry. A semi-structured interview protocol was developed, which was informed by John Flanagan's critical incident theory. The responses to this interview were used to identify common experiences that diverse students shared for reasons they became geoscience majors. Researchers used self-efficacy theory by Alfred Bandura to assess students' pathways. Seventeen undergraduate geoscience majors from two U.S. Midwest research universities were sampled for cross-comparison and analysis. Qualitative analyses led to the development of six categorical steps for the geoscience pathway. The six pathway steps are: innate attributes/interest sources, pre-college critical incidents, college critical incidents, current/near future goals, expected career attributes and desired future careers. Although, how students traversed through each step was unique for individuals, similar patterns were identified between different populations in our participants: Natives, Immigrants and Refugees. In addition, critical incidents were found to act on behavior in two different ways: to support and confirm decision-making behavior (supportive critical incidents) or to alter behavior as to change or make an initial decision (behavior altering critical incidents). Comparing and contrasting populations' distinct pathways resulted in valuable discussion for recruitment and retention initiatives for the geoscience.

Improving quantitative skills in introductory geoscience courses at a four-year public institution using online math modules

NASA Astrophysics Data System (ADS)

Gordon, E. S.

2011-12-01

Fitchburg State University has a diverse student population comprised largely of students traditionally underrepresented in higher education, including first-generation, low-income, and/or students with disabilities. Approximately half of our incoming students require developmental math coursework, but often enroll in science classes prior to completing those courses. Since our introductory geoscience courses (Oceanography, Meteorology, Geology, Earth Systems Science) do not have prerequisites, many students who take them lack basic math skills, but are taking these courses alongside science majors. In order to provide supplemental math instruction without sacrificing time for content, "The Math You Need, When You Need It (TMYN), a set of online math tutorials placed in a geoscience context, will be implemented in three of our introductory courses (Oceanography, Meteorology, and Earth Systems Science) during Fall, 2011. Students will complete 5-6 modules asynchronously, the topics of which include graphing skills, calculating rates, unit conversions, and rearranging equations. Assessment of quantitative skills will be tracked with students' pre- and post-test results, as well as individual module quiz scores. In addition, student assessment results from Oceanography will be compared to student data from Academic Year 2010-11, during which quantitative skills were evaluated with pre- and post-test questions, but students did not receive online supplemental instruction.

The joys of mapping: qualitative insights into the student experience of a residential geoscience field course

NASA Astrophysics Data System (ADS)

Stokes, Alison

2010-05-01

Using a mixed-format survey instrument, Boyle et al. (2007) identify significant effects in the affective domain resulting from participation in residential fieldwork. These findings are echoed by Stokes & Boyle (2009) in a separate, more detailed, study into the experiences of geoscience students when learning geologic mapping. While providing a quantifiable measure of changes in the students' attitudes and feelings, however, these survey data provide limited information about the experiences that have resulted in these changes, or of the factors likely to have influenced them. In order to gain a deeper insight into the students' affective responses, the quantitative data collected during this study were supplemented with qualitative data from in-situ and group interviews, open (free-text) survey questions, and direct observation of fieldwork activities. This provided a richness and depth of information that could not be achieved from quantitative data alone, and thus afforded a greater understanding of the students' experiences of this particular field activity. The survey findings showed that positive feelings and attitudes present at the start of the mapping field course became reinforced, but closer scrutiny of the data revealed that over half of the student cohort (57%) embarked on the fieldwork with some degree of worry, concern, or anxiety. The qualitative data enabled the source of these negative feelings to be identified, and provided evidence that these were overcome as a result of participating in the fieldwork. Thematic content analysis of the data resulted in the emergence of ten major themes; these provided a clear indication of factors significant to the student experience, and of specific aspects of the field course likely to generate either positive or negative affective responses. Further, these data highlighted the complexity of the learning process, and demonstrated the extent to which experiences varied between individual students. The social aspects of this field course emerged as being highly significant to the students' overall experience. The field is a social environment, and active participation in field activities enabled students to engage in social interactions with both their peers, and with ‘experts', e.g. academic and technical staff, and postgraduate students. Such interactions can be significant in shaping students' identities as geoscientists. In particular, they provide the opportunity to engage in shared experiences, through which students gain competency in subject specific skills and develop a vocabulary which is specific to the geoscience community. The unique socio-cultural setting in which this field course took place facilitated the continuation of these interactions outside of the field environment, and formed a vital component of the students' learning experience. The findings from this study broadly echo those from similar research undertaken at the same institution into residential field courses in geography and environmental science. While the locations, aims, and activities associated with these field courses vary, social and cultural aspects have consistently emerged as important and valued aspects of students' experience of undergraduate fieldwork. This appears to be an area of research that is somewhat overlooked, and one which merits further investigation.

Diversity, Geosciences, and Societal Impact: Perspectives From a Geoscientist, Workforce Development Specialist, and Former Congressional Science Fellow

NASA Astrophysics Data System (ADS)

Morris, A. R.

2014-12-01

In order for the United States to remain competitive in the STEM fields, all available interested citizens must be engaged, prepared, and retained in the geoscience workforce. The misperception that the geosciences do little to support the local community and give back to fellow citizens contributes to the lack of diversity in the field. Another challenge is that the assumptions of career paths for someone trained in geosciences are often limited to field work, perpetuated by visuals found in media, popular culture and recruiting materials and university websites. In order to combat these views it is critical that geoscientists make visible both the diverse career opportunities for those trained in geoscience and the relevance of the field to societal issues. In order to make a substantive change in the number of underrepresented minorities pursuing and working in geosciences we must rethink how we describe our work, its impacts and its relevance to society. At UNAVCO, we have undertaken this charge to change they way the future generation of geoscientists views opportunities in our field. This presentation will include reflections of a trained geoscientist taking a non-field/research career path and the opportunities it has afforded as well as the challenges encountered. The presentation will also highlight how experience managing a STEM program for middle school girls, serving as a Congressional Science Fellow, and managing an undergraduate research internship program is aiding in shaping the Geoscience Workforce Initiative at UNAVCO.

Academic Provenance: Mapping Geoscience Students' Academic Pathways to their Career Trajectories

NASA Astrophysics Data System (ADS)

Houlton, H. R.; Gonzales, L. M.; Keane, C. M.

2011-12-01

Targeted recruitment and retention efforts for the geosciences have become increasingly important with the growing concerns about program visibility on campuses, and given that geoscience degree production remains low relative to the demand for new geoscience graduates. Furthermore, understanding the career trajectories of geoscience degree recipients is essential for proper occupational placement. A theoretical framework was developed by Houlton (2010) to focus recruitment and retention efforts. This "pathway model" explicitly maps undergraduate students' geoscience career trajectories, which can be used to refine existing methods for recruiting students into particular occupations. Houlton's (2010) framework identified three main student population groups: Natives, Immigrants or Refugees. Each student followed a unique pathway, which consisted of six pathway steps. Each pathway step was comprised of critical incidents that influenced students' overall career trajectories. An aggregate analysis of students' pathways (Academic Provenance Analysis) showed that different populations' pathways exhibited a deviation in career direction: Natives indicated intentions to pursue industry or government sectors, while Immigrants intended to pursue academic or research-based careers. We expanded on Houlton's (2010) research by conducting a follow-up study to determine if the original participants followed the career trajectories they initially indicated in the 2010 study. A voluntary, 5-question, short-answer survey was administered via email. We investigated students' current pathway steps, pathway deviations, students' goals for the near future and their ultimate career ambitions. This information may help refine Houlton's (2010) "pathway model" and may aid geoscience employers in recruiting the new generation of professionals for their respective sectors.

ENERGY-NET (Energy, Environment and Society Learning Network): Enhancing opportunities for learning using an Earth systems science framework

NASA Astrophysics Data System (ADS)

Elliott, E. M.; Bain, D. J.; Divers, M. T.; Crowley, K. J.; Povis, K.; Scardina, A.; Steiner, M.

2012-12-01

We describe a newly funded collaborative NSF initiative, ENERGY-NET (Energy, Environment and Society Learning Network), that brings together the Carnegie Museum of Natural History (CMNH) with the Learning Science and Geoscience research strengths at the University of Pittsburgh. ENERGY-NET aims to create rich opportunities for participatory learning and public education in the arena of energy, the environment, and society using an Earth systems science framework. We build upon a long-established teen docent program at CMNH and to form Geoscience Squads comprised of underserved teens. Together, the ENERGY-NET team, including museum staff, experts in informal learning sciences, and geoscientists spanning career stage (undergraduates, graduate students, faculty) provides inquiry-based learning experiences guided by Earth systems science principles. Together, the team works with Geoscience Squads to design "Exploration Stations" for use with CMNH visitors that employ an Earth systems science framework to explore the intersecting lenses of energy, the environment, and society. The goals of ENERGY-NET are to: 1) Develop a rich set of experiential learning activities to enhance public knowledge about the complex dynamics between Energy, Environment, and Society for demonstration at CMNH; 2) Expand diversity in the geosciences workforce by mentoring underrepresented teens, providing authentic learning experiences in earth systems science and life skills, and providing networking opportunities with geoscientists; and 3) Institutionalize ENERGY-NET collaborations among geosciences expert, learning researchers, and museum staff to yield long-term improvements in public geoscience education and geoscience workforce recruiting.

Research Opportunities for Undergraduate Students at Storm Peak Laboratory

NASA Astrophysics Data System (ADS)

Vargas, W.; Hallar, G.

2009-12-01

GRASP (Geoscience Research at Storm Peak) is a program providing field research experiences for a diverse group of undergraduate students. GRASP is funded by the National Science Foundation. Its mission is to recruit students from underrepresented groups within the geoscience community allowing students to work and live at the Storm Peak Laboratory (SPL). Data previously collected at the facility forms the basis for continuing research projects that addresses climate change, atmospheric pollution, and cloud formation. Prior to arriving at SPL, students travel to the National Center for Atmospheric Research (NCAR) to learn about supercomputing, mathematical modeling, and scientific visualization. GRASP participants met at the campus of Howard University for a reunion workshop and presented their results in November 2008. This poster illustrates the given task and methods used to analyze an increased concentration of organic carbon detected between April 4 and 5, 2008 at SPL located at the summit of Mt. Warner in Steamboat Springs, Colorado at an elevation of 3,202 meters.

Professional Development for Researchers in Solid Earth Science Evolved to Include Scientific and Educational Content

NASA Astrophysics Data System (ADS)

Eriksson, S. C.; Arrowsmith, R.; Olds, S. E.

2011-12-01

Integrated measures of crustal deformation provide valuable insight about tectonic and human-induced processes for scientists and educators alike. UNAVCO in conjunction with EarthScope initiated a series of short courses for researchers to learn the processing and interpretation of data from new technologies such as high precision GPS, Strainmeter, InSar and LiDAR that provide deformation information relevant to many geoscience sub-disciplines. Intensive short courses of a few days and the widespread availability of processed data through large projects such as EarthScope and GEON enable more geoscientists to incorporate these data into diverse projects. Characteristics of the UNAVCO Short Course Series, reaching over 400 participants since 2005, include having short course faculty who have pioneered development of each technology; open web-access to course materials; processing software installed on class-ready computers; no course fees; scholarships for students, post-doctoral fellows, and emerging faculty when needed; formative evaluation of the courses; community-based decisions on topics; and recruitment of participants across relevant geoscience disciplines. In 2009, when EarthScope airborne LiDAR data became available to the public through OpenTopographhy, teaching materials were provided to these researchers to incorporate the latest technologies into teaching. Multiple data sets across technologies have been developed with instructions on how to access the various data sets and incorporate them into geological problem sets. Courses in GPS, airborne LiDAR, strainmeter, and InSAR concentrate on data processing with examples of various geoscience applications. Ground-based LiDAR courses also include data acquisition. Google Earth is used to integrate various forms of data in educational applications. Various types of EarthScope data can now be used by a variety of geoscientists, and the number of scientists who have the skills and tools to use these various datasets has increased. Evaluation data show that participants highly value these courses and are interested in distance learning; however, due to the hands-on nature of processing data and the one-on-one teaching commonly used in these courses, distance learning has been minimal. The diversity of participants is high for the geosciences. The courses also play an important role in increasing the scientific capacity in the international community.

Future Directions for The Math You Need, When You Need It: Adaptation and Implementation of Online Student-Centered Tutorials that Remediate Introductory Geoscience-Related Mathematical Skills

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Burn, H.; Baer, E. M.

2009-12-01

Requiring introductory geoscience students to apply mathematical concepts and solve quantitative problems can be an arduous task because these courses tend to attract students with diverse levels of mathematical preparedness. Perhaps more significantly, geoscience instructors grapple with quantitative content because of the difficulties students have transferring their prior mathematical learning to common geological problems. As a result, instructors can choose to eliminate the mathematics, spend valuable class time teaching basic mathematical skills or let students flounder in the hope that they will learn on their own. None of these choices are ideal. Instead, research suggests that introductory geoscience courses are opportune places to increase students’ quantitative abilities but that students need effective support at their own skill level. To provide such support, we developed The Math You Need, When You Need It (TMYN): a set of online geoscience context-rich tutorials that students complete just before they encounter a mathematical or numerical skill in their introductory course. The tutorials are modular; each mathematical topic has a set of pages that students work through toward a final assessment. The 11 modules currently available, including unit conversions, graphing, calculating density, and rearranging equations, touch on quantitative topics that cross a number of geologic contexts. TMYN modules are designed to be stand-alone and flexible - faculty members can choose modules appropriate for their courses and implement them at any time throughout the term. The flexible and adaptable nature of TMYN enables faculty to provide a supportive learning environment that remediates math for those who need it without taking significant classroom time. Since spring 2008, seven instructors at Highline Community College and University of Wisconsin Oshkosh successfully implemented TMYN in six geoscience courses with diverse student audiences. Evaluation of pilot implementations suggests that the flexibility of TYMN is one of its strengths. Specifically, faculty members responded positively to the ability to choose relevant topics and provide students with competence in pertinent mathematical concepts; students liked the supportive, contextual environment and the ability to work at their own pace. And, despite the fact that each implementation varied in the number and type of modules used, the timing of module use, grading stakes, and course size, pre/post test results consistently showed improvement in student skills associated with a given module, suggesting that all implementations were successful. Post-module surveys likewise revealed that both instructors and students found the experience valuable. We present the wide variety of successful implementations with an eye toward exploring future directions for the project, including soliciting new and diverse ways in which other institutions and instructors might adapt and apply TMYN to their own courses.

Geospatial Field Methods: An Undergraduate Course Built Around Point Cloud Construction and Analysis to Promote Spatial Learning and Use of Emerging Technology in Geoscience

NASA Astrophysics Data System (ADS)

Bunds, M. P.

2017-12-01

Point clouds are a powerful data source in the geosciences, and the emergence of structure-from-motion (SfM) photogrammetric techniques has allowed them to be generated quickly and inexpensively. Consequently, applications of them as well as methods to generate, manipulate, and analyze them warrant inclusion in undergraduate curriculum. In a new course called Geospatial Field Methods at Utah Valley University, students in small groups use SfM to generate a point cloud from imagery collected with a small unmanned aerial system (sUAS) and use it as a primary data source for a research project. Before creating their point clouds, students develop needed technical skills in laboratory and class activities. The students then apply the skills to construct the point clouds, and the research projects and point cloud construction serve as a central theme for the class. Intended student outcomes for the class include: technical skills related to acquiring, processing, and analyzing geospatial data; improved ability to carry out a research project; and increased knowledge related to their specific project. To construct the point clouds, students first plan their field work by outlining the field site, identifying locations for ground control points (GCPs), and loading them onto a handheld GPS for use in the field. They also estimate sUAS flight elevation, speed, and the flight path grid spacing required to produce a point cloud with the resolution required for their project goals. In the field, the students place the GCPs using handheld GPS, and survey the GCP locations using post-processed-kinematic (PPK) or real-time-kinematic (RTK) methods. The students pilot the sUAS and operate its camera according to the parameters that they estimated in planning their field work. Data processing includes obtaining accurate locations for the PPK/RTK base station and GCPs, and SfM processing with Agisoft Photoscan. The resulting point clouds are rasterized into digital surface models, assessed for accuracy, and analyzed in Geographic Information System software. Student projects have included mapping and analyzing landslide morphology, fault scarps, and earthquake ground surface rupture. Students have praised the geospatial skills they learn, whereas helping them stay on schedule to finish their projects is a challenge.

A Writing Intensive Course in "Natural Disasters: Geoethics and the Layman"

NASA Astrophysics Data System (ADS)

Fryer, P.

2011-12-01

One course with a contemporary ethics focus is a graduation requirement under the University of Hawaii at Manoa's General Education rules. The goal of the University of Hawaii General Education Committee is to encourage faculty to design ethics-focus courses for each field of undergraduate concentration. Undergraduate students are also required to take 5 writing intensive courses. It is permitted to combine the ethics and writing intensive foci in a given course, as long as one third of the course is devoted to each focus. The course I designed uses current disasters as the subject matter, thus course content varies from year to year. The prerequisite for enrollment is one introductory course in geoscience, to ensure students are familiar with basic geologic processes. I bring in geo-professionals, active in the fields we study, to discuss with students the realities of dealing with civil authorities, elected officials, the media, and the public during a natural disaster. This is one of the aspects of the course the students most enjoy. Such a course could be designed for any locality. Learning outcomes by which the students' work is assessed are as follows. The best student: (1) clearly identifies the inherent ethical choices and implications involved in the professional geoscientist's role during contemporary natural hazard situations; (2) gives evidence of understanding the effects of perspective, context, personal views as pertains to natural hazards; (3) specifies the decision-makers and stakeholders involved in hazard situations; (4) integrates clear descriptions of relevant ethical ambiguities/dilemmas into the overall analysis of a given hazard situation; (5) draws upon frameworks, principles of ethics to develop pertinent arguments and/or positions; (6) develops and presents alternate arguments/positions; (7) discusses and/or debates ethical issues with sensitivity to others' perspectives and the context, while also defending own position with logic and fact; (8) makes a reasoned judgment that takes into account an array of arguments and perspectives; (9) shows evidence of a logical, systematic decision-making process. Weekly writing assignments and term papers that assess the ethical aspects of actions taken by stakeholders in various disaster situations are required and feedback from both classmates and instructor offer the student an opportunity to revise drafts and thus improve both writing skills and grade. Grades are based on class participation and attendance (50%), writing assignments (30%), term paper (10%), and a final exam (10%). Student assessments of the course have been very positive over the past 3 years (average score of 4.7 out of 5).

Integrating Clinical Neuropsychology into the Undergraduate Curriculum.

ERIC Educational Resources Information Center

Puente, Antonio E.; And Others

1991-01-01

Claims little information exists in undergraduate education about clinical neuropsychology. Outlines an undergraduate neuropsychology course and proposes ways to integrate the subject into existing undergraduate psychology courses. Suggests developing specialized audio-visual materials for telecourses or existing courses. (NL)

Accessible Geoscience - Digital Fieldwork

NASA Astrophysics Data System (ADS)

Meara, Rhian

2017-04-01

Accessible Geoscience is a developing field of pedagogic research aimed at widening participation in Geography, Earth and Environmental Science (GEES) subjects. These subjects are often less commonly associated with disabilities, ethnic minorities, low income socio-economic groups and females. While advancements and improvements have been made in the inclusivity of these subject areas in recent years, access and participation of disabled students remains low. While universities are legally obligated to provide reasonable adjustments to ensure accessibility, the assumed incompatibility of GEES subjects and disability often deters students from applying to study these courses at a university level. Instead of making reasonable adjustments if and when they are needed, universities should be aiming to develop teaching materials, spaces and opportunities which are accessible to all, which in turn will allow all groups to participate in the GEES subjects. With this in mind, the Swansea Geography Department wish to enhance the accessibility of our undergraduate degree by developing digital field work opportunities. In the first instance, we intend to digitise three afternoon excursions which are run as part of a 1st year undergraduate module. Each of the field trips will be digitized into English- and Welsh-medium formats. In addition, each field trip will be digitized into British Sign Language (BSL) to allow for accessibility for D/deaf and hard of hearing students. Subtitles will also be made available in each version. While the main focus of this work is to provide accessible fieldwork opportunities for students with disabilities, this work also has additional benefits. Students within the Geography Department will be able to revisit the field trips, to revise and complete associated coursework. The use of digitized field work should not replace opportunities for real field work, but its use by the full cohort of students will begin to "normalize" accessible field work and inclusivity within the GEES subject areas.

How would you decide? Helping geoscience students consider ethical dimensions in a gescience context

NASA Astrophysics Data System (ADS)

Bank, C. G.; Ryan, A. M.

2017-12-01

This presentation shows an example of infusing ethics into geoscience teaching, and a preliminary analysis of student answers to an exam question to establish whether this example can be used in an effective way. We presented a case study on floods in two distribution geoscience courses, and provided students with criteria to come to an ethical decision. One course was taught in winter 2016 and the other in summer 2016 with a total of 358 students. Pre- and post-questionnaires allow only limited conclusions because just 33 students answered both. In the exam we asked students if they would evacuate a small aboriginal settlement to prevent flooding in a large city. We coded their answers according to the criteria (stakeholders, contributions by geoscientists, alternative options, and assumptions) they were provided in class. While students did well listing stakeholders and recalling contributions by geoscientists they struggled to provide alternative options. Still, many of them verbalized assumptions inherent in their thoughts and nearly half of students recognized that this is a complex problem. We posit that a case study is a valid way to encourage students to link ethics to a geoscience issue, and propose that our framework may empower geoscience educators who do not necessarily feel comfortable teaching ethics to add this element to their teaching toolkit.

The Role of Geoscience Departments in Preparing Future Geoscience Professionals

NASA Astrophysics Data System (ADS)

Ormand, C. J.; MacDonald, H.; Manduca, C. A.

2010-12-01

The Building Strong Geoscience Departments program ran a workshop on the role of geoscience departments in preparing geoscience professionals. Workshop participants asserted that geoscience departments can help support the flow of geoscience graduates into the geoscience workforce by providing students with information about jobs and careers; providing experiences that develop career-oriented knowledge, attitudes and skills; encouraging exploration of options; and supporting students in their job searches. In conjunction with the workshop, we have developed a set of online resources designed to help geoscience departments support their students’ professional development in these ways. The first step toward sending geoscience graduates into related professions is making students aware of the wide variety of career options available in the geosciences and of geoscience employment trends. Successful means of achieving this include making presentations about careers (including job prospects and potential salaries) in geoscience classes, providing examples of practical applications of course content, talking to advisees about their career plans, inviting alumni to present at departmental seminars, participating in institutional career fairs, and publishing a departmental newsletter with information about alumni careers. Courses throughout the curriculum as well as co-curricular experiences can provide experiences that develop skills, knowledge, and attitudes that will be useful for a range of careers. Successful strategies include having an advisory board that offers suggestions about key knowledge and skills to incorporate into the curriculum, providing opportunities for students to do geoscience research, developing internship programs, incorporating professional skills training (such as HazMat training) into the curriculum, and teaching professionalism. Students may also benefit from involvement with the campus career center or from conducting informational interviews of geoscientists, and department faculty can support these activities simply by suggesting them to students and offering encouragement. Departments can also help students expand their career options by developing networks of alumni and potential employers. Alumni networks offer real-life examples of abstract career options, while networks of employers offer internship opportunities and a direct line to job openings. Finally, the power of simply talking to students directly should not be underestimated. Asking students about their career plans, offering them information on available options, encouraging them to apply for particular internships or jobs, or inviting them to meet with alumni who are visiting campus, can have a powerful impact. In all of this, we need to be supportive of student choices. Overall, faculty can help students make more informed career decisions and develop skills that will be of value in their career through a variety of strategies, working with students as an advisor or mentor to help them explore career options. Our website provides many examples of how geoscience departments across the country work toward these goals, as well as background information on topics such as geoscience employment trends.

An Evaluation of Classroom Practices, Inquiry and Teaching Beliefs in Introductory Geoscience Classrooms

ERIC Educational Resources Information Center

Ryker, Katherine Dameron Almquist

2014-01-01

The incorporation of reformed, inquiry-based pedagogies in introductory courses has been shown to improve content knowledge, student retention, interest and attitudes towards science. However, there is evidence that suggests these techniques are not being widely used by the geoscience community. This research focuses on the incorporation of…

Rocks, Landforms, and Landscapes vs. Words, Sentences, and Paragraphs: An Interdisciplinary Team Approach to Teaching the Tie Between Scientific Literacy and Inquiry-based Writing in a Community College's Geoscience Program and a University's' Geoscience Program

NASA Astrophysics Data System (ADS)

Thweatt, A. M.; Giardino, J. R.; Schroeder, C.

2014-12-01

Scientific literacy and inquiry-based writing go together like a hand and glove. Science literacy, defined by NRC in The NSF Standards, stresses the relationship between knowledge of science and skill in literacy so "a person can ask, find, or determine answers to questions derived from curiosity about everyday experiences. It means that a person has the ability to describe, explain, and predict natural phenomena. Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed." A growing body of research and practice in science instruction suggests language is essential in the practice of the geosciences. Writing and critical thinking are iterative processes. We use this approach to educate our geoscience students to learn, write, and think critically. One does not become an accomplished writer via one course. Proficiency is gained through continued exposure, guidance and tailored assignments. Inquiry-based geoscience makes students proficient in the tools of the geosciences and to develop explanations to questions about Earth events. We have scaffolded our courses from introductory geology, English composition, writing in the geosciences, introduction to field methods and report writing to do more critical thinking, research data gatherings, and in-depth analysis and synthesis. These learning experiences that encourage students to compare their reasoning models, communicate verbally, written and graphically. The English composition course sets the stage for creative assignments through formulation of original research questions, collection of primary data, analysis, and construction of written research papers. Proper use of language allows students to clarify their ideas, make claims, present arguments, and record and present findings. Students have acquired the skills to be considered scientifically literate and capable of learning. A poster demonstrating the tie between Scientific Literacy and Inquiry-Based Writing has been produced and distributed widely around campus.

Early College STEM-focused High Schools: A Natural and Overlooked Recruitment Pool for the Geosciences

NASA Astrophysics Data System (ADS)

Freeman, R.; Bathon, J.; Fryar, A. E.; Lyon, E.; McGlue, M. M.

2017-12-01

As national awareness of the importance of STEM education has grown, so too has the number of high schools that specifically emphasize STEM education. Students at these schools outperform their peers and these institutions send students into the college STEM pipeline at twice the rate of the average high school or more. Another trend in secondary education is the "early college high school" (ECHS) model, which encourages students to prepare for and attend college while in high school. These high schools, particularly ECHS's that focus on STEM, represent a natural pool for recruitment into the geosciences, yet most efforts at linking high school STEM education to future careers focus on health sciences or engineering. Through the NSF GEOPATHS-IMPACT program, the University of Kentucky (UK) Department of Earth and Environmental Science and the STEAM Academy, a STEM-focused ECHS located in Lexington, KY, have partnered to expose students to geoscience content. This public ECHS admits students using a lottery system to ensure that the demographics of the high school match those of the surrounding community. The perennial problem for recruiting students into geosciences is the lack of awareness of it as a potential career, due to lack of exposure to the subject in high school. Although the STEAM Academy does not offer an explicitly-named geoscience course, students begin their first semester in 9th grade Integrated Science. This course aligns to the Next Generation Science Standards (NGSS), which include a variety of geoscience content. We are working with the teachers to build a project-based learning curriculum to include explicit mention and awareness of careers in geosciences. The second phase of our project involves taking advantage of the school's existing internship program, in which students develop professional skills and career awareness by spending either one day/week or one hour/day off campus. We hosted our second round of interns this year. Eventually we plan to enroll interested students in introductory earth science courses in our department or at a nearby community college. We hope to build a model for establishing a pipeline from an ECHS STEM high school to a geoscience department that can be implemented by other universities. Here we present the highlights and challenges of this first year of our program.

The Place of Rock and Mineral Identification in Geoscience Programs

NASA Astrophysics Data System (ADS)

Nicholls, J.

2011-12-01

Geoscience programs traditionally required a significant amount of class and laboratory time for students to learn to identify Earth materials: minerals, rocks, soils, and fossils. Two decades ago, courses devoted to the mineral sciences, mineralogy and petrology, constituted approximately 20% of a geoscience program. Today, they make up between 5% and 10% of the courses in such a program. Two decades ago students spent their laboratory time learning to identify Earth materials. Today, they do the same thing, even though the time set aside for students to achieve proficiency is limited. A typical learning objective for a geoscience program reads: Identify common Earth materials and interpret their composition, origin and uses. The three underlined words convey the essence of the objective: We ask students to identify and interpret common Earth materials, which begs the questions: Do the common Earth materials provide adequate information for interpreting the composition, origin, and use of Earth materials? Do modern curricula contain enough laboratory time for students to learn to identify Earth materials? Do all geoscientists need to be able to identify Earth materials? The assemblage kyanite plus sillimanite is crucial for interpreting metamorphic history yet they are not common minerals. The IUGS classification contains 179 rock names yet we expect students to identify only a handful of them. The upper mantle is dominated by peridotite yet do geophysicists need to be able to identify peridotite in order to study the upper mantle? All geoscientists should be able to interpret Earth materials, at least at some level, and deduce the information Earth materials provide about Earth history and processes. Only a subset of geoscientists needs to learn how to identify them. Identification skills can be learned in upper level courses designed for those who will become mineral scientists. Many of the interpretations derived from Earth materials can be learned in the lower level courses required of all geoscience students.

Preparing Future Geoscientists at the Critical High School-to-College Junction: Project METALS and the Value of Engaging Diverse Institutions to Serve Underrepresented Students

NASA Astrophysics Data System (ADS)

White, L. D.; Maygarden, D.; Serpa, L. F.

2015-12-01

Since 2010, the Minority Education Through Traveling and Learning in the Sciences (METALS) program, a collaboration among San Francisco State Univ., the Univ. of Texas at El Paso, the Univ. of New Orleans, and Purdue Univ., has created meaningful, field-based geoscience experiences for underrepresented minority high school students. METALS activities promote excitement about geoscience in field settings and foster mutual respect and trust among participants of different backgrounds and ethnicities. These gains are strengthened by the collective knowledge of the university partners and by faculty, graduate and undergraduate students, scientists, and science teachers who guide the field trips and who are committed to encouraging diversity in the geosciences. Through the student experiences it provides, METALS has helped shape and shift student attitudes and orientation toward geoscience, during and beyond their field experience, just as these students are poised at the critical juncture from high school to college. A review of the METALS findings and summative evaluation shows a distinct pattern of high to moderately high impact on most students in the various cohorts of the program. METALS, overall, was perceived by participants as a program that: (1) opens up opportunities for individuals who might not typically be able to experience science in outdoor settings; (2) offers high-interest geology content in field contexts, along with social and environmental connections; (3) promotes excitement about geology while encouraging the development of mutual respect, interdependence, and trust among individuals of different ethnicities; (4) influences the academic choices of students, in particular their choice of major and course selection in college. Summative data show that multiple aspects of this program were highly effective. Cross-university collaborations create a dynamic forum and a high-impact opportunity for students from different backgrounds to meet and develop friendships. Such collaborations also expose students to a network of professionals and mentors who can help them navigate career and educational paths. Taken as a whole, the results of the program and our evaluations suggest that the multi-university character of METALS is particularly beneficial for both students and mentors.

Universal Skills and Competencies for Geoscientists

NASA Astrophysics Data System (ADS)

Mosher, S.

2015-12-01

Geoscience students worldwide face a changing future workforce, but all geoscience work has universal cross-cutting skills and competencies that are critical for success. A recent Geoscience Employers Workshop, and employers' input on the "Future of Undergraduate Geoscience Education" survey, identified three major areas. Geoscience work requires spatial and temporal (3D & 4D) thinking, understanding that the Earth is a system of interacting parts and processes, and geoscience reasoning and synthesis. Thus, students need to be able to solve problems in the context of an open and dynamic system, recognizing that most geoscience problems have no clear, unambiguous answers. Students must learn to manage uncertainty, work by analogy and inference, and make predations with limited data. Being able to visualize and solve problems in 3D, incorporate the element of time, and understand scale is critical. Additionally students must learn how to tackle problems using real data, including understand the problems' context, identify appropriate questions to ask, and determine how to proceed. Geoscience work requires integration of quantitative, technical, and computational skills and the ability to be intellectually flexible in applying skills to new situations. Students need experience using high-level math and computational methods to solve geoscience problems, including probability and statistics to understand risk. Increasingly important is the ability to use "Big Data", GIS, visualization and modeling tools. Employers also agree a strong field component in geoscience education is important. Success as a geoscientist also requires non-technical skills. Because most work environments involve working on projects with a diverse team, students need experience with project management in team settings, including goal setting, conflict resolution, time management and being both leader and follower. Written and verbal scientific communication, as well as public speaking and listening skills, are important. Success also depends on interpersonal skills and professionalism, including business acumen, risk management, ethical conduct, and leadership. A global perspective is increasingly important, including cultural literacy and understanding societal relevance.

Teaching GeoEthics Across the Geoscience Curriculum

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Geissman, J. W.; Kieffer, S. W.; Reidy, M.; Taylor, S.; Vallero, D. A.; Bruckner, M. Z.

2014-12-01

Ethics education is an increasingly important component of the pre-professional training of geoscientists. Funding agencies (NSF) require training of graduate students in the responsible conduct of research, employers are increasingly expecting their workers to have basic training in ethics, and the public demands that scientists abide by the highest standards of ethical conduct. Yet, few faculty have the requisite training to effectively teach about ethics in their classes, or even informally in mentoring their research students. To address this need, an NSF-funded workshop was convened to explore how ethics education can be incorporated into the geoscience curriculum. Workshop goals included: examining where and how geoethics topics can be taught from introductory courses for non-majors to modules embedded in "core" geoscience majors courses or dedicated courses in geoethics; sharing best pedagogic practices for "what works" in ethics education; developing a geoethics curriculum framework; creating a collection of online instructional resources, case studies, and related materials; applying lessons learned about ethics education from sister disciplines (biology, engineering, philosophy); and considering ways that geoethics instruction can contribute to public scientific literacy. Four major themes were explored in detail: (1) GeoEthics and self: examining the internal attributes of a geoscientist that establish the ethical values required to successfully prepare for and contribute to a career in the geosciences; (2) GeoEthics and the geoscience profession: identifying ethical standards expected of geoscientists if they are to contribute responsibly to the community of practice; (3) GeoEthics and society: exploring geoscientists' responsibilities to effectively and responsibly communicate the results of geoscience research to inform society about issues ranging from geohazards to natural resource utilization in order to protect public health, safety, and economic security; (4) GeoEthics and Earth: explicating geoscientists' responsibilities to provide stewardship towards of the Earth based on their knowledge of Earth's composition, architecture, history, dynamic processes, and complex systems. Workshop resources can be accessed at serc.carleton.edu/geoethics/

Satellite Applications for K-12 Geoscience Education

NASA Astrophysics Data System (ADS)

Mooney, M.; Ackerman, S.; Lettvin, E.; Emerson, N.; Whittaker, T. M.

2007-12-01

This presentation will highlight interactive on-line curriculum developed at the Cooperative Institute for Meteorological Satellite Studies (CIMSS) at the University of Wisconsin in Madison. CIMSS has been on the forefront of educational software design for over two decades, routinely integrating on-line activities into courses on satellite remote sensing. In 2006, CIMSS began collaborating with education experts and researchers from the University of Washington to create an NSF-funded distance learning course for science teachers called Satellite Applications for Geoscience Education. This course includes numerous web-based learning activities, including a distance education tool called VISITview which allows instructors to connect with multiple students simultaneously to conduct a lesson. Developed at CIMSS to facilitate training of National Weather Service forecasters economically and remotely, VISITview is especially effective for groups of people discussing and analyzing maps or images interactively from many locations. Along with an on-line chat function, VISITview participants can use a speaker phone or a networked voice-enabled application to create a learning environment similar to a traditional classroom. VISITview will be used in two capacities: first, instructors will convey topics of current relevance in geoscience disciplines via VISITview. Second, the content experts will participate in "virtual visits" to the classrooms of the educators who take the course for full credit. This will enable scientists to interact with both teachers and students to answer questions and discuss exciting or inspiring examples that link satellite data to their areas of research. As long as a school has Internet access, an LCD projector and a speakerphone, VISITview sessions can be shared with an entire classroom. The geoscientists who developed material for the course and conducting VISITview lectures include a geologist from the University of Wisconsin-Richland, an oceanographer from the Applied Physics Laboratory at the University of Washington, and satellite meteorology experts from CIMSS at UW-Madison. This AGU presentation will report on the progress of the debut semester of the geoscience course and corresponding VISITview sessions.

Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering

ERIC Educational Resources Information Center

Singer, Susan R.; Nielsen, Natalie R.; Schweingruber, Heidi A.

2012-01-01

The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the…

Teaching Complex Concepts in the Geosciences by Integrating Analytical Reasoning with GIS

ERIC Educational Resources Information Center

Houser, Chris; Bishop, Michael P.; Lemmons, Kelly

2017-01-01

Conceptual models have long served as a means for physical geographers to organize their understanding of feedback mechanisms and complex systems. Analytical reasoning provides undergraduate students with an opportunity to develop conceptual models based upon their understanding of surface processes and environmental conditions. This study…

Improving Undergraduate Research Experiences With An Intentional Mentoring Program: Lessons Learned Through Assessment of Keck Geology Consortium Programs

NASA Astrophysics Data System (ADS)

Wirth, K. R.; Garver, J. I.; Greer, L.; Pollock, M.; Varga, R. J.; Davidson, C. M.; Frey, H. M.; Hubbard, D. K.; Peck, W. H.; Wobus, R. A.

2015-12-01

The Keck Geology Consortium, with support from the National Science Foundation (REU Program) and ExxonMobil, is a collaborative effort by 18 colleges to improve geoscience education through high-quality research experiences. Since its inception in 1987 more than 1350 undergraduate students and 145 faculty have been involved in 189 yearlong research projects. This non-traditional REU model offers exceptional opportunities for students to address research questions at a deep level, to learn and utilize sophisticated analytical methods, and to engage in authentic collaborative research that culminates in an undergraduate research symposium and published abstracts volume. The large numbers of student and faculty participants in Keck projects also affords a unique opportunity to study the impacts of program design on undergraduate research experiences in the geosciences. Students who participate in Keck projects generally report significant gains in personal and professional dimensions, as well as in clarification of educational and career goals. Survey data from student participants, project directors, and campus advisors identify mentoring as one of the most critical and challenging elements of successful undergraduate research experiences. Additional challenges arise from the distributed nature of Keck projects (i.e., participants, project directors, advisors, and other collaborators are at different institutions) and across the span of yearlong projects. In an endeavor to improve student learning about the nature and process of science, and to make mentoring practices more intentional, the Consortium has developed workshops and materials to support both project directors and campus research advisors (e.g., best practices for mentoring, teaching ethical professional conduct, benchmarks for progress, activities to support students during research process). The Consortium continues to evolve its practices to better support students from underrepresented groups.

New Sustainability Programs and Their Impact at a Large Public State University

NASA Astrophysics Data System (ADS)

Bralower, T. J.; Guertin, L. A.

2016-12-01

The Pennsylvania State University comprises 24 campuses across the state. Students who are admitted to any campus are automatically admitted to the University Park Campus once they meet the entrance requirements for their major. The University Park Campus has a Geoscience Department with over 30 faculty and several degree programs. Several of the campuses also have Geoscience faculty. Two of the campuses offer majors in geoscience fields with plans at other campuses to add Environmental Science degree programs. Campus faculty play an instrumental role in recruiting students into the geosciences and providing them with general and allied science education. However, these faculty have high teaching loads and often struggle to fulfill student demand for courses. Penn State is also home to the World Campus which offers courses solely online to students all around the world including a large number of Military personnel. Penn State has led the development of five introductory-level blended and online courses as part of the InTeGrate STEP center. These courses are Coastal Processes, Hazards and Society; Water Science and Society; Climate, Energy, and Our Future; the Future of Food; and Earth Modeling. They add to an existing blended and online course, Earth in the Future that has been taught at the University Park and World Campuses for four years. Combined, the courses include 70 weekly modules. The courses constitute the basis of a recently approved Minor and Certificate of Excellence in Earth Sustainability offered in online format through the World Campus and in blended format at all the campuses. We are in the process of establishing an e-Learning Cooperative so that faculty at a campus can teach any of the sustainability courses online to students throughout the Penn State system. This will enable students to receive a greater introduction to, and variety of, sustainability courses at the campuses, and enable faculty to tailor courses to local campus interests and issues instead of that of World Campus students. The Cooperative is designed to provide lower faculty-student ratios and instill community among faculty throughout the system. Finally, this program will support the development of, and collaboration between, independent Environmental Science four-year degree programs at multiple campuses.

Lessons Learned in Developing Research Opportunities for Native American Undergraduate Students: The GEMscholars Project

NASA Astrophysics Data System (ADS)

Zurn-Birkhimer, S. M.; Filley, T. R.; Kroeger, T. J.

2008-12-01

Interventions for the well-documented national deficiency of underrepresented students in higher education have focused primarily on the undergraduate student population with significantly less attention given to issues of diversity within graduate programs. As a result, we have made little progress in transforming faculty composition to better reflect the nation's diversity resulting in relatively few minority mentors joining faculty ranks and schools falling short of the broader representation to create an enriched, diverse academic environment. The GEMscholars (Geology, Environmental Science and Meteorology scholars) Program began in the summer of 2006 with the goal of increasing the number of Native American students pursuing graduate degrees in the geosciences. We drew on research from Native American student education models to address three key themes of (a) mentoring, (b) culturally relevant valuations of geosciences and possible career paths, and (c) connections to community and family. A collaboration between Purdue University, West Lafayette, IN and three institutions in northern Minnesota; Bemidji State University, Red Lake Nation College and Leech Lake Tribal College, is structured to develop research opportunities and a support network for Native American undergraduate students (called GEMscholars) to participate in summer geoscience research projects in their home communities. Research opportunities were specifically chosen to have cultural relevance and yield locally important findings. The GEMscholars work on projects that directly link to their local ecosystems and permit them to engage in long term monitoring and cohesive interaction among each successive year's participants. For example, the GEMscholars have established and now maintain permanent field monitoring plots to assess the impacts of invasive European earthworm activity on forest ecosystem health. The culmination of the summer project is the GEMscholars Symposium at Purdue University where the GEMscholars present their research findings to the academic community. Initial results from formative evaluations have been promising and allowed for two iterations of program modifications. The research team has turned "lessons learned" into best practices for developing research opportunities for Native American undergraduate students. Best practices include (a) developing and maintaining tribal relations, (b) creating projects that are exciting for the students and relevant to the community, and (c) maintaining constructive and positive student contact.

We Can Recruit Minorities Into The Geosciences

NASA Astrophysics Data System (ADS)

O'Connell, S.

2011-12-01

Despite the dismal numbers, efforts to recruit minorities into the geosciences are improving, thanks in part to NSF's "Opportunities for Enhancing Diversity in the Geosciences" (OEDG) initiative. At Wesleyan University, a small liberal arts college in Connecticut, we have significantly increased our recruitment of minority students. Twenty percent (four students) of the class of 2013 are African American. Most of the recruitment is done on an individual basis and working in conjunction with the "Dean for Diversity and Student Engagement" and courting minority students in introductory classes. The Dean for Diversity and Student Engagement is aware of our interest in increasing diversity and that we are able to hire minority students during the academic year and through the summer with OEDG funds. When she identifies minority students who might be interested in the geosciences, she refers them to faculty in the Earth and Environmental Sciences Department. Our faculty can provide employment, mentoring and a variety of geo-related experiences. Courting students in introductory courses can include inviting them to lunch or other activity, and attending sports, theater or dance events in which they are participating. Not all efforts result in new majors. Courses in ancillary sciences may be stumbling blocks and higher grades in less demanding courses have lured some students into other majors. Nevertheless, we now have a large enough cohort of minority students so that minority students from other majors visit their friends in our labs. A critical mass? Even a student, who chooses another major, may continue an interest in geoscience and through outreach efforts and discussions with younger family members, may provide a bridge that becomes a conduit for future students.

Website Resources and Support for Two-Year College Geoscience Educators

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Macdonald, H.; Blodgett, R. H.; Manduca, C. A.; Maier, M.

2011-12-01

Geoscience faculty at two-year colleges (2YC) face a number of challenges, from the wide diversity of the student population to being isolated from other geoscience faculty. Several projects have developed web resources that address some of these issues by providing professional development, teaching materials, and opportunities to connect with their colleagues at other institutions. The Role of Two-Year Colleges in Geoscience Education and in Broadening Participation in the Geosciences project brought together 2YC faculty from across the country for a planning workshop to discuss these issues and propose strategies and mechanisms to strengthen the 2YC geoscience education community (http://serc.carleton.edu/geo2yc/index.html). The website now hosts more than 30 essays on the state of 2YC education, teaching activities, and course descriptions submitted by 2YC faculty as well as an email discussion list and other ways of networking and discussing important. One outcome of this work is that the National Association of Geoscience Teachers has created a division for 2YC faculty so that members can network with each other and discuss solutions to pressing issues. (http://nagt.org/nagt/divisions/2yc/index.html) The On the Cutting Edge program has an array of professional development resources available (http://serc.carleton.edu/NAGTWorkshops/). Over its decade of work, the program has developed resources on topics of interest to 2YC faculty including: teaching introductory courses, the affective domain, teaching with data, metacognition, online courses, teaching about hazards, and many others. There are also extensive collections of teaching activities and visualizations. In addition, the program continues to hold face-to-face and virtual professional development workshops and webinars that are accessible to 2YC faculty and can help them feel less isolated The Starting Point: Teaching Introductory Geoscience (http://serc.carleton.edu/introgeo) website is specifically aimed at all those teaching introductory classes, including two-year college faculty. This website includes information about a variety of teaching strategies (e.g., lecture tutorials, service learning, just-in-time teaching) and a set of geoscience teaching examples. This is valuable for faculty interested in new approaches to teaching or who want to see examples of activities they can adopt or adapt. The interdisciplinary project Two-year College Outreach Across the Disciplines (http://serc.carleton.edu/econ/2yc/disciplines/index.html) summarizes best practices in nine disciplines, including the geosciences. At a 2011 workshop, sponsored by Economics at Community Colleges, faculty compared notes on what has worked and what hasn't in terms of strengthening disciplinary and interdisciplinary education at 2YCs. (http://serc.carleton.edu/econ/2yc/index.html) These and other projects have developed resources for supporting and enhancing the efforts of two-year college faculty in the geosciences. A variety of these materials is available via the Teach the Earth portal at http://serc.carleton.edu/teachearth/.

Informal Educational Strategies in Teaching Geosciences When Formal Courses Are Unavailable: The Experience of Aulagea in Buenos Aires, Argentina

ERIC Educational Resources Information Center

Sellés-Martínez, José

2013-01-01

The presence of geosciences in the curriculum of primary and secondary schools in Argentina has been highly dependent on educational policies that change frequently under political circumstances. Subjects related to geology, geophysics, meteorology, and astronomy make their appearance and disappear under the influence of educational initiatives…

Facilitating Geoscience Education in Higher-Education Institutes Worldwide With GeoBrain -- An Online Learning and Research Environment for Classroom Innovations

NASA Astrophysics Data System (ADS)

Deng, M.; di, L.

2006-12-01

Higher education in geosciences has imminent goals to prepare students with modern geoscience knowledge and skills to meet the increased demand on trained professionals for working on the big challenges faced by geoscience disciplines, such as the global environmental change, world energy supplies, sustainable development, etc. In order to reach the goal, the geoscience education in post-secondary institutes worldwide has to attract and retain enough students and to train students with knowledge and skills needed by the society. The classroom innovations that can encourage and support student investigations and research activities are key motivation mechanisms that help to reach the goal. This presentation describes the use of GeoBrain, an innovative geospatial knowledge system, as a powerful educating tool for motivating and facilitating innovative undergraduate and graduate teaching and research in geosciences. Developed in a NASA funded project, the GeoBrain system has adopted and implemented the latest Web services and knowledge management technologies for providing innovative methods in publishing, accessing, visualizing, and analyzing geospatial data and in building/sharing geoscience knowledge. It provides a data-rich online learning and research environment enabled by wealthy data and information available at NASA Earth Observing System (EOS) Data and Information System (EOSDIS). Students, faculty members, and researchers from institutes worldwide can easily access, analyze, and model with the huge amount of NASA EOS data just like they possess such vast resources locally at their desktops. The online environment provided by GeoBrain has brought significant positive changes to geosciences education in higher-education institutes because of its new concepts and technologies, motivation mechanisms, free exploration resources, and advanced geo- processing capabilities. With the system, the used-to-be very challenging or even impossible teaching tasks has become much easier or practical. For an instance, dynamic classroom demonstration and training for students to deal with data-intensive global climate and environment change issues in real-world applications through the system has become a very pleasant experience instead of the struggling efforts in the past. With GeoBrain, each student can be easily trained to handle multi-terabytes of EOS and other geospatial data in simulation and modeling for solving global-scale problems catering his own interests with a simple Internet connected computer. Preliminary classroom use of GeoBrain in multiple universities has demonstrated that the system is very useful for facilitating the transition of both undergraduate and graduate students from learners to investigators. It has also shown the system can improve teaching effectiveness, refine student's learning habit, and inspire students' interests in pursuing geoscience as their career. As an on-going project, GeoBrain has not reached its maturity. Surely it will improve its functionalities and make great advances in the above areas continuously.

Putting the Deep Biosphere on the Map for Oceanography Courses: Gas Hydrates As a Case Study for the Deep Biosphere

NASA Astrophysics Data System (ADS)

Sikorski, J. J.; Briggs, B. R.

2014-12-01

The ocean is essential for life on our planet. It covers 71% of the Earth's surface, is the source of the water we drink, the air we breathe, and the food we eat. Yet, the exponential growth in human population is putting the ocean and thus life on our planet at risk. However, based on student evaluations from our introductory oceanography course it is clear that our students have deficiencies in ocean literacy that impact their ability to recognize that the ocean and humans are inextricably connected. Furthermore, life present in deep subsurface marine environments is also interconnected to the study of the ocean, yet the deep biosphere is not typically covered in undergraduate oceanography courses. In an effort to improve student ocean literacy we developed an instructional module on the deep biosphere focused on gas hydrate deposits. Specifically, our module utilizes Google Earth and cutting edge research about microbial life in the ocean to support three inquiry-based activities that each explore different facets of gas hydrates (i.e. environmental controls, biologic controls, and societal implications). The relevant nature of the proposed module also makes it possible for instructors of introductory geology courses to modify module components to discuss related topics, such as climate, energy, and geologic hazards. This work, which will be available online as a free download, is a solid contribution toward increasing the available teaching resources focused on the deep biosphere for geoscience educators.

Establishing Common Course Objectives for Undergraduate Exercise Physiology

ERIC Educational Resources Information Center

Simonson, Shawn R.

2015-01-01

Undergraduate exercise physiology is a ubiquitous course in undergraduate kinesiology/exercise science programs with a broad scope and depth of topics. It is valuable to explore what is taught within this course. The purpose of the present study was to facilitate an understanding of what instructors teach in undergraduate exercise physiology, how…

Undergraduate Student Perceptions of the Pedagogy Used in a Leadership Course: A Qualitative Examination

ERIC Educational Resources Information Center

Odom, Summer F.

2015-01-01

This exploratory, qualitative, descriptive study examined undergraduate student perspectives of pedagogy used in an undergraduate leadership elective course to describe how students view the effectiveness and impact of pedagogies used in the course. Undergraduate students (n = 28) reflected on the effectiveness of the pedagogies and the learning…

Recently Identified Changes to the Demographics of the Current and Future Geoscience Workforce

NASA Astrophysics Data System (ADS)

Wilson, C. E.; Keane, C. M.; Houlton, H. R.

2014-12-01

The American Geosciences Institute's (AGI) Geoscience Workforce Program collects and analyzes data pertaining to the changes in the supply, demand, and training of the geoscience workforce. Much of these trends are displayed in detail in AGI's Status of the Geoscience Workforce reports. In May, AGI released the Status of the Geoscience Workforce 2014, which updates these trends since the 2011 edition of this report. These updates highlight areas of change in the education of future geoscientists from K-12 through graduate school, the transition of geoscience graduates into early-career geoscientists, the dynamics of the current geoscience workforce, and the future predictions of the changes in the availability of geoscience jobs. Some examples of these changes include the increase in the number of states that will allow a high school course of earth sciences as a credit for graduation and the increasing importance of two-year college students as a talent pool for the geosciences, with over 25% of geoscience bachelor's graduates attending a two-year college for at least a semester. The continued increase in field camp hinted that these programs are at or reaching capacity. The overall number of faculty and research staff at four-year institutions increased slightly, but the percentages of academics in tenure-track positions continued to slowly decrease since 2009. However, the percentage of female faculty rose in 2013 for all tenure-track positions. Major geoscience industries, such as petroleum and mining, have seen an influx of early-career geoscientists. Demographic trends in the various industries in the geoscience workforce forecasted a shortage of approximately 135,000 geoscientists in the next decade—a decrease from the previously predicted shortage of 150,000 geoscientists. These changes and other changes identified in the Status of the Geoscience Workforce will be addressed in this talk.

Telescopic Topics: The Impact of Student-Created Podcasts in a Large, General Education Course

NASA Astrophysics Data System (ADS)

Kraal, E. R.

2014-12-01

Large, general education courses are important to the geoscience community. These courses serve as valuable recruiting tools for future geoscience majors because over 55% of geoscience students select their major in the first two years of college (Wilson, 2013). These courses can have many challenges such as large class sizes, limited (or no) laboratory time and facilities, little financial resource support, non-permanent faculty, and a variety of student abilities and needs. High impact practices, such as writing courses, student research, and community service can be difficult to integrate into large, non-major courses. Student-produced audio (e. g. podcasts) provide one approach to providing high impact practices within these courses. Other researchers have found student produced audio to be effective at transmitting content, integrating place based experiences, and building community connections within the students. Here I present the implementation of student-created audio within a large (100+), general education course (AST 30 - Mission to the Planets) over the last 4 years called 'Telescopic Topics.' Activities scaffold the students through the semester where they select a topic on planetary science, work with the science reference librarian, visit the writing center, and record their podcast at campus student radio station. The top podcasts are then aired on the campus radio station during the news broadcasts through a rotating series. Surveys of student experiences find that student find the activity valuable and engaging. Students reported feeling less intimidated by the science content and more connected to the subject matter. In addition, it provides many of them with their first introduction to and use of the university library and associated campus resources.

Implementing 'The Math You Need' in an Introductory Physical Geology Course at California State University East Bay

NASA Astrophysics Data System (ADS)

Moran, J. E.

2011-12-01

The wide range of abilities in the student population at California State University East Bay, with a significant fraction of students under-prepared and requiring mathematics remediation, is a challenge to including mathematical concepts and exercises in our introductory geoscience courses. Student expectations that a geoscience course will not include quantitative work may result in math-phobics choosing the course and resisting quantitative work when presented with it. Introductory courses that are required for Geology and Environmental Science majors are also designated as General Education, which gives rise to a student group with a wide range of abilities and expectations. This presentation will focus on implementation of a series of online math tutorials for students in introductory geoscience courses called 'The Math You Need' (TMYN; http://serc.carleton.edu/mathyouneed/index.html). The program is implemented in a Physical Geology course, in which 2/3 of the students are typically non-majors. The Physical Geology course has a three hour lab each week and the lab exercises and lab manual offer several opportunities for application of TMYN. Many of the lab exercises include graphing, profiling, working with map scales, converting units, or using equations to calculate some parameter or solve for an unknown. Six TMYN modules covering topics using density calculations as applied to mineral properties and isostasy, graphing as applied to rock properties, earthquake location, and radiometric dating, and calculation of rates as applied to plate movement, stream discharge, and groundwater flow, are assigned as pre-labs to be completed before lab classes. TMYN skills are reinforced during lectures and lab exercises, as close in time as possible to students' exposure via TMYN. Pre- and post-tests give a measure of the effectiveness of TMYN in improving students' quantitative literacy.

An Undergraduate Course in Modeling and Simulation of Multiphysics Systems

ERIC Educational Resources Information Center

Ortiz-Rodriguez, Estanislao; Vazquez-Arenas, Jorge; Ricardez-Sandoval, Luis A.

2010-01-01

An overview of a course on modeling and simulation offered at the Nanotechnology Engineering undergraduate program at the University of Waterloo. The motivation for having this course in the undergraduate nanotechnology curriculum, the course structure, and its learning objectives are discussed. Further, one of the computational laboratories…

Growing Community Roots for the Geosciences in Miami, Florida, A Program Aimed at High School and Middle School Students to Increase Awareness of Career and Educational Opportunities in the Geosciences

NASA Astrophysics Data System (ADS)

Whitman, D.; Hickey-Vargas, R.; Gebelein, J.; Draper, G.; Rego, R.

2013-12-01

Growing Community Roots for the Geosciences is a 2-year pilot recruitment project run by the Department of Earth and Environment at Florida International University (FIU) and funded by the NSF OEDG (Opportunities for Enhancing Diversity in the Geosciences) program. FIU, the State University of Florida in Miami is a federally recognized Minority Serving Institution with over 70% of the undergraduate population coming from groups underrepresented in the geoscience workforce. The goal of this project is to inform students enrolled in the local middle and high schools to career opportunities in the geosciences and to promote pathways for underrepresented groups to university geoscience degree programs. The first year's program included a 1-week workshop for middle school teachers and a 2-week summer camp aimed at high school students in the public school system. The teacher workshop was attended by 20 teachers who taught comprehensive and physical science in grades 6-8. It included lectures on geoscience careers, fundamental concepts of solid earth and atmospheric science, hands on exercises with earth materials, fossils and microscopy, interpretation of landform with Google Earth imagery, and a field trip to a local working limestone quarry. On the first day of the workshop, participants were surveyed on their general educational background in science and their familiarity and comfort with teaching basic geoscience concepts. On the final day, the teachers participated in a group discussion where we discussed how to make geoscience topics and careers more visible in the school curriculum. The 2-week summer camp was attended by 21 students entering grades 9-12. The program included hands on exercises on geoscience and GIS concepts, field trips to local barrier islands, the Everglades, a limestone quarry and a waste to energy facility, and tours of the NOAA National Hurricane Center and the FIU SEM lab. Participants were surveyed on their general educational background in math and science as well as their general interest in geoscience careers. In separate focus groups, participants were queried on better ways of interesting high school students in geoscience majors. Suggestions included visits by faculty and college students to high schools and using social media promote events and activities

‘Building Core Knowledge - Reconstructing Earth History’: Transforming Undergraduate Instruction by Bringing Ocean Drilling Science on Earth History and Global Climate Change into the Classroom (Invited)

NASA Astrophysics Data System (ADS)

St. John, K.; Leckie, R. M.; Jones, M. H.; Pound, K. S.; Pyle, E.; Krissek, L. A.

2009-12-01

This NSF-funded, Phase 1 CCLI project effectively integrates scientific ocean drilling data and research (DSDP-ODP-IODP-ANDRILL) with education. We have developed, and are currently testing, a suite of data-rich inquiry-based classroom learning materials based on sediment core archives. These materials are suitable for use in introductory geoscience courses that serve general education students, early geoscience majors, and pre-service teachers. 'Science made accessible' is the essence of this goal. Our team consists of research and education specialists from institutions ranging from R1 research to public liberal arts to community college. We address relevant and timely ‘Big Ideas’ with foundational geoscience concepts and climate change case studies, as well transferable skills valued in professional settings. The exercises are divided into separate but inter-related modules including: introduction to cores, seafloor sediments, microfossils and biostratigraphy, paleomagnetism and magnetostratigraphy, climate rhythms, oxygen-isotope changes in the Cenozoic, past Arctic and Antarctic climates, drill site selection, interpreting Arctic and Antarctic sediment cores, onset of Northern Hemisphere glaciation, onset of Antarctic glaciation, and the Paleocene-Eocene Thermal Maximum. Each module has several parts, and each is designed to be used in the classroom, laboratory, or assigned as homework. All exercises utilize authentic data. Students work with scientific uncertainty, practice quantitative and problem-solving skills, and expand their basic geologic and geographic knowledge. Students have the opportunity to work individually and in groups, evaluate real-world problems, and formulate hypotheses. Initial exercises in each module are useful to introduce a topic, gauge prior knowledge, and flag possible areas of student misconception. Comprehensive instructor guides provide essential background information, detailed answer keys, and alternative implementation strategies, as well as providing links to other supplementary materials and examples for assessment. Preliminary assessment data indicates positive gains in student attitudes towards science, and in their content knowledge and scientific skills. In addition, student outcomes appear to depend somewhat on students’ motivation for taking the course and their institution, but are generally independent of students’ class rank or GPA. Our classroom-tested learning materials are being disseminated through a variety of outlets including instructor workshops and eventually to the web.

Volcanic eruption crisis and the challenges of geoscience education in Indonesia

NASA Astrophysics Data System (ADS)

Hariyono, E.; Liliasari, Tjasyono, B.; Madlazim

2016-02-01

The study aims was to describe of the profile of geoscience education conducted at the institution of teacher education for answer challenges of volcanic eruption crisis in Indonesia. The method used is descriptive analysis based on result of test and interview to 31 students of physics pre-service teachers about volcanoes through field study. The results showed that the students have a low understanding of volcanic material and there are several problems associated with the volcanoes concept. Other facts are geoscience learning does not support to the formation of geoscience knowledge and skills, dominated by theoretical studies and less focused on effort to preparing students towards disasters particularly to the volcanic eruption. As a recommendation, this require to restructuring geoscience education so as relevant with the social needs. Through courses accordingly, we can greatly help student's physics prospective teacher to improve their participations to solve problems of volcanic eruption crisis in the society.

Undergraduate Biology Lab Courses: Comparing the Impact of Traditionally Based "Cookbook" and Authentic Research-Based Courses on Student Lab Experiences

ERIC Educational Resources Information Center

Brownell, Sara E.; Kloser, Matthew J.; Fukami, Tadishi; Shavelson, Rich

2012-01-01

Over the past decade, several reports have recommended a shift in undergraduate biology laboratory courses from traditionally structured, often described as "cookbook," to authentic research-based experiences. This study compares a cookbook-type laboratory course to a research-based undergraduate biology laboratory course at a Research 1…

Earth Systems Science Curriculum Choices for Pre-Service Teachers at San Jose State University

NASA Astrophysics Data System (ADS)

Messina, P.; Metzger, E. P.

2008-12-01

San José State University was a member of the original ESSEA consortium (2003-05), and it continues its participation with the broadening ESSEA community. Having hosted the original Middle- and High School Teachers' ESSEA courses, the Geology Department and Program in Science Education have maintained their commitments toward supporting pre- and in-service teachers in geoscience concept competency and effective pedagogy. We have witnessed an encouraging trend in the numbers of K-8 (multiple subject) pre-service teachers who have enrolled in our in-house ESSEA-inspired course: Geology 103 (Earth Systems and the Environment). We have also seen an influx of prospective secondary (single subject) teachers seeking credentials in non- geoscience disciplines. California teacher credentialing requirements, especially when layered on the increasing demands of major fields of study and the California State University System's hefty General Education mandates, give prospective teachers little latitude in their academic programs. Geology 103 was developed to satisfy three logistical objectives: to comply with "geoscience content competency" as defined by the California Commission on Teacher Credentialing (CCTC); to fulfill one of the CSU's upper-division General Education requirements, and to develop science process skills in a population that may never have had similar prior opportunities. The course is offered in two modalities: online and on-campus. The Web-based sections are currently comparing the relative effectiveness of two dissimilar online learning modalities and assessments: one delivers video/audio/animated "podcasts," while the other requires student involvement through interactive Flash media. The course is taught by professors with joint appointments in the Department of Geology and Program in Science Education, and by current and former classroom teachers to ensure that geoscience content knowledge is achieved through inquiry, systems analyses, and other methods promoting enduring understandings.

Improving Geoscience Learning and Increasing Student Engagement Using Online Interactive Writing Assignments with Calibrated Peer Review.

NASA Astrophysics Data System (ADS)

Harbor, Jon

2014-05-01

Peer review is a hallmark of the publication process for scientific research, yet it is rarely used as a pedagogical approach in university geoscience courses. Learning outcomes for university geoscience courses include content knowledge and critical thinking and analysis skills, and often include written communication of scientific issues or concepts. Because lecture and memorization is not the most effective learning approach for many students, instructors are increasingly exploring teaching approaches that involve active engagement. In this context, writing assignments that engage students in using content, constructing arguments, and critiquing other students' work are highly desirable. However, many of us struggle with extensive writing requirements in our courses because the workload associated with having the instructor provide detailed comments on writing is daunting, especially in large-enrollment courses, and organizing effective peer review by students is very challenging. Calibrated Peer Review (CPR) is a web-based program that involves students in writing and in reviewing each other's writing. It is designed to allow for more involved writing and feedback experiences with much less instructor time. Here we report on the results of a qualitative-methods analysis of narrative survey responses from students using CPR in an introductory geoscience class. In addition to an impact on the students' writing and their understanding of what goes in to effective writing, the results indicate that CPR acted as reinforcement for content learning, and an impetus for gaining a deeper understanding of content material. It allowed students to see how other students explained and analyzed content, and to check their understanding of a topic in relation to other students in the class. Not surprisingly, the instructor reported that students performed far better on exam questions that tested knowledge covered by CPR assignments.

Association for Women Geoscientists: enhancing gender diversity in the geosciences.

NASA Astrophysics Data System (ADS)

Holmes, M.; O'Connell, S.; Foos, A.

2001-12-01

The Association for Women Geoscientists (AWG) has been working to increase the representation and advancement of women in geoscience careers since its founding in 1977. We promote the professional development of our members and encourage women to become geoscientists by gathering and providing data on the status of women in the field, providing publications to train women in professional skills, encouraging networking, publicizing mentoring opportunities, organizing and hosting workshops, funding programs to encourage women to enter the field of geosciences, and providing scholarships, particularly to non-traditional students. We promote women geoscientists' visibility through our Phillips Petroleum Speaker's List, by recognizing an Outstanding Educator at our annual breakfast at the Geological Society of America meetings, and by putting qualified women's names forward for awards given by other geo-societies. Our paper and electronic newsletters inform our members of job and funding opportunities. These newsletters provide the geoscience community with a means of reaching a large pool of women (nearly 1000 members). Our outreach is funded by the AWG Foundation and carried out by individual members and association chapters. We provide a variety of programs, from half-day "Fossil Safaris" to two-week field excursions such as the Lincoln Chapter/Homestead Girl Scouts Council Wider Opportunity, "Nebraska Rocks!!". Our programs emphasize the field experience as the most effective "hook" for young people. We have found that women continue to be under-represented in academia in the geosciences. Data from 1995 indicate we hold only 11 percent of academic positions and 9 percent of tenure-track positions, while our enrollment at the undergraduate level has risen from 25 to 34 percent over the last ten years. The proportion of women in Master's degree programs is nearly identical with our proportions in undergraduate programs, but falls off in doctoral programs. Between 1986 and 1996, women comprised 18 to 22 percent of doctoral candidates. AWG recently obtained funding from the National Science Foundation to address the under-representation of women in academia. The objectives of the project are to determine the current status of women in academia, identify barriers to women's progress in the field, and recommend strategies to overcome these barriers.

Developing and Delivering a Geoscience MOOC -- What's Involved, and What Works (Invited)

NASA Astrophysics Data System (ADS)

Marshak, S.; Tomkin, J. H.

2013-12-01

Efforts to develop free Massive Open Online Courses (MOOCs) have exploded in the last year, and geoscience education is part of this boom. Developing and delivering a MOOC is a major undertaking, and the proliferation of MOOCs can potentially be disruptive to more traditional forms of education, so it's worth asking: What role can/should/will MOOCs play in future geoscience education? Our experience in developing and delivering two MOOCs--Introduction to Sustainability (the first geoscience-related MOOC ever delivered), and Planet Earth . . . and You--provide insight into the impact that a MOOC can have, and into approaches that can work to yield a pedagogically sound experience. Both of these courses cover content similar to that of lower-division college classes, but MOOCs have very different participants than do equivalent, for-credit (i.e., for-fee) university courses. Examination of statistics that characterize student performance, along with interpretations of exit surveys, indicate that MOOC participants are older, are more likely to be working, are not enrolled in a college, and have different educational backgrounds than do traditional students. Significantly, MOOC participants are international (more than100 different nationalities were represented in our MOOCs) and come from both western and non-western traditions. This situation not only leads to ESL challenges, but also enables cross-cultural discussions and global ("crowd sourcing") data collection, beyond what is possible in traditional classes. Peak participant performance is very high (better than the performance of students in campus courses), but drop-out rates are also very high (typically, less than 20% of participants complete all assignments). Active MOOC participants perform as well in online assessments as do either traditional on-campus or traditional (small class, for-credit) online students. MOOC development can improve on-campus instruction, partly through technology transfer and partly through motivating pedagogical awareness. For example, MOOC content, which is owned by the university that produces it, can be incorporated into credit-bearing online courses, and can be used to transform on-campus geoscience courses into 'blended-learning' experiences that enhance learning outcomes. Developing a MOOC is a collaborative effort, involving not only faculty but also a team of professional videographers, illustrators, programmers, and online-format specialists. The approach to course development used for a MOOC, therefore, differs markedly from the traditional approach of course development that involves only one or two professors and perhaps a graduate teaching assistant. MOOCs do not necessarily return revenue to the universities that create them, but they are a useful vehicle for outreach and appeal to an audience that might not otherwise have access to high-quality educational materials.

Immersive, hands-on, team-based geophysical education at the University of Texas Marine Geology and Geophysics Field Course

NASA Astrophysics Data System (ADS)

Saustrup, S.; Gulick, S. P.; Goff, J. A.; Davis, M. B.; Duncan, D.; Reece, R.

2013-12-01

The University of Texas Institute for Geophysics (UTIG), part of the Jackson School of Geosciences, annually offers a unique and intensive three-week marine geology and geophysics field course during the spring/summer semester intersession. Now entering its seventh year, the course transitions students from a classroom environment through real-world, hands-on field acquisition, on to team-oriented data interpretation, culminating in a professional presentation before academic and industry employer representatives. The course is available to graduate students and select upper-division undergraduates, preparing them for direct entry into the geoscience workforce or for further academic study. Geophysical techniques used include high-resolution multichannel seismic reflection, CHIRP sub-bottom profiling, multibeam bathymetry, sidescan sonar, sediment coring, grab sampling, data processing, and laboratory analysis of sediments. Industry-standard equipment, methods, software packages, and visualization techniques are used throughout the course, putting students ahead of many of their peers in this respect. The course begins with a 3-day classroom introduction to the field area geology, geophysical methods, and computing resources used. The class then travels to the Gulf Coast for a week of hands-on field and lab work aboard two research vessels: UTIG's 22-foot, aluminum hulled Lake Itasca; and NOAA's 82-foot high-speed catamaran R/V Manta. The smaller vessel handles primarily shallow, inshore targets using multibeam bathymetry, sidescan sonar, and grab sampling. The larger vessel is used both inshore and offshore for multichannel seismic, CHIRP profiling, multibeam bathymetry, gravity coring, and vibracoring. Field areas to date have included Galveston and Port Aransas, Texas, and Grand Isle, Louisiana, with further work in Grand Isle scheduled for 2014. In the field, students work in teams of three, participating in survey design, instrument set-up, field deployment, data acquisition optimization, quality control, data archival, log-keeping, real-time data processing, laboratory sediment analysis, and even boat-handling. Teams are rotated through the two vessels and the onshore field laboratory to ensure that each student has hands-on experience with each aspect of the process. Although all students work on all data areas in the field, after returning from the field each team is assigned a particular region or geologic problem to interpret. Each team prepares and presents a formal presentation to UTIG researchers and industry representatives, explaining and defending their interpretations. This unique approach to hands-on field training, real-world science, and project-based teamwork helps prepare students for direct entry into the workforce, giving them a leg up on competitors for positions. This course has an impressive success ratio to show, with many students receiving job offers directly as a result of their participation in the course.

A Holistic Approach to Delivering Sustainable Design Education in Civil Engineering

ERIC Educational Resources Information Center

Vemury, Chandra Mouli; Heidrich, Oliver; Thorpe, Neil; Crosbie, Tracey

2018-01-01

Purpose: The purpose of this paper is to present pedagogical approaches developed and implemented to deliver sustainable design education (SDE) to second-year undergraduate students on civil engineering programmes in the (then) School of Civil Engineering and Geosciences at Newcastle University. In doing so, the work presented offers an example of…

Using Portable Media Players (iPod) to Support Electronic Course Materials during a Field-Based Introductory Geology Course

ERIC Educational Resources Information Center

Elkins, Joe T.

2009-01-01

Electronic course materials, such a videos, PowerPoint presentations, and animations, have become essential educational tools in classroom-based geoscience courses to enhance students' introduction to basic geological concepts. However, during field trips, the ability to offer students these electronic conceptual supports is lacking where students…

Networking for Successful Diversity Recruiting: Creating a Highly Diverse Research Experiences for Undergraduates Program by Networking with Mentors, Faculty, and Students.

NASA Astrophysics Data System (ADS)

Dalbotten, D. M.; Berthelote, A.; Watts, N. B.

2017-12-01

Successfully recruiting for diversity begins as you plan your program and make sure that all elements of the program support diverse participation. The REU on Sustainable Land and Water Resources continues to be one of the most diverse NSF-funded Research Experience for Undergraduate Programs in the geosciences. Every aspect of the program, from recruiting, the application process, selecting participants, and the methods developed to support participant success have been scrutinized and tailored towards broadening participation. While the focus of the research has been on collaboration with Native American reservations to create community-based participatory research projects and improving access for Native American students, the PIs strive for ethnic and cultural diversity of the participants. Emphasis on networking and building relationships with minority-serving institutions has led to increasing numbers of underrepresented students applying to the REU. In 2017, a full 30% of our applications were from underrepresented groups. The authors will discuss methods for improved diversity recruiting, as well as ways to make every aspect of your program support diversity in the geosciences.

The Volcanic Hazards Simulation: Students behaving expert-like when faced with challenging, authentic tasks during a simulated Volcanic Crisis

NASA Astrophysics Data System (ADS)

Dohaney, J. A.; kennedy, B.; Brogt, E.; Gravley, D.; Wilson, T.; O'Steen, B.

2011-12-01

This qualitative study investigates behaviors and experiences of upper-year geosciences undergraduate students during an intensive role-play simulation, in which the students interpret geological data streams and manage a volcanic crisis event. We present the development of the simulation, its academic tasks, (group) role assignment strategies and planned facilitator interventions over three iterations. We aim to develop and balance an authentic, intensive and highly engaging capstone activity for volcanology and geo-hazard courses. Interview data were collected from academic and professional experts in the fields of Volcanology and Hazard Management (n=11) in order to characterize expertise in the field, characteristics of key roles in the simulation, and to validate the authenticity of tasks and scenarios. In each iteration, observations and student artifacts were collected (total student participants: 68) along with interviews (n=36) and semi-structured, open-ended questionnaires (n=26). Our analysis of these data indicates that increasing the structure (i.e. organization, role-specific tasks and responsibilities) lessens non-productive group dynamics, which allows for an increase in difficulty of academic tasks within the simulation without increasing the cognitive load on students. Under these conditions, students exhibit professional expert-like behaviours, in particular in the quality of decision-making, communication skills and task-efficiency. In addition to illustrating the value of using this simulation to teach geosciences concepts, this study has implications for many complex situated-learning activities.

Comparing Outcomes from Field and Classroom Based Settings for Undergraduate Geoscience Courses

NASA Astrophysics Data System (ADS)

Skinner, M. R.; Harris, R. A.; Flores, J.

2011-12-01

Field based learning can be found in nearly every course offered in Geology at Brigham Young University. For example, in our Structural Geology course field studies substitute for labs. Students collect data their own data from several different structural settings of the Wasatch Range. Our curriculum also includes a two-week, sophomore-level field course that introduces students to interpreting field relations themselves and sets the stage for much of what they learn in their upper-division courses. Our senior-level six-week field geology course includes classical field mapping with exercises in petroleum and mineral exploration, environmental geology and geological hazards. Experiments with substituting field-based general education courses for those in traditional classroom settings indicate that student cognition, course enjoyment and recruiting of majors significantly increase in a field-based course. We offer a field-based introductory geology course (Geo 102) that is taught in seven, six-hour field trips during which students travel to localities of geologic interest to investigate a variety of fundamental geological problems. We compare the outcomes of Geo 102 with a traditional classroom-based geology course (Geo 101). For the comparison both courses are taught by the same instructor, use the same text and supplementary materials and take the same exams. The results of 7 years of reporting indicate that test scores and final grades are one-half grade point higher for Geo 102 students versus those in traditional introductory courses. Student evaluations of the course are also 0.8-1.4 points higher on a scale of 1-8, and are consistently the highest in the Department and College. Other observations include increased attendance, attention and curiosity. The later two are measured by the number of students asking questions of other students as well as the instructors, and the total number of questions asked during class time in the field versus the classroom. Normal classroom involvement includes two or three students asking nearly all of the questions, while in Geo 102 it is closer to half the class, and not the same students each time. Not only do more individuals participate in asking questions in Geo 102, but each participant asks more questions as well. Questions asked in class are generally specific to the discussion, while field questions are commonly multidisciplinary in nature. Field-based courses also encourage more students to collaborate with each other and to integrate shared observations due to the many different aspects of the geosciences present at each site. One of the most important pay-offs is the 50% increase in the number of students changing their major to geology in the field-based versus classroom-based courses. Field-based learning increases the depth of student understanding of the subjects they investigate as well as student involvement and enthusiasm in the class. The tradeoff we make for realizing significant individual and group discovery in the field is that more responsibility is placed on the student to understand the broad based geologic concepts found in the text. The field based approach allows the students to immediately apply their learning in real world applications.

Predictors of performance of students in biochemistry in a doctor of chiropractic curriculum.

PubMed

Shaw, Kathy; Rabatsky, Ali; Dishman, Veronica; Meseke, Christopher

2014-01-01

Objective : This study investigated the effect of completion of course prerequisites, undergraduate grade point average (GPA), undergraduate degree, and study habits on the performance of students in the biochemistry course at Palmer College of Chiropractic Florida. Methods : Students self-reported information regarding academic preparation at the beginning of the semester using a questionnaire. Final exam grade and final course grade were noted and used as measures of performance. Multivariate analysis of variance was used to determine if number of prerequisites completed, undergraduate GPA, undergraduate degree, hours spent studying in undergraduate study, and hours spent studying in the first quarter of the chiropractic program were associated significantly with the biochemistry final exam grade or the final grade for the biochemistry course. Results : The number of prerequisites completed, undergraduate degree, hours spent studying in undergraduate study, and hours spent studying in the first quarter of the chiropractic program did not significantly affect the biochemistry final exam grade or the final grade for the biochemistry course, but undergraduate GPA did. Subsequent univariate analysis and Tukey's post hoc comparisons revealed that students with an undergraduate GPA in the 3.5 to 3.99 range earned significantly higher final course grades than students with an undergraduate GPA in the 2.5 to 2.99 range. Conclusion : No single variable was determined to be a factor that determines student success in biochemistry. The interrelationship between the factors examined warrants further investigation to understand fully how to predict the success of a student in the biochemistry course.

Undergraduate Course and Curriculum Development Program and Calculus and the Bridge to Calculus Program: 1993 Awards.

ERIC Educational Resources Information Center

National Science Foundation, Arlington, VA. Div. of Undergraduate Education.

The Undergraduate Course and Curriculum Development Program of the National Science Foundation supports the development of courses in all disciplines to improve the quality of undergraduate courses and curricula in science, mathematics, engineering, and technology. The purpose of the program in Curriculum Development in Mathematics: Calculus and…

Strong Geoscience Departments in Research-Intensive Universities: How do you Know you are One and how Much Planning is Needed to Stay One?

NASA Astrophysics Data System (ADS)

Richardson, R. M.; Beck, S. L.

2003-12-01

How do you know your geoscience department is strong? Can it stay that way without conscious planning, relying instead primarily upon day-to-day decisions? The University of Arizona is a member of the American Association of Universities (AAU), a self-selected group of 63 of the most research-intensive public and private institutions in the United States. We will present results of a concentrated look at our own department from both the perspective of the department head (SLB) and a newly reunited member of the department (RMR), returning from an extended stint in administration. In addition, we will present the results of a survey of selected geoscience departments at other AAU institutions. The survey will include demographic data on these departments in terms of numbers of faculty and students, and grant dollars if available, as well as what department heads see as the largest threats and opportunities for their departments in the next five years. We will also seek information on departmental efforts to recruit and retain both faculty and students, and efforts to integrate/balance research and education within the department and the institution. Finally, we will ask departments the extent to which they rely upon, or value, departmental planning efforts. As a beginning, the Department of Geosciences at the University currently has 27 tenure/tenure eligible faculty, 84 graduate students, and 68 undergraduate majors. Approximate annual grant dollars are on the order of \\$4M. The department head (SLB) feels that faculty retention and lack of space are among the largest threats to the department. Faculty retention is critical in an environment where funding is chronically short, and budget cuts have been significant over the last two years. Retention efforts typically involve collaborative efforts with the dean and/or provost. Among the opportunities for the department are the ability to extend and diversify funding within and beyond the NSF, typically multi- and inter-disciplinary science projects, especially `bigger science.' Graduate recruitment efforts include early admission and financial aid decisions, partial reimbursement of visit costs, and faculty calls. Graduate retention efforts include having all first-year graduate students take the colloquium course together, an annual on-campus mini-conference for presenting papers, and the fact that all graduate students are guaranteed funding, subject to adequate progress. At the undergraduate level, the number of majors has decreased fairly steadily over the last decade, and the department has not been able to determine an effective strategy to reverse the trend. Finally, the department relies on an annual day-long retreat to both inform faculty members about the changing environment for the department and to seek input on future directions. The retreats have been useful on both fronts, but charting a future for the department is difficult given the large impact that unpredictable events can have, such as the national economy post 9-11-01.

A survey of resuscitation training in Canadian undergraduate medical programs.

PubMed

Goldstein, D H; Beckwith, R K

1991-07-01

To establish a national profile of undergraduate training in resuscitation at Canadian medical schools, to compare the resuscitation training programs of the schools and to determine the cost of teaching seven resuscitation courses. Mail survey in 1989 and follow-up telephone interviews in 1991 to update and verify the information. The undergraduate deans of the 16 Canadian medical schools. The mail survey asked five questions: (a) Is completion of a standard first aid or cardiopulmonary resuscitation (CPR) course a requirement for admission to medical school? (b) Are these courses and those in basic and advanced cardiac, trauma and neurologic life support for children and adults provided to undergraduate students? (c) During which undergraduate year are these courses offered? (d) Is their successful completion required for graduation? and (e) Who funds the training courses? The medical schools placed emphasis on the seven courses differently. More than half the schools required the completion of courses before admission or taught some courses but did not require the completion of the courses for graduation. On average, fewer than three of the seven courses were taught, and the completion of fewer than two was required for graduation. About half of the courses were funded by the universities. The annual projected maximum cost of teaching the seven courses was $1790 per medical student. The seven resuscitation courses have not been fully implemented at the undergraduate level in Canadian medical schools.

Hybrid teaching method for undergraduate student in Marine Geology class in Indonesia

NASA Astrophysics Data System (ADS)

Yusuf Awaluddin, M.; Yuliadi, Lintang

2016-04-01

Bridging Geosciences to the future generations in interesting and interactive ways are challenging for lecturers and teachers. In the past, one-way 'classic' face-to-face teaching method has been used as the only alternative for undergraduate's Marine Geology class in Padjadjaran University, Indonesia. Currently, internet users in Indonesia have been increased significantly, among of them are young generations and students. The advantage of the internet as a teaching method in Geosciences topic in Indonesia is still limited. Here we have combined between the classic and the online method for undergraduate teaching. The case study was in Marine Geology class, Padjadjaran University, with 70 students as participants and 2 instructors. We used Edmodo platform as a primary tool in our teaching and Dropbox as cloud storage. All online teaching activities such as assignment, quiz, discussion and examination were done in concert with the classic one with proportion 60% and 40% respectively. We found that the students had the different experience in this hybrid teaching method as shown in their feedback through this platform. This hybrid method offers interactive ways not only between the lecturers and the students but also among students. Classroom meeting is still needed to expose their work and for general discussion.Nevertheless, the only problem was the lack of internet access in the campus when all our students accessing the platform at the same time.

Long-term Academic and Career Impacts of Undergraduate Research: Diverse Pathways to Geoscience Careers Following a Summer Atmospheric Science Research Internship

NASA Astrophysics Data System (ADS)

Trott, C. D.; Sample McMeeking, L. B.; Boyd, K.; Bowker, C.

2015-12-01

Research experiences for undergraduates (REU) have been shown to support the success of STEM undergraduates through improving their research skills, ability to synthesize knowledge, and personal and professional development, all while socializing them into the nature of science. REUs are further intended to support STEM career choice and professional advancement, and have thus played a key role in diversity efforts. Recruiting and retaining diverse students in STEM through REUs is of particular importance in the geosciences, where women and ethnic minorities continue to be significantly underrepresented. However, few studies have examined the long-term impacts of these REUs on students' academic and career trajectories. Further, those that do exist primarily study the experiences of current graduate students, scientists, and faculty members—that is, those who have already persisted—which overlooks the multiple academic and career paths REU students might follow and may preclude a thorough examination of REUs' diversity impacts. In this long-term retrospective study of the academic and career impacts of a REU program at a large Western U.S. research university, we interviewed 17 former REU participants on their expectations prior to their REU participation, their experiences during the REU, the immediate outcomes from the experience, and its long-term impacts on their academic and career choices. To address gaps in the existing literature on REU impacts, we purposively sampled students who have taken a variety of educational and career paths, including those not engaged in science research. Despite varied trajectories, the majority of the students we interviewed have persisted in the geosciences and attest to the REU's profound impact on their career-related opportunities and choices. This presentation describes students' diverse STEM pathways and discusses how students' REU expectations, experiences, and immediate outcomes continued to make an impact long-term.

Undergraduate Course on Global Concerns

NASA Astrophysics Data System (ADS)

Richard, G. A.; Weidner, D. J.

2008-12-01

GEO 311: Geoscience and Global Concerns is an undergraduate course taught at Stony Brook University during each fall semester. The class meets twice per week, with one session consisting of a lecture and the other, an interactive activity in a computer laboratory that engages the students in exploring real world problems. A specific concern or issue serves as a focus during each session. The students are asked to develop answers to a series of questions that engage them in identifying causes of the problem, connections with the Earth system, relationships to other problems, and possible solutions on both a global and local scale. The questions are designed to facilitate an integrated view of the Earth system. Examples of topics that the students explore during the laboratory sessions are: 1) fossil fuel reserves and consumption rates and the effect of their use on climate, 2) alternative sources of energy and associated technologies, such as solar photovoltaics, nuclear energy, tidal power, geothermal energy, and wind power, 3) effects of tsunamis and earthquakes on human populations and infrastructure, 4) climate change, and 5) hurricanes and storms. The selection and scheduling of topics often takes advantage of the occurrence of media attention or events that can serve as case studies. Tools used during the computer sessions include Google Earth, ArcGIS, spreadsheets, and web sites that offer data and maps. The students use Google Earth or ArcGIS to map events such as earthquakes, storms, tsunamis, and changes in the extent of polar ice. Spreadsheets are employed to discern trends in fossil fuel supply and consumption, and to experiment with models that make predictions for the future. We present examples of several of these activities and discuss how they facilitate an understanding of interrelationships within the Earth system.

Expanding the Horizon: A Journey to Explore and Share Effective Geoscience Research Experiences

NASA Astrophysics Data System (ADS)

Bolman, J.

2013-12-01

The Indian Natural Resource Science and Engineering Program (INRSEP) has worked diligently over the past 40 + years to ensure the success of Tribal, Indigenous and Underrepresented undergraduate and graduate students in geoscience and natural resources fields of study. Central to this success has been the development of cultural relevant research opportunities directed by Tribal people. The research experiences have been initiated to address culturally relevant challenges on Tribal and non-Tribal lands. It has become critically important to ensure students have multiple research experiences across North America as well as throughout the continent. The INRSEP community has found creating and maintaining relationships with organizations like the Geoscience Alliance, Minorities Striving and Pursuing Higher Degrees of Success (MSPHD's) and the Louis Stokes Alliance for Minority Participation (LSAMP) program has greatly improved the success of students matriculating to graduate STEM programs. These relationships also serve an immense capacity in tracking students, promoting best practices in research development and assessing outcomes. The presentation will highlight lessons learned on how to 1) Develop a diverse cohort or 'community' of student researchers; 2) Evolve intergenerational mentoring processes and outcomes; 3) Tether to related research and programs; and Foster the broader impact of geoscience research and outcomes.

Introductory Disciplines of Astronomy in Undergraduation Geography in Brazilian Public Universities

NASA Astrophysics Data System (ADS)

Henrique Azevedo Sobreira, Paulo

2015-08-01

There are some previous works about introductory disciplines of Astronomy in higher education in various undergraduation at Brazilian universities, but this is a specific research for Geography courses in public universities. Some undergraduate courses in Geography in Brazil offer introductory disciplines of Astronomy, since the second half of the twentieth century. This work presents an updated survey on the topic, and it proposes an effort at the national level, for the benefit of the increase in introductory disciplines of Astronomy in undergraduation in Geography. The data collected from public universities were obtained from the consultation of the websites of state universities, federal and county in 2012, 2013 and 2015, for information on the Geography courses and, among them, those with disciplines of Astronomy. The results show that there are 94 undergraduation in Geography courses in public universities, 12 of them had introductory disciplines of Astronomy until 2012 and 2013. In 2015 three of these disciplines were canceled which reduced to 9 universities. There were 23 undergraduation in Geography courses in 10 bachelor degrees and 14 education degrees with Astronomy disciplines. At 2015 it decreased to 20 in 5 bachelors and 8 education degrees. There are two undergraduation Geography courses with two introductory disciplines of Astronomy, while the other 18 offer only one discipline. The inclusion of introductory disciplines of Astronomy depends on the actions of professors' groups who works in undergraduation Geography courses, and of the astronomers initiative to offering them. The ideal is that the astronomers who actuate like professors in universities, normally in Math, Physics, Technologies, Enginnering and Science courses, they would can help and offer introductory disciplines in Astronomy for undergraduation in Geography courses.

NASA's Planetary Geology and Geophysics Undergraduate Research Program (PGGURP): The Value of Undergraduate Geoscience Internships

NASA Astrophysics Data System (ADS)

Gregg, T. K.

2008-12-01

NASA's Planetary Geology and Geophysics Program began funding PGGURP in 1978, in an effort to help planetary scientists deal with what was then seen as a flood of Viking Orbiter data. Each subsequent year, PGGURP has paired 8 - 15 undergraduates with NASA-funded Principal Investigators (PIs) around the country for approximately 8 weeks during the summer. Unlike other internship programs, the students are not housed together, but are paired, one-on-one, with a PI at his or her home institution. PGGURP interns have worked at sites ranging from the Jet Propulsion Laboratory to the University of Alaska, Fairbanks. Through NASA's Planetary Geology and Geophysics Program, the interns' travel and lodging costs are covered, as are a cost-of-living stipend. Approximately 30% of the undergraduate PGGURP participants continue on to graduate school in the planetary sciences. We consider this to be an enormous success, because the participants are among the best and brightest undergraduates in the country with a wide range of declared majors (e.g., physics, chemistry, biology, as well as geology). Furthermore, those students that do continue tend to excel, and point to the internship as a turning point in their scientific careers. The NASA PIs who serve as mentors agree that this is a valuable experience for them, too, and many of them have been hosting interns annually for well over a decade. The PI obtains enthusiastic and intelligent undergraduate, free of charge, for a summer, while having the opportunity to work closely with today's students who are the future of planetary science. The Lunar and Planetary Institute (LPI) in Houston, TX, also sponsors a summer undergraduate internship. Approximately 12 students are selected to live together in apartments located near the Lunar and Planetary Institute and the Johnson Space Center. Similar to PGGURP, the LPI interns are carefully selected to work one-on-one for ~10 weeks during the summer with one of the LPI staff scientists. Many LPI Summer Intern graduates have forged geoscience or planetary science careers after this rewarding experience.

Supporting the Creation and Publication of Reviewed and Tested Teaching Modules through the InTeGrate Project

NASA Astrophysics Data System (ADS)

Bruckner, M. Z.; Birnbaum, S. J.; Bralower, T. J.; Egger, A. E.; Fox, S.; Gosselin, D. C.; Iverson, E. A. R.; Manduca, C. A.; Mcconnell, D. A.; Steer, D. N.; Taber, J. J.

2016-12-01

InTeGrate is dedicated to providing robust curricular materials that increase Earth literacy among undergraduate students. As of August 2016, 14 modules that use an interdisciplinary approach to teach about Earth-related sustainability issues across the curriculum have been published, and 19 courses and modules are undergoing final revisions. Materials are designed for undergraduate courses and have been tested in a variety of disciplines including geoscience, engineering, humanities, ethics, and Spanish language courses. The materials were developed, tested, revised, and reviewed using a two-year, highly scaffolded process that involves meeting a series of checkpoints, and is supported by a team of experts who provide guidance and formative feedback throughout the process. A series of webinars also supported teams in the development process. Author teams comprise 3-6 faculty members from at least three different institutions. Authors work collaboratively in a templated webspace designed specifically for creating materials, and representatives from the InTeGrate leadership, assessment, and web teams support each group of authors. This support team provides guidance and feedback on content, pedagogy, and web layout as authors develop materials. Authors attend two face-to-face meetings, one at the beginning of the process and another after materials are piloted in authors' classes. These meetings serve to initially orient authors to the development process, including the rubric that will guide their work, and in making revisions following the piloting phase of the project. Authors report that the meetings also provide professional development experience wherein they learn about pedagogy from each other and team leaders. The bulk of the materials development occurs remotely, with teams meeting regularly via teleconference as they follow the project timeline. All materials undergo review against the Materials Design and Refinement Rubric to ensure they meet project goals and are of high quality before being piloted in the authors' classes. Subsequent revisions are based on the authors' pilot experiences and feedback from the assessment team as well as an external review. Learn more at: serc.carleton.edu/integrate/teaching_materials/modules_courses.html

The EarthConnections San Bernardino Alliance: Addressing Diversity in the Geosciences Using a Collective Impact Model

NASA Astrophysics Data System (ADS)

McGill, S. F.; Benthien, M. L.; Castillo, B. A.; Fitzsimmons, J.; Foutz, A.; Keck, D.; Manduca, C. A.; Noriega, G. R.; Pandya, R. E.; Taber, J. J.; Vargas, B.

2017-12-01

The EarthConnections San Bernardino Alliance is one of three regional alliances supported by the national EarthConnections Collective Impact Alliance, funded by a pilot grant from the National Science Foundation INCLUDES program. All three of the regional alliances share a common vision, focused on developing a diverse geoscience workforce through connecting existing programs and institutions into regional pathways that support and guide students from engagement at an early age with Earth science linked to issues facing the local community, through the many steps and transitions to geoscience-related careers. The San Bernardino Alliance began with collaboration between one university, one community college and one high school and also includes the Southern California Earthquake Center as well as professional geologists in the region. Based on discussions at an opening round table event, the Alliance has chosen to capitalize on existing geology student clubs and deeply engaged faculty and alumni at the founding high school, community college and university members of the Alliance to plan joint field trips, service learning projects, guest speakers, and visits to dinner meetings of the local professional societies for students at participating institutions at various stages along the pathway. The underlying motivation is to connect students to their peers and to mentors at institutions that represent the next step on the pathway, as well as to expose them to careers in geology and to geoscience issues that impact the local community. A second type of intervention we are planning is to promote high quality teaching in introductory Earth science courses at the university, community college and high school levels, including the development of high school honors courses in Earth science. To this end we are hosting an NAGT traveling workshop focused on using active learning and societally relevant issues to develop engaging introductory geoscience courses. This teaching workshop will also serve as an opportunity to expand our alliance to include additional educational institutions in the region. We are also planning interviews with local community leaders to identify geoscience issues of local importance that could become a focus for joint service learning projects for students at various stages along the pathway.

Sample Undergraduate Linguistics Courses. Linguistics in the Undergraduate Curriculum, Appendix 5.

ERIC Educational Resources Information Center

Linguistic Society of America, Washington, DC.

Thirty-six nontraditional undergraduate courses in linguistics are described. Course topics include: animal communication, bilingualism, sociolinguistics, introductory linguistics, language and formal reasoning, language and human conflict, language and power, language and sex, language and the brain, language planning, language typology and…

Open Course Ware, Distance Education, and 21st Century Geoscience Education

NASA Astrophysics Data System (ADS)

Connors, M. G.

2010-12-01

Open Course Ware (OCW) allows the highest quality educational materials (including videos of lectures from the best classroom lecturers) to find a wide audience. This audience may include many who wish to obtain credentials for formal study yet who are unable to be campus-based students. This opens a role for formal, credentialed and accredited distance education (DE) to efficiently integrate OCW into DE courses. OCW materials will in this manner be able to be used for education of credential-seeking students who would not otherwise benefit from them. Modern presentation methods using the Internet and video (including mobile device) technologies may offer pedagogical advantages over even traditional classroom learning. A detailed analysis of the development of Athabasca University’s PHYS 302 Vibrations and Waves course (based mainly on MIT’s OCW), and application of lessons learned to development of PHYS 305 Electromagnetism is presented. These courses are relevant to the study of geophysics, but examples of GEOL (Geology) courses will also be mentioned, along with an broad overview of OCW resources in Geoscience.

SUNY Oneonta Earth Sciences Outreach Program (ESOP) - Generating New Drilling Prospects for Geoscience Programs

NASA Astrophysics Data System (ADS)

Ellis, T. D.; Ebert, J. R.

2010-12-01

The SUNY Oneonta ESOP is a National Science Foundation-funded program that, since 2005, has striven to address the dearth of students graduating with baccalaureate degrees in geoscience disciplines. In large part, its goal has been to provide talented STEM-oriented students with dual-enrollment college-level geoscience programs run by their local teachers for college credit. These high-school upperclassman experiences have been shown to be effective in recruiting talented students to geoscience fields, and we believe that this program is a model by which more baccalaureate programs can locate "new drilling prospects" to keep the pipeline of talented and trained geoscientists flowing into the workforce. In this presentation, we will highlight the current efforts to expand ESOP to other high schools around the country and in recruiting other colleges and universities to create their own dual-enrollment programs. We will also highlight how a senior-level geoscience course is ideal for providing students with meaningful geoscience inquiry experiences, and how we plan to support such efforts through the online teaching and learning cohorts designed to foster collaborative inquiry activities.

A Potential Synergy Connecting Educational Leadership, The Geoscience Community, and Spatial Data

NASA Astrophysics Data System (ADS)

Branch, B. D.

2008-12-01

The effort to promote more geosciences numbers and greater diversity should reference considerations of federal policy. In congruence, institutions need to include geosciences education in the K-12 curriculum in order to increase the numbers of geoscientists and to increase diversity among geoscientists. For example, No Child Left Behind stated public entities should, ""(1) to carry out programs that prepare prospective teachers to use advanced technology to prepare all students to meet challenging", section 1051 sub section 221. Moreover, Executive Order 12906, the Spatial Data Infrastructure Act, requires all federal agencies to manage their spatial data. Such compliance may influence the job market, education and policy makers to see that spatial thinking transcends the standard course of study. Namely, educational leadership and policy have to be a vital aid to augment the geosciences experience through the K-12 experience and as an inclusion activity in the standard course of study agenda. A simple endorsement by the National Academy of Sciences (2006), in their work titled Learning to think spatially: GIS as a support system in the K-12 curriculum, who stated, "Spatial thinking can be learned, and it can and should be taught at all levels in the education system" (p.3). Such may not be enough to gain the attention and time consideration of educational leadership. Therefore, the challenge for progressive advocates of geosciences is that some may have to consider educational leadership as new frontier to push such policy and research issues.

A Case Study of Professional Boundary Issues Experienced by Undergraduate Psychology Students in a Supervised Field Experience Course

ERIC Educational Resources Information Center

Sharp, Gwen; Yao, Richard; Cresiski, Robin; Hahn, Kate

2013-01-01

There has been little research on the types of boundary issues encountered in undergraduate psychology field experience courses, despite the increased popularity of such courses. This case study identifies the frequency and types of boundary issues faced by undergraduate psychology students enrolled in such a course, including the most common…

German Castles, Customs and Culture: Introducing a New Approach to the Undergraduate Culture Course

ERIC Educational Resources Information Center

Lalande, John F., II

2008-01-01

Courses on the culture of the German-speaking world (GSW) have long dotted the landscape of undergraduate course offerings at North American colleges and universities. The primary purpose of this article is to share information about a new kind of undergraduate culture course that uses castles as a vehicle for introducing students to past and…

A Writing-Intensive Course Improves Biology Undergraduates' Perception and Confidence of Their Abilities to Read Scientific Literature and Communicate Science

ERIC Educational Resources Information Center

Brownell, Sara E.; Price, Jordan V.; Steinman, Lawrence

2013-01-01

Most scientists agree that comprehension of primary scientific papers and communication of scientific concepts are two of the most important skills that we can teach, but few undergraduate biology courses make these explicit course goals. We designed an undergraduate neuroimmunology course that uses a writing-intensive format. Using a mixture of…

Leveraging the Power of a Community of Practice to Improve Teaching and Learning about the Earth

ERIC Educational Resources Information Center

Kastens, Kim; Manduca, Cathryn

2017-01-01

Faculty Communities of Practice (CoP) have been promoted as a way to improve education in both K-12 and higher education. Over the last two decades, faculty who teach undergraduate geoscience in the United States have built a thriving nationwide community of practice, characterized by individual learning, supportive colleagues, group…

The TXESS Revolution: A Partnership to Advance Earth and Space Science in Texas

NASA Astrophysics Data System (ADS)

Ellins, K. K.; Olson, H. C.; Willis, M.

2007-12-01

The Texas State Board of Education voted in 2006 to require a fourth year of science for graduation from high school and to authorize the creation of a new senior level Earth Systems and Space Science course as an option to fulfill that requirement. The new Earth Systems and Space Science course will be a capstone course for which three required science courses(biology, chemistry and physics)are prerequisites. Here, we summarize the collective efforts of business leaders, scientists and educators who worked collaboratively for almost a decade to successfully reinstate Earth science as part of Texas' standard high school curriculum and describe a new project, the Texas Earth and Space Science (TXESS) Revolution, a 5-year professional development program for 8th -12th grade minority and minority-serving science teachers and teacher mentors in Texas to help prepare them to teach the new capstone course. At the heart of TXESS Revolution is an extraordinary partnership, involving (1) two UT-Austin academic units, the Jackson School of Geosciences and the Department of Petroleum and Geosystems Engineering; (2) TERC, a not-for-profit educational enterprise in Massachusetts with 30 years experience in designing science curriculum; (3) the University of South Florida; and (4) the Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching, a statewide network of teacher mentors and science teachers. With guidance from the Texas Education Agency, the state agency charged with overseeing education, the TXESS Revolution project will provide teachers with access to high quality materials and instruction aligned with the Texas educational standards for the new capstone course through: a program of eight different 3-day professional development academies offered to both teachers and teachers mentors; immersive summer institutes, field experiences, and a Petroleum Science and Technology Institute; training on how to implement Earth Science by Design, a teacher professional development program developed by TERC and the American Geological Institute with National Science Foundation (NSF) funding; and an online learning forum designed to keep teachers and teacher mentors in contact with facilitators and fellow project-participants between and after training, as well as share best practices and new information. The new capstone course promises to be a rigorous and dynamic change to the way Earth and Space Science has been presented previously anywhere in the U.S. and will provide many opportunities for professional development and the dissemination of suitable Earth and Space Science curriculum. The TXESS Revolution project welcomes opportunities to collaborate with geoscience consortia, programs, organizations and geoscience educators to advance Earth and Space Science in Texas. NSF's Opportunities to Enhance Diversity in the Geosciences program, the Shell Oil Company and the Jackson School of Geosciences are together funding the TXESS Revolution project.

The University of Texas Institute for Geophysics' Marine Geology and Geophysics Field Course: A Hand-On Education Approach to Applied Geophysics

NASA Astrophysics Data System (ADS)

Davis, M. B.; Goff, J.; Gulick, S. P. S.; Fernandez, R.; Duncan, D.; Saustrup, S.

2016-12-01

The University of Texas Institute for Geophysics, Jackson School of Geosciences, offers a 3-week marine geology and geophysics field course. The course provides hands-on instruction and training for graduate and upper-level undergraduate students in high-resolution seismic reflection, CHIRP sub-bottom profiling, multibeam bathymetry, sidescan sonar, and sediment sampling and analysis. Students first participate in 3 days of classroom instruction designed to communicate geological context of the field area along with theoretical and technical background on each field method. The class then travels to the Gulf Coast for a week of at-sea field work at locations that provide an opportunity to investigate coastal and continental shelf processes. Teams of students rotate between UTIG's 26' R/V Scott Petty and NOAA's 82' R/V Manta. They assist with survey design, instrumentation set up, and learn about acquisition, quality control, and safe instrument deployment. Teams also process data and analyze samples in onshore field labs. During the final week teams integrate, interpret, and visualize data in a final project using industry-standard software. The course concludes with team presentations on their interpretations with academic and industry supporters. Students report a greater understanding of marine geology and geophysics through the course's intensive, hands-on, team approach and high instructor/student ratio (sixteen students, three faculty, and three teaching assistants). Post-class, students may incorporate course data in senior honors or graduate thesis and are encouraged to publish and present results at national meetings. This course (to our knowledge) remains the only one of its kind, satisfies field experience requirements for some degree programs, and provides an alternative to land-based field courses. Alumni note the course's applicability to energy, environmental, and geotechnical industries as well as coastal restoration/management fields.

Communicating Geosciences with Policy-makers: a Grand Challenge for Academia

NASA Astrophysics Data System (ADS)

Harrison, W. J.; Walls, M. R.; Boland, M. A.

2015-12-01

Geoscientists interested in the broader societal impacts of their research can make a meaningful contribution to policy making in our changing world. Nevertheless, policy and public decision making are the least frequently cited Broader Impacts in proposals and funded projects within NSF's Geosciences Directorate. Academic institutions can play a lead role by introducing this societal dimension of our profession to beginning students, and by enabling interdisciplinary research and promoting communication pathways for experienced career geoscientists. Within the academic environment, the public interface of the geosciences can be presented through curriculum content and creative programs. These include undergraduate minors in economics or public policy designed for scientists and engineers, and internships with policy makers. Federal research institutions and other organizations provide valuable policy-relevant experiences for students. Academic institutions have the key freedom of mission to tackle interdisciplinary research challenges at the interface of geoscience and policy. They develop long-standing relationships with research partners, including national laboratories and state geological surveys, whose work may support policy development and analysis at local, state, regional, and national levels. CSM's Payne Institute for Earth Resources awards mini-grants for teams of researchers to develop collaborative research efforts between engineering/science and policy researchers. Current work in the areas of nuclear generation and the costs of climate policy and on policy alternatives for capturing fugitive methane emissions are examples of work at the interface between the geosciences and public policy. With academic engagement, geoscientists can steward their intellectual output when non-scientists translate geoscience information and concepts into action through public policies.

An Integrative and Collaborative Approach to Creating a Diverse and Computationally Competent Geoscience Workforce

NASA Astrophysics Data System (ADS)

Moore, S. L.; Kar, A.; Gomez, R.

2015-12-01

A partnership between Fort Valley State University (FVSU), the Jackson School of Geosciences at The University of Texas (UT) at Austin, and the Texas Advanced Computing Center (TACC) is engaging computational geoscience faculty and researchers with academically talented underrepresented minority (URM) students, training them to solve grand challenges . These next generation computational geoscientists are being trained to solve some of the world's most challenging geoscience grand challenges requiring data intensive large scale modeling and simulation on high performance computers . UT Austin's geoscience outreach program GeoFORCE, recently awarded the Presidential Award in Excellence in Science, Mathematics and Engineering Mentoring, contributes to the collaborative best practices in engaging researchers with URM students. Collaborative efforts over the past decade are providing data demonstrating that integrative pipeline programs with mentoring and paid internship opportunities, multi-year scholarships, computational training, and communication skills development are having an impact on URMs developing middle skills for geoscience careers. Since 1997, the Cooperative Developmental Energy Program at FVSU and its collaborating universities have graduated 87 engineers, 33 geoscientists, and eight health physicists. Recruited as early as high school, students enroll for three years at FVSU majoring in mathematics, chemistry or biology, and then transfer to UT Austin or other partner institutions to complete a second STEM degree, including geosciences. A partnership with the Integrative Computational Education and Research Traineeship (ICERT), a National Science Foundation (NSF) Research Experience for Undergraduates (REU) Site at TACC provides students with a 10-week summer research experience at UT Austin. Mentored by TACC researchers, students with no previous background in computational science learn to use some of the world's most powerful high performance computing resources to address a grand geosciences problem. Students increase their ability to understand and explain the societal impact of their research and communicate the research to multidisciplinary and lay audiences via near-peer mentoring, poster presentations, and publication opportunities.

Taking "The Math You Need When You Need It" Modules Beyond Introductory Geology Courses

NASA Astrophysics Data System (ADS)

Baer, E. M.; Wenner, J. M.; Burn, H. E.

2012-12-01

"The Math You Need, When You Need It" (TMYN) modules are finding use well beyond the courses for which they were originally written. However, faculty survey responses indicate that the modules are used in similar ways, suggesting that the overall design of the modules is effective. TMYN modules are online resources designed to help students develop quantitative skills in conjunction with introductory geology courses. Since 2010, 29 faculty members at 26 institutions used these asynchronous resources at in 68 different courses nationwide, impacting about 3000 students. After each use of the modules, instructors responded to a survey about their use of the modules and the impact on each course and student cohort. Of the 29 instructors, 16 responded with a total of 36 implementations, a 52% response rate. Survey responses indicate use of TMYN modules in classes well beyond their original design. The modules were originally designed for students in introductory geology classes, especially those targeted at non-geoscience majors. Sixty-nine percent (22/32) of TMYN courses included introductory geology courses such as Physical Geology, Earth System Science and Environmental Geology. The remainder of courses included multiple uses in oceanography and meteorology courses and more specialized geoscience courses such as geomorphology, structural geology and hydrology. Surveys suggest that only 63% of courses that used TMYN (20/32) were targeted to students in general education courses. Nine percent (3/32) of courses were targeted to STEM majors and 19% (6/32) were specifically targeted to geoscience majors, including upper-level courses. Despite the wide variety of institutions, instructors, classes, and student educational goals, faculty incorporated the modules into their curriculum in as originally designed, indicating that the overall design of the modules is effective. Twenty-two respondents indicate that modules were assigned immediately prior to using a skill in the classroom (either in lab exercises or a lecture period). Almost all instructors employed pre- and posttests to gauge learning. More than ¾ of survey respondents introduced the modules within the first week of class. In all but one instance, students were instructed to complete an online quiz immediately after working through the online modules and most (77%) designed these post-module quizzes as formative assessments allowing at least 3 attempts. The grades on these modules contributed to students' grades but were relatively low stakes with 88% reporting that the modules contributed to less than 10% of a student's course grade. Given the use beyond the introductory geology classroom and the similarity of the use of these modules in a wide variety of courses, it appears that the design of the modules is sound. However, previous studies have indicated that mathematical skills are not easily transferred (e.g. Bassok. and Holyoak, 1989) suggesting the adaptation of the modules for use outside the geosciences.

Global Interconnectedness and Multiculturalism in Undergraduate Sociology Courses in the USA

ERIC Educational Resources Information Center

Shin, Kyoung-Ho

2014-01-01

This study attempts to explain a process of inserting global transnational elements into an undergraduate sociology course. After a review of global themes covered in introductory sociology textbooks, the author administered two projects (Global Multiculturalism and Sociology of Wal-Mart) in an undergraduate sociology course. The current study…

Development of an Undergraduate Course--Internet-Based Instrumentation and Control

ERIC Educational Resources Information Center

Zhuang, Hanqi; Morgera, Salvatore D.

2007-01-01

The objective, strategy, and implementation details of a new undergraduate course, Internet-based Instrumentation and Control, are presented. The course has a companion laboratory that is supported by the National Science Foundation and industry. The combination is offered to senior-level undergraduate engineering students interested in sensing,…

Minimum Competencies in Undergraduate Motor Development. Guidance Document

ERIC Educational Resources Information Center

National Association for Sport and Physical Education, 2004

2004-01-01

The minimum competency guidelines in Motor Development described herein at the undergraduate level may be gained in one or more motor development course(s) or through other courses provided in an undergraduate curriculum. The minimum guidelines include: (1) Formulation of a developmental perspective; (2) Knowledge of changes in motor behavior…

38 CFR 21.4267 - Approval of independent study.

Code of Federal Regulations, 2014 CFR

2014-07-01

... correspondence course. (Authority: 38 U.S.C. 3676(e), 3680A(a)) (d) Undergraduate resident training. VA considers the following undergraduate courses to be resident training. (1) A course which meets the requirements... which is an integral part of a standard undergraduate college degree. (e) Graduate resident training. VA...

38 CFR 21.4267 - Approval of independent study.

Code of Federal Regulations, 2012 CFR

2012-07-01

... correspondence course. (Authority: 38 U.S.C. 3676(e), 3680A(a)) (d) Undergraduate resident training. VA considers the following undergraduate courses to be resident training. (1) A course which meets the requirements... which is an integral part of a standard undergraduate college degree. (e) Graduate resident training. VA...

38 CFR 21.4267 - Approval of independent study.

Code of Federal Regulations, 2013 CFR

2013-07-01

... correspondence course. (Authority: 38 U.S.C. 3676(e), 3680A(a)) (d) Undergraduate resident training. VA considers the following undergraduate courses to be resident training. (1) A course which meets the requirements... which is an integral part of a standard undergraduate college degree. (e) Graduate resident training. VA...

Incorporating Primary Literature in Undergraduate Crop Science Courses

ERIC Educational Resources Information Center

Scott, Lori K.; Simmons, Steve R.

2006-01-01

Primary literature is an underutilized learning resource for undergraduate courses in crop science. Reading assignments from scientific journals were utilized in an undergraduate University of Minnesota crop physiology course at Southwest Minnesota State University from 2002 to 2004. The subjects of the articles corresponded to the lecture topics.…

Exploring how New Teaching Materials Influence the Beliefs and Practices of Instructors and Students' Attitudes about Geoscience

NASA Astrophysics Data System (ADS)

Pelch, Michael Anthony

STEM educational reform encourages a transition from instructor-centered passive learning classrooms to student-centered, active learning environments. Instructors adopting these changes incorporate research-validated teaching practices that improve student learning. Professional development that trains faculty to implement instructional reforms plays a key role in supporting this transition. Effective professional development features authentic, rigorous experiences of sufficient duration. We investigated changes in the teaching beliefs of college faculty resulting from their participation in InTeGrate project that guided them in the development of reformed instructional materials for introductory college science courses. A convergent parallel mixed methods design was employed using the Teacher Belief Interview, the Beliefs About Reformed Science Teaching and Learning survey and participants' reflections on their experience to characterize pedagogical beliefs at different stages of their professional development. Qualitative and quantitative data show a congruent change toward reformed pedagogical beliefs for the majority of participants. The majority of participants' TBI scores improved toward more student-centered pedagogical beliefs. Instructors who began with the most traditional pedagogical beliefs showed the greatest gains. Interview data and participants' reflections aligned with the characteristics of effective professional development. Merged results suggest that the most significant changes occurred in areas strongly influenced by situational classroom factors. Introductory geoscience courses play a crucial role in recruiting new geoscience majors but we know relatively little about how students' attitudes and motivations are impacted by their experiences in geoscience classes. Students' attitudes toward science and its relevance are complex and are dependent upon the context in which they encounter science. Recent investigations into the attitudes of geoscience students have provided evidence to support this observation. We sought to expand this data set to provide a broader characterization of students' attitudes. We examined students' attitudes about the nature of science and its relevance before and after taking an introductory geology course. To characterize students' attitudes, we employed two quantitative instruments: the revised Scientific Attitude Inventory and the Changes in Attitudes about the Relevance of Science survey. Results show a negative trend in students' attitudes about the nature of science while their attitudes about the relevance of science were more variable. Our data support the findings of previous studies showing only minimal change in students' attitudes about the nature of science and its relevance after taking an introductory science course. The data also highlighted several misconceptions about the nature of science that could have implications toward future investigations of how geoscience courses impact student attitudes about science. There is consensus among industrialized nations that it is important for its citizens and leaders to be scientifically literate. Therefore, it is important for the educational system to provide students with pertinent scientific knowledge, an understanding of the scientific processes, and the ability to evaluate scientific claims. Students' attitudes toward science and its relevance are important aspects of science literacy. We sought to determine if the repeated and explicit exposure to socioscientific issues through the use of InTeGrate course materials would result in positive changes to students' attitudes about the nature and relevance of science. We collected data on student attitudes using the revised Scientific Attitude Inventory and the Changes in Attitude about the Relevance of Science survey in a quasi-experimental design over four semesters of an introductory physical geology course. Results show that the emphasis of socioscientific issues can influence both students' attitudes about the nature of science and their perceptions on the relevance of science. Changes were observed in data from both STEM and non-STEM majors. These findings have implications about how we select content for introductory science courses in general, and proves the utility of designing geoscience lessons based around socioscientific issues.

Five Years of the RoBOT "Rocks Beneath Our Toes" High School Outreach Program

NASA Astrophysics Data System (ADS)

Baxter, E. F.

2011-12-01

The "Rocks Beneath Our Toes" or RoBOT Program began in 2006 as part of an NSF CAREER award through the Geochemistry and Petrology Program. The educational outreach program engages Boston area high school students in a hands on study of rocks and minerals collected in their communities. The goal is to provide high school students a unique window into modern scientific methods of geochemistry and mineralogy and create a higher level of interest and awareness of geoscience amongst Massachusetts secondary school students who are less often exposed to earth science coursework. Beginning with a joint field trip to sampling sites identified by participants, high school students work with Boston University undergraduates enrolled in Mineralogy to analyze their samples in thin section. During the field trip, each BU undergraduate is paired with a high school student. The assignment of student pairings (started in year 2) dramatically increased student interactions and enjoyment. The program culminates with a visit by the high school group to tour BU's lab facilities and work with the undergraduates using the petrographic microscopes to explore their rock. At this visit, BU undergraduates present their semester's work in one-on-one powerpoint presentations from which discussion and microscope work follow. Thus far, >50 high school students, >40 undergraduates, and 7 high school educators were involved in the program. This included participants from three different suburban Boston area high schools and with students enrolled in the BU "Upward Bound" program: an existing program designed to enhance educational opportunities for Boston inner city high school students. Participant reviews indicate great success in achieving the program's goals. Notably, both BU undergraduates and high school students rated the opportunities for interaction with eachother among the best aspects of RoBOT. On a scale of 1 to 10, BU undergraduates rated the following four categories highest: powerpoint presentations to students (8.5); field trip (8.4); working together with microscopes (8.3); would you recommend RoBOT to others (8.2). The high school students rated the following four categories highest: RoBOT provided new geosciences experiences (9.3); working together with microscopes (9.0); tour of BU labs (8.7); powerpoint presentations by students (8.4). In addition, the PI was able to recruit top undergraduate students from Mineralogy and the RoBOT experience to join his research group where they could contribute to broader CAREER award research aims. Challenges and areas for improvement remain for the future of RoBOT. These include keeping participants engaged between the field trip and the BU visit, logistics of field trip scheduling especially with larger groups requiring more field sites and samples, and the ability to gain the interest and collaboration of secondary school educators to initiate the program in the first place. This has proven especially difficult for high schools that do not offer any earth science curriculum, indicating once again the uphill battle in perception that the geosciences face at the secondary school level.

Anticipation of Personal Genomics Data Enhances Interest and Learning Environment in Genomics and Molecular Biology Undergraduate Courses

PubMed Central

Weber, K. Scott; Jensen, Jamie L.; Johnson, Steven M.

2015-01-01

An important discussion at colleges is centered on determining more effective models for teaching undergraduates. As personalized genomics has become more common, we hypothesized it could be a valuable tool to make science education more hands on, personal, and engaging for college undergraduates. We hypothesized that providing students with personal genome testing kits would enhance the learning experience of students in two undergraduate courses at Brigham Young University: Advanced Molecular Biology and Genomics. These courses have an emphasis on personal genomics the last two weeks of the semester. Students taking these courses were given the option to receive personal genomics kits in 2014, whereas in 2015 they were not. Students sent their personal genomics samples in on their own and received the data after the course ended. We surveyed students in these courses before and after the two-week emphasis on personal genomics to collect data on whether anticipation of obtaining their own personal genomic data impacted undergraduate student learning. We also tested to see if specific personal genomic assignments improved the learning experience by analyzing the data from the undergraduate students who completed both the pre- and post-course surveys. Anticipation of personal genomic data significantly enhanced student interest and the learning environment based on the time students spent researching personal genomic material and their self-reported attitudes compared to those who did not anticipate getting their own data. Personal genomics homework assignments significantly enhanced the undergraduate student interest and learning based on the same criteria and a personal genomics quiz. We found that for the undergraduate students in both molecular biology and genomics courses, incorporation of personal genomic testing can be an effective educational tool in undergraduate science education. PMID:26241308

Anticipation of Personal Genomics Data Enhances Interest and Learning Environment in Genomics and Molecular Biology Undergraduate Courses.

PubMed

Weber, K Scott; Jensen, Jamie L; Johnson, Steven M

2015-01-01

An important discussion at colleges is centered on determining more effective models for teaching undergraduates. As personalized genomics has become more common, we hypothesized it could be a valuable tool to make science education more hands on, personal, and engaging for college undergraduates. We hypothesized that providing students with personal genome testing kits would enhance the learning experience of students in two undergraduate courses at Brigham Young University: Advanced Molecular Biology and Genomics. These courses have an emphasis on personal genomics the last two weeks of the semester. Students taking these courses were given the option to receive personal genomics kits in 2014, whereas in 2015 they were not. Students sent their personal genomics samples in on their own and received the data after the course ended. We surveyed students in these courses before and after the two-week emphasis on personal genomics to collect data on whether anticipation of obtaining their own personal genomic data impacted undergraduate student learning. We also tested to see if specific personal genomic assignments improved the learning experience by analyzing the data from the undergraduate students who completed both the pre- and post-course surveys. Anticipation of personal genomic data significantly enhanced student interest and the learning environment based on the time students spent researching personal genomic material and their self-reported attitudes compared to those who did not anticipate getting their own data. Personal genomics homework assignments significantly enhanced the undergraduate student interest and learning based on the same criteria and a personal genomics quiz. We found that for the undergraduate students in both molecular biology and genomics courses, incorporation of personal genomic testing can be an effective educational tool in undergraduate science education.

Ethical considerations in developing the next generation of geoscientists and defining a common cause for the geosciences

NASA Astrophysics Data System (ADS)

Keane, Christopher; Boland, Maeve

2017-04-01

Much of the discussion about ethics in geoscience centers around the ethical use of the science in a societal context or the social and professional conduct between individuals within the geoscience community. Little has been discussed about the challenges and ethical issues associated with the discipline's effort to build its future workforce in light of cyclical hiring, tightening research budgets, and rapidly evolving skill demands for professional geoscientists. Many geoscientists assume that the profession is underappreciated by society and insufficiently visible to students in higher education. Yet, at least in the United States, we are coming out of nearly a decade of record geoscience undergraduate enrollments and graduate programs that are operating at full capacity. During this time we have witnessed several fundamental shifts in the hiring demands for geoscientists, but in aggregate, have not seen any decrease in hiring of new graduates. The formal education system has not been able to respond to rapid changes in the skills required by employers and is producing a proportion of students unprepared to engage in a career as a geoscientist and, in some cases, unaware of the realities of business cycles and the need for professional and geographic mobility. Another problem for the future workforce is the lack of a fundamental rationale for the geosciences. Currently, the geosciences do not have a substantive vision for their role in society that can define the perception and destiny of the geosciences. During the Cold War and the Space Race, for example, advances in geoscience helped shape the next steps by society. Several initiatives, such as Resourcing Future Generations, are proposing research and social context frameworks for the geosciences that address critical global priorities, such as the Sustainable Development Goals. These projects may establish long-term trends and momentum that the discipline can build around. But what is the discipline's, and each of our individual, responsibility towards honest and nurtured development of the next generation, how we recruit future talent and disclose the opportunities and challenges of working in the geosciences, how we construct an educational system that meets the needs of students and society, and what constitutes a common cause for the geosciences?

[Research-oriented experimental course of plant cell and gene engineering for undergraduates].

PubMed

Xiaofei, Lin; Rong, Zheng; Morigen, Morigen

2015-04-01

Research-oriented comprehensive experimental course for undergraduates is an important part for their training of innovation. We established an optional course of plant cell and gene engineering for undergraduates using our research platform. The course is designed to study the cellular and molecular basis and experimental techniques for plant tissue culture, isolation and culture of protoplast, genetic transformation, and screening and identification of transgenic plants. To develop undergraduates' ability in experimental design and operation, and inspire their interest in scientific research and innovation consciousness, we integrated experimental teaching and practice in plant genetic engineering on the tissue, cellular, and molecular levels. Students in the course practiced an experimental teaching model featured by two-week teaching of principles, independent experimental design and bench work, and ready-to-access laboratory. In this paper, we describe the contents, methods, evaluation system and a few issues to be solved in this course, as well as the general application and significance of the research-oriented experimental course in reforming undergraduates' teaching and training innovative talents.

Incorporating Geodetic Data in Introductory Geoscience Classrooms through UNAVCO's GETSI "Ice Mass and Sea Level Changes" Module

NASA Astrophysics Data System (ADS)

Stearns, L. A.; Walker, B.; Pratt-Sitaula, B.

2015-12-01

GETSI (Geodesy Tools for Societal Issues) is an NSF-funded partnership program between UNAVCO, Indiana University, Mt. San Antonio College, and the Science Education Resource Center (SERC). We present results from classroom testing and assessment of the GETSI Ice Mass and Sea Level Changes module that utilizes geodetic data to teach about ice sheet mass loss in introductory undergraduate courses. The module explores the interactions between global sea level rise, Greenland ice mass loss, and the response of the solid Earth. It brings together topics typically addressed in introductory Earth science courses (isostatic rebound, geologic measurements, and climate change) in a way that highlights the interconnectivity of the Earth system and the interpretation of geodetic data. The module was tested 3 times at 3 different institution types (R1 institution, comprehensive university, and community college), and formative and summative assessment data were obtained. We will provide an overview of the instructional materials, describe our teaching methods, and discuss how formative and summative assessment data assisted in revisions of the teaching materials and changes in our pedagogy during subsequent implementation of the module. We will also provide strategies for faculty who wish to incorporate the module into their curricula. Instructional materials, faculty and student resources, and implementation tips are freely available on the GETSI website.

Programming and Technology for Accessibility in Geoscience

NASA Astrophysics Data System (ADS)

Sevre, E.; Lee, S.

2013-12-01

Many people, students and professors alike, shy away from learning to program because it is often believed to be something scary or unattainable. However, integration of programming into geoscience education can be a valuable tool for increasing the accessibility of content for all who are interested. It is my goal to dispel these myths and convince people that: 1) Students with disabilities can use programming to increase their role in the classroom, 2) Everyone can learn to write programs to simplify daily tasks, 3) With a deep understanding of the task, anyone can write a program to do a complex task, 4) Technology can be combined with programming to create an inclusive environment for all students of geoscience, and 5) More advanced knowledge of programming and technology can lead geoscientists to create software to serve as assistive technology in the classroom. It is my goal to share my experiences using technology to enhance the classroom experience as a way of addressing the aforementioned issues. Through my experience, I have found that programming skills can be included and learned by all to enhance the content of courses without detracting from curriculum. I hope that, through this knowledge, geoscience courses can become more accessible for people with disabilities by including programming and technology to the benefit of all involved.

Participant Trends in the Geosciences Research Experiences for Undergraduates Program

NASA Astrophysics Data System (ADS)

Walters, C. K.; Patino, L. C.; Rom, E. L.; Adams, A. S.

2016-12-01

The National Science Foundation (NSF) supports programs for undergraduate students to gain experience in research. In 2016, there were nearly 60 active Research Experience for Undergraduate (REU) sites across the nation that provided research opportunities in Geosciences (GEO). At these REU sites, students carried out independent research projects and had the chance to present the information at national conferences. The participants often joined research groups that included other undergraduate and graduate students, postdoctoral scholars, and investigators. Between 2009 and 2016, there were over 26,000 applications to GEO REU sites and about 1,953 applicants were selected to participate. Data for GEO REU sites has been collected using two mechanisms, direct queries to the REU site managers (2009-2012, and 2016) and analysis of award progress reports (2014-2015). The information collected since 2009 has provided a temporal description of who is participating in the GEO REU sites (e.g. gender, demographics, academic level). The analysis of the trends in the REU sites has shown an increase of women participating in the research opportunities across all disciplines, to the point that in some sites there is need to increase the participation of men. The number of minority and underrepresented students has also increased. Throughout this period, the academic level of the participants in GEO REU sites has also changed; the number of students who have completed only the first or second year of college has increased. The trends in the data allow NSF to understand who is participating in the REUs and to incentivize the research community to engage students who will benefit from these experiences, but who are not currently participating.

Teach the Earth: On-line Resources for Teachers and Teachers of Teachers

NASA Astrophysics Data System (ADS)

Manduca, C. A.

2007-12-01

Effective Earth science education depends on excellent teachers: teachers who not only possess a strong grasp of geoscience but are also well-versed in the pedagogic methods they need to connect with their audience. Preparing Earth science teachers is a task no less challenging that also requires strengths in both areas. The Teach the Earth website provides a variety of resources to support preparation of Earth science teachers. Here you can find collections of teaching activities addressing all aspects of the Earth system; discussions of teaching methods linked to examples of their use in geoscience courses; and the Earth Exploration Toolbook, a resource specifically designed for teachers who would like to incorporate data rich activities in their teaching. These resources are suitable for use by teachers, students in courses addressing the methodology of teaching Earth science and science, and faculty designing courses. Faculty working with current and future teachers will find a section on Preparing Teachers to Teach Earth Science with a collection of courses designed specifically to benefit future Earth Science teachers, examples of key activities in these courses, and descriptions of programs for pre-service and in-service teachers. The materials housed in this web-resource demonstrate a wide range of fruitful approaches and exciting opportunities. On the order of 25,000 individuals use the site repeatedly during the year. We estimate that 27 percent of these users are geoscience faculty and 12 percent are teachers. We invite teachers, faculty, researchers, and educators to enhance this resource by contributing descriptions of activities, courses, or programs as a mechanism for sharing their experience with others engaged in similar work.

A Faculty Workshop Model to Integrate Climate Change across the Curriculum

NASA Astrophysics Data System (ADS)

Teranes, J. L.

2017-12-01

Much of the growing scientific certainty of human impacts on the climate system, and the implications of these impacts on current and future generations, have been discovered and documented in research labs in colleges and universities across the country. Often these institutions also take decisive action towards combatting climate change, by making significant reductions in greenhouse emissions and pledging to greater future reductions. Yet, there are still far too many students that graduate from these campuses without an adequate understanding of how climate change will impact them within their lifetimes and without adequate workforce preparation to implement solutions. It may be that where college and universities still have the largest influence on climate change adaption and mitigation is in the way that we educate students. Here I present a curriculum workshop model at UC San Diego that leverages faculty expertise to infuse climate change education across disciplines to enhance UC San Diego students' climate literacy, particularly for those students whose major focus is not in the geosciences. In this model, twenty faculty from a breadth of disciplines, including social sciences, humanities, arts, education, and natural sciences participated in workshops and developed curricula to infuse aspects of climate change into their existing undergraduate courses. We particularly encouraged development of climate change modules in courses in the humanities, social sciences and arts that are best positioned to address the important human and social dimensions of climate change. In this way, climate change content becomes embedded in current course offerings, including non-science courses, to increase climate literacy among a greater number and a broader cross-section of students.

Assessing and Improving the Quality of Undergraduate Teaching in China: The Course Experience Questionnaire

ERIC Educational Resources Information Center

Yin, Hongbiao; Wang, Wenlan

2015-01-01

Assessing and improving the quality of undergraduate teaching is an important issue in China. Using the Course Experience Questionnaire, this study examined the quality of undergraduate teaching by investigating the relationships between students' course experience, the learning outcomes demonstrated by the students and the learning environment.…

A Biochemistry of Human Disease Course for Undergraduate and Graduate Students.

ERIC Educational Resources Information Center

Glew, Robert H.; VanderJagt, David L.

2001-01-01

Describes the experiences of a medical school faculty who have been offering for more than 10 years a two-course series in the biochemistry of human disease to undergraduate students majoring in biochemistry, biology, or chemistry. Recommends the teaching of specialized, advanced courses to undergraduate, pre-professional students. (DDR)

Principles of Peer Leadership: An Undergraduate Course for Students in Positions to Serve Fellow Students

ERIC Educational Resources Information Center

Friedel, Curtis R.; Kirland, Kelsey Church; Grimes, Matthew W.

2016-01-01

Principles of Peer Leadership is an undergraduate course developed through the collaboration of leadership educators with colleagues from residence life and fraternity/sorority life to provide instruction to undergraduate students serving in peer leadership positions across campus. The course comprises online and recitation components to connect…

Research and Teaching: Development of Course-Based Undergraduate Research Experiences Using a Design-Based Approach

ERIC Educational Resources Information Center

Mordacq, John C.; Drane, Denise L.; Swarat, Su L.; Lo, Stanley M.

2017-01-01

In recent years, commissions and reports have called for laboratory courses that engage undergraduates in authentic research experiences. We present an iterative approach for developing course-based undergraduate research experiences (CUREs) that help students learn scientific inquiry skills and foster expert-like perceptions about biology. This…

An Exploration of the Characteristics of Effective Undergraduate Peer-Mentoring Relationships

ERIC Educational Resources Information Center

Douglass, April G.; Smith, Dennie L.; Smith, Lana J.

2013-01-01

In this article, we explored the effectiveness of peer mentoring of undergraduate education students enrolled in core curriculum, writing-intensive courses. The context for our study was the use of peer mentors in undergraduate education writing-intensive courses. Peer mentors who had previously taken the courses were selected and trained as…

Fieldwork in Geography Education: Defining or Declining? The State of Fieldwork in Canadian Undergraduate Geography Programs

ERIC Educational Resources Information Center

Wilson, Heather; Leydon, Joseph; Wincentak, Joanna

2017-01-01

This paper investigates the prevalence of fieldwork in undergraduate Geography programs in Canada. It examines the presence of fieldwork, provided through both field courses and courses that include fieldwork components, by reviewing program requirements and course offerings in undergraduate geography programs. The research explores the extent to…

How to learn Thematic Cartography in the context of Geosciences and Engineering? Towards a new pedagogical proposal

NASA Astrophysics Data System (ADS)

Vargas, German Giovanni; Rocha, Luz Angela

2018-05-01

This paper aims to expose the development of a educational proposal supported in the use of ICT, adopting for this purpose the methodology of instructional design ADDIE, widely used in the design and development of e-learning courses, which offer the possibility of analyzing the results obtained from an individual assessment of each one of these phases and make the feedback respective to the whole process, therefore it allowing assess the effectiveness of the training in terms of its quality and relevance in the academic and professional work of learners, with the goal of helping the process of teaching-learning of Thematic Cartography applied to the study of Geosciences through the design and implementation of a free course in a virtual environment. In this sense the course allows to highlight the scope of the thematic map as a support tool for smart land management in Colombia. The final result is a theoretical and practical virtual course proposed to be developed over a period of five weeks with a total of fifty hours of academic work by the learner, oriented to facilitate the appropriation of concepts, criteria and techniques for reading and apply graphical representation of geospatial information, used and produced in the theme of Geosciences and the use of web tools for geo-visualization and publication. Likewise, this paper offers a short discussion of the opportunities and challenges that involve the course construction, to join efforts that motivate innovation and continuous improvement in transfer quality knowledge in this discipline.

Understanding When and How Geoscientists Build Universal Skills and Competencies

NASA Astrophysics Data System (ADS)

Riggs, E. M.

2015-12-01

Geoscience educators and employers understand the pressing needs for the future workforce to be well-prepared in universal skills and competencies. At the undergraduate and graduate level today, most programs do a good job of this preparation, and employers are finding qualified applicants. However, with workforce needs in the geosciences projected to steadily outstrip supply in coming decades, and with many employers having to do substantial additional training on arrival for new hires, research informing curriculum design and skills development needs to be a priority. The projected retirement of seasoned professionals exacerbates this need and underscores the need to better understand the nature and structure of geoscience skills and competencies at the expert level. A workshop on Synthesizing Geoscience Education Research at the inaugural Earth Educator's Rendezvous began work on assembling a community-wide inventory of research progress. Groups began an assessment of our understanding of key skills in the geosciences as well as curricular approaches to maximize teaching effectiveness and recruitment and retention. It is clear that we have made basic progress on understanding spatial and temporal thinking, as well as systems thinking and geologic problem solving. However, most of this research is in early stages, limited to local populations, disciplines or contexts. Curricular innovations in the integration of quantitative, field-specific and computational techniques are also mostly local or limited in scope. Many programs also locally incorporate an explicit non-technical component, e.g. writing, business, and legal content or experience in team-based project-driven work. Despite much good practitioner wisdom, and a small but growing research base on effectiveness and best practices, we have much yet to learn about geoscience education, especially at the graduate and professional level. We remain far from a universal understanding of these skills and competencies, let alone how they should be most effectively taught to all geoscience students. We do understand universal geoscience skills and competencies better than ever before, but as a community we have a long way yet to go to construct and implement a broad strategy for meeting the geoscience workforce needs for the decades ahead.

Addressing Issues of Broadening Participation Highlighted in the Report on the Future of Undergraduate Geoscience Education

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Manduca, C. A.; Macdonald, H.; Iverson, E. A. R.

2015-12-01

The final report for the Summit on the Future of Geoscience Education lays out a consensus on issues that must be tackled by the geoscience community collectively if there are to be enough qualified people to fill the large number of expected geoscience job vacancies over the coming decade. Focus areas cited in the report include: Strengthening the connections between two-year colleges and four-year institutions Sharing and making use of successful recruitment and retention practices for students from underrepresented groups Making students aware of high-quality job prospects in the geosciences as well as its societal relevance The InTeGrate STEP Center for the Geosciences, the Supporting and Advancing Geoscience Education at Two-Year Colleges (SAGE 2YC) program, and the Building Strong Geoscience Departments (BSGD) project together have developed a suite of web resources to help faculty and program leaders begin to address these and other issues. These resources address practices that support the whole student, both in the classroom and as a part of the co-curriculum as well as information on geoscience careers, guidance for developing coherent degree programs, practical advice for mentoring and advising, and many others. In addition to developing web resources, InTeGrate has also undertaken an effort to profile successful program practices at a variety of institutions. An analysis of these data shows several common themes (e.g. proactive marketing, community building, research experiences) that align well with the existing literature on what works to support student success. But there are also indications of different approaches and emphases between Minority Serving Institutions (MSIs) and Primarily White Institutions (PWIs) as well as between different kinds of MSIs. Highlighting the different strategies in use can point both MSIs and PWIs to possible alternate solutions to the challenges their students face. InTeGrate - http://serc.carleton.edu/integrate/programs/diversity/index.html SAGE 2YC - http://serc.carleton.edu/sage2yc/index.html BSGD - http://serc.carleton.edu/NAGTWorkshops/departments/degree_programs/index.html

Using News Media Databases (LexisNexis) To Identify Relevant Topics For Introductory Earth Science Classes

NASA Astrophysics Data System (ADS)

Cervato, C.; Jach, J. Y.; Ridky, R.

2003-12-01

Introductory Earth science courses are undergoing pedagogical changes in universities across the country and are focusing more than ever on the non-science majors. Increasing enrollment of non-science majors in these introductory Earth science courses demands a new look at what is being taught and how the content can be objectively chosen. Assessing the content and effectiveness of these courses requires a quantitative investigation of introductory Earth science topics and their relevance to current issues and concerns. Relevance of Earth science topics can be linked to improved students' attitude toward science and a deeper understanding of concepts. We have used the Internet based national news search-engine LexisNexis Academic Universe (http://www.lexisnexis.org/) to select the occurrence of Earth science terms over the last 12 months, five and ten years both regionally and nationally. This database of term occurrences is being used to examine how Earth sciences have evolved in the news through the last 10 years and is also compared with textbook contents and course syllabi from randomly selected introductory earth science courses across the nation. These data constitute the quantitative foundation for this study and are being used to evaluate the relevance of introductory earth science course content. The relevance of introductory course content and current real-world issues to student attitudes is a crucial factor when considering changes in course curricula and pedagogy. We have examined students' conception of the nature of science and attitudes towards science and learning science using a Likert-scale assessment instrument in the fall 2002 Geology 100 classes at Iowa State University. A pre-test and post-test were administered to see if the students' attitudes changed during the semester using as reference a control group comprised of geoscience undergraduate and graduate students, and faculty. The results of the attitude survey have been analyzed in terms of student demographics and socioeconomic variables (e.g., year in school, gender).

Utilizing a MOOC as an education and outreach tool for geoscience: case study from Tokyo Tech's MOOC on "Deep Earth Science"

NASA Astrophysics Data System (ADS)

Tagawa, S.; Okuda, Y.; Hideki, M.; Cross, S. J.; Tazawa, K.; Hirose, K.

2016-12-01

Massive open online courses (MOOC or MOOCs) have attracted world-wide attention as a new digital educational tool. However, utilizing MOOCs for teaching geoscience and for outreach activity are limited so far. Mainly due to the fact that few MOOCs are available on this topic. The following questions are usually asked before undertaking MOOC development. How many students will potentially enroll in a course and what kind of background knowledge do they have? What is the best way to market the course and let them learn concepts easily? How will the instructor or staff manage discussion boards and answer questions? And, more simply, is a MOOC an effective educational or outreach tool? Recently, Tokyo Institute of Technology (Tokyo Tech) offered our first MOOC on "Deep Earth Science" on edX, which is one of the largest worldwide MOOC platforms. This brand new course was released in the Fall of 2015 and will re-open during the winter of 2016. This course contained materials such as structure of inside of the Earth, internal temperature of the earth and how it is estimated, chemical compositions and dynamics inside the earth. Although this course mainly dealt with pure scientific research content, over 5,000 students from 156 countries enrolled and 4 % of them earned a certificate of completion. In this presentation, we will share a case study based upon what we learned from offering "Deep Earth Science". At first, we will give brief introduction of our course. Then, we want to introduce tips to make a better MOOC by focusing on 1) students' motivation on studying, scientific literacy background, and completion rate, 2) offering engaging content and utilization of surveys, and 3) discussion board moderation. In the end, we will discuss advantages of utilizing a MOOC as an effective educational tool for geoscience. We welcome your ideas on MOOCs and suggestions on revising the course content.

Assessing Inquiry in Physical Geology Laboratory Manuals

ERIC Educational Resources Information Center

Ryker, Katherine D.; McConnell, David A.

2017-01-01

Many agencies, organizations, and researchers have called for the incorporation of inquiry-based learning in college classrooms. Providing inquiry-based activities in laboratory courses is one way to promote reformed, student-centered teaching in introductory geoscience courses. However, the literature on inquiry has relatively few geoscience…

Toward a Conceptual Framework for Measuring the Effectiveness of Course-Based Undergraduate Research Experiences in Undergraduate Biology

ERIC Educational Resources Information Center

Brownell, Sara E.; Kloser, Matthew J.

2015-01-01

Recent calls for reform have advocated for extensive changes to undergraduate science lab experiences, namely providing more authentic research experiences for students. Course-based Undergraduate Research Experiences (CUREs) have attempted to eschew the limitations of traditional "cookbook" laboratory exercises and have received…

Education and Outreach Programs Offered by the Center for High Pressure Research and the Consortium for Materials Properties Research in Earth Sciences

NASA Astrophysics Data System (ADS)

Richard, G. A.

2003-12-01

Major research facilities and organizations provide an effective venue for developing partnerships with educational organizations in order to offer a wide variety of educational programs, because they constitute a base where the culture of scientific investigation can flourish. The Consortium for Materials Properties Research in Earth Sciences (COMPRES) conducts education and outreach programs through the Earth Science Educational Resource Center (ESERC), in partnership with other groups that offer research and education programs. ESERC initiated its development of education programs in 1994 under the administration of the Center for High Pressure Research (CHiPR), which was funded as a National Science Foundation Science and Technology Center from 1991 to 2002. Programs developed during ESERC's association with CHiPR and COMPRES have targeted a wide range of audiences, including pre-K, K-12 students and teachers, undergraduates, and graduate students. Since 1995, ESERC has offered inquiry-based programs to Project WISE (Women in Science and Engineering) students at a high school and undergraduate level. Activities have included projects that investigated earthquakes, high pressure mineral physics, and local geology. Through a practicum known as Project Java, undergraduate computer science students have developed interactive instructional tools for several of these activities. For K-12 teachers, a course on Long Island geology is offered each fall, which includes an examination of the role that processes in the Earth's interior have played in the geologic history of the region. ESERC has worked with Stony Brook's Department of Geosciences faculty to offer courses on natural hazards, computer modeling, and field geology to undergraduate students, and on computer programming for graduate students. Each summer, a four-week residential college-level environmental geology course is offered to rising tenth graders from the Brentwood, New York schools in partnership with Stony Brook's Department of Technology and Society. During the academic year, a college-level Earth science course is offered to tenth graders from Sayville, New York. In both programs, students conduct research projects as one of their primary responsibilities. In collaboration with the Museum of Long Island Natural Sciences on the Stony Brook campus, two programs have been developed that enable visiting K-12 school classes to investigate earthquakes and phenomena that operate in the Earth's deep interior. From 1997 to 1999, the weekly activity-based Science Enrichment for the Early Years (SEEY) program, focusing on common Earth materials and fundamental Earth processes, was conducted at a local pre-K school. Since 2002, ESERC has worked with the Digital Library for Earth System Education (DLESE) to organize the Skills Workshops for their Annual Meeting and with EarthScope for the development of their Education and Outreach Program Plan. Future education programs and tools developed through COMPRES partnerships will place an increased emphasis on deep Earth materials and phenomena.

Increasing Minority Participation and Matriculation in the Geosciences at El Paso Community College

NASA Astrophysics Data System (ADS)

Villalobos, J. I.

2011-12-01

Community colleges currently serve 44% of all undergraduate students and 45% of all of all first time freshmen in the US. Hispanics now constitute 15% of the general population and 19% of the college population in the US. This increase has led to more institutions emerging as HSI (Hispanic Serving Institution) by the federal government. These facts illustrate the potential community colleges hold to encourage STEM (Science Technology Engineering and Math) majors to minorities as well as non-minorities. But the reality is the number of STEM degrees awarded at community colleges has not followed the same trends in enrollment. El Paso Community College (EPCC) currently enrolls 27,000 students with 85% of the student body being Hispanic. More than 130 programs of study are offered including an Associate of Science degree in Geological Sciences. Over the past three years we have implemented several initiatives in our effort to increase the number of Geological Science (GS) majors at EPCC. These efforts are aimed to decrease attrition rates of science majors by; streamlining the GS degree plan along with the process of course registration, introduce field-based research projects to students to allow hands on research, develop a work relationships with students and university faculty, increase the number of geology courses offered at EPCC including a field-based capstone course (GEOL 2407- Geological Field Methods), and strengthening the educational-bridge between the geological science departments of EPCC and University of Texas at El Paso.

Using Undergraduate Facilitators for Active Learning in Organic Chemistry: A Preparation Course and Outcomes of the Experience

ERIC Educational Resources Information Center

Jardine, Hannah E.; Friedman, Lee A.

2017-01-01

In this study, we describe a course to educate and prepare undergraduate "facilitators" for small group problem solving sessions in a large, first semester, introductory undergraduate organic chemistry course. We then explore the outcomes of the facilitator experience for one cohort of facilitators through qualitative analysis of written…

Toward a Singleton Undergraduate Computer Graphics Course in Small and Medium-Sized Colleges

ERIC Educational Resources Information Center

Shesh, Amit

2013-01-01

This article discusses the evolution of a single undergraduate computer graphics course over five semesters, driven by a primary question: if one could offer only one undergraduate course in graphics, what would it include? This constraint is relevant to many small and medium-sized colleges that lack resources, adequate expertise, and enrollment…

Getting the Most Out of Dual-Listed Courses: Involving Undergraduate Students in Discussion Through Active Learning Techniques

NASA Astrophysics Data System (ADS)

Tasich, C. M.; Duncan, L. L.; Duncan, B. R.; Burkhardt, B. L.; Benneyworth, L. M.

2015-12-01

Dual-listed courses will persist in higher education because of resource limitations. The pedagogical differences between undergraduate and graduate STEM student groups and the underlying distinction in intellectual development levels between the two student groups complicate the inclusion of undergraduates in these courses. Active learning techniques are a possible remedy to the hardships undergraduate students experience in graduate-level courses. Through an analysis of both undergraduate and graduate student experiences while enrolled in a dual-listed course, we implemented a variety of learning techniques used to complement the learning of both student groups and enhance deep discussion. Here, we provide details concerning the implementation of four active learning techniques - role play, game, debate, and small group - that were used to help undergraduate students critically discuss primary literature. Student perceptions were gauged through an anonymous, end-of-course evaluation that contained basic questions comparing the course to other courses at the university and other salient aspects of the course. These were given as a Likert scale on which students rated a variety of statements (1 = strongly disagree, 3 = no opinion, and 5 = strongly agree). Undergraduates found active learning techniques to be preferable to traditional techniques with small-group discussions being rated the highest in both enjoyment and enhanced learning. The graduate student discussion leaders also found active learning techniques to improve discussion. In hindsight, students of all cultures may be better able to take advantage of such approaches and to critically read and discuss primary literature when written assignments are used to guide their reading. Applications of active learning techniques can not only address the gap between differing levels of students, but also serve as a complement to student engagement in any science course design.

Using Presentation Software to Flip an Undergraduate Analytical Chemistry Course

ERIC Educational Resources Information Center

Fitzgerald, Neil; Li, Luisa

2015-01-01

An undergraduate analytical chemistry course has been adapted to a flipped course format. Course content was provided by video clips, text, graphics, audio, and simple animations organized as concept maps using the cloud-based presentation platform, Prezi. The advantages of using Prezi to present course content in a flipped course format are…

Engaging teachers & students in geosciences by exploring local geoheritage sites

NASA Astrophysics Data System (ADS)

Gochis, E. E.; Gierke, J. S.

2014-12-01

Understanding geoscience concepts and the interactions of Earth system processes in one's own community has the potential to foster sound decision making for environmental, economic and social wellbeing. School-age children are an appropriate target audience for improving Earth Science literacy and attitudes towards scientific practices. However, many teachers charged with geoscience instruction lack awareness of local geological significant examples or the pedagogical ability to integrate place-based examples into their classroom practice. This situation is further complicated because many teachers of Earth science lack a firm background in geoscience course work. Strategies for effective K-12 teacher professional development programs that promote Earth Science literacy by integrating inquiry-based investigations of local and regional geoheritage sites into standards based curriculum were developed and tested with teachers at a rural school on the Hannahville Indian Reservation located in Michigan's Upper Peninsula. The workshops initiated long-term partnerships between classroom teachers and geoscience experts. We hypothesize that this model of professional development, where teachers of school-age children are prepared to teach local examples of earth system science, will lead to increased engagement in Earth Science content and increased awareness of local geoscience examples by K-12 students and the public.

Development of the Exam of GeoloGy Standards, EGGS, to Measure Students' Conceptual Understanding of Geology Concepts

NASA Astrophysics Data System (ADS)

Guffey, S. K.; Slater, T. F.; Slater, S. J.

2017-12-01

Discipline-based geoscience education researchers have considerable need for criterion-referenced, easy-to-administer and easy-to-score, conceptual diagnostic surveys for undergraduates taking introductory science survey courses in order for faculty to better be able to monitor the learning impacts of various interactive teaching approaches. To support ongoing discipline-based science education research to improve teaching and learning across the geosciences, this study establishes the reliability and validity of a 28-item, multiple-choice, pre- and post- Exam of GeoloGy Standards, hereafter simply called EGGS. The content knowledge EGGS addresses is based on 11 consensus concepts derived from a systematic, thematic analysis of the overlapping ideas presented in national science education reform documents including the Next Generation Science Standards, the AAAS Benchmarks for Science Literacy, the Earth Science Literacy Principles, and the NRC National Science Education Standards. Using community agreed upon best-practices for creating, field-testing, and iteratively revising modern multiple-choice test items using classical item analysis techniques, EGGS emphasizes natural student language over technical scientific vocabulary, leverages illustrations over students' reading ability, specifically targets students' misconceptions identified in the scholarly literature, and covers the range of topics most geology educators expect general education students to know at the end of their formal science learning experiences. The current version of EGGS is judged to be valid and reliable with college-level, introductory science survey students based on both standard quantitative and qualitative measures, including extensive clinical interviews with targeted students and systematic expert review.

Use of On-Line Math Skills Modules in an Introductory General Education Geoscience Course at a Community College: The Importance of Integration Across Lab & Lecture Sections

NASA Astrophysics Data System (ADS)

Moosavi, S. C.

2011-12-01

The NSF sponsored on-line math skills module series The Math You Need When You Need It (TMYN) was constructed to provide math skill development and support to introductory geoscience course instructors whose students science learning is often hindered by deficiencies in critical math skills. The on-line modules give instructors a mechanism for student-centered, skill-specific math tutorials, practice exercises and assessments outside regular class time. In principle, a student deficient in a skill such as graphing, calculating a best-fit line or manipulating and quantifying a concept such as density can use the appropriate TMYN module to identify their area of weakness, focus on developing the skill using geologically relevant examples, and get feedback reflecting their mastery of the skill in an asynchronous format just as the skill becomes critical to learning in the course. The asynchronous format allows the instructor to remain focused on the geoscience content during class time without diverting all students' attention to skill remediation needed by only a subset of the population. Such a blended approach prevents the progression of the class from being slowed by the need for remediation for some students while simultaneously not leaving those students behind. The challenge to geoscience educators comes in identifying the best strategy for implementing TMYN modules in their classrooms. This presentation contrasts the effectiveness of 2 strategies for implementing TMYN in an introductory Earth System Science class taken as a general education science lab requirement by lower division students at a community college. This course is typical of many such large general education courses in that lab instruction is provided by separate educators from the primary instructor in charge of the lecture, often creating 2 parallel and only dimly connected courses in the experience of many students. In case 1, TMYN was implemented in 3 of 4 lab sections by an adjunct lab instructor while the primary instructor made no mention or use of TMYN in lecture or in the remaining lab section. In case 2, the same instructors each taught independent lecture and lab (2) sections, with TMYN being fully integrated in the course of the first instructor while not mentioned in that of the second. The strengths and weaknesses of each approach both for faculty implementation and student learning are compared with important insights into how such modules should be implemented in lecture/lab courses with separate instructors.

The Effect of Online Chapter Quizzes on Exam Performance in an Undergraduate Social Psychology Course

PubMed Central

Johnson, Bethany C.; Kiviniemi, Marc T.

2009-01-01

Assigned textbook readings are a common requirement in undergraduate courses, but students often do not complete reading assignments or do not do so until immediately before an exam. This may have detrimental effects on learning and course performance. Regularly scheduled quizzes on reading material may increase completion of reading assignments and therefore course performance. This study examined the effectiveness of compulsory, mastery-based, weekly reading quizzes as a means of improving exam and course performance. Completion of reading quizzes was related to both better exam and course performance. The discussion includes recommendations for the use of quizzes in undergraduate courses. PMID:20046908

Development of an advanced undergraduate course in acoustics

NASA Astrophysics Data System (ADS)

Gee, Kent L.; Neilsen, Tracianne B.; Sommerfeldt, Scott D.

2016-03-01

Within many physics undergraduate programs, acoustics is given only a cursory treatment, usually within an introductory course. Because acoustics is a natural vehicle for students to develop intuition about wave phenomena, an advanced undergraduate acoustics course has been developed at Brigham Young University. Although it remains an elective course, enrollment has increased steadily since its inception. The course has been taken by students in physics, applied physics, physics teaching, and mechanical and electrical engineering. In addition to providing training for students motivated by interest in undergraduate research, internship, employment, and graduate schooling opportunities in acoustics, the course facilitates connections between various areas of physics. Explicit connections are made to mechanics, electricity and magnetism, thermodynamics, optics, quantum mechanics, and experimental and computational laboratory courses. Active learning is emphasized through Just-in-Time-Teaching and course structure. Homework exercises are both theoretical and practical and often require making and interpreting of graphs. For example, students may model traffic noise as a series of uncorrelated monopoles or examine highway barrier effectiveness using Fresnel diffraction techniques. Additionally, students participate in resumé-building measurements and learn to report their results in the form of technical memoranda. Course evaluations and post-graduation student surveys rate it among the most valuable undergraduate student courses offered.

Entering research: A course that creates community and structure for beginning undergraduate researchers in the STEM disciplines.

PubMed

Balster, Nicholas; Pfund, Christine; Rediske, Raelyn; Branchaw, Janet

2010-01-01

Undergraduate research experiences have been shown to enhance the educational experience and retention of college students, especially those from underrepresented populations. However, many challenges still exist relative to building community among students navigating large institutions. We developed a novel course called Entering Research that creates a learning community to support beginning undergraduate researchers and is designed to parallel the Entering Mentoring course for graduate students, postdocs, and faculty serving as mentors of undergraduate researchers. The course serves as a model that can be easily adapted for use across the science, technology, engineering, and mathematics (STEM) disciplines using a readily available facilitator's manual. Course evaluations and rigorous assessment show that the Entering Research course helps students in many ways, including finding a mentor, understanding their place in a research community, and connecting their research to their course work in the biological and physical sciences. Students in the course reported statistically significant gains in their skills, knowledge, and confidence as researchers compared with a control group of students, who also were engaged in undergraduate research but not enrolled in this course. In addition, the faculty and staff members who served as facilitators of the Entering Research course described their experience as rewarding and one they would recommend to their colleagues.

Just-in-Time Teaching Exercises to Engage Students in an Introductory-Level Dinosaur Course

ERIC Educational Resources Information Center

Guertin, Laura A.; Zappe, Sarah E.; Kim, Heeyoung

2007-01-01

The Just-in-Time Teaching (JiTT) technique allows students to be engaged in course material outside of the classroom by answering web-based questions. The responses are summarized and presented to students in class with a follow-up active learning exercise. College students enrolled in an introductory-level general education geoscience course were…

Development and Validation of an Assessment Instrument for Course Experience in a General Education Integrated Science Course

ERIC Educational Resources Information Center

Liu, Juhong Christie; St. John, Kristen; Courtier, Anna M. Bishop

2017-01-01

Identifying instruments and surveys to address geoscience education research (GER) questions is among the high-ranked needs in a 2016 survey of the GER community (St. John et al., 2016). The purpose of this study was to develop and validate a student-centered assessment instrument to measure course experience in a general education integrated…

Inter-Tribal Student Services (I.S.S.): Collaborative Action Education in Building and Guiding the Future Under-represented Geosciences Workforce Through Tribal Foundations, Mentorship and Professional Development.

NASA Astrophysics Data System (ADS)

Bolman, J.

2015-12-01

Inter-Tribal Student Services (I.S.S.) was created as an Indian Self-Determination Organization to meet the every growing Tribal and under-represented minorities (URM) geosciences workforce needs. I.S.S. is one of only a few Indian Self-Determined Organizations in the U.S. with a distinct focused on buidling the Tribal and URM geosciences and natural resources workforces. In past three years, I.S.S has worked in partnership with U.S. colleges/universities, state/federal agencies (Bureau of Indian Affairs), private and International organizations and most importantly U.S. Tribal Nations to ensure emerging high school students, undergraduates, graduate students and post doctorates have the opportunities for training in supportive and unique environments, navigational mentoring, and broad professional development to build and practice the skills required for blue-collar, scientific, and managerial positions. I.S.S. has been highly successful in filling workforce opportunities within the broad range of geosciences positions. I.S.S. students are proficient in understanding and maneuvering the complex landscapes of interdisciplinary research, multidisciplinary multi-partner projects, traditional/western philosophies as well as being highly proficient in all areas of problem solving and communications. Research and on-site projects have heightened the educational experiences of all participants, in addition to addressing a perplexing geosciences challenge grounded in a Tribal environment. A number of the I.S.S. participants and students have found geosciences positions in Tribes, state/federal agencies, enterprize as well as International organizations. I.S.S. practices and has infused all research and projects with intergenerational teaching/learning, participation solution-focused initiatives, and holistic/multicultural mentoring. The presentation will highlight the vision, design, implementation, outcomes and future directions of I.S.S and participants.

MS PHD'S: A Successful Model Promoting Inclusion, Preparation and Engagement of Underrepresented Minorities within the Geosciences Workforce

NASA Astrophysics Data System (ADS)

Padilla, E.; Scott, O.; Strickland, J. T.; Ricciardi, L.; Guzman, W. I.; Braxton, L.; Williamson, V.; Johnson, A.

2015-12-01

According to 2014 findings of the National Research Council, geoscience and related industries indicate an anticipated 48,000 blue-collar, scientific, and managerial positions to be filled by underrepresented minority (URM) workers in the next 15 years. An Information Handling Services (IHS) report prepared for the American Petroleum Institute forecasts even greater numbers estimating upward of 408,000 opportunities for URM workers related to growth in accelerated development of oil, gas and petroleum industries. However, many URM students lack the training in both the hard sciences and craft skills necessary to fill these positions. The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) Professional Development Program uses integrative and holistic strategies to better prepare URM students for entry into all levels of the geoscience workforce. Through a three-phase program of mentoring, community building, networking and professional development activities, MS PHD'S promotes collaboration, critical thinking, and soft skills development for participants. Program activities expose URM students to education, training and real-life geoscience workforce experiences while maintaining a continuity of supportive mentoring and training networks via an active virtual community. MS PHD'S participants report increased self-confidence and self-efficacy in pursuing geoscience workforce goals. To date, the program supports 223 participants of who 57, 21 and 16 have received Doctorate, Masters and Baccalaureate degrees respectively and are currently employed within the geoscience and related industries workforce. The remaining 129 participants are enrolled in undergraduate and graduate programs throughout the U.S. Geographic representation of participants includes 35 states, the District of Columbia, Puerto Rico and two international postdoctoral appointments - one in Saudi Arabia and the other in France.

Active Learning in a Neuroethics Course Positively Impacts Moral Judgment Development in Undergraduates

PubMed Central

Abu-Odeh, Desiree; Dziobek, Derek; Jimenez, Nathalia Torres; Barbey, Christopher; Dubinsky, Janet M

2015-01-01

The growing neuroscientific understanding of the biological basis of behaviors has profound social and ethical implications. To address the need for public awareness of the consequences of these advances, we developed an undergraduate neuroethics course, Neuroscience and Society, at the University of Minnesota. Course evolution, objectives, content, and impact are described here. To engage all students and facilitate undergraduate ethics education, this course employed daily reading, writing, and student discussion, case analysis, and team presentations with goals of fostering development of moral reasoning and judgment and introducing application of bioethical frameworks to topics raised by neuroscience. Pre- and post-course Defining Issues Test (DIT) scores and student end-of-course reflections demonstrated that course objectives for student application of bioethical frameworks to neuroethical issues were met. The active-learning, student-centered pedagogical approaches used to achieve these goals serve as a model for how to effectively teach neuroethics at the undergraduate level. PMID:25838802

Weather, Ocean and Climate topics in Geosciences, a new subject in Norwegian upper secondary education.

NASA Astrophysics Data System (ADS)

Hansen, P. J. K.

2009-09-01

Weather, Ocean and Climate topics in Geosciences, a new subject in Norwegian upper secondary education. Pål J. Kirkeby Hansen Faculty of Education and International Studies, Oslo University College (PalKirkeby.Hansen@lui.hio.no) The Knowledge Promotion is the latest curriculum reform in Norwegian compulsory and upper secondary education implemented autumn 2006. The greenhouse effect, the increased greenhouse effect and the importance of the ozone layer are topics in Natural Science upper secondary year 1, but only in Programme for General Studies, chosen by less than 50% of the students. In Geography the same cohort learns about ocean and air currents and their impact on climate, and in particular conditions influencing the weather and climate in Norway. If the students during year 1 get interested in further education in weather, ocean, climate or other geosciences topics, they could continue their education on Programme for Specialization in General Studies and choose the new science subject Geosciences at years 2 and/or 3. Among many geo-topics, Geosciences contains: climate, weather, water circulation, glaciers, atmospheric currents, weather forecasts, variations in the ozone layer, climatic development from the latest Ice Age, climate change - causes, effects and challenges, surface and deep-sea currents in oceans - causes and consequences for the climate, el Niño and la Niña - causes and influence on the climate. The students are supposed to make extensive investigations of different geosciences-parameters on their own in an outdoor field using different tools of geosciences, and on the Internet and other media, and present the results. One serious problem introducing a new subject in upper secondary education is who are able to teach this subject. We who developed the curriculum on mission of the education ministry, had first of all teachers with a degree in natural geography in mind. To empower other interested teachers, for instance with degree in meteorology, oceanography, hydrology, geology or physics, we have given extensive in-service training and should during 2009 be able to offer further education from ½ to 1 year. The school year 2007/2008 was the first with Geosciences as an optional choice. Ca.80 schools of max. 300 were able to give GX a 3 hours/week course, and/or G1 a 5 h/w course. In 2008/2009 it is 92 schools, and the advanced level 5 h/w course G2 has been introduced in many schools. G2 is open to all, but chosen almost only by students with G1. X1 students accomplished the ever first national written exam in G2 in May 2009. Geosciences were introduced as an idea from the education minister, not as result of pressure from the grassroot. She wanted students to have more science subjects to choose among in upper secondary education. She hoped that Geosciences should be a vehicle for introducing new groups of students to science, and perhaps bring them to science studies on higher levels later on. We, who developed the curriculum and are also responsible for the national exam in G2. We are of course very curious about both responses from the schools on the curriculum and the exam, and on the students' attitudes, work and learning outcome. That's why we are setting up a science education research programme from spring 2009. The further education and research programmes are made possible because of a sponsorship (EUR 1.2mill.) to our Geo-Programme 2008-2013 from the Norwegian oil and gas company StatoilHydro. 1 Unknown till May 2009

A writing-intensive course improves biology undergraduates' perception and confidence of their abilities to read scientific literature and communicate science.

PubMed

Brownell, Sara E; Price, Jordan V; Steinman, Lawrence

2013-03-01

Most scientists agree that comprehension of primary scientific papers and communication of scientific concepts are two of the most important skills that we can teach, but few undergraduate biology courses make these explicit course goals. We designed an undergraduate neuroimmunology course that uses a writing-intensive format. Using a mixture of primary literature, writing assignments directed toward a layperson and scientist audience, and in-class discussions, we aimed to improve the ability of students to 1) comprehend primary scientific papers, 2) communicate science to a scientific audience, and 3) communicate science to a layperson audience. We offered the course for three consecutive years and evaluated its impact on student perception and confidence using a combination of pre- and postcourse survey questions and coded open-ended responses. Students showed gains in both the perception of their understanding of primary scientific papers and of their abilities to communicate science to scientific and layperson audiences. These results indicate that this unique format can teach both communication skills and basic science to undergraduate biology students. We urge others to adopt a similar format for undergraduate biology courses to teach process skills in addition to content, thus broadening and strengthening the impact of undergraduate courses.

A distance education in undergraduate dietetic education.

PubMed

Benton-King, Carrie; Webb, Derek F; Holmes, ZoeAnn

2005-01-01

Distance education is an exploding phenomenon that allows people to pursue higher education on their own time, at a pace that meets their needs, in locations where there are no colleges and universities, or where there is not a desired program of study. This study examined the use of distance education in undergraduate dietetic education programs and the opportunities for obtaining an undergraduate degree in dietetics solely via distance education. A survey was sent to all directors (n = 279) of undergraduate programs accredited/approved by the Commission on Accreditation for Dietetics Education to determine the current status and projected future use of distance education in their institutions' on-campus programs. The survey had a 54% response rate. Approximately 32% (n = 150) of undergraduate dietetics programs offer distance education courses in some format. Institutions that offer nondietetics distance education courses were more likely to offer dietetics distance education courses. The most common distance education format utilized in dietetics was 100% Internet courses (48%). The most common distance education dietetics course offered was a basic or introductory nutrition course (31%). From the data of courses offered, or permitted to be transferred, it would not be possible for a student to complete an undergraduate degree in dietetics solely via distance education methodologies at the time this study was conducted.

Comparisons Between Science Knowledge, Interest, and Information Literacy of Learners in Introductory Astronomy Courses

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Impey, Chris David; Formanek, Martin; Wenger, Matthew

2018-01-01

Introductory astronomy courses are exciting opportunities to engage non-major students in scientific issues, new discoveries, and scientific thinking. Many undergraduate students take these courses to complete their general education requirements. Many free-choice learners also take these courses, but for their own interest. We report on a study comparing the basic science knowledge, interest in science, and information literacy of undergraduate students and free choice learners enrolled in introductory astronomy courses run by the University of Arizona. Undergraduate students take both in-person and online courses for college credit. Free choice learners enroll in massive open online courses (MOOCs), through commercial platforms, that can earn them a certificate (although most do not take advantage of that opportunity). In general, we find that undergraduate students outperform the general public on basic science knowledge and that learners in our astronomy MOOCs outperform the undergraduate students in the study. Learners in the MOOC have higher interest in science in general. Overall, learners in both groups report getting information about science from online sources. Additionally, learners’ judgement of the reliability of different sources of information is weakly related to their basic science knowledge and more strongly related to how they describe what it means to study something scientifically. We discuss the implications of our findings for both undergraduate students and free-choice learners as well as instructors of these types of courses.

How Is Language Used to Craft Social Presence in Facebook? A Case Study of an Undergraduate Writing Course

ERIC Educational Resources Information Center

Gordon, Jessica

2016-01-01

This quantitative content analysis examines the way social presence was created through original posts and comments in a Facebook group for an undergraduate writing course. The author adapted a well-known coding template and examined how course members--one instructor, two undergraduate teaching assistants and twenty-two students--used language…

Undergraduates Discovering Folds in ''Flat'' Strata: An Unusual Undergraduate Geology Field Methods Course

ERIC Educational Resources Information Center

Abolins, Mark

2014-01-01

Undergraduates learned to measure, map, and interpret bedding plane attitudes during a semesterlong geology field methods course in a field area where strata dip less than 98. Despite the low dip of the strata, 2011 field course students discovered a half-kilometer-wide structural basin by using digital levels and Brunton pocket transits to…

How Do Students' Accounts of Sociology Change over the Course of Their Undergraduate Degrees?

ERIC Educational Resources Information Center

Ashwin, Paul; Abbas, Andrea; McLean, Monica

2014-01-01

In this article we examine how students' accounts of the discipline of sociology change over the course of their undergraduate degrees. Based on a phenomenographic analysis of 86 interviews with 32 sociology and criminology students over the course of their undergraduate degrees, we constituted five different ways of accounting for sociology.…

My Experience as a Student Participant in the Institute for Geophysics/Huston-Tillotson University Geodiversity Project

NASA Astrophysics Data System (ADS)

Putman, N.; Ellins, K.; Holt, J.; Olson, H. C.

2006-12-01

As a senior pre-service teacher at Huston-Tillotson University, a minority-serving institution in Texas, I found myself in need of a science course and reluctantly enrolled in "Special Topics in the Geosciences," a survey course taught by visiting scientists from The University of Texas at Austin's Institute for Geophysics (UTIG). I had no idea what the geosciences were about. On the first day of class we took a test and I began to feel a sense of foreboding, but after speaking with the instructors, I left filled with excitement. With my limited background in science, I knew that the class was going to be challenging and require a lot of studying. I took every opportunity offered in the class to learn more about the geosciences. If there was a field trip, I went. If there was an opportunity for me to speak to children about what I learned, I did. For example, I participated in the Explore UT open house event where, rather than being an observer as I had expected, I found myself explaining earthquake seismology to students, parents and visitors. The experience was pivotal. As I explained to a small group of 3rd graders how they could use computer applications to observe and understand seismic waves, I realized I wanted to be a science teacher and not an elementary level-teacher as I had planned. Since completing "Special Topics in the Geosciences," I've been an undergraduate research assistant at UTIG. Over the summer, I adapted approximately ten existing UTIG Earth Science learning activities into the 5-E instructional model for the fall 2006 professional development Earth Science Revolution Workshops for in- service teachers, and I developed a new lesson on tides for these workshops. I also participated in presenting both a workshop for minority-serving elementary teachers and a class for alternative certification teachers at HTU. In early September, I joined a group of scientists, engineers, and space-suited "astronauts" in the Arizona desert near Meteor Crater to "practice" for future human missions to Mars as a participant in NASA's Desert Research and Technology Studies (RATS) project. My role was to help scientists and engineers with experiments to determine the efficacy of Ground Penetrating Radar in locating buried ice (water) and other resources, such as metals, and to translate my experience into K-12 classroom activities. In the spring/summer of 2007 I expect to participate in a marine geophysical cruise offshore Panama and Costa Rica. The immersion in science, the opportunities to be part of scientific research teams, my daily interaction with scientists and graduate students, the mentoring from research scientists at UTIG, and the respect shown to me for transforming their science into interesting projects for K-12 students and teachers have been critical elements in my decision to pursue science teaching as a career.

Groundwater Field Station for Geoscience Students.

ERIC Educational Resources Information Center

Hudak, Paul F.

1999-01-01

Details how to create a low-cost groundwater field station for a college hydrogeology course. Discusses how students use the station to collect and interpret data from wells and to study spatial hydraulic-head measurements to comprehend groundwater flow. Explains why hands-on activities are a valuable addition to the course. (DSK)

Using a Math Pre-Test in a Large General Education Geoscience Course: How Effective?

NASA Astrophysics Data System (ADS)

Richardson, R. M.

2006-12-01

Teaching large (150 or more students) General Education Geoscience courses presents many challenges, but one of the most important is how to effectively incorporate quantitative literacy. Many students are math phobic, and will run to General Education courses that minimize quantitative aspects. I will present results from one approach that we have used successfully for at least two years: a math pre-test. Our General Education Geoscience course has no prerequisites other than admission to the University, and is designed for first and second year non-science students. Fortunately, with limited exceptions, all entering students at the University of Arizona take a Math Readiness Test (MRT) for math placement. With the cooperation of the Mathematics Department, we have used old MRT exams to selectively use questions that are of the highest utility for the course material `understanding graphs, linear equations and extrapolations, scientific notation and large numbers, word problems, and scaling/unit conversions. We administer the exam in the first discussion section. Students receive full credit for a `serious effort', and we score the exam. In recent semesters the percentage of correct answers has varied from just under 50% to nearly 90% on individual questions. The pre-test has several important benefits. First, it lets students know clearly up front that there will be mathematics in the class. Second, it lets students know the range of skills expected to be successful. Third, because the average score is between 70-80% it gives students confidence that they can do the math in the course. Fourth, we contact all students who score less than 50%, and offer help, including referral to tutoring service in Mathematics. Feedback from students has been positive. Unfortunately, when we compared scores on the math pre-test to final grades in the course, we found essentially no correlation. We are exploring a number of possible explanations. We are also seeing if our math pre-test scores correlate with the initial MRT score, and overall student success.

Fostering Under-represented Minority Student Success and Interest in the Geosciences: Outcomes of the UNC-Chapel Hill Increasing Diversity and Enhancing Academia (IDEA) Program

NASA Astrophysics Data System (ADS)

Hughes, M. H.; Gray, K.; Drostin, M.

2016-12-01

For under-represented minority (URM) students, opportunities to meaningfully participate in academic communities and develop supportive relationships with faculty and peers influence persistence in STEM majors (Figueroa, Hurtado, & Wilkins, 2015; PCAST, 2012; Tsui, 2007). Creating such opportunities is even more important in the geosciences, where a lower percentage of post-secondary degrees are awarded to URM students than in other STEM fields (NSF, 2015; O'Connell & Holmes, 2011; NSF, 2011). Since 2011, Increasing Diversity and Enhancing Academia (IDEA), a program of the UNC-Chapel Hill Institute for the Environment (UNC-IE), has provided 39 undergraduates (predominantly URM and female students) with career-relevant research experiences and professional development opportunities, including a culminating experience of presenting their research at a campus-wide research symposium. External evaluation data have helped to characterize the effectiveness of the IDEA program. These data included pre- and post-surveys assessing students' interest in geosciences, knowledge of career pathways, and perceptions of their abilities related to a specific set of scientific research skills. Additionally, progress towards degrees and dissemination outcomes were tracked. In this presentation, we will share quantitative and qualitative data that demonstrate that participation in the IDEA program has influenced students' interest and persistence in geosciences research and careers. These data range from self-reported competencies in a variety of scientific skills (such as organizing and interpreting data and reading and interpreting science literature) to documentation of student participation in geoscience study and professions. About 69% of participants continued research begun during their internships beyond the internship; and about 38% pursued graduate degrees and secured jobs in geoscience and other STEM fields. (Nearly half are still in school.) Overall, these evaluation data have shown that the IDEA research experience, combined with program elements focused on professional development, reinforces students' sense of their science abilities, connects them to a network of supportive students and professionals and contributes to their sense of belonging within the geosciences.

A Comparison of Student Confidence Levels in Open Access and Undergraduate University Courses

ERIC Educational Resources Information Center

Atherton, Mirella

2017-01-01

Confidence levels of students enrolled in open access programs and undergraduate courses were measured at the University of Newcastle. The open access science students aimed to gain access to undergraduate studies in various disciplines at University. The undergraduate students were enrolled in a variety of degrees and were surveyed during their…

Successful strategies for building thriving undergraduate physics programs at minority serving institutions

NASA Astrophysics Data System (ADS)

Williams, Quinton

2013-03-01

After having been pulled back from the brink of academic program deletion, Jackson State University (Jackson, Mississippi) is now the only HBCU (Historically Black College and University) listed as a top producer of B.S. degrees earned by African Americans in both fields of physics and geoscience. Very pragmatic, strategic actions were taken to enhance the undergraduate degree program which resulted in it becoming one of the most productive academic units at the university. Successful strategies will be shared for growing the enrollment of physics majors, building productive research/educational programs, and improving the academic performance of underprepared students. Despite myriad challenges faced by programs at minority serving institutions in a highly competitive 21st century higher education system, it is still possible for undergraduate physics programs to transition from surviving to thriving.

The Economics of Online Dating: A Course in Economic Modeling

ERIC Educational Resources Information Center

Monaco, Andrew J.

2018-01-01

The author discusses the development of a unique course, The Economics of Online Dating. The course is an upper-level undergraduate course that combines intensive discussion, peer review, and economic theory to teach modeling skills to undergraduates. The course uses the framework of "online dating," interpreted broadly, as a point of…

Teaching Undergraduates to Think Like Scientists

ERIC Educational Resources Information Center

Caccavo, Frank, Jr.

2009-01-01

The author discusses the importance of incorporating research into undergraduate curricula. Pedagogical approaches include faculty-directed research projects, off-campus internships, and research-oriented courses (R-courses). Examples of R-courses are reviewed, and an introductory microbiology course that teaches first year students "how to do…

The Geology of Mexico: A Quantitative Evaluation of a Course Designed to Increase the Number of Hispanic Students Participating in the Geosciences at California State University, Sacramento

ERIC Educational Resources Information Center

Hammersley, Lisa C.; Levine, R.; Cornwell, K.; Kusnick, J. E.; Hausback, B. P.

2012-01-01

We present a quantitative evaluation of the effectiveness of a newly developed introductory course, Geology of Mexico, in attracting Hispanic students, encouraging them to take more geology courses, and recruiting them to the major. The student population in the Geology of Mexico course was 93% Hispanic compared with 18.5% in Physical Geology. We…

Conceptual Learning Outcomes of Virtual Experiential Learning: Results of Google Earth Exploration in Introductory Geoscience Courses

NASA Astrophysics Data System (ADS)

Bitting, Kelsey S.; McCartney, Marsha J.; Denning, Kathy R.; Roberts, Jennifer A.

2018-06-01

Virtual globe programs such as Google Earth replicate real-world experiential learning of spatial and geographic concepts by allowing students to navigate across our planet without ever leaving campus. However, empirical evidence for the learning value of these technological tools and the experience students gain by exploration assignments framed within them remains to be quantified and compared by student demographics. This study examines the impact of a Google Earth-based exploration assignment on conceptual understanding in introductory geoscience courses at a research university in the US Midwest using predominantly traditional college-age students from a range of majors. Using repeated-measures ANOVA and paired-samples t tests, we test the significance of the activity using pretest and posttest scores on a subset of items from the Geoscience Concept Inventory, and the interactive effects of student gender and ethnicity on student score improvement. Analyses show that learning from the Google Earth exploration activity is highly significant overall and for all but one of the concept inventory items. Furthermore, we find no significant interactive effects of class format, student gender, or student ethnicity on the magnitude of the score increases. These results provide strong support for the use of experiential learning in virtual globe environments for students in introductory geoscience and perhaps other disciplines for which direct observation of our planet's surface is conceptually relevant.

Undergraduate homeopathy education in Europe and the influence of accreditation.

PubMed

Viksveen, Petter; Steinsbekk, Aslak

2011-10-01

The safety of patients consulting with practitioners of complementary and alternative medicine (CAM) partially depends on practitioners' competence, and thus the standard of undergraduate education. Describe undergraduate homeopathy courses in Europe, student/graduate numbers and whether there were differences between recognised/accredited and non-recognised/non-accredited courses. Cross sectional survey of current homeopathy undergraduate education in Europe in 2008. Data from 145 (94.8%) out of 153 identified courses were collected. Eighty-five (55.6%) responded to a questionnaire survey. For others some data was extracted from their websites. Only data from the questionnaire survey is used for the main analysis. The average course in the questionnaire survey had 47 enrolled students and 142 graduates, and lasted 3.6 years part-time. An estimated 6500 students were enrolled and 21,000 had graduated from 153 identified European undergraduate homeopathy courses. Out of 85 courses most had entry requirements and provided medical education (N = 48) or required students to obtain this competence elsewhere (N = 33). The average number of teaching hours were 992 (95% confidence interval (CI) 814, 1170) overall, with 555 h (95%CI 496, 615) for homeopathy. Four out of five courses were recognised/accredited. Recognised/accredited part-time courses lasted significantly longer than non-recognised/non-accredited courses (difference 0.6 years, 95%CI 0.0-1.2, P = 0.040), and offered significantly larger numbers of teaching hours in homeopathy (difference 167 h, 95%CI 7-327, P = 0.041). About 6500 currently enrolled students are doing undergraduate homeopathy education in Europe and 21,000 have graduated from such courses over a period of about 30 years. Undergraduate homeopathy education in Europe is heterogeneous. Recognised/accredited courses are more extensive with more teaching hours. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Impact of a Required Undergraduate Health and Wellness Course on Students' Awareness and Knowledge of Physical Activity and Chronic Disease

ERIC Educational Resources Information Center

Kuruganti, Usha

2014-01-01

As part of the undergraduate curriculum, the Faculty of Kinesiology at the University of New Brunswick (UNB) requires all students to take an undergraduate course in physical activity, health and wellness in their third year of study. This capstone course allows students to integrate concepts from their program regarding physical activity,…

Undergraduate basic science preparation for dental school.

PubMed

Humphrey, Sue P; Mathews, Robert E; Kaplan, Alan L; Beeman, Cynthia S

2002-11-01

In the Institute of Medicines report Dental Education at the Crossroads, it was suggested that dental schools across the country move toward integrated basic science education for dental and medical students in their curricula. To do so, dental school admission requirements and recommendations must be closely reviewed to ensure that students are adequately prepared for this coursework. The purpose of our study was twofold: 1) to identify student dentists' perceptions of their predental preparation as it relates to course content, and 2) to track student dentists' undergraduate basic science course preparation and relate that to DAT performance, basic science course performance in dental school, and Part I and Part II National Board performance. In the first part of the research, a total of ninety student dentists (forty-five from each class) from the entering classes of 1996 and 1997 were asked to respond to a survey. The survey instrument was distributed to each class of students after each completed the largest basic science class given in their second-year curriculum. The survey investigated the area of undergraduate major, a checklist of courses completed in their undergraduate preparation, the relevance of the undergraduate classes to the block basic science courses, and the strength of requiring or recommending the listed undergraduate courses as a part of admission to dental school. Results of the survey, using frequency analysis, indicate that students felt that the following classes should be required, not recommended, for admission to dental school: Microbiology 70 percent, Biochemistry 54.4 percent, Immunology 57.78 percent, Anatomy 50 percent, Physiology 58.89 percent, and Cell Biology 50 percent. The second part of the research involved anonymously tracking undergraduate basic science preparation of the same students with DAT scores, the grade received in a representative large basic science course, and Part I and Part II National Board performance. Using T-test analysis correlations, results indicate that having completed multiple undergraduate basic science courses (as reported by AADSAS BCP hours) did not significantly (p < .05) enhance student performance in any of these parameters. Based on these results, we conclude that student dentists with undergraduate preparation in science and nonscience majors can successfully negotiate the dental school curriculum, even though the students themselves would increase admission requirements to include more basic science courses than commonly required. Basically, the students' recommendations for required undergraduate basic science courses would replicate the standard basic science coursework found in most dental schools: anatomy, histology, biochemistry, microbiology, physiology, and immunology plus the universal foundation course of biology.

On-line Geoscience Data Resources for Today's Undergraduates

NASA Astrophysics Data System (ADS)

Goodwillie, A. M.; Ryan, W.; Carbotte, S.; Melkonian, A.; Coplan, J.; Arko, R.; O'Hara, S.; Ferrini, V.; Leung, A.; Bonckzowski, J.

2008-12-01

Broadening the experience of undergraduates can be achieved by enabling free, unrestricted and convenient access to real scientific data. With funding from the U.S. National Science Foundation, the Marine Geoscience Data System (MGDS) (http://www.marine-geo.org/) serves as the integrated data portal for various NSF-funded projects and provides free public access and preservation to a wide variety of marine and terrestrial data including rock, fluid, biology and sediment samples information, underway geophysical data and multibeam bathymetry, water column and multi-channel seismics data. Users can easily view the locations of cruise tracks, sample and station locations against a backdrop of a multi-resolution global digital elevation model. A Search For Data web page rapidly extracts data holdings from the database and can be filtered on data and device type, field program ID, investigator name, geographical and date bounds. The data access experience is boosted by the MGDS use of standardised OGC-compliant Web Services to support uniform programmatic interfaces. GeoMapApp (http://www.geomapapp.org/), a free MGDS data visualization tool, supports map-based dynamic exploration of a broad suite of geosciences data. Built-in land and marine data sets include tectonic plate boundary compilations, DSDP/ODP core logs, earthquake events, seafloor photos, and submersible dive tracks. Seamless links take users to data held by external partner repositories including PetDB, UNAVCO, IRIS and NGDC. Users can generate custom maps and grids and import their own data sets and grids. A set of short, video-style on-line tutorials familiarises users step- by-step with GeoMapApp functionality (http://www.geomapapp.org/tutorials/). Virtual Ocean (http://www.virtualocean.org/) combines the functionality of GeoMapApp with a 3-D earth browser built using the NASA WorldWind API for a powerful new data resource. MGDS education involvement (http://www.marine-geo.org/, go to Education tab) includes the searchable Media Bank of images and video; KML files for viewing several MGDS data sets in Google Earth (tm); support in developing undergraduate- level teaching modules using NSF-MARGINS data. Examples of many of these data sets will be shown.

Faculty Views on the Appropriateness of Teaching Undergraduate Psychology Courses Online

ERIC Educational Resources Information Center

Mandernach, B. Jean; Mason, Teresa; Forrest, Krista D.; Hackathorn, Jana

2012-01-01

This study examines faculty views concerning the appropriateness of teaching specific undergraduate psychology courses in an online format. Faculty express concern about teaching methodology and counseling/clinical content courses online, but endorse teaching introductory and nonclinical content courses in either format; faculty report diverse…

A New Program to Teach Nuclear and Radiochemistry to Undergraduates.

ERIC Educational Resources Information Center

Catchen, Gary L.; Canelos, James

1988-01-01

Follows the development of a course in nuclear and radiochemistry at Penn State. Lists specific nuclear science topics covered in the undergraduate level course. Describes audio-visual materials that have been developed for the course and includes a survey of students taking the course. (ML)

Teaching about Climate Change and Energy with Online Materials and Workshops from On the Cutting Edge

NASA Astrophysics Data System (ADS)

Kirk, K. B.; Manduca, C. A.; Myers, J. D.; Loxsom, F.

2009-12-01

Global climate change and energy use are among the most relevant and pressing issues in today’s science curriculum, yet they are also complex topics to teach. The underlying science spans multiple disciplines and is quickly evolving. Moreover, a comprehensive treatment of climate change and energy use must also delve into perspectives not typically addressed in geosciences courses, such as public policy and economics. Thus, faculty attempting to address these timely issues face many challenges. To support faculty in teaching these subjects, the On the Cutting Edge faculty development program has created a series of websites and workshop opportunities to provide faculty with information and resources for teaching about climate and energy. A web-based collection of teaching materials was developed in conjunction with the On the Cutting Edge workshops “Teaching about Energy in Geoscience Courses: Current Research and Pedagogy.” The website is designed to provide faculty with examples, references and ideas for either incorporating energy topics into existing geoscience courses or for designing or refining a course about energy. The website contains a collection of over 30 classroom and lab activities contributed by faculty and covering such diverse topics as renewable energy, energy policy and energy conservation. Course descriptions and syllabi for energy courses address audiences ranging from introductory courses to advanced seminars. Other materials available on the website include a collection of visualizations and animations, a catalog of recommended books, presentations and related references from the teaching energy workshops, and ideas for novel approaches or new topics for teaching about energy in the geosciences. The Teaching Climate Change website hosts large collections of teaching materials spanning many different topics within climate change, climatology and meteorology. Classroom activities highlight diverse pedagogic approaches such as role-playing, inquiry-based learning via online data sets, and the use of computer models. The website houses course descriptions and syllabi for both introductory-level and upper-level climate courses contributed by faculty. Collections of climate visualizations and recommended references help faculty navigate to online materials that are best suited for their classroom. The On the Cutting Edge program features a biennial workshop series about teaching climate change, held in conjunction with the American Quaternary Association. Presentations, teaching ideas and references from the 2006 and 2008 workshops are available, along with applications for the upcoming workshop to be held in August 2010. All of these materials can be found at http://serc.carleton.edu/NAGTWorkshops/energy and http://serc.carleton.edu/NAGTWorkshops/climatechange. Faculty are encouraged to submit their own teaching materials to the web collections via on-line forms for submitting information and uploading files.

Developing an undergraduate geography course on digital image processing of remotely sensed data

NASA Technical Reports Server (NTRS)

Baumann, P. R.

1981-01-01

Problems relating to the development of a digital image processing course in an undergraduate geography environment is discussed. Computer resource requirements, course prerequisites, and the size of the study area are addressed.

Students' Satisfaction with an Undergraduate Primary Education Teaching Practicum Design on Developing Technological, Pedagogical and Mathematical Knowledge

NASA Astrophysics Data System (ADS)

Doukakis, Spyros; Koilias, Christos; Chionidou-Moskofoglou, Maria

During the 2008-2009 spring semester, 25 fourth-year undergraduate primary teachers attended the compulsory course "Teaching Mathematics-Practicum Phase". The course was organised so as to incorporate ICT and special mathematical scenarios in the teaching approaches of undergraduate primary teachers. This article presents course satisfaction of participants as found in the research study. A set of powerful ordinal regression methods has been applied on a survey database. The most important results focus on the determination of the course's weak and strong points, according to the MUSA methodology. The results show a high satisfaction level from the course. The global satisfaction level reaches 98% whereas partial (per criterion) satisfaction levels range from 90% to 97%, the lowest rate corresponding to the theoretical component of the course. The findings raise a number of research questions regarding ICT integration in undergraduate primary teachers' teaching practice.

On the Cutting Edge Workshop on Effective and Innovative Course Design: A Model for Designing Rigorous Introductory Courses

NASA Astrophysics Data System (ADS)

Tewksbury, B. J.; MacDonald, R. H.

2004-12-01

As part of a professional development program for faculty in the geosciences, the NSF-funded program On the Cutting Edge (http://serc.carleton.edu/NAGTWorkshops/) has developed and offered workshops for geoscience faculty that guide participants through a stimulating process designed to help faculty members articulate goals and design effective and innovative courses that both meet those goals and assess outcomes. Of approximately 150 faculty members who have participated in the workshops, more than 120 have designed introductory courses in topics ranging from physical geology to Earth systems to historical geology to oceanography. The method of course design taught through these workshops leads to the development of rigorous, student-centered introductory courses. Our method of course design begins, not with a list of content items, but with setting goals by answering the question, "What do I want my students to be able to do on their own when they are done with my class?", rather than the question, "What do I want my students to know in this subject?" Focusing on what faculty members want students to be able to do, rather than on what topics should be covered by the faculty member, promotes designing courses in which students are actively engaged in doing geoscience. This course design method emphasizes setting goals for students involving higher order thinking skills (e.g., analysis, synthesis, design, formulation, prediction, interpretation, evaluation), rather than lower order thinking skills (e.g., identification, description, recognition, classification). For example, the goal of having students be able to evaluate the geologic hazards in an unfamiliar region involves higher order thinking skills and engages the student in deeper analysis than simply asking students to recall and describe examples of geologic hazards covered in class. This goal also has imbedded in it many lower order thinking skills tasks (e.g., identification, description). Rigor comes in having the students involved in doing significant and meaningful geologic tasks. Long-term value comes from improving students' abilities for future challenges, rather focusing on having students pass the final exam. Goals for courses of many different types can be found in the Cutting Edge goals/syllabus database at http://serc.carleton.edu/NAGTWorkshops/coursedesign/browse.html. The workshop also introduces participants to a wide range of teaching and assessment tools so that faculty members will leave the workshop with a larger toolbox of techniques to choose from when deciding how to give students practice during the semester in tasks relevant to the goals of the course and how to evaluate students' progress toward the goals. Most of the techniques emphasize student engagement, which promotes development of more rigorous courses. Over 100 institutions now have introductory geoscience courses designed by faculty members who have participated in our course design workshops. Participants have stated repeatedly in evaluations that the workshop transformed their views of the course design process and that they will carry the focus on goals, student engagement, and rigor into designing other courses and assessing curricula in their departments. On the Cutting Edge is in the process of developing a web-based course design workshop so that faculty who cannot attend our face-to-face workshops can go through our course design process.

Experiences gained by establishing the IAMG Student Chapter Freiberg

NASA Astrophysics Data System (ADS)

Ernst, Sebastian M.; Liesenberg, Veraldo; Shahzad, Faisal

2013-04-01

The International Association for Mathematical Geosciences (IAMG) Student Chapter Freiberg was founded in 2007 at the Technische Universität Bergakademie Freiberg (TUBAF) in Germany by national and international graduate and undergraduate students of various geoscientific as well as natural science disciplines. The major aim of the IAMG is to promote international cooperation in the application and use of Mathematics in Geosciences research and technology. The IAMG encourages all types of students and young scientists to found and maintain student chapters, which can even receive limited financial support by the IAMG. Following this encouragement, generations of students at TUBAF have build up and established a prosperous range of activities. These might be an example and an invitation for other young scientists and institutions worldwide to run similar activities. We, some of the current and former students behind the student chapter, have organised talks, membership drives, student seminars, guest lectures, several short courses and even international workshops. Some notable short courses were held by invited IAMG distinguished lecturers. The topics included "Statistical analysis in the Earth Sciences using R - a language and environment for statistical computing and graphics", "Geomathematical Natural Resource Modeling" and "Introduction to Geostatistics for Environmental Applications and Natural Resources Evaluation: Basic Concepts and Examples". Furthermore, we conducted short courses by ourselves. Here, the topics included basic introductions into MATLAB, object oriented programming concepts for geoscientists using MATLAB and an introduction to the Keyhole Markup Language (KML). Most of those short courses lasted several days and provided an excellent and unprecedented teaching experience for us. We were given credit by attending students for filling gaps in our university's curriculum by providing in-depth and hands-on tutorials on topics, which were merely mentioned in regular lectures. To date, the major highlights of our activity are two international workshops: MatGeoS 2008 & 2009. During our second workshop, over thirty scientists representing government agencies, academia and non-profit research organizations worldwide participated. A number of interdisciplinary topics were intensively discussed. After the workshop, the decision was made to create a book based on the presented scientific work, which should be edited by the us, the students of the student chapter. Eventually, we called for papers, organized a full-scale peer-review and edited the book. It is scheduled to be published in the first quarter of 2013 and is entitled "Mathematical Geosciences: Theory, Methods and Applications". The whole organizing process proved to be another excellent lesson to us, as it interfered with our overwhelming studying and research activities. It was necessary to learn how to organize and handle the mandatory communication and editing, while pursuing our regular duties. We consider the activities of the IAMG Student Chapter Freiberg as an example of what a group of enthusiastic and dedicated young professionals can achieve. Therefore, we encourage every similar group of students or "scientists in training" to just try to do something beyond the requirements and learn, while doing it. We proved that this is possible.

Developing and Implementing an Undergraduate Finance Capstone Course for Both Onground and Online Course Delivery

ERIC Educational Resources Information Center

Wiechowski, Linda S.

2010-01-01

Capstone courses provide an opportunity to integrate several topics and to help prepare students for the real world. This paper examines the process of developing an undergraduate finance capstone course for both onground (face-to-face) and online course delivery. The process begins with the determination of the core competencies employers require…

Report of the Polymer Core Course Committee: Polymer Principles in the Undergraduate Physical Chemistry Course, Part 1.

ERIC Educational Resources Information Center

Journal of Chemical Education, 1985

1985-01-01

Demonstrates, with a set of definitive examples, how polymer principles can be introduced into the first undergraduate physical chemistry course in a very natural way. The intent is to encourage introduction of polymer-related material into conventional physical chemistry courses without sacrificing any rigor associated with such courses. (JN)

Three S's of Undergraduate Course Architecture: Compatibilities of Setting, Style and Structure

ERIC Educational Resources Information Center

Robertson, Patricia R.; Wakeling, Victor

2018-01-01

Three separate baseline decisions are recommended when designing an undergraduate course prior to considering any course content. The "Three S" course design decisions include determining (1) the "setting" (on-campus, online or hybrid), (2) the learning "style" (passive or active), and (3) the learning…

Developing Short-Term Indicators of Recruitment and Retention in the Geosciences

NASA Astrophysics Data System (ADS)

Fuhrman, M.; Gonzalez, R.; Levine, R.

2004-12-01

The NSF Opportunities for Enhancing Diversity in the Geosciences (OEDG) program awards grants to projects that are intended to increase participation in geoscience careers by members of groups that have been traditionally underrepresented in the geosciences. OEDG grantee projects use a variety of strategies intended to influence the attitudes, beliefs, and behaviors of underrepresented students at levels from K-12 to graduate school. The ultimate criterion for assessing the success of a project is the number of underrepresented minority students who become geoscientists (and who would not have otherwise become geoscientists). For most projects this criterion can only be observed in the distant future. In order to develop shorter-term indicators of program success, researchers at AIR developed a conceptual framework based on a review of the literature and discussion with geoscientists. This model allowed us to identify an extensive, but not fully comprehensive, set of indicators. There are undoubtedly other potential indicators of recruitment and retention in the geosciences. The research literature reviewed was a general literature, dealing with science, technology, engineering, and/or mathematics (STEM) college major or career choice by individuals who are underrepresented group members, so the model is based on indicators of retention in a general STEM career path rather than a specific geoscience path. Nonetheless, it is our belief that retention in STEM is critical for retention in geoscience. In the past year, AIR staff have conducted a critical incident study to further refine this model. This study focused on factors unique to the geosciences. The goal was to learn about behaviors that encouraged or discouraged someone from becoming a geoscientist, where individual behaviors are termed as "incidents." The preliminary data, the impact of this pilot study on the model, and the revised model will be presented. Some examples of behaviors our study found that seem to affect an individual's decision on becoming a geoscientist include: parental support, exposure to geoscience classes, experience in the outdoors, experiencing extraordinary geosciences events, taking introductory geosciences course, accessibility of geoscience faculty, and participation in informal interactions and social activities in a geoscience department.

Accessible Earth: An accessible study abroad capstone for the geoscience curriculum

NASA Astrophysics Data System (ADS)

Bennett, R. A.; Lamb, D. A.

2017-12-01

International capstone field courses offer geoscience-students opportunities to reflect upon their knowledge, develop intercultural competence, appreciate diversity, and recognize themselves as geoscientists on a global scale. Such experiences are often described as pivotal to a geoscientist's education, a right of passage. However, field-based experiences present insurmountable barriers to many students, undermining the goal of inclusive excellence. Nevertheless, there remains a widespread belief that successful geoscientists are those able to traverse inaccessible terrain. One path forward from this apparent dilemma is emerging as we take steps to address a parallel challenge: as we move into the 21st century the geoscience workforce will require an ever increasing range of skills, including analysis, modeling, communication, and computational proficiency. Computer programing, laboratory experimentation, numerical simulation, etc, are inherently more accessible than fieldwork, yet equally valuable. Students interested in pursuing such avenues may be better served by capstone experiences that align more closely with their career goals. Moreover, many of the desirable learning outcomes attributed to field-based education are not unique to immersion in remote inaccessible locations. Affective and cognitive gains may also result from social bonding through extended time with peers and mentors, creative synthesis of knowledge, project-based learning, and intercultural experience. Developing an inclusive course for the geoscience curriculum requires considering all learners, including different genders, ages, physical abilities, familial dynamics, and a multitude of other attributes. The Accessible Earth Study Abroad Program endeavors to provide geoscience students an inclusive capstone experience focusing on modern geophysical observation systems (satellite based observations and permanent networks of ground-based instruments), computational thinking and methods of data science, scientific collaboration, and professional development. In this presentation, we will describe our thought process for creating the Accessible Earth curriculum, our successes to-date, and the anticipated challenges ahead.

Undergraduate Psychology Courses Preferred by Graduate Programs

ERIC Educational Resources Information Center

Lawson, Timothy J.; Reisinger, Debra L.; Jordan-Fleming, Mary Kay

2012-01-01

Information about the undergraduate psychology courses preferred by graduate programs is useful for a number of purposes, including (a) advising psychology majors who are interested in graduate school, (b) undergraduate curriculum planning, and (c) examining whether graduate programs' preferences reflect national guidelines for the undergraduate…

Teaching undergraduate biomechanics with Just-in-Time Teaching.

PubMed

Riskowski, Jody L

2015-06-01

Biomechanics education is a vital component of kinesiology, sports medicine, and physical education, as well as for many biomedical engineering and bioengineering undergraduate programmes. Little research exists regarding effective teaching strategies for biomechanics. However, prior work suggests that student learning in undergraduate physics courses has been aided by using the Just-in-Time Teaching (JiTT). As physics understanding plays a role in biomechanics understanding, the purpose of study was to evaluate the use of a JiTT framework in an undergraduate biomechanics course. This two-year action-based research study evaluated three JiTT frameworks: (1) no JiTT; (2) mathematics-based JiTT; and (3) concept-based JiTT. A pre- and post-course assessment of student learning used the biomechanics concept inventory and a biomechanics concept map. A general linear model assessed differences between the course assessments by JiTT framework in order to evaluate learning and teaching effectiveness. The results indicated significantly higher learning gains and better conceptual understanding in a concept-based JiTT course, relative to a mathematics-based JiTT or no JiTT course structure. These results suggest that a course structure involving concept-based questions using a JiTT strategy may be an effective method for engaging undergraduate students and promoting learning in biomechanics courses.

Development, Implementation, and Assessment of a Lecture Course on Cancer for Undergraduates

PubMed Central

Peterson, Karen

2009-01-01

The war on cancer has been waged for nearly 40 years, yet the cancer burden remains high, especially among minority and underserved populations. One strategy to make strides in the war on cancer and its disparate impacts is to increase the diversity of the cancer research workforce. We describe an approach to recruit a diverse population of future cancer researchers from an undergraduate student population at a minority-serving land-grant institution. Specifically, we have addressed the following questions: Given the dearth of published reports of undergraduate cancer courses, is it possible for undergraduates at a land-grant institution (rather than a research or medical institution) to successfully learn cancer biology from a lecture-based course? Can we develop a template that has the potential to be used by others to develop and implement an undergraduate cancer course? Can such a course stimulate interest in careers in cancer research? Based on a learning gains analysis, students were able to learn cancer content and related skills, and based on student surveys, students' interest in cancer research was stimulated by course participation. We have identified aspects of our course development process that were critical for the successful development, implementation, and assessment of the course. PMID:19723814

Science on Stage: Engaging and teaching scientific content through performance art

NASA Astrophysics Data System (ADS)

Posner, Esther

2016-04-01

Engaging teaching material through performance art and music can improve the long-term retention of scientific content. Additionally, the development of effective performance skills are a powerful tool to communicate scientific concepts and information to a broader audience that can have many positive benefits in terms of career development and the delivery of professional presentations. While arts integration has been shown to increase student engagement and achievement, relevant artistic materials are still required for use as supplemental activities in STEM (science, technology, engineering, mathematics) courses. I will present an original performance poem, "Tectonic Petrameter: A Journey Through Earth History," with instructions for its implementation as a play in pre-university and undergraduate geoscience classrooms. "Tectonic Petrameter" uses a dynamic combination of rhythm and rhyme to teach the geological time scale, fundamental concepts in geology and important events in Earth history. I propose that using performance arts, such as "Tectonic Petrameter" and other creative art forms, may be an avenue for breaking down barriers related to teaching students and the broader non-scientific community about Earth's long and complex history.

Brain literate: making neuroscience accessible to a wider audience of undergraduates.

PubMed

Salomon, Danielle; Martin-Harris, Laurel; Mullen, Brian; Odegaard, Brian; Zvinyatskovskiy, Aleksey; Chandler, Scott H

2015-01-01

The ability to critically evaluate neuroscientific findings is a skill that is rapidly becoming important in non-science professions. As neuroscience research is increasingly being used in law, business, education, and politics, it becomes imperative to educate future leaders in all areas of society about the brain. Undergraduate general education courses are an ideal way to expose students to issues of critical importance, but non-science students may avoid taking a neuroscience course because of the perception that neuroscience is more challenging than other science courses. A recently developed general education cluster course at UCLA aims to make neuroscience more palatable to undergraduates by pairing neuroscientific concepts with philosophy and history, and by building a learning community that supports the development of core academic skills and intellectual growth over the course of a year. This study examined the extent to which the course was successful in delivering neuroscience education to a broader undergraduate community. The results indicate that a majority of students in the course mastered the basics of the discipline regardless of their major. Furthermore, 77% of the non-life science majors (approximately two-thirds of students in the course) indicated that they would not have taken an undergraduate neuroscience course if this one was not offered. The findings also demonstrate that the course helped students develop core academic skills and improved their ability to think critically about current events in neuroscience. Faculty reported that teaching the course was highly rewarding and did not require an inordinate amount of time.

A CAL-Based Undergraduate Genetics Course.

ERIC Educational Resources Information Center

Garbutt, K.; And Others

1979-01-01

Describes a second-year undergraduate practical course in quantitative genetics and biometrics, based upon computer-assisted learning (CAL); and discusses the educational benefits of the course, some problems encountered, and some implications of the extensive use of CAL. (Author/CMV)

Supporting Success for All Students

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Macdonald, H.; McDaris, J. R.; Weissmann, G. S.

2015-12-01

The geoscience student population in the United States today does not reflect the diversity of the US population. Not only does this challenge our ability to educate sufficient numbers of students in the geosciences, it also challenges our ability to address issues of environmental justice, to bring geoscience expertise to diverse communities, and to pursue a research agenda reflecting the needs and interests of our nation as a whole. Programs that are successful in supporting students from underrepresented groups attend to the whole student (Jolly et al, 2004) as they develop not only knowledge and skills, but a sense of belonging and a drive to succeed in geoscience. The whole student approach provides a framework for supporting the success of all students, be they members of underrepresented groups or not. Important aspects of support include mentoring and advising, academic support, an inclusive learning community, and opportunities to learn about the profession and to develop geoscience and professional skills. To successfully provide support for the full range of students, it is critical to consider not only what opportunities are available but the barriers different types of students face in accessing these opportunities. Barriers may arise from gaps in academic experiences, crossing into a new and unfamiliar culture, lack of confidence, stereotype threat, implicit bias and other sources. Isolation of geoscience learning from its application and social context may preferentially discourage some groups. Action can be taken to increase support for all students within an individual course, a department or an institution. The InTeGrate STEP Center for the Geosciences, the Supporting and Advancing Geoscience Education at Two-Year Colleges program and the On the Cutting Edge Professional Development for Geoscience Faculty program all provide resources for individuals and departments including on line information, program descriptions, and workshop opportunities.

Place-Based Geosciences Courses in a Diverse Urban College: Lessons Learned

ERIC Educational Resources Information Center

Boger, Rebecca; Adams, Jennifer D.; Powell, Wayne

2014-01-01

Recognizing the need to attract more students, especially those from underrepresented groups, a team of college faculty and experienced New York City Department of Education (DOE) Earth Science Teachers redesigned the two foundational Earth and Environmental Science courses required for all teacher and science major students in the Department of…

Best geoscience approach to complex systems in environment

NASA Astrophysics Data System (ADS)

Mezemate, Yacine; Tchiguirinskaia, Ioulia; Schertzer, Daniel

2017-04-01

The environment is a social issue that continues to grow in importance. Its complexity, both cross-disciplinary and multi-scale, has given rise to a large number of scientific and technological locks, that complex systems approaches can solve. Significant challenges must met to achieve the understanding of the environmental complexes systems. There study should proceed in some steps in which the use of data and models is crucial: - Exploration, observation and basic data acquisition - Identification of correlations, patterns, and mechanisms - Modelling - Model validation, implementation and prediction - Construction of a theory Since the e-learning becomes a powerful tool for knowledge and best practice shearing, we use it to teach the environmental complexities and systems. In this presentation we promote the e-learning course dedicated for a large public (undergraduates, graduates, PhD students and young scientists) which gather and puts in coherence different pedagogical materials of complex systems and environmental studies. This course describes a complex processes using numerous illustrations, examples and tests that make it "easy to enjoy" learning process. For the seek of simplicity, the course is divided in different modules and at the end of each module a set of exercises and program codes are proposed for a best practice. The graphical user interface (GUI) which is constructed using an open source Opale Scenari offers a simple navigation through the different module. The course treats the complex systems that can be found in environment and their observables, we particularly highlight the extreme variability of these observables over a wide range of scales. Using the multifractal formalism through different applications (turbulence, precipitation, hydrology) we demonstrate how such extreme variability of the geophysical/biological fields should be used solving everyday (geo-)environmental chalenges.

Developing Students, Developing Faculty: Incompatible or Compatible Goals?

ERIC Educational Resources Information Center

Ware, Mark E.; Davis, Stephen F.; Smith, Randolph A.

Grounding students in research methodology is at the core of the undergraduate curriculum. Students usually conduct individual projects in the experimental psychology or research methods courses, and most undergraduate courses in the psychology curriculum contain a strong research component. The opportunities and benefits for undergraduate student…

Alternative Methods for Teaching Chemical Information to Undergraduates.

ERIC Educational Resources Information Center

Lee, Wade M.; Wiggins, Gary

1997-01-01

Discusses whether to provide library instruction for undergraduate chemistry majors as a separate class or integrated into courses, particularly for those who receive a degree certified by the American Chemical Society. The authors suggest that a librarian coordinate course-integrated instruction throughout the undergraduate curriculum. (LRW)

Tapping the Geoscience Two-Year College Student Reservoir: Factors that Influence Student Transfer Intent and Physical Science Degree Aspirations

NASA Astrophysics Data System (ADS)

Wolfe, Benjamin A.

Colleges and universities are facing greater accountability to identify and implement practices that increase the number of two-year college (2YC) students who transfer to four-year institutions (4YC) and complete baccalaureate degrees. This is particularly true for physical science and geoscience disciplines, which have the lowest STEM degree completion rates of students transferring from 2YCs (Wilson, 2014a). A better understanding of how academic engagement experiences contribute to increased 2YC student interest in these disciplines and student intent to transfer is critical in strengthening the transfer pathway for the physical sciences and geosciences. The purpose of this study was to gain understanding of the influence that background characteristics, mathematics preparation, academic experiences (e.g. faculty-student interaction, undergraduate research experiences, and field experiences), and academic advisor engagement have on 2YC student intentions to transfer to a four-year institution (4YC) with physical science or geoscience degree aspirations. Incorporating the conceptual frameworks of student engagement and transfer student capital (Laanan et al., 2010), this study used Astin's (1993; 1999) input-environment-outcomes (I-E-O) model to investigate what factors predict 2YC students' intent to transfer to a 4YC and pursue physical science or geoscience degrees. This study used a quantitative research approach with data collected from 751 student respondents from 24 2YCs. Results from three sequential multiple regression models revealed advisor interaction, speaking with a transfer advisor, and visiting the intended 4YC were significant in increased 2YC student transfer intent. Student-faculty interaction and faculty and academic advisors discussing career opportunities in the physical sciences were significant in leading to increased 2YC student intent to pursue physical science degrees or geoscience degrees. The results also substantiated the significant role that field-based experiences have in increasing student intent in pursuing geoscience related majors. Surprisingly, developmental math placement was not found to be a significant predictor of transfer intent nor intent to pursue physical science or geoscience degrees. These findings reveal that developing practices focused on transfer student capital acquisition can strengthen the pipeline of physical science and geoscience degrees and supports the suggestion that 2YCs can serve as an intervention point to broaden participation in STEM related degrees.

Assessment of Positive Psychology Course According to Comments and Life Satisfaction Levels of Counselor Candidates

ERIC Educational Resources Information Center

Bas, Asli Uz

2016-01-01

The purpose of this study was to assess the "Positive Psychology" course according to comments and life satisfaction levels of counselor candidates. The course was offered in Guidance and Psychological Counseling undergraduate program as an elective course. The participants of the study were 56 senior undergraduate students attended…

Modeling Community Engagement in an Undergraduate Course in Psychology at an HBCU

ERIC Educational Resources Information Center

Henderson, Dawn X.

2017-01-01

This article describes an undergraduate course in community psychology at an Historically Black University. The course integrated community engagement using a local neighborhood revitalization project as a platform for students to volunteer, prepare a historical analysis, and sense of community project. The course aims to fulfill a requirement…

Use of Concept Mapping in an Undergraduate Introductory Exercise Physiology Course

ERIC Educational Resources Information Center

Henige, Kim

2012-01-01

Physiology is often considered a challenging course for students. It is up to teachers to structure courses and create learning opportunities that will increase the chance of student success. In an undergraduate exercise physiology course, concept maps are assigned to help students actively process and organize information into manageable and…

A Prescriptive Approach to Introducing An Experiential Entrepreneurship Course in Undergraduate Education

ERIC Educational Resources Information Center

Sherman, Peter S.

2006-01-01

Universities are continually adding entrepreneurship courses to their curriculum. Duhaime and Hitt (2000) found 82% of schools offered entrepreneurship courses at the undergraduate level and 69% of masters programs had offerings in entrepreneurship. A much smaller number of programs offer courses that require that the students actually start the…

Correlates of Perceived Favorability of Online Courses for Quantitative versus Qualitative Undergraduate Business Majors

ERIC Educational Resources Information Center

Blau, Gary; Pred, Robert; Drennan, Rob B., Jr.; Kapanjie, Darin

2016-01-01

An online survey tested the association among background, technological, and course-related variables with perceived favorability of online courses for two independent samples of fall 2015 and spring 2016 business undergraduates taking at least one online or hybrid course. Results showed that perceived learning was a consistent positive correlate…

Can One Undergraduate Course Increase Cross-Cultural Competence?

ERIC Educational Resources Information Center

Spitzer, Lois

2015-01-01

The majority of students who took this general education undergraduate course in developing cross-cultural understanding at a state college in the northeastern United States reported that their level of cross-cultural competence and global awareness increased by the end of the course. The primary course objective was to help students better…

Undergraduate Engineering Students' Attitudes and Perceptions towards "Professional Ethics" Course: A Case Study of India

ERIC Educational Resources Information Center

Sethy, Satya Sundar

2017-01-01

"Professional Ethics" has been offered as a compulsory course to undergraduate engineering students in a premier engineering institution of India. It was noticed that students' perceptions and attitudes were frivolous and ornamental towards this course. Course instructors and institution authorities were motivated to find out the factors…

Current Status of Undergraduate, Nonprofessional Pharmacology Courses Taught in Colleges of Pharmacy

ERIC Educational Resources Information Center

Gerald, Michael C.

1976-01-01

Of the 57 colleges of pharmacy surveyed, 33 are currently offering a total of 44 elective, undergraduate, nonprofessional pharmacology courses, and seven contemplate initiating such courses by 1977. The courses generally cover three areas: social and legal aspects of drug usage and nonprescription consumerism; pharmacology of the drugs of abuse;…

The Laboratory Course Assessment Survey: A Tool to Measure Three Dimensions of Research-Course Design

ERIC Educational Resources Information Center

Corwin, Lisa A.; Runyon, Christopher; Robinson, Aspen; Dolan, Erin L.

2015-01-01

Course-based undergraduate research experiences (CUREs) are increasingly being offered as scalable ways to involve undergraduates in research. Yet few if any design features that make CUREs effective have been identified. We developed a 17-item survey instrument, the Laboratory Course Assessment Survey (LCAS), that measures students' perceptions…

Geoscience Education and Cognition Research at George Mason University

NASA Astrophysics Data System (ADS)

Mattietti, G. K.; Peters, E. E.; Verardo, S.

2009-12-01

Cognition research in Geoscience is the focus of a small group of faculty from the College of Science and the College of Education and Human Development at George Mason University. We approached this research when we were involved in an Institution-wide effort to assess critical thinking, one of the competencies mandated for evaluation by the State Council of Higher Education of Virginia. Our group started spontaneously and informally from personal interests and enthusiasm for what and how our students are learning about Geology and in general about science. We want to understand what our students bring to the course, their attitude towards science, their knowledge of the scientific enterprise and preconceived ideas—and what our students take away from the course, beyond the course content. We believe that, with the support of cognitive science, we can improve the learning experience and therefore enhance the learning outcomes for science and non-science majors alike. Our Institution offers introductory Physical and Historical Geology classes populated primarily by non-science-major undergraduates. Geology lectures range in size from 90 to over 220 students per session per semester, with laboratory sessions averaging 27 students per session. With this large student population, it is necessary to use research tools that give us valuable information about student cognition, while being efficient in terms of time use and logistics. Some examples of our work include critical readings on Geoscience topics, surveys on students’ understanding of science as a way of knowing, exercises with built-in self-efficacy assessments, and concept mapping. The common denominator among these tools is that they are calibrated to address one or more of the higher levels in the revised Bloom’s Taxonomy of the Cognitive Domain, which form a complex assessment of student learning processes. These tools, once refined, can provide us with a better view of how our students learn in Geology. While we are still working on our data and fine-tuning our research, we have already started to apply the results to how we teach Physical Geology in the laboratory. For example, we have designed a new laboratory workbook (Kysar-Mattietti and Verardo, 2009), and, this Fall 2009, a few sessions of Physical Geology laboratory are experimenting with enhancing students’ awareness of their learning. We have recently started to publish our work by presenting it at meetings and submitting journal articles, in this sense presenting ourselves officially as a group. At present, our group is not supported as a research entity per se, though the Center for Teaching Excellence and the College of Education and Human Development is providing most of the resources needed at this stage. At this point, we are looking for ways to sustain and acquire visibility and support for our group within our own Institution and to establish connections with other Institutions of higher education where there are programs for research in “geocognition”.

Teen Science Cafés: A Model for Addressing Broader Impacts, Diversity, and Recruitment

NASA Astrophysics Data System (ADS)

Hall, M.; Mayhew, M. A.

2017-12-01

Teen Science Café programs (TeenScienceCafe.org) are a free and fun way for teens to explore science and technology affecting their lives. Through lively presentations, conversation, and activities to explore a topic deeply, Café programs open doors for teens to learn from experts about exciting and rewarding STEM career pathways. The programs are local and led by teens with the help of an adult mentor. The Teen Science Café Network (teensciencecafe.org) provides mentoring and resources, including small grants, to help organizations get started with and then maintain successful "teen café" programs. Through membership in the Network, more than 80 Teen Science Cafés have sprung up across the country, from rural towns to major cities. They serve a critical need for teens - meeting and engaging with STEM professionals, learning about their career paths, and seeing their passion for the work they do. Teen Science Café programs can offer geoscience departments a substantive, yet low cost, way to meet the challenges many of them face: finding ways to increase enrollment, helping faculty satisfy the broader impacts requirements of funding agencies, connecting with the surrounding communities, and providing opportunities for faculty and graduate students to learn how to communicate their science effectively to the public audience. The typical experience of scientists who have presented in teen cafés throughout the Network is that the communication skills learned spill over into their courses, proposals, and presentations to administrators and program officers. A department might partner with one or more organizations in their surrounding communities—libraries, for example—and engage its faculty and its graduate students—and even its undergraduates—in providing geoscience programming across multiple disciplines to local teens. Besides the internal benefits to the department's personnel and the value of establishing connections with community organizations, the impact of such engagement might well be attracting students to the department. We seek geoscience departments that are interested in this concept and willing to join the Teen Science Café Network (TeenScienceCafe.org) and participate in a study of how Teen Science Cafés may impact undergraduate recruitment to their departments.

An Oceanographer's Journey into the World of Education

NASA Astrophysics Data System (ADS)

Stewart, R. H.

2001-12-01

For most of my career, I was a research oceanographer. For the past eleven years, I have been a professor, and for the past four years I have been working to improve teaching of the geosciences, especially oceanography at all levels from elementary school through graduate school. My work has centered primarily on improving middle- and high- school curriculum, and on improving teaching at the upper undergraduate and beginning graduate levels. I wish to share the lessons I have learned about improving K-12 education: 1) Teach interesting subjects which build on student interest--this may seem obvious, but few textbooks are built around themes such as global warming, hurricanes, tornados, whales, or earthquakes. 2) Don't limit your work to your particular specialty--think of the geosciences first in their broadest context--after all, global warming involves far more than meteorology or oceanography. 3) Work on a team with educators and students--we may be experts in science, but how much do we know about teaching K-12 students, their vocabulary, and their ability to understand each topic? 4) Work on projects that reach the most teachers and students--this is perhaps best done through NSF-funded, statewide systemic initiatives. 5) Be aware of national and state standards, including but not limited to math and science--the AAAS Project 2061 has published much useful material. 6) Teach special sections of science courses for preservice teachers--teach the way they will teach after they graduate. 7) Build assessment into your work--we think we have good ideas, but we need to prove we are really improving education. 8) Get to know your state education agency--they often seek expert help, and they have great influence on education. Have I made a difference? I think so--10,000 students and teachers visit our web site each month; I have been asked to help review questions on the certification test given all middle-school teachers in the state; and a graduate student who worked with me for three years is now teaching four sections of science methods each semester to preservice teachers. I am assured all her students will be learning about the geosciences.

Designing and Using Videos in Undergraduate Geoscience Education - a workshop and resource website review

NASA Astrophysics Data System (ADS)

Wiese, K.; Mcconnell, D. A.

2014-12-01

Do you use video in your teaching? Do you make your own video? Interested in joining our growing community of geoscience educators designing and using video inside and outside the classroom? Over four months in Spring 2014, 22 educators of varying video design and development expertise participated in an NSF-funded On the Cutting Edge virtual workshop to review the best educational research on video design and use; to share video-development/use strategies and experiences; and to develop a website of resources for a growing community of geoscience educators who use video: http://serc.carleton.edu/NAGTWorkshops/video/workshop2014/index.html. The site includes links to workshop presentations, teaching activity collections, and a growing collection of online video resources, including "How-To" videos for various video editing or video-making software and hardware options. Additional web resources support several topical themes including: using videos to flip classes, handling ADA access and copyright issues, assessing the effectiveness of videos inside and outside the classroom, best design principles for video learning, and lists and links of the best videos publicly available for use. The workshop represents an initial step in the creation of an informal team of collaborators devoted to the development and support of an ongoing network of geoscience educators designing and using video. Instructors who are interested in joining this effort are encouraged to contact the lead author.

Student Perceptions on Live-Case Projects: Undergraduate Marketing Research

ERIC Educational Resources Information Center

Gundala, Raghava Rao; Singh, Mandeep; Baldwin, Andrew

2014-01-01

This paper is an investigation into undergraduate students' perceptions on use of live projects as a teaching pedagogy in marketing research courses. Students in undergraduate marketing research courses from fall 2009 to spring 2013 completed an online questionnaire consisting of 17 items. The results suggested that student understanding of…

Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students

ERIC Educational Resources Information Center

Shaw, Lawton; Kennepohl, Dietmar

2013-01-01

Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU) science project courses allow distance education students to complete research project courses by working with research supervisors in their…

Undergraduate Medical Academic Performance is Improved by Scientific Training

ERIC Educational Resources Information Center

Zhang, Lili; Zhang, Wei; Wu, Chong; Liu, Zhongming; Cai, Yunfei; Cao, Xingguo; He, Yushan; Liu, Guoxiang; Miao, Hongming

2017-01-01

The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students' test scores in general medical courses, such as biochemistry and…

Incorporating Applied Undergraduate Research in Senior to Graduate Level Remote Sensing Courses

ERIC Educational Resources Information Center

Henley, Richard B.; Unger, Daniel R.; Kulhavy, David L.; Hung, I-Kuai

2016-01-01

An Arthur Temple College of Forestry and Agriculture (ATCOFA) senior spatial science undergraduate student engaged in a multi-course undergraduate research project to expand his expertise in remote sensing and assess the applied instruction methodology employed within ATCOFA. The project consisted of performing a change detection…

Enhancing the Undergraduate Computing Experience in Chemical Engineering CACHE Corporation

ERIC Educational Resources Information Center

Edgar, Thomas F.

2006-01-01

This white paper focuses on the integration and enhancement of the computing experience for undergraduates throughout the chemical engineering curriculum. The computing experience for undergraduates in chemical engineering should have continuity and be coordinated from course to course, because a single software solution is difficult to achieve in…

Should I Take Further Mathematics? Physics Undergraduates' Experiences of Post-Compulsory Mathematics

ERIC Educational Resources Information Center

Bowyer, Jessica; Darlington, Ellie

2017-01-01

It is essential that physics undergraduates are appropriately prepared for the mathematical demands of their course. This study investigated physics students' perceptions of post-compulsory mathematics as preparation for their degree course. 494 physics undergraduates responded to an online questionnaire about their experiences of A-level…

CAL-laborate: A Collaborative Publication on the Use of Computer Aided Learning for Tertiary Level Physical Sciences and Geosciences.

ERIC Educational Resources Information Center

Fernandez, Anne, Ed.; Sproats, Lee, Ed.; Sorensen, Stacey, Ed.

2000-01-01

The science community has been trying to use computers in teaching for many years. There has been much conformity in how this was to be achieved, and the wheel has been re-invented again and again as enthusiast after enthusiast has "done their bit" towards getting computers accepted. Computers are now used by science undergraduates (as well as…

Ocean Instruments Web Site for Undergraduate, Secondary and Informal Education

NASA Astrophysics Data System (ADS)

Farrington, J. W.; Nevala, A.; Dolby, L. A.

2004-12-01

An Ocean Instruments web site has been developed that makes available information about ocean sampling and measurement instruments and platforms. The site features text, pictures, diagrams and background information written or edited by experts in ocean science and engineering and contains links to glossaries and multimedia technologies including video streaming, audio packages, and searchable databases. The site was developed after advisory meetings with selected professors teaching undergraduate classes who responded to the question, what could Woods Hole Oceanographic Institution supply to enhance undergraduate education in ocean sciences, life sciences, and geosciences? Prototypes were developed and tested with students, potential users, and potential contributors. The site is hosted by WHOI. The initial five instruments featured were provided by four WHOI scientists and engineers and by one Sea Education Association faculty member. The site is now open to contributions from scientists and engineers worldwide. The site will not advertise or promote the use of individual ocean instruments.

Rethinking how Undergraduate ``Hard Rock'' Petrology is Taught

NASA Astrophysics Data System (ADS)

Reid, M. R.

2010-12-01

A course in "hard rock" petrology forms a core component of undergraduate training in the geosciences. In most cases, the subjects of igneous and metamorphic petrology are combined in a single course and the course is traditionally structured so that the two subjects are covered in series. This approach enables students to focus on each subject separately, with knowledge of igneous rocks helping students to understand metamorphic rock protoliths. Student assessment shows, however, that this approach tends to compartmentalize learning and the two main subjects might just as well be taught in separate courses. In practical applications such as fieldwork, students must be able to access their understanding of igneous and metamorphic rocks virtually simultaneously. To better integrate student learning, I developed a spiral learning approach to teaching petrology (e.g., Bruner, 1990; Dyar et al., 2004) so that commonalities could be revisited several times over the course of a semester and, in so doing, students' grasp of the fundamental insights provided by igneous and metamorphic rocks could be scaffolded into greater understanding. The course initially focuses on the dynamics of the environments in which igneous and metamorphic rocks form: heat flow, fluid flow, and plate tectonics. Several subsequent weeks explore topics relevant to identifying and understanding igneous and metamorphic rocks in the field: crystal nucleation and growth, the roles of pressure and heat, and field classification. Laboratory exercises parallel this structure, also emphasizing observations that are valuable in the field: the relationship between minerals and rocks, textural observations, and general rock classification. The final portion of the course explores “hard rocks” in more detail with a greater emphasis on the interplay between chemistry and mineralogy. A variety of learner-centered activities in the course help students bridge the gap between novice and expert and include more explicit emphasis on visualization and on helping students become comfortable with interpreting data numerically and graphically. Pen tablet computers are used extensively in the laboratory for visualization, photomicrograph capture, and annotation. Cooperative learning activities developed for this course make use of learning methods such as pair share, round-robin, small group explorations case studies, and jigsaw exercises (sometimes as introduction to, sometimes as review of material), and Jeopardy-style review sessions. On an assessment questionnaire at the end of the semester students ranked the in-class cooperative learning activities as on par with lectures and homework exercises in facilitating their learning. Students reported satisfactory attainment of three major goals identified for the course even though they were not explicitly reminded of these goals at the time of assessment. References cited: Bruner, J., 1990. Acts of Meaning. Harvard University Press.; Dyar, M.D., Gunter, M.E., Davis, J.C., and Odell, M.R., 2004. Integration of new methods into teaching mineralogy; Huba, M.E. and Freed, J.E., 2000. Learner-centered Assessment on College Campus: Shifting the Focus from Teaching to Learning. Allyn and Bacon.

Preservice Teachers' Views of Instructor Presence in Online Courses

ERIC Educational Resources Information Center

Hodges, Charles B.; Cowan, S. Forrest

2012-01-01

The researchers conducted this study to investigate undergraduate preservice teacher candidates' perceptions regarding variables related to instructor presence in online courses. Participants included 52 undergraduate education students enrolled in 100% online technology integration courses at a doctoral research university in the southeastern…

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2012 CFR

2012-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2011 CFR

2011-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2014 CFR

2014-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2013 CFR

2013-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

The University of Texas Institute for Geophysics Marine Geology and Geophysics Field Course

NASA Astrophysics Data System (ADS)

Duncan, D.; Davis, M. B.; Goff, J. A.; Gulick, S. P. S.; McIntosh, K. D.; Saustrup, S., Sr.

2014-12-01

The University of Texas Institute for Geophysics, part of the Jackson School of Geosciences, annually offers a three-week marine geology and geophysics field course during the spring-summer intersession. The course provides hands-on instruction and training for graduate and upper-level undergraduate students in high-resolution seismic reflection, CHIRP sub-bottom profiling, multibeam bathymetry, sidescan sonar, several types of sediment coring, grab sampling, and the sedimentology of resulting seabed samples. Students participate in an initial three days of classroom instruction designed to communicate geological context of the field area along with theoretical and technical background on each field method. The class then travels to the Gulf Coast for a week of at-sea field work. Our field sites at Port Aransas, and Galveston, TX, and Grand Isle, LA, provide ideal locations for students to investigate coastal processes of the Gulf Coast and continental shelf through application of geophysical techniques in an exploratory mode. At sea, students assist with survey design and instrumentation set up while learning about acquisition parameters, data quality control, trouble-shooting, and safe instrument deployment and retrieval. In teams of four, students work in onshore field labs preparing sediment samples for particle size analysis and data processing. During the course's final week, teams return to the classroom where they integrate, interpret, and visualize data in a final project using industry-standard software such as Echos, Landmark, Caris, and Fledermaus. The course concludes with a series of final presentations and discussions in which students examine geologic history and/or sedimentary processes represented by the Gulf Coast continental shelf with academic and industry supporters. Students report a greater understanding of marine geology and geophysics through the course's intensive, hands-on, team approach and low instructor to student ratio (sixteen students, three faculty, and three teaching assistants). This course (to our knowledge) remains the only one of its kind, satisfies field experience requirements for some degree programs, and provides an alternative to land-based field courses. www.ig.utexas.edu/research/mgg/courses/geof348K/

Summary of the Journal of Geoscience Education Urban Theme Issue (Published in November, 2004)

NASA Astrophysics Data System (ADS)

Abolins, M. J.

2004-12-01

The urban geoscience education theme issue includes twelve manuscripts describing efforts to make geoscience more inclusive. These efforts reflect two central beliefs: (1) that urban geoscience education more effectively serves urban residents (slightly more than 80% of the American population) and (2) that urban education encourages minority participation in the geosciences. These convictions spawned educational programs serving many different kinds of learners. Educators developed unique curricula to meet the needs of each audience, but most curricula incorporate content associated with the built environment. The following paragraphs summarize audience characteristics and curricular content. Audience Urban geoscience education served many different kinds of learners. Although most programs targeted an audience with a specific level of educational experience (e.g., elementary school students) at a specific location (e.g., Syracuse, NY), audience characteristics varied greatly from one program to another: (1) Participants included elementary, middle, and high school students, undergraduates (both majors and non-majors), K-12 teachers (both pre-service and in-service), graduate students, realtors, and community members. (2) At least three programs served populations with substantial numbers of African American, Hispanic, and Asian American students. (3) Audiences were drawn from every corner of the nation except the Pacific Northwest and Florida and resided in cities varying greatly in population. These cities included the nation's largest combined metropolitan area (New York City, NY-NJ-CT-PA), other metropolitan areas containing populations of over one million, and communities as small as Ithaca, NY (population: 96,501). As illustrated by the preceding examples, urban geoscience education served learners with different levels of educational experience, some programs focused on minority learners, and program participants lived in cities both big and small. Content Most urban geoscience curricula include content associated with the built environment. Some content is organized around themes that are unique to the largest cities, but much content is explicitly suburban. Examples follow: (1) A good example of a theme unique to the largest cities is the impact of geology on the construction of early Twentieth Century skyscrapers. (2) Much explicitly suburban material addresses human-environment interactions in urbanizing areas. The above examples show that curricula described in the theme issue include content relevant to both big city and suburban learners. Summary Although urban geoscience education programs serve many different kinds of learners, most curricula include content focusing on the built environment. Taken together, urban geoscience education programs utilized content relevant to both big city and suburban learners and served audiences with different levels of educational experience and various ethnic backgrounds.

Using place-based curricula to teach about restoring river systems

NASA Astrophysics Data System (ADS)

Zalles, D. R.; Collins, B. D.; Updegrave, C.; Montgomery, D. R.; Colonnese, T. G.; Sheikh, A. J.; Haynie, K.; Johnson, V.; Data Sets; Inquiry in Environmental Restoration Studies (Nsf Geo Project 0808076)

2010-12-01

Zalles, Daniel R. (Center for Technology in Learning, SRI International) Collins, Brian D., Updegrave, Cynthia, Montgomery, David R., Colonnese, Thomas G., Sheikh, Amir J., (University of Washington) Haynie, Kathleen., Johnson, Vonda. (Haynie Research and Evaluation) A collaborative team from the University of Washington and SRI International is developing place based curricula about complex river systems. This NSF-funded project, known as Data Sets and Inquiry in Environmental Restoration Studies (DIGERS), is producing and piloting curricula on river systems of the Puget Sound over a two-year period at the University of Washington and at a public high school on an Indian reservation. At the high school, DIGERS is developing for a population of Native American students a geoscience curriculum that is embedded in their culture and bio-physical environment. At the UW, the goal is to teach about rivers as integrated physical, biological, and human systems that are products of their unique geological and human histories. The curriculum addresses the challenge of teaching general principles about rivers in a way that develops students’ capability to develop a more sophisticated understanding of the interplay of attributes that characterize a particular river at a point in time. Undergraduate students also learn about the challenges of trying to "restore" local river environments to some past condition, including the pitfall of over-generalizing the efficacy of human interventions from one river system to another. For the high school curriculum, a web site is being produced that integrates modules of general information about the focal scientific phenomena (e.g., rivers and floodplains; how human activities influence rivers; salmon habitat) and data and inquiry-related skills (e.g., how to reconstruct historical change) with place based historical and contemporary information about a specific river environment: the Snohomish River watershed. This information consists of activity recommendations for the high school teacher to use in the classroom and on field trips in the river network that illustrate principles and issues and having cultural significance to the Native American community. The web site will support the teacher carrying out these activities by presenting background information on relevant geoscience topics. There is also reliance on Indian traditional ecological knowledge, stories, and place names that complement scientific data. Binding these materials are cases, short narratives that describe real challenges pertaining to the students’ Indian Tribe and to the Snohomish River system. These cases are the stimuli for student investigation of the curricular resources. The AGU presentation will also present examples from journal assignments in the undergraduate course of how student understanding about the dynamic and complex characteristics of river systems evolved during the course.

Research Experience for Undergraduates: A Non-Traditional Approach

NASA Astrophysics Data System (ADS)

Carrick, T. L.; Miller, K. C.; Hagedorn, E.; Velasco, A. A.

2012-12-01

Research experiences for undergraduates (REUs) have been documented to be an effective way to increase student retention in the Science, Technology, Engineering and Mathematics (STEM) by exposing students to research. REUs typically run during the summer months, allowing students to travel to different universities away from their home institutions. We created an REU program, Pathways Research Experience for undergraduates Program (PREP) that ran during the fall and spring academic semesters and focused on the geosciences. These students were provided with a monthly stipend to work with a research mentor, and they were required to attend a weekly professional development meeting led by the Pathways PIs and the program coordinator. The weekly training program focused on research skills, presentation skills, and graduate school preparation. Since a majority of students at University of Texas at El Paso (a Hispanic Serving Institution with 70% Hispanic and 10% Mexican students) must work outside the university while attending college, the stipends enabled students to remain on campus to "work", with the hope that this may contribute to their overall academic success. By spending more time on campus, the participants were able to interact more with faculty and other students, both at the undergraduate and graduate levels. Participants were chosen on a basis of GPA and the contents of an application that included a statement of purpose, a resume, a transcript, and at least one letter of recommendation. Once the student was selected, they were required to find a mentor and research project. Through an analysis of surveys, we have found that participants enjoy the meetings, which gave them a sense of belonging to a group, and an additional source of academic support. Participants were also expected to take part in outreach activities as part of our goal to create a geosciences network in El Paso. With this REU approach, we believe that our success rate suggests that this approach works well in Hispanic Serving Institutions: 51% of our participants have gone on to graduate school, 22% are still undergraduates, 17% are unknown, 5% are in industry and 5% are teaching.

The Rhetoric of Campus Architecture

ERIC Educational Resources Information Center

Smith, Cynthia Duquette

2016-01-01

The group activity described in this article was originally designed for an upper-division undergraduate course on Rhetoric and Architecture, but would also be well suited for courses in Persuasion, Rhetorical Criticism, or Visual Rhetoric. Any undergraduate course related to communication and design (including Advertising) could make excellent…

Students Helping Students: Evaluating a Pilot Program of Peer Teaching for an Undergraduate Course in Human Anatomy

ERIC Educational Resources Information Center

Bruno, Paul A.; Love Green, Jennifer K.; Illerbrun, Sara L.; Holness, Duncan A.; Illerbrun, Samantha J.; Haus, Kara A.; Poirier, Sylvianne M.; Sveinson, Katherine L.

2016-01-01

The educational literature generally suggests that supplemental instruction (SI) is effective in improving academic performance in traditionally difficult courses. A pilot program of peer teaching based on the SI model was implemented for an undergraduate course in human anatomy. Students in the course were stratified into three groups based on…

Perceived Learning and Timely Graduation for Business Undergraduates Taking an Online or Hybrid Course

ERIC Educational Resources Information Center

Blau, Gary; Drennan, Rob B.; Hochner, Arthur; Kapanjie, Darin

2016-01-01

An online survey tested the impact of background, technological, and course-related variables on perceived learning and timely graduation for a complete data sample of 263 business undergraduates taking at least one online or hybrid course in the fall of 2015. Hierarchical regression results showed that course-related variables (instructor…

A Structured Approach to Honours Undergraduate Research Course, Evaluation Rubrics and Assessment

ERIC Educational Resources Information Center

Khoukhi, Amar

2013-01-01

This paper presents a new approach to the Honours Undergraduate Research Course design and implementation. The course design process, assessment and evaluation rubrics are provided. Lessons learned and the experience of the faced challenges and opportunities for two cohort offerings of the course during the winter terms of 2011 and 2012 are…

Factors Contributing to the Success of Undergraduate Business Students in Management Science Courses

ERIC Educational Resources Information Center

Brookshire, Robert G.; Palocsay, Susan W.

2005-01-01

The introductory management science (MS) course has historically been recognized as one of the most difficult core courses in the business school curriculum. This study uses multiple regression to examine the factors that contribute to the success of undergraduate business students in an MS course, based on data gathered from the college…

Incorporating Wiki Technology in a Traditional Biostatistics Course: Effects on University Students' Collaborative Learning, Approaches to Learning and Course Performance

ERIC Educational Resources Information Center

Fong, Shirley S. M.; Chu, Samuel K. W.; Lau, Wilfred W.F.; Doherty, Iain; Hew, K. F.

2017-01-01

Aim/Purpose: To investigate the effectiveness of incorporating wiki technology in an undergraduate biostatistics course for improving university students' collaborative learning, approaches to learning, and course performance. Methodology: During a three year longitudinal study, twenty-one and twenty-four undergraduate students were recruited by…

Undergraduate, Nonprofessional Pharmacology: Status of Courses Taught by North American Colleges of Pharmacy and Medicine.

ERIC Educational Resources Information Center

Gerald, Michael C.

1989-01-01

A study assessed and compared the current status of undergraduate, nonprofessional pharmacology courses as taught in the U. S. and Canadian colleges of pharmacy and medicine; courses offered by veterinary medicine are also noted. Pharmacy courses seek to increase general drug knowledge and promote rational drug use. (Author/MLW)

The Design and Implementation of a Career Orientation Course for Undergraduate Majors

ERIC Educational Resources Information Center

Freeman, Edward

2012-01-01

Over the past several years I have taught a career orientation course at St. John Fisher College. This course was designed to increase student awareness of potential careers following their undergraduate studies in our Biology program. Additionally, the course has also been used as a model for similar experiences in our Psychology, Chemistry,…

Undergraduate Entrepreneurial Finance Course: Some Curriculum and Pedagogical Perspectives

ERIC Educational Resources Information Center

Thapa, Samanta; Chan, Kam C.

2013-01-01

Using online survey, we document the opinions of finance professors as to what should be the core content of undergraduate entrepreneurial finance course and the approach to be taken to teach this course. On the core content of the course, the top five topics preferred by the respondents were: Identifying business opportunities and examining their…

Components of a Flipped Classroom Influencing Student Success in an Undergraduate Business Statistics Course

ERIC Educational Resources Information Center

Shinaberger, Lee

2017-01-01

An instructor transformed an undergraduate business statistics course over 10 semesters from a traditional lecture course to a flipped classroom course. The researcher used a linear mixed model to explore the effectiveness of the evolution on student success as measured by exam performance. The results provide guidance to successfully implement a…

Undergraduate Syllabi.

ERIC Educational Resources Information Center

Journal of Teaching in the Addictions, 2003

2003-01-01

Presents sample undergraduate syllabi for seven addiction counseling courses. Courses include: Group Interventions in Substance Abuse and Addiction; Recovery and Relapse Prevention Methods; Group Counseling I and II; and Co-Occurring Disorders. (GCP)

Gaining A Geological Perspective Through Active Learning in the Large Lecture Classroom

NASA Astrophysics Data System (ADS)

Kapp, J. L.; Richardson, R. M.; Slater, S. J.

2008-12-01

NATS 101 A Geological Perspective is a general education course taken by non science majors. We offer 600 seats per semester, with four large lecture sections taught by different faculty members. In the past we have offered optional once a week study groups taught by graduate teaching assistants. Students often feel overwhelmed by the science and associated jargon, and many are prone to skipping lectures altogether. Optional study groups are only attended by ~50% of the students. Faculty members find the class to be a lot of work, mainly due to the grading it generates. Activities given in lecture are often short multiple choice or true false assignments, limiting the depth of understanding we can evaluate. Our students often lack math and critical thinking skills, and we spend a lot of time in lecture reintroducing ideas students should have already gotten from the text. In summer 2007 we were funded to redesign the course. Our goals were to 1) cut the cost of running the course, and 2) improve student learning. Under our redesign optional study groups were replaced by once a week mandatory break out sessions where students complete activities that have been introduced in lecture. Break out sessions substitute for one hour of lecture, and are run by undergraduate preceptors and graduate teaching assistants (GTAs). During the lecture period, lectures themselves are brief with a large portion of the class devoted to active learning in small groups. Weekly reading quizzes are submitted via the online course management system. Break out sessions allow students to spend more time interacting with their fellow students, undergraduate preceptors, and GTAs. They get one on one help in break out sessions on assignments designed to enhance the lecture material. The active lecture format means less of their time is devoted to listening passively to a lecture, and more time is spent peer learning an interacting with the instructor. Completing quizzes online allows students more freedom in when and where they complete their work, and we provide instant feedback on their submitted work. The University of Wyoming Cognition in Astronomy, Physics and Earth sciences Research (CAPER) Team, who specialize in project evaluation, are leading the evaluation effort. We are comparing pre-test to post-test gains on the Geoscience Concept Inventory and Attitudes Toward Science surveys before and after the redesign, and inductive analysis of student interviews and reflective writing that describe student perceptions of the modified learning environment. The redesign has cut the cost of the class per student by more than half. This was achieved primarily in two ways: 1) by greatly reducing the number of hours spent by faculty and graduate teaching assistants on preparation, class time, and grading; and 2) reducing the number of graduate teaching assistants required for the class and replacing many of them with undergraduate preceptors. Undergraduate preceptors are not paid, but receive academic credit for their teaching service. The savings from the redesign is used to allow faculty more time to work on institutional priorities.

A project-based geoscience curriculum: select examples

NASA Astrophysics Data System (ADS)

Brown, L. M.; Kelso, P. R.; White, R. J.; Rexroad, C. B.

2007-12-01

Principles of constructivist educational philosophy serve as a foundation for the recently completed National Science Foundation sponsored undergraduate curricular revision undertaken by the Geology Department of Lake Superior State University. We integrate lecture and laboratory sessions utilizing active learning strategies that focus on real-world geoscience experiences and problems. In this presentation, we discuss details of three research-like projects that require students to access original data, process and model the data using appropriate geological software, interpret and defend results, and disseminate results in reports, posters, and class presentations. The projects are from three upper division courses, Carbonate Systems, Sequence Stratigraphy, and Geophysical Systems, where teams of two to four students are presented with defined problems of durations ranging from a few weeks to an entire semester. Project goals and location, some background information, and specified dates and expectations for interim and final written and oral reports are provided to students. Some projects require the entire class to work on one data set, some require each team to be initially responsible for a portion of the project with teams ultimately merging data for interpretation and to arrive at final conclusions. Some projects require students to utilize data from appropriate geological web sites such as state geological surveys. Others require students to design surveys and utilize appropriate instruments of their choice for field data collection. Students learn usage and applications of appropriate geological software in compiling, processing, modeling, and interpreting data and preparing formal reports and presentations. Students uniformly report heightened interest and motivation when engaged in these projects. Our new curriculum has resulted in an increase in students" quantitative and interpretive skills along with dramatic improvement in communication and interpersonal skills related to group dynamics.

Sustaining Retention of Nontraditional Students in the Geosciences in 2YC; Practices and Ideas

NASA Astrophysics Data System (ADS)

Villalobos, J. I.; Doser, D. I.

2012-12-01

As the role of 2YC (two-year colleges/community colleges) changes in the academic pipeline of higher education new practices and ideas to engage and retain students in the geosciences at the 2YC level need to be explored. 2YC typically have a student body composed of non-traditional students ranging from second career students, single parents, students with disabilities, seniors, and minorities. Currently, 2YCs serve 44% of all undergraduate students and 45% of all of all first time freshmen in the US. These statistics show the potential community colleges hold to encourage entering students to the STEM (Science Technology Engineering and Math) fields as a possible career choice. But the reality is the number of STEM degrees awarded at community colleges has not followed the same trends in student enrollment. Over the past four years El Paso Community College (EPCC) in conjunction with The University of Texas at El Paso (UTEP) has implemented several initiatives in our effort to increase the number of Geological Science majors at EPCC and to ensure a successful transition to UTEP. These efforts are aimed to decrease attrition rates of science majors by; articulating degree plans between institutions, introduce field-based research projects to allow hands on experience for students, develop a working relationship between students and university faculty, diversify geology courses offered at EPCC, and strengthening the educational-bridge between the geological science departments of EPCC and UTEP through the aid of federally funded programs. The success of the these efforts have been seen by; the increase in geology majors in our A.S. degree program, the number of degrees conferred at EPCC, the successful transition of students to UTEP, and graduation of students from UTEP with advanced degrees.

An interdisciplinary approach to teaching in a multi-disciplinary context - A model for teaching geociences?

NASA Astrophysics Data System (ADS)

Salmun, H.

2015-12-01

As a major component of an NSF-funded STEM program, a seminar-style course called the Catalyst Seminar was developed and offered over three consecutive semesters. The program included undergraduate students in the geosciences, computer science, mathematics and physics. The Catalyst Seminar was designed to expose scholars to the interdisciplinary research options and careers in these disciplines. The Seminar also provided a venue for scholars to meet regularly, build a sense of community and to engage in research projects that would enhance their preparation for multi and interdisciplinary careers in the sciences. The first semester of the Seminar was devoted to Exposure and Connections, accomplished through lectures by invited speakers on topics related to the disciplines participating in the Program. Scholars were required to read journal articles related to the lectures and to write a final short paper reflecting on the experience, all activities that are known to students at this level. Overall, this was a somewhat passive learning approach to research in classrooms. In the following two semesters a more active approach to engage students in interdisciplinary research was used. Students were asked to take ownership of their learning process through disciplinary and interdisciplinary engagement in a project. In one semester this process was guided by the seminar coordinator who was in charge of selecting and leading the 'research project' which although challenging to scholars, was 'safe' enough that answers were readily available. In the other semester the approach was student-centered, with a coordinator that merely facilitated the formation of interdisciplinary research teams that took complete charge of the entire research enterprise. I will discuss our observations and assessment of the outcomes of this instructional experience with relation to the teaching of geoscience, in particular to attracting students into this field.

Undergraduate medical academic performance is improved by scientific training.

PubMed

Zhang, Lili; Zhang, Wei; Wu, Chong; Liu, Zhongming; Cai, Yunfei; Cao, Xingguo; He, Yushan; Liu, Guoxiang; Miao, Hongming

2017-09-01

The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students' test scores in general medical courses, such as biochemistry and molecular biology, cell biology, physiology, and even English. We classified scientific training into four levels. We found that literature reading could significantly improve students' test scores in general courses. Students who received scientific training carried out experiments more effectively and published articles performed better than their untrained counterparts in biochemistry and molecular biology examinations. The questionnaire survey demonstrated that the trained students were more confident of their course learning, and displayed more interest, motivation and capability in course learning. In summary, undergraduate academic performance is improved by scientific training. Our findings shed light on the novel strategies in the management of undergraduate education in the medical school. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):379-384, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

Where Is Earth Science? Mining for Opportunities in Chemistry, Physics, and Biology

ERIC Educational Resources Information Center

Thomas, Julie; Ivey, Toni; Puckette, Jim

2013-01-01

The Earth sciences are newly marginalized in K-12 classrooms. With few high schools offering Earth science courses, students' exposure to the Earth sciences relies on the teacher's ability to incorporate Earth science material into a biology, chemistry, or physics course. ''G.E.T. (Geoscience Experiences for Teachers) in the Field'' is an…

Toward a New Conceptual Framework for Teaching about Flood Risk in Introductory Geoscience Courses

ERIC Educational Resources Information Center

Lutz, Tim

2011-01-01

An analysis of physical geology textbooks used in introductory courses shows that there is a systematic lack of clarity regarding flood risk. Some problems originate from confusion relating to statistical terms such as "100-year flood" and "100-year floodplain." However, the main problem is conceptual: statistics such as return…