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This work is supported by the National Science Foundation’s Transforming Undergraduate Education in STEM program within the Directorate for Education and Human Resources (DUE-1245025).
INTRO TO GETSI-INTEGRATE CURRICULUM DEVELOPMENT MODEL &
GUIDING PRINCIPLES
GETSI – TEACHING MATERIALS W/ GEODESY DATA
A five-year community effort to improve geoscience literacy and build a workforce
prepared to tackle environmental and resource issues
An NSF STEP CenterDUE-1125331
InTeGrate supports the teaching of geoscience in the context of societal issues both within geoscience courses and across
the undergraduate curriculum.
Collaborative project w/ SERC as the lead institution
• Geoscience must come together with other disciplines as our nation and the world struggle with significant environmental and resource challenges.
• Meeting these challenges will require a savvy public, a new kind of workforce, and a broader understanding of geoscience by all who engage these issues
USGS
Barefoot Photographers of Tilonia
Interdisciplinary Teaching of Geoscience for a Sustainable Future
Implicit in this model is that InTeGrate supports transformation of teaching in higher education to support engaged learning.
Example modules under development (all Intro)
Global climate system - link together many of the topics on the basis of the most recent modeling
for future trends
Climate patterns - short-term time scales (seasonal, decadal), implications for severe weather
events, ocean/atmosphere
Hydrologic cycles – supply and demand,
contamination, landscape change
Infectious diseases - environmental
factors may affect distribution, transmission,
severity of diseases
Biological diversity - biomes, geological past, implications for future
Biogeochemical cycles -
movement of key elements
(e.g., C, N)
Land use - ecosystem changes (e.g., deforestation)
and implications for biological diversity and biogeochemical cycles
Energy resource availability - balance between energy security
and development of less environment-friendly sources in
North America
Hazard awareness - preparation for future
natural disasters, predictions, cost/benefits
Mineral resource development -
population, wealth distribution, technology,
limited supplies, recycling, waste
management
Grand Challenges - InTeGrate
Jones Kershaw, P., 2005, Creating a disaster resilient America: Grand challenges in science and technology. Summary of a workshop. National Research Council, http://www.nap.edu/catalog.php?record_id=11274. National Research Council, 2001, Grand Challenges in Environmental Sciences. Washington, D.C., National Academy Press, 106 p.Zoback, M, 2001, Grand challenges in Earth and Environmental Sciences: Science, stewardship, and service for the Twenty-First Century. GSA Today, December, p.41-47.
The Geoscience Literacy Documents
GEODESY TOOLS FOR SOCIETAL ISSUES GETSI
• Develop and disseminate teaching and learning materials that feature geodesy data & quantitative skills applied to critical societal issues such as climate change, water resources, and natural hazards
GRAND CHALLENGES GEODESY/GETSI--subset of these of particular societalimportance
GUIDED BY EARTH SCIENCE & CLIMATE LITERACY DOCS
Constructive AlignmentLiteracy Big
Ideas
Module Goals
Learning Objectives
Assessments
GETSI-SERC RELATIONSHIP• GETSI & GETSI Field Education largely use the
InTeGrate model for development (as practical)• GETSI largely uses InTeGrate assessment process for
module quality and student learning evidence• GETSI site is hosted by SERC• Ellen Iverson (SERC) will our project
evaluator and lead assessment consultant (if we get the IUSE funding)
GETSI FIELD EDUC GUIDING PRINCIPLESA. Address one or more geodesy-related grand challenges
facing societyB. Develop student ability to address interdisciplinary problems
and apply geoscience learning to social issuesC. Improve student understanding of the nature and methods
of geoscience and developing geoscientific habits of mindD. Make use of authentic and credible geodesy field methods
and data to learn central concepts in the context of geoscience methods of inquiry
E. Increase student capacity to apply quantitative skills (GETSI) to geoscience learning(InTeGrate focuses on systems thinking)
• Develop systems thinking* Referred to as Guiding Principles for Curriculum Design
PEDAGOGIC GOALS
• Engaged, student centered, research based pedagogy supports higher order learning
• Alignment of goals, materials and assessments supports and documents learning
• Develops scientific thinking and an understanding of the process of science
• Materials can be used successfully in multiple settings
IMPLEMENTATION GOALS
• Materials are used widely by faculty across the country
• Learning by students can be documented to show increased higher level understanding of sustainability and geoscience
• Materials are used in courses outside geoscience departments
LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC
1. Guiding Principles2. Learning Goals and Outcomes3. Assessment and Measurement4. Resources and Materials5. Instructional Strategies6. Alignment
LINKING GOALS AND PROCESS:PART 2: TESTING AND PUBLISHING
• Collection of assessment data• Revision of materials• Publication of teaching materials and
supporting information for faculty • “Instructor Stories” document implementation
at different institutions
DEVELOPMENT PROCESS (+1 YEAR)
1. Materials in Development2. Pass Assessment Rubric3. Classroom Pilot & Data Collection4. Review and Revision5. Publishing
LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC
1. Guiding Principles2. Learning Goals and Outcomes3. Assessment and Measurement4. Resources and Materials5. Instructional Strategies6. Alignment
A. GRAND CHALLENGES
• GPS (high precision) methods can be used to address what societal issues…?– Monitoring mass movement, earthquake hazard,
volcanic haz, that threatens infrastructure/life– Environmental change (ex. stream change) –
human and natural– Post disaster rescue/resource mission– CHANGE DETECTION
C. NATURE AND METHODS OF SCIENCE
Integrating Geoscientific thinking into learning materialsSingle most important thing you can do is to simply make your thinking explicitInclude opportunities for scientific communication (writing, presentations• Think aloud to students as you reason through a geoscientific question• Ask students to explore the uncertainty in data rather than just the
data itself• Add reflective prompts to existing activities that involve open-ended
inquiry or research projects• Ask students how and why they would address a problem rather than
solve the problem (Ex. designing a field investigation)• Difference between observation & interpretation
C. NATURE AND METHODS OF SCIENCE1. What are ways you help your students learn geoscientific
ways of thinking?
2. How might it be included in the High Precision Positioning module?
D. AUTHENTIC GEODESY FIELD METHODS AND DATA• Particularly critical aspect of GETSI-FieldThoughts?
E. QUANTITATIVE SKILLS• What are quantitative elements of GPS?
– Statistics of uncertainty– Interpolation– Time series analysis– Rate of change– Datums/reference frames
Identify Module
Learning Goals
Identify learning
outcomes for individual units
Determine how to assess and measure
student success on goals and outcomes
Design teaching
resources and materials to
match assessments
Plan Instructional Strategies to implement
teaching resources
THE APPROACH
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