GETSI Development Meeting Intro
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This document outlines the agenda and goals for a workshop to develop new teaching modules for the Geodesy Educating Science Teachers, Students, and Informal Educators (GETSI) project, which aims to create curriculum materials applying geodesy data to societal issues like climate change. The workshop will cover an overview of the GETSI project and its relationship to the Science Education Resource Center (SERC), introduce participants, and review the process and components for developing new GETSI teaching modules, including learning goals, assessments, and alignment with guiding principles.
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GETSI Development Meeting Intro
- 1. This work is supported by the National Science Foundation’s Directorate for Education and Human Resources (TUES-1245025, IUSE-1612248, IUSE-1725347). GETSI PHASE 2 MATERIALS DEVELOPMENT WORKSHOP February 9-11, 2018 UNAVCO Office Boulder, CO
- 2. TOPICS • Welcome to UNAVCO • Introductions – People – UNAVCO office layout • GETSI overview • Meeting Goals
- 3. INTRO SELF • Name • Job/institution • GETSI role
- 4. FEW LAST THINGS • Go over agenda & meeting goals • UNAVCO office layout • Items in the packet
- 5. GETSI-SERC RELATIONSHIP • GETSI largely uses 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) is our project evaluator and lead assessment consultant • Kristin O’Connell (SERC) is evaluation assistant • Monica Bruckner (SERC) is web guru
- 6. GETSI PROJECT OVERVIEW Mission: Develop and disseminate teaching and learning materials that feature geodesy data applied to critical societal issues such as climate change, water resources, and natural hazards • Phase 2: Funded by NSF’s Improving Undergraduate STEM Education (IUSE) Level I grant (2 previous “exploratory” grants; 1 each classroom & field) • Collaborators – UNAVCO, Mt San Antonio College, and Indiana University in partnership with SERC and NAGT. • Developing six more modules (~2 weeks each) – 3 Intro-level – 3 Majors-level
- 7. UNAVCO IN 3 MINUTES https://www.youtube.com/watch?v=yxLMk120vMU&t=1s UNAVCO runs NSF’s Geodetic Facility to make geodesy research & education easier
- 9. LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC 1. Guiding Principles 2. Learning Goals and Outcomes 3. Assessment and Measurement 4. Resources and Materials 5. Instructional Strategies 6. Alignment Any questions about the rubric?
- 10. MODULE COMPONENTS & DEVELOPMENT PROCESS Guiding Principles A. Address one or more geodesy-related grand challenges facing society B. Develop student ability to address interdisciplinary problems and apply geoscience learning to social issues C. Improve student understanding of the nature and methods of geoscience D. Make use of authentic and credible geodesy data E. Increase student capacity to apply quantitative skills to geoscience learning Images: B. Douglas, USGS, N. Niemi, GETSI, CU Sea level group Guiding Principles A. Address one or more geodesy-related grand challenges facing society B. Develop student ability to address interdisciplinary problems and apply geoscience learning to social issues C. Improve student understanding of the nature and methods of geoscience D. Make use of authentic and credible geodesy data E. Increase student capacity to apply quantitative skills to geoscience learning
- 11. GETSI: GUIDED BY EARTH SCIENCE & CLIMATE LITERACY DOCS
- 12. GRAND CHALLENGES GEODESY/GETSI --subset of these of particular societal importance
- 13. LEARNING GOALS/OUTCOMES Learning goals identify significant and essential learning that students can demonstrate by the end of the module or course. – Student centered – Measurable – Align with one more assessment elements
- 14. LEARNING GOALS AND OUTCOMES What is required from the Materials Development Rubric? • Learning outcomes describe measureable geoscience literacy goals • Instructions and/or rubrics provide guidance for how students meet learning goals • Learning outcomes and goals are appropriate for the intended use of the course/module • Learning outcomes and goals are clearly stated for each module in language suitable for the level of the students • Learning outcomes and goals address the process and nature of science and development of scientific habits of mind Must score 13/15 on this section
- 15. ASSESSMENTS AND MEASUREMENTS What is required from the Materials Development Rubric? • Assessments measure the learning goals • Assessments are criterion referenced • Assessments are consistent with course activities and resources expected • Assessments are sequenced, varied and appropriate to the content • Assessments address goals at successively higher cognitive levels Must score 13/15 on this section
- 16. ASSESSMENTS AND MEASUREMENTS There are two broad categories of assessments: • Formative: While the learning is occurring – Purpose to monitor student learning – Immediate feedback – Help students & faculty identify weaknesses – Low stakes • Summative: After learning has occurred – Purpose to evaluate learning against some benchmark – High stakes (graded)
Editor's Notes
- Jump to the GETSI website from here
- GETSI has 5 guiding principle
- ES and Climate literacy elements map in a very complementary way to
- Particular challenges appropriate to what geodesy can tell us. https://www.unavco.org/community/publications_and_reports/geodesy_science_plan/GrandChallengesInGeodesy-Final-Singles-LR.pdf