This document summarizes a webinar introducing the Geodesy Education through Scientific and Technological Innovation (GETSI) curriculum development model and guiding principles. The webinar provided an overview of the relationship between GETSI and the Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project. It reviewed GETSI's guiding principles for curriculum design, which are to address grand challenges, apply geoscience to societal issues, teach the nature and methods of science using authentic geodesy data, and develop systems thinking. Examples of GETSI modules under development were given for introductory and majors-level courses focusing on topics like climate, hydrology, and natural hazards. Guiding
These slides were presented at the 5th annual Collaboration for STEM Education, Research and Commercialization Forum, Winter 2012, at the University of Notre Dame
These slides were presented at the 5th annual Collaboration for STEM Education, Research and Commercialization Forum, Winter 2012, at the University of Notre Dame
The effectiveness of experience and nature-based learning activities in enhan...Innspub Net
This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.
This report presents a vision and a concrete roadmap for U.S.-China collaboration focused on reducing greenhouse gas emissions to mitigate the effects of climate change.
A presentation to the Sustainability Across the Curriculum Workshop at Saint Mary's University, May 12, 2010
Prepared and Presented by: Dr. Cathy Conrad, Geography, Teaching Scholar 2010-2011
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
The effectiveness of experience and nature-based learning activities in enhan...Innspub Net
This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.
This report presents a vision and a concrete roadmap for U.S.-China collaboration focused on reducing greenhouse gas emissions to mitigate the effects of climate change.
A presentation to the Sustainability Across the Curriculum Workshop at Saint Mary's University, May 12, 2010
Prepared and Presented by: Dr. Cathy Conrad, Geography, Teaching Scholar 2010-2011
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
CLEAN's primary goal is to steward a broad collection of educational resources and foster a supporting community to help facilitate students, teachers, and citizens becoming climate literate and informed about "the climate's influence on you and society and your influence on climate."
The focus of CLEAN's efforts are to integrate the effective use of the resources across all educational levels – with a particular focus on the middle-school through undergraduate levels (grades 6-16) as well as to citizens through formal and informal education venues and communities. The activities of the CLEAN Pathway project have 3 major components.
1. 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
The webinar begins at:
10 am PT | 11 am MT | 12 pm CT | 1 pm ET
For audio, call: 1-877-668-4490
(or 1-408-792-6300)
Access Code: 579 377 159
Press *6 to mute and unmute
(but hopefully we won’t need any muting)
Headphones give less feedback than speakerphone.
2. WEBINAR GOALS
• Introduce everyone
• Overview relationship between GETSI and
InTeGrate
• GETSI guiding principles
• Introduction to GETSI website
• Consider examples of how the Guiding
Principles might be met in the Year 2 GETSI
modules
• Data processing that could be done by student
summer intern
3. INTRODUCTIONS
• PIs
– Facilitator--Beth Pratt-Sitaula (UNAVCO)
– Introductory--Becca Walker (Mt SAC)
– Majors--Bruce Douglas (Indiana U)
• SERC Assessment/Evaluation
– Ellen Iverson (SERC)
– Stuart Birnbaum (UTSA)
• Year 2 Co-authors
– Sarah Hall (College of Atlantic)
– Eric Small (U of Colorado)
5. A five-year community effort to improve
geoscience literacy and build a workforce
prepared to tackle environmental and
resource issues
An NSF STEP Center
DUE-1125331
InTeGrate supports the teaching of geoscience in the context
of societal issues both within geoscience courses and across
the undergraduate curriculum.
7. • 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
8. Implicit in this model is that InTeGrate supports transformation of teaching in
higher education to support engaged learning.
10. 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.
15. 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
• Stuart Birnbaum also serves as InTeGrate assessment
consultant
16. • Developed and tested by 2-person teams
• 1-1.5 year commitment to development, testing, revision and
publication
• Supported by assessment consultant to meet design rubric,
develop embedded assessments for use in testing
• $7,500 stipend for co-authors; equivalent buy-out salary for PIs
Call for proposals
GETSI MATERIALS DEVELOPMENT TEAMS
17. DESIGN GOALS – GUIDING PRINCIPLES
• Address one or more geodesy-related grand challenges facing
society
• Make use of authentic and credible geodesy data to learn
central concepts in the context of geoscience methods of
inquiry
• Improve student understanding of the nature and methods of
geoscience and developing geoscientific habits of mind
• Develop student ability to address interdisciplinary problems
and apply geoscience learning to social issues
• Develop systems thinking
* Referred to as Guiding Principles for Curriculum Design
18. 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
19. 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
20. 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
7. GETSI-specific Instructional Strategies
21. 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
• Case studies document implementation at
your institutions
22. DEVELOPMENT PROCESS (+1 YEAR)
1. Materials in Development
2. Pass Assessment Rubric
3. Classroom Pilot & Data Collection
4. Review and Revision
5. Publishing
23. GETSI WEBSITE
• Webinar switched to looking at components
of the
– GETSI website http://serc.carleton.edu/getsi
– “For Team Members” pages
http://serc.carleton.edu/getsi/info_team_membe
rs/index.html
24. 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
7. GETSI-specific Instructional Strategies
25. GUIDING PRINCIPLES FOR MATERIALS DEVELOPMENT
A. Address Grand Challenges
B. Interdisciplinary problems (geoscience
applied to social issues)
C. Nature and methods of science (geoscientific
habits of mind)
D. Authentic geodesy data and inquiry
E. [System thinking]
27. A. GRAND CHALLENGES – GETSI YEAR 2
• Intro level – surface process hazards
• Majors level – water resources
28. B. INTERDISCIPLINARY PROBLEMS
(GEOSCIENCE & SOCIAL SCIENCE TIED TOGETHER)
Using GETSI Year 2 module topics, what are some possible ties to
societal issues or social science that could be included?
• Majors
– General too-much/too-little issues; how to share-Who owns it? Wetlands? Urban?
Farmers? Ranchers? Hydropower? Endangered species? Ecosystem health
considerations?
– Political issues – who has legislative powers to make decisions?
– City growth and development is entirely tied to water in some locations.
– Much of the country the relationship between snow and water availability is
critical. New applications of GPS multipath and water measurements; GRACE data;
InSAR for subsidence; GPS vertical positions
• Intro
– Hook – looking at surface hazards from a city planning perspective
– Why are there significant slope failure hazards in some places over others
– Encourage students how to read the landscape themselves – look at different
landscapes to see where they may be more prone to sliding.
– Perhaps also include climate elements as a components of level of hazard
– Bruce mentioned that IU PhD student (Anna Nowicki) is currently working with
USGS on surface hazards issues. Number of case studies globally. (also including
earthquake slope failure issues as well as physical slope parameters and climate)
29. C. NATURE AND METHODS OF SCIENCE
Integrating Geoscientific thinking into learning materials
Single most important thing you can do is to simply
make your thinking explicit
• 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)
30. C. NATURE AND METHODS OF SCIENCE
1. What are ways you help your students learn geoscientific ways of
thinking?
1. Very important to have students think about and interact with uncertainty. For
example, not all proxies agree with each other. Getting students to think about
this uncertainty takes time. Sacrificing amount content covered for more time on
uncertainty has been valuable.
2. Think about and state assumptions (especially hidden ones) they have to make in
order to move forward.
3. Have students make simple in-class calculations. They have to simplify system to
get an answer. Realize they don’t know the answer exactly but it helps them see
uncertainty. May also help them identify needed data for input. Or they may
need to prepare or reorganize data.
4. Tell students to bring intuition to science.
2. What are possible ways to included this in the identified GETSI
topics?
1. Intro – show student of pictures of active processes and paleo-slides and have
them try to apply their intuition as to what happened
2. Majors – see ideas above; sort out various kinds of data available; perhaps have
them look at what can be measured geodetically and more traditional methods;
see advantages/limitations/correlations/calibration of each
As soon as you start comparing data sets, the uncertainties & challenges become
much more obvious.
31. D. AUTHENTIC GEODESY DATA AND INQUIRY
• Particularly critical aspect of GETSI
• Good resources (esp. for Intro level) are at Teaching with Data on SERC
Thoughts/ideas on how you will use/present data in your modules? WHAT
SKILLS should summer intern have?
• Majors-level
– General computer skills – Matlab or programming;
– May be the non-geodetic data that requires more time (Ex. lots of excel work to
process stream measurements)
– PBO H2O is already in spreadsheet format so again excel might be most needed
• Intro
– Used ArcGIS; DEMs; can build/extract data from DEMs
– LiDAR, SRTM, Google Earth format
• Both
– Ability to find/arrange non-geoscience data – ex. population, population change
– Literature searches for imagery or data sets that would be best examples
– Build or manage data base of data & literature & images
32. E. [SYSTEMS THINKING]
• Earth is a complex and dynamic system
• Students need to understand that changes in one part of the
system can affect other parts
• Systems thinking strategies
– Explicitly highlight connections in discussions/lecture
– Concept maps
– Case studies
– Simple models
Have you used these strategies? How?
• Eric teaches and Earth System Sci course which discusses feedbacks
throughout with mostly simple models and case studies
• Ways of identifying various feedback loops or have students think about
different forcing factors and their frequencies or thresholds
33. 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
34. FOLLOW UP WORK
• Finish Participant Checklist as needed
– BARSTL survey
– Review “Information for New Authors”, GETSI
rubric, literacy principles
• March 6 – each team gives intern skill list to
Beth
• March 13 – next webinar (Eric & Sarah)
• March 15 - travel plans for April Meeting
finalized (let Melissa know)
Editor's Notes
What is InTeGrate
Gloss this quickly – the point is that geoscience is important both for the workforce and broad literacy
Jump to the GETSI website from here
Materials development is the other big thing with opportunities right now. Empahsize that development is by teams with members from 3 institutions, that it is a 2 year commitents and that you have to be able/willing to use the materials in a course (or for the case of a course, teach the whole course) in the second year.
Some of the original InTeGrate text was changed to say “geodesy” rather than “geoscience”
Although GETSI will likely also give students the opportunity to develop systems thinking, it is not a stated major component of GETSI’s mission. Thus it is moved to a lower level although it will still be included in the Module Development Rubric
InTeGrate is specifically aiming to get some of their modules taught outside geoscience departments. Although it would be great if GETSI modules are used in some physics engineering courses and some disseminations efforts will be aimed towards this end, significant implementation outside of geoscience courses is not a stated GETSI goal.
These guiding principles are near the same as InTeGrate’ss and are pulled from the first section of the the Materials Development Rubric.
The only changes are that “geodesy” was replaces for “geoscience” in D and the Systems Thinking in E will not be as strongly emphasized in GETSI.
Notes taken during the webinar are in grey itallics
Although Systems Thinking is a big component of InTeGrate, it is not a stated goal for GETSI. We are retaining it in the Module rubric for consistency and because Systems Thinking is generally a good practice to aim for. However, we will not emphasize as high a level of achievement on this as perhaps an InTeGrate module would.