This document provides an overview of the GETSI-Integrate curriculum development model. It discusses the goals of developing teaching materials focused on geoscience grand challenges using geodesy data. The model is guided by literacy documents and aligns goals, materials, and assessments. Materials will be developed by teams, tested in classrooms, revised, and published to improve geoscience understanding and address sustainability issues.

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
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2. CALL GOALS
• Overview relationship between GETSI and
InTeGrate
• Overview GETSI guiding principles
• Introduction to GETSI development website
• Introduction to February meeting goals

3. GETSI – TEACHING MATERIALS W/ GEODESY DATA

4. 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.

5. Collaborative project w/ SERC as the lead institution

6. • 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

7. Implicit in this model is that InTeGrate supports transformation of teaching in
higher education to support engaged learning.

8. Example modules under development (all Intro)

9. 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.

10. The Geoscience Literacy Documents

11. GRAND CHALLENGES GEODESY/GETSI
--subset of these of particular societal
importance

12. GUIDED BY EARTH SCIENCE & CLIMATE LITERACY DOCS

13. Constructive Alignment
Literacy Big
Ideas
Module Goals
Learning
Objectives
Assessments

14. GETSI-SERC RELATIONSHIP
• GETSI will largely use the InTeGrate model for
development (as practical)
• GETSI will largely use 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
• Tonya Kjerland is our web guru

15. • 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

16. DESIGN GOALS*
• 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

17. 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

18. 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

19. 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

20. 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

21. DEVELOPMENT PROCESS (+1 YEAR)
1. Materials in Development
2. Pass Assessment Rubric
3. Classroom Pilot & Data Collection
4. Review and Revision
5. Publishing

22. SPENT TIME LOOKING AT SOME WEBSITES
• Webinar switched to looking at components
of the
– GETSI website http://serc.carleton.edu/getsi
– InTeGrate “For Team Members”
pageshttp://serc.carleton.edu/integrate/info_tea
m_members/currdev/index.html