This document provides an overview of a webinar about developing teaching materials through the GETSI program. The webinar goals are to introduce the GETSI guiding principles, consider how principles can be met in module development, and discuss data processing opportunities for student interns. It introduces the leadership and authors for new and adapted modules. The relationship between GETSI and InTeGrate is described, and the materials development process is outlined.

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:
1 pm PT | 2 pm MT | 3 pm CT | 4 pm Et
3 pm PT | 4 pm MT | 5 pm CT | 6 pm ET
For audio, call: 1-877-668-4490
(or 1-408-792-6300)
Press *6 to mute and unmute
(but hopefully we won’t need any muting)
Headphones give less feedback than speakerphone.

2. WEBINAR GOALS
• Introductions
• Overview relationship between GETSI and
InTeGrate
• GETSI guiding principles
• Introduction to GETSI website
• Consider examples of how the Guiding
Principles might be met in this module cohort
• Data processing that could be done by student
interns

3. INTRODUCTIONS - LEADERSHIP
• 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)

4. INTRODUCTIONS - AUTHORS
• New modules
– Volcanic Hazards (Intro)
• Kaatje Kraft (Whatcom Community College)
• Rachel Teasdale (California State University-Chico)
– Landscape and Environmental Change (Majors)
• Stephen Hughes (University of Puerto Rico-Mayaguez)
• Bobak “Bobby” Karimi (Wilkes University)
– Storm and Flood Hazards (Majors)
• James McNamara (Boise State University)
• Venkatesh Merwade (Purdue University)
• Adapted modules
– Measuring the Earth with GPS (Intro)
• Karen Kortz (Community College of Rhode Island)
• Jessica Smay (San Jose City College)
– Water hazards and resources (Intro)
• Jonathan Harvey (Fort Lewis College)
• Becca Walker (Mt San Antonio College)
– Climate Change (Majors)
• Susan Kaspari (Central Washington University)
• Bruce Douglas (Indiana University)

5. NEW AUTHORS:
Share with the group (Time 1)
• Why are you interested in being a GETSI author?
– Saw InTeGrate but never got to participate
– Especially interested geodesy part of GETSI
– Want to overhaul class, so great opportunity
– Has developed some of own hydrology modules, worked
with Venkatesh on others, learning about project
– Has been working with SERC and developed some modules
on hydrology on “exploratory” TUES funding; wanted to
learn more about more professional complete module
development; see other projects
– Used several GETSI or other online modules; more and
more interested in pedagogy

6. NEW AUTHORS:
Share with the group (Time 2)
• Why are you interested in being a GETSI author?
– Had talked about it a number of years ago; teaches
climate/cryo classes; also involved in another project
that will develop other modules so the professional
development will be helpful; has ideas that GETSI will
help with data and pedagogy
– Sounded very interesting from first email; good way to
get data into the classroom; structured and supported
way to use real data
– Learns better with good data; trying to retool course
to include real data; jack of all trades so loves of
geodesy and weather/climate can be combined

7. A +5-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.

8. Collaborative project w/ SERC as the lead institution

9. • 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

10. Solving societal challenges Increasing student STEM
engagement
Complementary paths to
improvement

11. Example modules
--mostly Intro level

12. 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.

13. The Geoscience Literacy Documents

14. GETSI PROJECT OVERVIEW
Mission: 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
• US National Science Foundation funded (3 grants)
• Partnership with Science Education Resource Center
(SERC) and National Association of Geoscience
Teachers (NAGT)
• Developing dozen modules (~2 weeks each)
– Introductory & Majors-level
– Classroom & field

15. GEODESY IS…
15
…the science of accurately measuring the
Earth’s size, shape, orientation, mass
distribution and the variations of these with
time. Traditional geodesy:
Precise positioning of
points on the surface of the
Earth
Modern geodesy:
A toolbox of techniques to
better measure the Earth
wikipedia.org
JPL/NASA

16. • GPS (Global Positioning
System)
• InSAR (Interferometric
synthetic aperture radar)
• LiDAR (Light detecting and
ranging)
• Structure from Motion
• Strain meters, tiltmeters,
creep meters
• Gravity measurements
• Sea level altimetry
• GPS (Global Positioning
System)
• InSAR (Interferometric
synthetic aperture radar)
• LiDAR (Light detecting and
ranging)
• Structure from Motion
• Strain meters, tiltmeters,
creep meters
• Gravity measurements
• Sea level altimetry
UNPACKING THE GEODESY TOOLBOX
http://facility.unavco.org/data/maps/GPSVelocityViewer/GPSVe
locityViewer.html
http://photojournal.jpl.nasa.gov/catalog/PIA00557
http://www.iris.edu/
http://www.nasa.gov/topics/earth/features/graceImg20091214.
html
www.jpl.nasa.gov
usgs.gov

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

18. GETSI: GUIDED BY EARTH SCIENCE & CLIMATE LITERACY DOCS

19. 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

20. GETSI – TEACHING MATERIALS W/ GEODESY DATA

21. • Developed and tested by 2-person teams; 3rd pilot tester will use the
materials & give feedback prior to publication
• Supported by assessment consultant to meet design rubric, develop
embedded assessments for use in testing
• $7,500 stipend for new modules authors
$4000 for adapted module authors
• Contracts will come to you soon
• 60% when module is approved for testing; remaining 40% after module is
revised and published
• Timeline
• Start – February 2018
• Development – through late 2018-early 2019
• Testing & Student Data Submission – Fall 2018-April 2019
• Final Revisions – August 2019 (or sooner)
• Publication – September 2019 (or sooner)
Call for proposals
GETSI MATERIALS DEVELOPMENT TEAMS

22. 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

23. 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 (*for some modules)

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
Any questions about the rubric?

25. LINKING GOALS AND PROCESS:
PART 2: TESTING AND PUBLISHING
• Collection of student assessment data
• Revision of materials
• Publication of teaching materials and
supporting information for faculty
• “Instructor Story” document implementation
at your institutions

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

27. 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

28. 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

29. 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

30. A. GRAND CHALLENGES – GETSI PHASE 2
• Volcanic Hazards (Intro)
• Measuring the Earth with GPS (Intro)
(as applied to a variety of hazards & resource issues)
• Water hazards and resources (Intro)
• Landscape and Environmental Change
(Majors)
• Storm and Flood Hazards (Majors)
• Climate Change (Majors)

31. B. INTERDISCIPLINARY PROBLEMS
(GEOSCIENCE & SOCIAL SCIENCE TIED TOGETHER)
Using GETSI Phase 2 module topics, what are some possible
ties to societal issues or social science that could be
included?
• Graveyards and infrastructure building on
landslides; building and urbanization in landslides
zones
• Think about land use change has affected
flooding; also forest to agricultural or rural to
urban land change
• GPS modules more broad – SanA in CA and CA
water withdrawal; evolving challenge for the
module is how to do this well on several topics

32. B. INTERDISCIPLINARY PROBLEMS
(GEOSCIENCE & SOCIAL SCIENCE TIED TOGETHER)
Using GETSI Phase 2 module topics, what are some possible ties
to societal issues or social science that could be included?
• Helping students/society see water is finite or can
renew slowly; doesn’t just come from taps always
everywhere; stresses can become increasingly
problematic; CA drought; flooding; Hurricane Harvey
loading
• How GPS data can use to solve problems and make
decisions; how would you advice politicians/local artist
to photo glacier/use data to give advice
• Students think of ice sheets as so far away but tying in
sea level really brings it closer to people they know;
policy decisions related to subsidizing insurance; full
societal costs of living in vulnerable areas

33. C. NATURE AND METHODS OF SCIENCE
1. What are ways you help your students learn geoscientific
ways of thinking?
2. What are possible ways to included this in the identified
GETSI topics?
– One of the reason Jes/Karen wanted to concentrate on GPS only so students
can learn to apply the same method to several challenges
– Looking at maps, looking at spatial change, helps students to learn and get
interested, then do modeling to see possible causes
– Intro esp. – explicitly walking students through reading and interpreting time
series so they have modeled for them how a scientists sees it. Know how to
read and interpret patterns.
– Taking a slightly different directly – instead of lecturing show students how
something works and then have them to come up with ideas; then use
lecture to clean up concepts – “just in time teaching”

34. C. NATURE AND METHODS OF SCIENCE
1. What are ways you help your students learn geoscientific
ways of thinking?
2. What are possible ways to included this in the identified
GETSI topics?
– Tries to tie to local changes and then have them claim scientists identity by
answering local questions first
– What goes on in a weather forecaster’s brain as they try to decide to put out
a warning? Operational science. What do they need to know as they think
through it?
– Just general modeling for the students what questions, processes a
scientist/engineer goes through when looking at data/map/etc.
– GPS is familiar with technology but they haven’t applied it to scientific
questions, so help them do this; they can see that normal people can
approach
– Science Communication!

35. D. AUTHENTIC GEODESY DATA
• 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 student intern have?
• Technology & software skills
– ArcMap, GIS
– Spreadsheet experience – data management

36. D. AUTHENTIC GEODESY DATA
• 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 grad student intern have?
• ArcGIS/Map
• Details will evolve later
• Data handling skills in general
• Create figures

37. E. QUANTITATIVE SKILLS
Thoughts/ideas on quantitative skills in your modules?
• Majors-level
– Modeling
– Spatial stats
• Intro
– Graph interpretation
– Vector interpretation
– Calculating rates
– Converting units
– Using data to support arguments (geosci methods)
• Both
– Excel/spreadsheets – definitely Majors but maybe Intro too

38. E. QUANTITATIVE SKILLS
Thoughts/ideas on quantitative skills in your modules?
• Majors-level
– Could potentially use help with this
– Create own graphs; get into uncertainty
– Compare methods
• Intro
– Time series reading – walking student through effective graph
understanding
– AAC&U VALUE rubric – interpreting data, representing data, doing
calculations, support arguments/conclusions; using that to evaluate
assumptions
– Basic statistics – climatic norms & deviations; anomalies; recurrence
intervals
• Both
– Evaluating assumptions
– Excel/spreadsheet skills – definitely a go for majors; also find for intro with
enough support

39. Module development
and assessment
following model of
SERC’s InTeGrate
Project (NSF STEP)
Identify
module
learning
goals
Identify
unit
learning
outcomes
Determine
assessment
strategy
Design
teaching
materials
to match
assessment
Plan
instruction
strategies

40. FOLLOW UP WORK
• Do a call with your author partner to discuss
alignment with guiding principles
• Visit your module on the GETSI site 
For Team Members  Materials In Progress
• Read a short article on geoscience and societal
concerns – Beth will send out link

41. GETSI WEBINAR ROAD CHECK
• serc.carleton.edu/getsi/meetings/Feb2018_au
thors/webinar_roadcheck1.html
OR
• serc.carleton.edu/getsi/meetings  then find
the link lower on the page