This document summarizes the work of the InTeGrate project, which aims to improve earth literacy and prepare students to address environmental issues through interdisciplinary teaching about earth systems. Funded by the NSF, InTeGrate works with over 25 institutions to develop open-access course materials on sustainability topics and implement new interdisciplinary programs and courses. Assessment data shows over 25 new sustainability-focused courses added across disciplines at partner institutions. The project also runs workshops to train faculty and shares resources through its website to promote expanded participation in sustainability education.
ICT integration is defined as the use of ICT to introduce, reinforce, supplement and extend skills (Pisapia, 1994). ICT integration has been attracting a great deal of interest among researchers in professional development communities and human-computer interaction circles.
Poster presentation of a CSU Long Beach course redesign project leveraging technology for a "flipped class" approach. Presented in May 2014 at the CSU Board of Trustees meeting.
ICT integration is defined as the use of ICT to introduce, reinforce, supplement and extend skills (Pisapia, 1994). ICT integration has been attracting a great deal of interest among researchers in professional development communities and human-computer interaction circles.
Poster presentation of a CSU Long Beach course redesign project leveraging technology for a "flipped class" approach. Presented in May 2014 at the CSU Board of Trustees meeting.
Success from the Ground Up? Participatory Monitoring in Forest RestorationCIFOR-ICRAF
Presented by Manuel R. Guariguata and Kristen Evans at Forest Landscape and Ecosystem Restoration Day on 13 December 2016, as part of the thirteenth meeting of the Conference of the Parties to the Convention on Biological Diversity (CBD COP13) held in Cancun, Mexico.
The role of participatory monitoring in forest landscape restorationCIFOR-ICRAF
Presented by Manuel Guariguata, Center for International Forestry Research (CIFOR), at the 54th Annual Meeting of the Association of Tropical Biology and Conservation (ATBC) in Merida, Yucatán, Mexico, on July 12, 2017.
#ATBC2017
The presentation explored the intersection of student focused social justice interests, civic engagement goals, and community partnership opportunities. The underlying premise was that when students connect with community issues that they are passionately interested in they become more deeply involved with learning objectives and have the opportunity to learn from experts in social justice issues. The end result is an opportunity to immerse students in opportunities to become catalysts and leaders of social transformation. This presentation focused on a student learning and advocacy program at the Thomas Merton Center, located in Pittsburgh, PA. The program engaged over 100 student interns from universities and community colleges located across the country. Students connected with the center as a result of their involvement in their colleges’ service learning and civic engagement programs. Students learned leadership skills that could be applied in their ongoing peace and justice activism. At the workshop, attendees learned how to implement the center’s strategies, while combining student learning outcomes with civic work in the community. Emphasis was placed on creating a values- based framework that links student learning with student passion which manifested in diverse civic engagement opportunities.
This presentation shared an overview of the Next Generation Science Standards (NGSS), compared NGSS with existing state science standards, and explored differences in science instruction based on the new standards. The new NGSS for grades K-12 aim to prepare students for college, career, and citizenship by emphasizing a deeper understanding and application of science practices, content and cross-cutting concepts. NGSS, developed by a national team of scientists and educators partnering with 26 lead states, were adopted for implementation across Maryland’s public education classrooms beginning in the 2017-2018 academic year. While many aspects of NGSS were not novel concepts, the standards intentionally accentuate students thinking and acting like scientists and engineers by working to explain natural phenomena and solve problems. This approach reduces the content students memorize and underscores skills and knowledge needed to explain and understand natural phenomena. Students entering higher education may be less adept at rote memorization but better at solving problems, constructing explanations and developing deeper comprehension. During the workshop, participants analyzed and compared samples of a student lesson that varied with respect to learned-centeredness and discussed how learner-centered pedagogy supports instruction aligned with NGSS. Participants then discussed the implications of Maryland’s adoption of NGSS on higher education.
Success from the Ground Up? Participatory Monitoring in Forest RestorationCIFOR-ICRAF
Presented by Manuel R. Guariguata and Kristen Evans at Forest Landscape and Ecosystem Restoration Day on 13 December 2016, as part of the thirteenth meeting of the Conference of the Parties to the Convention on Biological Diversity (CBD COP13) held in Cancun, Mexico.
The role of participatory monitoring in forest landscape restorationCIFOR-ICRAF
Presented by Manuel Guariguata, Center for International Forestry Research (CIFOR), at the 54th Annual Meeting of the Association of Tropical Biology and Conservation (ATBC) in Merida, Yucatán, Mexico, on July 12, 2017.
#ATBC2017
The presentation explored the intersection of student focused social justice interests, civic engagement goals, and community partnership opportunities. The underlying premise was that when students connect with community issues that they are passionately interested in they become more deeply involved with learning objectives and have the opportunity to learn from experts in social justice issues. The end result is an opportunity to immerse students in opportunities to become catalysts and leaders of social transformation. This presentation focused on a student learning and advocacy program at the Thomas Merton Center, located in Pittsburgh, PA. The program engaged over 100 student interns from universities and community colleges located across the country. Students connected with the center as a result of their involvement in their colleges’ service learning and civic engagement programs. Students learned leadership skills that could be applied in their ongoing peace and justice activism. At the workshop, attendees learned how to implement the center’s strategies, while combining student learning outcomes with civic work in the community. Emphasis was placed on creating a values- based framework that links student learning with student passion which manifested in diverse civic engagement opportunities.
This presentation shared an overview of the Next Generation Science Standards (NGSS), compared NGSS with existing state science standards, and explored differences in science instruction based on the new standards. The new NGSS for grades K-12 aim to prepare students for college, career, and citizenship by emphasizing a deeper understanding and application of science practices, content and cross-cutting concepts. NGSS, developed by a national team of scientists and educators partnering with 26 lead states, were adopted for implementation across Maryland’s public education classrooms beginning in the 2017-2018 academic year. While many aspects of NGSS were not novel concepts, the standards intentionally accentuate students thinking and acting like scientists and engineers by working to explain natural phenomena and solve problems. This approach reduces the content students memorize and underscores skills and knowledge needed to explain and understand natural phenomena. Students entering higher education may be less adept at rote memorization but better at solving problems, constructing explanations and developing deeper comprehension. During the workshop, participants analyzed and compared samples of a student lesson that varied with respect to learned-centeredness and discussed how learner-centered pedagogy supports instruction aligned with NGSS. Participants then discussed the implications of Maryland’s adoption of NGSS on higher education.
Ignite! Presentation: Role of Digital Resources in Changing Teacher Practice ...skurland
This presentation is based on a small study that we conducted on how using digital resources purposefully may help shape teaching practices in STEM educators in a community college setting.
The nation is at an environmental crossroads, states a report released today by the National Science Foundation's (NSF) Advisory Committee for Environmental Research and Education (AC-ERE): America's Future: Environmental Research and Education for a Thriving Century: A 10-year Outlook.
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
1. This work is supprted by a National Science Foundation (NSF) collaboration between the
Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331
Linking Geoscience And Societal Issues:
A Strategy For Making Geoscience More
Central In Higher Education
Cathy Manduca, Carleton College; David
Blockstein, NCSE; Tim Bralower,Penn State;
Felicia Davis, Building Green Initiative; Diane
Doser, UTEP; Anne Egger, Central Washington;
David Gosselin, U. Nebraska; Ellen Iverson,
Carleton College; Kim Kastens LDEO; and Cailin
Huyck Orr, Carleton College
2. What is the role of geoscience in
higher education?
• ~240,000 students enroll in introductory
courses per year
• ~2700 graduate with a degree in
geosciences
• Challenge and opportunity
– Want to make sure we are reaching that
broader audience beyond the small number
who major in the geosciences both in Gen Ed
courses and within their majors
Statistics from AGI
3. Answering a call:
• 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 Earth
by all who engage these issues
• Includes understanding of Earth
data and place
USGS
Barefoot Photographers of Tilonia
Interdisciplinary
Teaching about Earth for
a Sustainable Future
4. A community effort to improve Earth
literacy and build a workforce
prepared to tackle environmental and
resource issues
NSF’s STEP Center in Geoscience
InTeGrate supports integrated
interdisciplinary learning
about resource and environmental
issues across the undergraduate
curriculum to create a sustainable
and just civilization.
How does InTeGrate fit in?
11. As of 2015, 26 sustainability-tied courses are offered in Business, Biology,
Chemistry, Communication, Economics, English, Environmental Science,
French, Geology, Geography, German, Nursing, Philosophy, Religion, Spanish.
This represents additions from 4 additional programs with more anticipated
next semester.
Wittenberg University seeks to create an educational model that fosters
interdisciplinary thinking and a proactive student presence in our community.
• First, we will thread sustainability modules within existing courses.
• Next, we will broaden participation in sustainability curricula through
recruitment and training.
• Finally, we will create linkages in sustainability problem solving within our
community.
Sarah Fortner, Project Lead
12. • Create a common vision for the Next Generation of STEM
Teacher Preparation in Washington, and share resources,
models, and ideas for achieving this vision.
• Work in teams of STEM faculty and administrators to
develop unique action plans for aligning and improving
STEM teacher preparation courses and curricula at their
institutions.
• Develop a plan for ongoing implementation of institutional,
NGSS aligned, InTeGrate infused, STEM teacher
preparation program action plans.
16. http://serc.carleton.edu/integrate
InTeGrate reception: Tuesday, 7:00–8:30 pm, Poe Room (Hilton Baltimore)
Tuesday – Session T81, Room 339
8:40 InTeGrate Modules and Authentic Community-Based Research as Sustainability Program
Opportunities Fortner et al.
Tuesday – Session T86, Room 324
4:00 Building a sustainable future: The imperative and opportunities to engage all future
teachers in Earth science Egger et al.
Wednesday – Session T89, Room 321
9:40 A Trans-Disciplinary Approach in Teaching Earth Science: Integrating Environmental
Justice into Earth Science Curriculum Utilizing an Integrate Teaching Module
Villalobos et al.
10:10 Developing Capacity to Address Societal Issues: Principles and Examples From
InTeGrate Manduca et al.
10:45 Mapping the Environment with Sensory Perception: An Interdisciplinary Module for
Examining Environmental Contamination & Impact Phillips et al.
Wednesday – Session T27, Room 339
4:05 What do undergraduates' perception of the relevance of geoscience and society have in
common with the human-Earth related Earth science literacy principles? Smith and
McConnell
Editor's Notes
Undergraduate education increases the capacity of our citizenry to govern itself, develops the workforce to sustain our economy and way of life, and enhances our students’ quality of life. While most geoscientists would say that our undergraduate programs play an important role in all three areas, geoscience programs are often not central players in institutions of higher education beyond offering a general education course. InTeGrate seeks to transform the role of geoscience in higher education by linking teaching about Earth to the societal issues that our science serves. By making these connections explicit, we make clear the relevance of our science, interest a larger group of students, better prepare students to work in teams to address complex and multifaceted societal problems, and open up new opportunities to learn about geoscience across the curriculum. InTeGrate teaching materials are being developed by interdisciplinary teams that include faculty that span geoscience, social science, humanities, and other STEM disciplines, and they are being piloted in these diverse disciplines. InTeGrate implementation programs are using these materials to increase Earth literacy across college campuses, to strengthen teacher preparation, to introduce geoscience on campuses without geoscience programs, and to engage new, diverse populations of students in learning about the Earth. This approach aligns well with institutional goals for increased focus on sustainability (e.g. Presidents’ Climate Commitment), as well as efforts to strengthen higher-order learning across the curriculum in preparation for citizenship and work (e.g. LEAP). The InTeGrate website provides access to the teaching materials, information on their use in a variety of settings, and a community of adopting faculty. Each implementation program is documenting its evolution on the InTeGrate website and reporting the results of studies evaluating the success of the programs in meeting their goals. Thus in addition to supporting others in adopting and adapting the materials and program models, the website can be used to demonstrate why geoscience is central to a college education, and how geoscience programs can be central in campus wide initiatives and in multi-institutional collaborations.
Undergraduate education increases the capacity of our citizenry to govern itself, develops the workforce to sustain our economy and way of life, and enhances our students’ quality of life. While most geoscientists would say that our undergraduate programs play an important role in all three areas, geoscience programs are often not central players in institutions of higher education beyond offering a general education course.
InTeGrate seeks to transform the role of geoscience in higher education by linking teaching about Earth to the societal issues that our science serves
Some of you might already know the answer to this question, but I want to remind you of it because it helps place our guiding principles and adapting the materials in the bigger context.
You could kill this slide and make these points on the previous one if you want.
By making these connections explicit, we make clear the relevance of our science, interest a larger group of students, better prepare students to work in teams to address complex and multifaceted societal problems, and open up new opportunities to learn about geoscience across the curriculum.
InTeGrate teaching materials are being developed by interdisciplinary teams that include faculty that span geoscience, social science, humanities, and other STEM disciplines, and they are being piloted in these diverse disciplines.
I would talk here about how
InTeGrate teaching materials are being developed by interdisciplinary teams that include faculty that span geoscience, social science, humanities, and other STEM disciplines, and they are being piloted in these diverse disciplines.
I think you want to talk about the goal of brining geoscience out of the department. The materials development teams provided a way for identifying interested faculty in other disicpines, letting them work with geoscience faculty to develop their expertise and instruction materials.
InTeGrate implementation programs are using these materials to increase Earth literacy across college campuses, to strengthen teacher preparation, to introduce geoscience on campuses without geoscience programs, and to engage new, diverse populations of students in learning about the Earth.
I’d say something about how enduring, large scale change takes place in departments, programs and institutions. To help us imagine how to do that, we are developing some models in the InTeGrate Implementation Programs.
They can find out about all 16 models on the website.
Example 1 – I picked this one because they are using Integrate materials and they have updated their website. I think the key things to mention are
Institution wide effort
On campus faculty development for teaching about earth and sustainability across disciplines
Scale of impact
Support from integrate as the meet new challenges including ones related to their success
Campus level attention
This slide and the next one need to be used to make this point as well: This approach aligns well with institutional goals for increased focus on sustainability (e.g. Presidents’ Climate Commitment), as well as efforts to strengthen higher-order learning across the curriculum in preparation for citizenship and work (e.g. LEAP). In this case part of Sarah’s momentum is a institution wide effort focused on sustainability that she ‘joined’
InTeGrate teacher preparation modules such as Energy Sources and Earth Processes, Teaching Geoscience Methods to Secondary Education Students, Using Modeling in the Earth Sciences, and Deposition in the Gaps: An Elementary Pre-service Teacher Preparation Soils Module, will be key components of this effort.
I think you want to talk about teacher prep as a highly leveraged way of bring geo into more central role in higher educaiton.
The InTeGrate website provides access to the teaching materials, information on their use in a variety of settings, and a community of adopting faculty.
Thus in addition to supporting others in adopting and adapting the materials and program models, the website can be used to demonstrate why geoscience is central to a college education, and how geoscience programs can be central in campus wide initiatives and in multi-institutional collaborations.
I don’t know if you want to use this slide, but it could be used to make the point that the website can be used to convince skeptics (this plus the IP models, plus the materials that show that it can be done).
This can be used to make the point that there is more on the site about teaching than just the materials. For both courses and programs there are ideas and examples of what others are doing- to convince yourself or others.
