GETSI-Field Guiding Principles presentation
- 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
- 2. GETSI – TEACHING MATERIALS W/ GEODESY DATA
- 3. 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.
- 4. Collaborative project w/ SERC as the lead institution
- 5. • 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
- 6. Implicit in this model is that InTeGrate supports transformation of teaching in higher education to support engaged learning.
- 7. Example modules under development (all Intro)
- 8. 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.
- 9. The Geoscience Literacy Documents
- 10. GEODESY TOOLS FOR SOCIETAL ISSUES GETSI • 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
- 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 & GETSI Field Education largely use 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) will our project evaluator and lead assessment consultant (if we get the IUSE funding)
- 15. GETSI FIELD EDUC 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 and developing geoscientific habits of mind D. Make use of authentic and credible geodesy field methods and data to learn central concepts in the context of geoscience methods of inquiry E. Increase student capacity to apply quantitative skills (GETSI) to geoscience learning (InTeGrate focuses on systems thinking) * Referred to as Guiding Principles for Curriculum Design
- 16. 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
- 17. 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
- 18. 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
- 19. 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 • “Instructor Stories” document implementation at different institutions
- 20. DEVELOPMENT PROCESS (+1 YEAR) 1. Materials in Development 2. Pass Assessment Rubric 3. Classroom Pilot & Data Collection 4. Review and Revision 5. Publishing
- 21. 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
- 22. A. GRAND CHALLENGES – GETSI YEAR 2 • GPS methods can be used to address what societal issues…?
- 23. 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 Include opportunities for scientific communication (writing, presentations • 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)
- 24. C. NATURE AND METHODS OF SCIENCE 1. What are ways you help your students learn geoscientific ways of thinking? 2. How might it be included in the High Precision Positioning module?
- 25. D. AUTHENTIC GEODESY FIELD METHODS AND DATA • Particularly critical aspect of GETSI-Field Thoughts?
- 26. E. QUANTITATIVE SKILLS • What are quantitative elements of GPS?
- 27. 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
Editor's Notes
- #4: What is InTeGrate
- #6: Gloss this quickly – the point is that geoscience is important both for the workforce and broad literacy
- #15: Jump to the GETSI website from here
- #16: 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
- #18: 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.