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

GETSI – TEACHING MATERIALS W/ GEODESY DATA

A five-year community effort to improve geoscience literacy and build a workforce

prepared to tackle environmental and resource issues

An NSF STEP CenterDUE-1125331

InTeGrate supports the teaching of geoscience in the context of societal issues both within geoscience courses and across

the undergraduate curriculum.

Collaborative project w/ SERC as the lead institution

• 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

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

Example modules under development (all Intro)

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.

The Geoscience Literacy Documents

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

GRAND CHALLENGES GEODESY/GETSI--subset of these of particular societalimportance

GUIDED BY EARTH SCIENCE & CLIMATE LITERACY DOCS

Constructive AlignmentLiteracy Big

Ideas

Module Goals

Learning Objectives

Assessments

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)

GETSI FIELD EDUC GUIDING PRINCIPLESA. Address one or more geodesy-related grand challenges

facing societyB. Develop student ability to address interdisciplinary problems

and apply geoscience learning to social issuesC. Improve student understanding of the nature and methods

of geoscience and developing geoscientific habits of mindD. 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)

• Develop systems thinking* Referred to as Guiding Principles for Curriculum Design

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

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

LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC

1. Guiding Principles2. Learning Goals and Outcomes3. Assessment and Measurement4. Resources and Materials5. Instructional Strategies6. Alignment

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

DEVELOPMENT PROCESS (+1 YEAR)

1. Materials in Development2. Pass Assessment Rubric3. Classroom Pilot & Data Collection4. Review and Revision5. Publishing

LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC

1. Guiding Principles2. Learning Goals and Outcomes3. Assessment and Measurement4. Resources and Materials5. Instructional Strategies6. Alignment

A. GRAND CHALLENGES

• GPS (high precision) methods can be used to address what societal issues…?– Monitoring mass movement, earthquake hazard,

volcanic haz, that threatens infrastructure/life– Environmental change (ex. stream change) –

human and natural– Post disaster rescue/resource mission– CHANGE DETECTION

C. NATURE AND METHODS OF SCIENCE

Integrating Geoscientific thinking into learning materialsSingle most important thing you can do is to simply make your thinking explicitInclude 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)• Difference between observation & interpretation

C. NATURE AND METHODS OF SCIENCE1. What are ways you help your students learn geoscientific

ways of thinking?

2. How might it be included in the High Precision Positioning module?

D. AUTHENTIC GEODESY FIELD METHODS AND DATA• Particularly critical aspect of GETSI-FieldThoughts?

E. QUANTITATIVE SKILLS• What are quantitative elements of GPS?

– Statistics of uncertainty– Interpolation– Time series analysis– Rate of change– Datums/reference frames

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