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

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

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

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?

Desired outcomesAssessmentsActivities

Courses Programs/Institutions

Community/Network

Systems approach:1. Any given

action will have multiple outcomes or consequences;

2. Any desirable outcome will require multiple nudges or influencers.

http://serc.carleton.edu/integrate

Materials development

Materials developmenteducation

4% engineering3%

enviro27%

geo29%

geography14%

humanities3%

other6%

other science10%

social science3%

Discipline of Materials Authors (n=115)

Implementation programsWA Consortium

StanfordCSU - Chico

U. N. Colorado

UTEP

USD

Gustavus Adolphus

UI - C

GVSU

U. Middle TN

Penn StateShippensburg

Savannah StateMercer

Claflin

Wittenberg

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

• 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.

What about the skeptics?

http://serc.carleton.edu/integrateInTeGrate reception: Tuesday, 7:00–8:30 pm, Poe Room (Hilton

Baltimore)Tuesday – Session T81, Room 3398:40 InTeGrate Modules and Authentic Community-Based Research as Sustainability Program

Opportunities Fortner et al. Tuesday – Session T86, Room 3244:00 Building a sustainable future: The imperative and opportunities to engage all future

teachers in Earth science Egger et al. Wednesday – Session T89, Room 3219:40 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 3394:05 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