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 Et3 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.

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

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)

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)

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

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

A +5-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

Solving societal challenges Increasing student STEM engagement

Complementary paths to improvement

Example modules --mostly Intro level

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

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

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

• GPS (Global Positioning System)

• InSAR (Interferometricsynthetic 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 (Interferometricsynthetic 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/GPSVelocityViewer.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

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

GETSI: GUIDED BY EARTH SCIENCE & CLIMATE LITERACY DOCS

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

GETSI – TEACHING MATERIALS W/ GEODESY DATA

• 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

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 (*for some modules)

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?

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

DEVELOPMENT PROCESS (+1 YEAR)

1. Materials in Development & Pass Assessment Rubric

2. Classroom Pilot & Data Collection

3. Review, Revision, & Publishing

GETSI WEBSITE

• Webinar switched to looking at components of the

– GETSI website http://serc.carleton.edu/getsi

– “For Team Members” pageshttp://serc.carleton.edu/getsi/info_team_members/index.html

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

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

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)

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

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

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”

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!

D. AUTHENTIC GEODESY DATA

• Particularly critical aspect of GETSI

• Good resources (esp. for Intro level) are at Teaching with Dataon 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

D. AUTHENTIC GEODESY DATA

• Particularly critical aspect of GETSI

• Good resources (esp. for Intro level) are at Teaching with Dataon 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

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

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

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

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

GETSI WEBINAR ROAD CHECK

• serc.carleton.edu/getsi/meetings/Feb2018_authors/webinar_roadcheck1.html

OR

• serc.carleton.edu/getsi/meetings then find the link lower on the page