Towards integrated Earth System Science education in Norway

iEarth consortiumDepartments of earth science, University of Bergen, University of Tromsø, University of Oslo and UNIS

ase.hestnes@uib.noÅse Hestnes ,UiB

Discussion

1. How can we foster excellence in teaching and learning within natural sciences?

2. How can threshold concepts be used in educational programs?

3. What are the main challenges when developing cross disciplinary educational programs?

4. How can digital tools (geomatics) improve earth science education?

5. We focus on five topics for development under iEarth: environment, climate, geohazards,

recourses and energy. Is there any other topics we should include in our curriculum

development plan?

6. How can we engage students in the development of the learning environment?

Abstract

Earth science education is a cornerstone of Norwegian Society, underpinning Norway’smajor energy and resource based industries, but is also key to societal resilience andenvironmental safety. Yet, the Earth sciences are in change, posed by changing climate,shifting energy landscape and resource utilization acutely highlight the inter-dependencebetween human society and our planet. In this proposal, we build a national consortiumwith broad international networks, to transform the Earth Science education in Norway.We will connect excellence in research to excellence in student-active learning by: 1)creating a national competence center for earth science education, 2) developing a genericapproach to cross-disciplinary earth science education within critical fields of societalrelevance (geohazards, resources, energy, environment, climate), 3) establishing a coherentsystem of evaluation to foster teaching excellence and identify best practices to disseminateworldwide.

The iEarth consortium

The iEarth consortium consists of

• Department of Earth Science at the University of Bergen (UiB)

• Department of Geoscience at the University of Oslo (UiO)

• Department of Earth Science at the University of Tromsø – the Artic University ofNorway (UiT)

• Department of Artic Geology at the University Centre of Svalbard (UNIS)

Photo: Rie Malm, UiO

ReferencesBarr, R. B. and J. Tagg (1995). "From teaching to learning: A new paradigm for undergraduateeducation." Change 27: 12-125.

Boulton, G. (2009). "What are universities for?" University World News.

Brown, J. T. and A. C. Kant (2009). "Creating bioentrepreneurs: How graduate student organizationsfoster science entrepreneurship." Journal of Commercial Biotechnology 15: 125-135.

Huber, M. T. and S. P. Morreale (2002). Disciplinary Styles in the Scholarship of Teaching andLearning: Exploring Common Ground, American Association for Higher Education, Washington, DC.Carnegie Foundation for the Advancement of Teaching, Menlo Park, CA.

Kastens, et al. (2009). "How Geoscientists Think and Learn." EOS 90(31).

Kauffman, S. A. (2006). Beyond reductionism: Reinventing The Sacred, Edge Foundation.

Lave, J. and E. Wenger (1991). Situated learning: legitimate peripheral participation. Cambridge,Cambridge University Press.

Linn, et al. (2015). "Undergraduate research experiences: Impacts and opportunities." Science347(6222).

NSF (2015). Integrating Discovery-Based Research into the Undergraduate Curriculum - Report ofa Convocation. Committee for Convocation on Integrating Discovery-Based Research into theUndergraduate Curriculum. Division on Earth and Life Studies; Division of Behavioral and SocialSciences and Education; National Academies of Sciences and Medicine.

Ryan, R. M. and E. L. Deci (2000). "Self-determination theory and the facilitation of intrinsicmotivation, social development, and well-being." American Psychologist 55(1).

Progress domains

The consortium shall through the progress domains promotean engaging, innovative environment to educate the nextgeneration Earth scientist;

Shaping the future – meeting tomorrow’s societalchallenges

Focusses on the fundamental importance of geoscienceeducation in the face of global challenges. This deep relevanceneeds to be clearly expressed in the geoscience curriculum.

A learning environment for students

Focusses on the students’ learning process. We will activelyengage students in the development of their generic skills.

A learning environment for teachers

Focusses on building a collaborative culture for teaching. Wewill shift the focus away from the personal qualities ofindividual lecturers towards a collegial effort to establishevidence-based learning practices.

Field learning

Focusses on the unique challenges and opportunities of fieldteaching. Field activities play an important role in geoscienceknowledge integration, and are a key source of learningmotivation for both students and teachers.

Alumni & outreach

Focusses on establishing a close interaction between iEarthand potential employers across private and public sectors. Thistwo-way interaction is essential to securing the broad societalrelevance of the geoscience education.

Photo: Christian Haug Eide, UiB