InTeGrate: Interdisciplinary Teaching of Geoscience for a Sustainable Future An NSF STEP Center in the Geoscience Cathy Manduca, Sean Fox, Ellen Iverson, Carleton College; Carol Baldassari, Lesley University; David Blockstein, NCSE; Tim Bralower, Dave Bice, Penn State; Diane Doser, Laura Serpa UTEP; Anne Egger, Central Washington University; David Gosselin, University of Nebraska-Lincoln; Kim Kastens, Columbia University; Pam Matson, Steve Graham, Richard Nevle,Stanford University; David McConnell, North Carolina State; Elizabeth Nagy-Shadman, Pasadena City College; David Steer, University of Akron; John Taber, IRIS

A five-year community effort to improve geoscience literacy and build a workforce prepared to tackle environmental and resource issues

The STEP Centers competition allows a group of faculty representing a cross section of institutions of higher education to identify a national challenge or opportunity in undergraduate education in science, technology, engineering, and mathematics (STEM) and to propose a comprehensive and coordinated set of activities that will be carried out to address that challenge or opportunity within a national context. Program activities for all STEP Centers should be designed to have a national impact on increasing the number of students, including STEM majors or non- STEM majors or both, enrolling in undergraduate courses in STEM Projects submitted to the EHR-GEO STEP Center competition should be focused on essential concepts in Earth System Science and its foundational importance in areas such as the interplay of environment, energy, and economics.

Transforming What, How and Where of Undergraduate Geoscience Teaching

– Geoscience in context of societal challenges – Process of geoscience and geoscience thinking – Interdisciplinary problem solving

Transforming What, How and Where of Undergraduate Geoscience Teaching – Engaged, student centered, research-based pedagogy – Engage students with real-world geoscience data – Connected to nature and process of geoscience – Designed to improve recruitment and retention

Transforming What, How and Where of Undergraduate Geoscience Teaching – Geoscience Across the Curriculum Interdisciplinary Courses Courses in Other Disciplines Interdisciplinary Programs Teacher Preparation Geoscience Programs – Expanded Venues Distance Learning Dual-enrollment Schools with no geoscientists

Materials Development Implementation Programs Assessment Program Evaluation Professional Development Website, Project Office A Systems Model for Transformation of Individuals, Institutions, and the Geoscience Community

Assessment ensure that materials increase geoscience literacy, understanding of the process of science, and improve interdisciplinary problem solving while using research-based teaching methods and meeting their stated learning goals David Steer, University of Akron; Ellen Iverson SERC, 10 person team Evaluation impact of InTeGrate on programming, student learning, and students’ ability and willingness to engage in societal roles addressing the sustainability of our civilization and environment. Kim Kastens, Columbia; Carol Baldessari, PERG; Frances Laurentz, University of Minnesota

Materials Development Implementation Programs Assessment Program Evaluation Professional Development Materials Development Creating the resources needed to teach geoscience in a new way Transforming the way we develop materials Website, project office Developed and tested by teams with members from at least 3 institutions 150 team members; >25 from 2YC and minority serving institutions; 1/3 from outside the geosciences ½ by application; 6 teams from workshops Linking creation and testing

David McConnell, North Carolina State Pam Matson, Stanford University; Tim Bralower, Penn State John Taber, IRIS Anne Egger, Stanford University Me, David Blockstein, NCSE/CEDD David Gosselin, Nebraska Materials Development Implementation Programs Assessment Program Evaluation Professional Development Materials Development Introductory modules on literacy themes Interdisciplinary courses Geoscience for engineers and scientists Teacher preparation modules Geoscience in other disciplines Website, project office Introductory Modules Under Development Humanity’s Dependence on Earth’s Mineral Resources Interchanges Between Ocean and Atmosphere resulting in Short-term Climate Variations Natural Hazards, Earth Processes, and Society The Availability of Sufficient Clean Freshwater Introductory Modules Under Development Humanity’s Dependence on Earth’s Mineral Resources Interchanges Between Ocean and Atmosphere resulting in Short-term Climate Variations Natural Hazards, Earth Processes, and Society The Availability of Sufficient Clean Freshwater Teacher Preparation Modules Under Development Energy Sources and Earth Processes Teaching Geoscience Methods to Secondary Education Students Using Modeling in the Earth Sciences Teacher Preparation Modules Under Development Energy Sources and Earth Processes Teaching Geoscience Methods to Secondary Education Students Using Modeling in the Earth Sciences Interdisciplinary Courses Under Development Energy, Earth, and Us Geologic Hazards and Humans Coastlines and Coastal Hazards Water and Society Modeling the Earth System Seeking Team Members Contact Cathy Manduca Interdisciplinary Courses Under Development Energy, Earth, and Us Geologic Hazards and Humans Coastlines and Coastal Hazards Water and Society Modeling the Earth System Seeking Team Members Contact Cathy Manduca Ideas for Modules or Courses Welcome

Assessment Elements Design Rubric – to ensure we are testing strong materials that meet project goals Geoscience Literacy Exam (GLE) – to measure geoscience literacy, understanding of process of geoscience, and systems thinking Plus – to measure motivation to address societal issues Embedded Assessments – to measure ability of materials to address stated learning objectives

Materials Development Implementation Programs Assessment Program Evaluation Professional Development Website, Project Office A Systems Model for Transformation of Individuals, Institutions, and the Geoscience Community

Implementation Programs Develop a new vision for how geoscience is positioned in higher education Infuse geoscience throughout the curriculum Leverage existing geoscience, environmental science and engineering programs to address solutions for societal problems Engage younger students in the geosciences and increase geoscience enrollment Within and beyond geoscience departments Within and beyond single institutions 20 by application in years 3-5

David McConnell, North Carolina State Pam Matson, Stanford University; Tim Bralower, Penn State John Taber, IRIS Anne Egger, Stanford University Me, David Blockstein, NCSE/CEDD David Gosselin, Nebraska Materials Development Implementation Programs Assessment Program Evaluation Professional Development Materials Development Introductory modules on literacy themes Interdisciplinary courses Geoscience for engineers and scientists Teacher Preparation modules Geoscience in other disciplines Website, project office Developed and tested by teams with members from at least 3 institutions 150 team members; >25 from 2YC and minority serving institutions; 1/3 from outside the geosciences ½ by application; 6 teams from workshops

Materials Development Implementation Programs Assessment Program Evaluation Professional Development Website, Project Office A Systems Model for Transformation of Individuals, Institutions, and the Geoscience Community

Professional Development Goals Document and Understand Current Practice as a Base for Development of Needed Materials and Programs Build an Interdisciplinary Community Invested in Teaching Geoscience in the Context of Societal Issues Support Effective Teaching of Geoscience in the Context of Societal Issues Throughout the Undergraduate Curriculum Disseminate Project Materials, Outcomes

Program Elements National Workshops 520 seats Program and Course Level Workshops Faculty, Adjuncts and TAs In collaboration with NCSE, Cutting Edge, and Professional Societies 24 Travelling Workshops Virtual Events Website

2013 Workshops : Teaching Environmental Justice, Geoscience in Other Science Courses, Program Level Workshop, Teaching Oceanography

Program Evaluation Counting – to measure students and programs impacted Faculty survey – to understand impact on teaching practice and attitude toward geoscience in service to societal issues GLE+ - to measure impact on student learning, attitude and motivation to continue Interview Study – to understand effectiveness of community based approach

A five-year community effort to improve geoscience literacy and build a workforce prepared to tackle environmental and resource issues