A five-year community effort to improve Earth literacy and build a workforce prepared to tackle environmental and resource issues An NSF STEP Center DUE InTeGrate supports integrated interdisciplinary learning about resource and environmental issues across the undergraduate curriculum to create a sustainable and just civilization.

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.

A Systems Model for Transformation of Individuals, Institutions, and Education

Developed and tested by teams with members from at least 3 institutions 2 year commitment to development, testing, revision and publication Supported by assessment team member to meet design rubric, develop embedded assessments for use in testing $45,000 stipend for modules and $75,000 stipend for courses Materials Development Teams Call for proposals

Design Goals * Address one or more geoscience-related grand challenges facing society Develop student ability to address interdisciplinary problems Improve student understanding of the nature and methods of geoscience and developing geoscientific habits of mind Make use of authentic and credible geoscience data to learn central concepts in the context of geoscience methods of inquiry 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 Materials are used in courses outside geoscience departments Learning by students can be documented to show increased higher level understanding of sustainability and geoscience

Linking Goals and Process: The Materials Design Rubric Guiding Principles Learning Objectives and Outcomes Assessment and Measurement Resources and Materials Instructional Strategies 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 Case studies document implementation at your institutions

Executive Editor/Team Lead Documentation Assessment consultant CMS Webteam Liaison October Meeting

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 Jones Kershaw, P., 2005, Creating a disaster resilient America: Grand challenges in science and technology. Summary of a workshop. National Research Council, 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

The Geoscience Literacy Documents

Geoscience Literacy Connections ThemeEarth ScienceAtmospheric ScienceClimate ScienceOcean Science Nature, methods, processes of science 1. Earth scientists use repeatable observations and testable ideas to understand and explain our planet 6. We seek to understand the past, present, and future behavior of Earth's atmosphere through scientific observation and reasoning. 5. Our understanding of the climate system is improved through observation, theoretical studies and modeling. 1. The Earth has one big ocean with many features. 7. The ocean is largely unexplored. Earth is composed of four interacting systems 3. Earth is a complex system of interacting rock, water, air, and life. (3.2 All Earth processes are the result of energy flowing and mass cycling within and between Earth’s systems. 3.3 Earth exchanges mass and energy with the rest of the Solar System) 5. Earth's atmosphere continuously interacts with the other components of the Earth System. 2. Climate is regulated by complex interactions among components of the Earth system. 3. The ocean is a major influence on weather and climate. (3A. The ocean controls weather and climate by dominating the Earth’s energy, water and carbon systems.) External and internal energy sources drive Earth processes 2. Energy from the sun drives atmospheric processes. 3. Atmospheric circulations transport matter and energy. 1. The sun is the primary source of energy for Earth's climate system Earth system components undergo changes at a range of temporal and spatial scales 2. Earth is 4.6 Byrs old. 4. Earth is continually changing. 5. Earth is the water planet. 4. Earth's atmosphere changes over time and space, giving rise to weather and climate. 4. Climate varies over space and time through both natural and man-made processes. 2. The ocean and life in the ocean shape the features of the Earth. The history of life has influenced and, has been influenced by, the natural environment 6. Life evolves on a dynamic Earth and continuously modifies Earth. 1. Earth has a thin atmosphere that sustains life. 3. Life on Earth depends on, has been shaped by, and affects climate. 4. The ocean makes Earth habitable. 5. The ocean supports a great diversity of life and ecosystems. Modern societies have adapted to, and continue to change, the environment 7. Humans depend on Earth for resources. 8. Natural hazards pose risks to humans. 9. Humans significantly alter Earth. 7. Earth's atmosphere and humans are inextricably linked. 6. Human activities are impacting the climate system. 7. Climate change will have consequences for the Earth system and human lives. 6. The ocean and humans are inextricably interconnected. after Duggan-Haas & Miller,

Constructive Alignment Literacy Big Ideas Course/Module Goals Learning Objectives Assessments