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 ). I NTRO TO GETSI-I N T E G RATE C URRICULUM D EVELOPMENT M ODEL The webinar begins at: 1 pm PT | 2 pm MT | 3 pm CT | 4 pm ET For audio, call: (or ) Access Code: Press *6 to mute and unmute (but hopefully we won’t need any muting)

C ALL G OALS Overview relationship between GETSI and InTeGrate Overview GETSI guiding principles Introduction to GETSI development website Introduction to February meeting goals

GETSI – TEACHING MATERIALS W / GEODESY DATA

A five-year community effort to improve geoscience literacy and build a workforce prepared to tackle environmental and resource issues An NSF STEP Center DUE 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

Implicit in this model is that InTeGrate supports transformation of teaching in higher education to support engaged learning.

Example modules under development (all Intro)

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, 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

G RAND C HALLENGES G EODESY /GETSI --subset of these of particular societal importance

G UIDED BY E ARTH S CIENCE & C LIMATE L ITERACY D OCS

Constructive Alignment Literacy Big Ideas Module Goals Learning Objectives Assessments

GETSI-SERC RELATIONSHIP GETSI will largely use the InTeGrate model for development (as practical) GETSI will largely use 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 Tonya Kjerland is our web guru

Developed and tested by 2-person teams year commitment to development, testing, revision and publication Supported by assessment consultant to meet design rubric, develop embedded assessments for use in testing $7,500 stipend for co-authors; equivalent buy-out salary for PIs Call for proposals GETSI M ATERIALS D EVELOPMENT T EAMS

D ESIGN G OALS * Address one or more geodesy-related grand challenges facing society Make use of authentic and credible geodesy data to learn central concepts in the context of geoscience methods of inquiry Improve student understanding of the nature and methods of geoscience and developing geoscientific habits of mind Develop student ability to address interdisciplinary problems and apply geoscience learning to social issues Develop systems thinking * Referred to as Guiding Principles for Curriculum Design

P EDAGOGIC G OALS 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

I MPLEMENTATION G OALS 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

L INKING G OALS AND P ROCESS : T HE M ATERIALS D ESIGN R UBRIC 1.Guiding Principles 2.Learning Goals and Outcomes 3.Assessment and Measurement 4.Resources and Materials 5.Instructional Strategies 6.Alignment 7.GETSI-specific Instructional Strategies

L INKING G OALS AND P ROCESS : P ART 2: T ESTING AND P UBLISHING Collection of assessment data Revision of materials Publication of teaching materials and supporting information for faculty Case studies document implementation at your institutions

D EVELOPMENT P ROCESS (+1 YEAR ) 1.Materials in Development 2.Pass Assessment Rubric 3.Classroom Pilot & Data Collection 4.Review and Revision 5.Publishing

S PENT TIME LOOKING AT SOME WEBSITES Webinar switched to looking at components of the – GETSI website – InTeGrate “For Team Members” pageshttp://serc.carleton.edu/integrate/info_tea m_members/currdev/index.htmlhttp://serc.carleton.edu/integrate/info_tea m_members/currdev/index.html