InTeGrate-ing Geoscience Learning in Undergraduate Education Cathy Manduca, Sean Fox, Ellen Iverson, Carleton College; 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, Pasadence City College; David Steer, University of Akron With Funding from the National Science Foundation STEP Center Program

This workshop considered how geoscience departments and programs will evolve as geoscience becomes more interdisciplinary, embraces new computational and analytic capacities, and participates in an increasingly global community. Bringing together participants from major research universities, regional comprehensive universities, and liberal arts colleges we considered the implications of these ongoing changes on the design of our curriculum, the ways we support students and faculty in research, and the nature of our departments themselves.

An Increased Emphasis on Addressing Societal Grand Challenges Understanding More Completely System Behavior Interdisciplinary Interactions and Cross-disciplinary Synthesis Where is our Science Going? Eric Barron, 2007 Workshop Presentation Available at

Learning how to study the integrated Earth System –Data, models, systems approach –Interdisciplinary teams and collaborations Learning how geoscience contributes to solving grand societal challenges –Problem based approaches in courses and undergraduate research –Geoscience as a contributor, understanding context Preparation for a rapidly changing discipline –Strong foundational skills –Ability to use skills in a wide variety of problems/activities –Learning to learn Directions for Undergraduate Curriculum

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

Four Strategies Teaching Materials Implementation Programs Professional Development Assessment and Evaluation

Teaching Materials Addressing the intersection of geoscience and sustainability To improve geoscience literacy and prepare the workforce Within geoscience courses, in courses in other majors and programs, in interdisciplinary and general education courses, and in teacher preparation courses 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

Teaching Materials Development Targets Introductory Geoscience (McConnell) Methods Course for Teacher Preparation (Egger) Interdisciplinary Distance Learning Courses (Bralower) Interdisciplinary Gen Ed Courses (Matson) Geoscience for Science Majors (Taber) Targets developed from professional development workshops

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

Professional Development Year 1: Learning about the State of the Art Programs that Bring Together Geoscience and Sustainability : Stanford, May Teaching the Methods of Geoscience: Montana State, June Systems, Society, Sustainability and the Geosciences : Carleton, July Teaching Environmental Geology : Montana State, June 2-6 (Partnership workshop led by On The Cutting Edge) Identifying targets for teaching materials; laying a base of knowledge for implementation programs; developing connections that support team

Assessment and Evaluation Assessment Team will work with teams and pilots to – 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 – Collect date required to demonstrate overall program impact Evaluators will measure the 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.

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