1. WG 10: Research on Institutional Change and Faculty Professional Development, TA training
Grand Challenge Goals
How to most effectively/efficiently promote rapid, pervasive continuous improvement in geoscience teaching and learning for all students?
How to promote professional success of geoscience instructors of all types?
How to promote health of geoscience departments and programs within a variety of institutional contexts?
Grand Challenge Questions
What characterizes professional experiences that support continuous learning and sustained action?
How or when does context and positionality within a context (institution type, department culture, faculty position, scale) influence strategy? How to promote health of geoscience departments and programs within a variety of institutional contexts?
What are the developmental arcs of geoscience instructors of all types?
What is the role of community/individual interactions in supporting, initiating, causing and sustaining institutional change?
What are the interactions between our three grand challenges?

2. WG #9: Geoscience Students' Self-Regulated Learning/Metacognition and Affective Domain
How do we support our students in developing their ability to learn the general skills and ways of thinking in the geosciences that would allow for life-long success and how do we know they have done so?
How can we measure student experiences in the geosciences through the lens of self-regulation, motivation and other components using the most cutting edge research technology and methodologies from fields such as educational psychology?
How do we assure adoption by the geoscience practitioner community (and administration) in learning and implementing classroom strategies that are known to be effective in supporting students affect, metacognition and self-regulation of learning and how do we know it was successful?
What affective skills are transferable beyond the geosciences and how they are different for introductory (majors and non-majors) vs. major/upper division courses in considering the novice-expert continuum?
What does supporting student affective elements look like across different populations and how do we leverage that to assure increased diversity, student success and sustained interest in the geosciences, in and out of the classroom, both from a teaching and culture perspective?

3. WG8: Research on Instructional Strategies: Grand Challenges
How can research and evaluation keep pace with, and effectively influence, innovations in strategies for teaching geoscience knowledge, skills, and dispositions?
How can undergraduate geoscience instruction benefit from effective research- based practices in other domains?
What instructional practices and settings are most effective for the greatest range of geoscience learners?
How do we overcome structural barriers that impede effective teaching and learning of geoscience?
How can we better engage learners as co-creators and colleagues in teaching?
How do we most effectively disseminate and promote research findings and best practices in geoscience education?

4. Cog B: Problem solving, quantitative reasoning & modeling
….. transform holistic experiential understanding of an Earth phenomenon into a mathematical representation …
What are quantitative habits of mind needed to understand the Earth and how do we move from teaching quant skills to quant habits of mind?
…. students with poor math preparation or attitudes …. know the power of math to solve problems they care about concerning the Earth…
… students find and solve problems they care about concerning the Earth, in an information-rich society…
…students understand how geoscientists create and validate [computational] models and use models to generate new knowledge…
…how does the human mind run mental models of the future or the past, and how can geoscience education improve and leverage that ability…
How does the human mind understand positive and negative feedback loops, how can geoscience education foster that ability…
Models Problems Quantitative

5. Spatial and Temporal Reasoning
Other fields
Cognitive science
2. How does the human mind reason spatially and temporally?
GER
What are the types of spatial and temporal reasoning essential to the geosciences?
3. How can geoscience education foster spatial and temporal reasoning?
Psychometrics
4. How can assessment measure spatial and temporal reasoning?

6. WG#5: Access and Success: Underrepresented Students in the Geosciences
How can we recognize and support the individual identities and personal pathways of students as they are attracted to and thrive in the geosciences? 
How do we support identity and intersectionality of student and faculty diversity while fostering academic growth as a geoscientists? 
How does the development of geoscience expertise or the growth of a geoscience identity serve as a barrier to underrepresented groups?
How is privilege implicit in the structure of programs or curricula and how can students from out-groups navigate this space?
How can we incorporate research from outside the geosciences to take significant steps forward in understanding program design and student pathways?
How can the geoscience community capitalize on evidence from different scale efforts to broaden participation?
What efforts to broaden participation are likely to best for large-scale implementations? What efforts are best kept small and reproduced (with modification) at local setting?
How can large and small efforts be best facilitated, valued, funded? The value of both must established and recognized.

7. WG4 - Research on Teaching about Earth in the Context of Societal Problems
GC 1: How does teaching with societal problems effect student learning about the Earth?
Can societal problems be used to achieve content goals?
Skills from the Summit Workforce document
Can the use of societal problems contribute to developing geo-science literacy?
How does the use of societal problems contribute to learning progressions (e.g. use of issues/activities/solutions that are appropriate to the grade level and STEM/non-STEM majors)?
GC 2: What are the design principles needed to achieve the student outcomes in GC 1?
Curriculum resources (existing resources: ITG, large data sets) and what needs to be developed? Nature of the case studies
What scales can societal problems address (local, regional, global)?
Faculty development needs (supporting faculty to use societal problems)
Use societal problems to engage learners (at an activity scale) as well as to recruit and retain majors, which then helps promote departmental sustainability
GC 3: How do we assess the influence of teaching with societal problems in terms of student motivation and learning about the Earth?
What instruments exist/need to be developed to assess  the use of societal problems?

8. WG3: Research on Elementary, Middle, and Secondary Earth Science
Teacher Education
How do we recruit and retain a diverse workforce of K-12 earth and space science teachers?
What are effective models for infusing earth and space science into undergraduate K-12 teacher preparation?
How do we best prepare future K-12 teachers to engage in earth and space science to promote NGSS 3D learning?
How can universities best support the significant need for professional development of K-12 teachers in earth and space science?

9. WG2: Conceptual understanding of env., ocean, atm. & climate science
Challenge 1: What are the challenges to the conceptual understanding specific to each discipline: environmental science, ocean sciences, atmospheric sciences, and climate science?
Challenge 2: How do we teach these complex interconnected Earth systems to enhance student conceptual understanding, e.g., climate change?
Challenge 3: What approaches are effective for students to understand various models (numerical and analytical) that are used for prediction and research in atmospheric, oceanic and climate sciences, including model limitations?
Challenge 4: How does taking into account the background, beliefs, and prior-knowledge of students assist their conceptual understanding of Earth system sciences?
Challenge 5: How do we broaden the participation of faculty who are engaged in educational research in environmental sciences, atmosphere sciences, ocean sciences and climate sciences and implementing research-based instruction?

10. Geology/Solid Earth Science Content
WG#1: Research on Students' Conceptual Understanding of
Geology/Solid Earth Science Content
Which concepts are critical for developing Earth Systems thinking on the relationship of processes within the lithosphere, and between the lithosphere and other Earth system components?
How can we disseminate results on solid earth student concept research to K-16 and informal educators.
How can we incorporate K-16 and informal educators' experiences and observations to sustain the dialogue between practitioners and researchers in solid earth education?
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