1. Lessons from the InTeGrate Implementation Teams:
Synthesizing Real-World Experience
John McDaris and Cailin Huyck Orr
Science Education Resource Center, Carleton College

2. The InTeGrate System Programs/ Community/ Courses Institutions Network
How many of you are familiar with InTeGrate? (skim if lots)
The InTeGrate project is an NSF STEP Center [STEM Talent Expansion Program] that supports the teaching of geoscience in the context of societal issues both within geoscience courses and across the undergraduate curriculum. The program itself operates at a number of interacting scales with flows and interdependencies, like a system. Describe circle diagram.
Today I’m going to be talking about this middle piece here – the implementation programs.

3. Implementation Programs
The Implementation Programs are teams of educators who developed new models of ways to bring geoscience to a diverse range of disciplines, institutions, and networks. These program teams consisted of institutions, or clusters of institutions, that applied for grants to develop and evaluate programs modeling innovative ways of 1) increasing the diversity of students developing Earth literacy and/or 2) teaching students to bring the geosciences to bear in addressing societal issues. The 16 teams that were selected to be a part of the project all sought to use InTeGrate materials to effect change on their campuses or in their regions. These programs made use of, and built upon, information on effective practices compiled by InTeGrate and particularly the InTeGrate-developed teaching materials and/or the materials design rubric. 

4. Addressing InTeGrate’s Goals
Interdisciplinary programs, majors or certificate programs with a strong geoscience component designed to prepare students for careers addressing challenges of sustainability;
Programs that increase the enrollment and graduation of students from underrepresented groups to broaden access in the geosciences;
Programs that broaden access to science by introducing geoscience across the liberal arts curriculum;
Inter-institutional programs that bring geoscience into courses at institutions without geoscience faculty including minority-serving institutions and 2YCs;
Programs that strengthen the role of geoscience in the preparation and professional development of K-12 teachers, including but not limited to Earth science teachers;
Programs that introduce or strengthen the role of geoscience in the preparation of STEM majors outside of the geosciences.
Programs that facilitate the transition from college or university to the workforce.
The Implementation Programs have been a key piece of broadening the reach and impact of the InTeGrate program.

5. Scale of impact Gustavus Adolphus Univ. South Dakota Washington State
Univ. N. Colorado
Shippensberg
Mercer
Stanford
Savannah
CSU - Chico
Claflin
UI - Chicago
GVSU
MTSU
Wittenberg
UTEP
Penn State*
Program
Institution
Several institutions
Entire State
*Global campus

6. Program descriptions
Each of the implementation program teams has documented their efforts on the InTeGrate website. Each program description is made up of multiple pages that lay out the teams’ goals for improving programs and courses, evidence of impact in those areas, the courses that were impacted by InTeGrate materials and how they were influenced, and advice for others seeking to make similar changes in their own contexts. Beyond the value of making changes at these particular institutions, the experiences of these teams is now available as a kind of field guide for others to follow. No two contexts are exactly the same but having these models to start with can be a great benefit to others looking to effect change where they are.

7. Synthesis of Lessons Learned
The IP teams were all working on different combinations of problems and issues, but they all learned important lessons in attempting to achieve those goals. As the teams were wrapping up their work under the auspices of the project in December 2016, representatives from the teams met to learn from each other and document lessons learned in five key areas:
attracting and supporting diverse learners;
teaching Earth across the curriculum;
building connections to strengthen K-12 teaching;
supporting transitions to the workforce, transfer, and careers;
and making change happen on the large scale.
The resulting resources are captured on the InTeGrate website and provide linkages between best-practices from the literature and ground-truth from the actual experiences of the teams. The guidance put forward on these pages is supported by examples from the teams that demonstrate how work on particular issues influenced and was influenced by specific circumstances and contexts.
In each of these areas, the webpages provide general guidance on topics but also provide links into the program descriptions where you can learn specifics about what particular teams did and what impacts they had in that area.

8. Attract and Support Diverse Learners
Demonstrate Cultural Relevance
Utilize Local Context
Explore the Impacts of Socioeconomic Differences
Help Faculty Employ Proven Educational Practices
Generate Community Involvement
Employ Service Learning
Utilize Field Trips
Involve Local Industry and Government
Collaborate with Other Institutions
K-12 Schools
Two-Year Colleges
Four-Year and Research Institutions

9. Teach Earth Across the Curriculum
Build Interdisciplinary Networks
Create Certificates, Minors, or Campus-wide Initiatives
Unite Faculty and Staff with Common Interests
Infuse Sustainability into Teacher Preparation Programs
Help Faculty Teach Outside their Discipline
Foster Institutional Change
Develop Interdisciplinary Curricula
Garner Higher Administrative Support
Reach Out to Other Academic Disciplines
Leverage Strategic Plans
Infuse Learning about the Earth into Non-Geoscience Courses
Include Students in Develop Campus Initiatives
Bring Sustainability into the Geoscience Curriculum
Engage Students in Active Learning
Train Faculty in Active Learning
Use Active Learning Pedagogies

10. Build Connections to Strengthen K-12 Teaching
Use Earth Science Topics as Themes
Infuse throughout the preparation curriculum
Collaborate Broadly and Deeply
With Local Teachers, Schools, and Administrators
With Schools/Departments of Education within the University
With Two-Year Colleges
Plan At Scale
Scope of effort determines the necessary partners and interested stakeholders

11. Support Transitions to the Workforce, Transfer, and Careers
At the Course Level
Develop Workforce Skills and Habits of Mind
Highlight Locally-Relevant Issues
Showcase Career Opportunities that Utilize Earth Knowledge
At the Program or Departmental Level
Clarify Pathways to an Earth-Related Career
Provide Multiple Opportunities to Connect to Careers and Gain Workforce Skills
Develop New Workshops, Certificates, and Minors to Build Professional Portfolios
Beyond the Institutional Level
Build Bridges Between High School and College
Build Bridges Between 2YCs and 4YCs
Find Partners in the Workplace

12. Make Change Happen on the Large Scale
Design to Maximize Impact
Understand the Problem in Context
Develop a Beginning Strategy
Establish a Plan for Course Corrections
Support Implementation of Change
Create a Community of Practice
Communication is Important
Sustain Change and Scale Up
Support Continuous Improvement
Sustain Efforts Over Time
Scale Up Change for Wider Impacts
Connect Earth and Societal Issues
A Motivational Focus
A Unifying Theme Across Disciplines
A Lever to Increase Reach
All the teams were striving to make change happen at scales larger than a single course, so they all had insights and advice for how to do that effectively in their particular context. So here they were asked to find the common elements running through all of their efforts related to making change.

13. Wednesday PM Workshop
My coauthor Cailin Huyck Orr has a workshop on Wednesday afternoon that will help participants explore these program models as a way of thinking about changes they want to make in their programs or on their campuses. If you would like a more structured way of learning from the InTeGrate Implementation Programs, that would be a great way to get your feet wet.

14. Thank you!