1. INTERMEDIATE WORKING GROUP 4 Working group 7 Working group 8

2. Guidelines to ensure students develop critical thinking and problem solving skills Define the geo-relevant components of critical thinking (“Geo-intuition”) Course level (Gen Ed/Intro): coordinate across institution (horizontally) with other Gen Ed courses to cover key geo/sci components Curriculum level: coordinate from introductory to upper level courses (vertically) to build comprehensive geo skills Additional thoughts: includes working in a team Scaffold skill building (“Rule of 3’s or 4’s”) Course level (Gen Ed): start small, just one level up on Bloom’s Curriculum level: define multiple points in curriculum where specific skills will be used Assessment will ensure that skills are developed (“Embrace accountability”) Course level (Gen Ed): Group tests also have team-building outcomes Curriculum level: Skills need to be assessed at multiple points, not just at the end through a thesis or research project All relevant stakeholders need to be involved in discussion Additional thoughts: Requires changing the culture of teaching in departments to include more opportunities to engage in problem solving, peer visits Lifelong learning is developed through pedagogical practices, not necessarily related to critical thinking

3. Next generation curriculum Concepts Earth Science literacy Big Ideas Focus on larger core questions Might shape required concepts according to tracks Skills Observations, interpretation Quantitative approaches, skills Practical problem solving 3D and 4D (spatial and temporal) thinking Integration, systems thinking GIS Technological literacy Critical thinking Group work Communication skills Listening Being advised Reading comprehension Experience doing science Field work/camp Internship Research Real-time data  Skills are curriculum; courses (content, concepts) are the vehicle by which we teach them  Need to be flexible to acknowledge broad, integrated, and changing nature of Earth science  Requires different mindset in assessment

4. Challenges Size of departments and resources Multiple types of degrees Bringing all stakeholders together