GIS in geoscience education- geomorphometric study

Digital Repository Service at National Institute of Oceanography (India)

Mahender, K.; Yogita, K.; Kunte, P.D.

The educational institutions around the world have realised the possibility of using GIS in geosciences teaching along with in many other subjects. GIS is been used in a large number of geoscience applications viz. mapping, mineral and petroleum...

Geoscience Education and Cognition Research at George Mason University

Science.gov (United States)

Mattietti, G. K.; Peters, E. E.; Verardo, S.

2009-12-01

Cognition research in Geoscience is the focus of a small group of faculty from the College of Science and the College of Education and Human Development at George Mason University. We approached this research when we were involved in an Institution-wide effort to assess critical thinking, one of the competencies mandated for evaluation by the State Council of Higher Education of Virginia. Our group started spontaneously and informally from personal interests and enthusiasm for what and how our students are learning about Geology and in general about science. We want to understand what our students bring to the course, their attitude towards science, their knowledge of the scientific enterprise and preconceived ideas—and what our students take away from the course, beyond the course content. We believe that, with the support of cognitive science, we can improve the learning experience and therefore enhance the learning outcomes for science and non-science majors alike. Our Institution offers introductory Physical and Historical Geology classes populated primarily by non-science-major undergraduates. Geology lectures range in size from 90 to over 220 students per session per semester, with laboratory sessions averaging 27 students per session. With this large student population, it is necessary to use research tools that give us valuable information about student cognition, while being efficient in terms of time use and logistics. Some examples of our work include critical readings on Geoscience topics, surveys on students’ understanding of science as a way of knowing, exercises with built-in self-efficacy assessments, and concept mapping. The common denominator among these tools is that they are calibrated to address one or more of the higher levels in the revised Bloom’s Taxonomy of the Cognitive Domain, which form a complex assessment of student learning processes. These tools, once refined, can provide us with a better view of how our students learn in

Emerging Geoscience Education Research at the University of British Columbia

Science.gov (United States)

Jones, F. M.; Harris, S.; Wieman, C.; Gilley, B.; Lane, E.; Caulkins, J.

2009-12-01

Geoscience education research (GER) in UBC’s Department of Earth and Ocean Sciences (EOS) began due to a well funded 5-yr Faculty of Science project called the Carl Wieman Science Education Initiative (CWSEI). This initiative takes an evidence-based, scientific approach to improving education by 1) establishing what students should learn; 2) scientifically measuring what students are learning; 3) adapting instruction and curricula using effective technologies and pedagogical research; and 4) disseminating and adopting what works. The presentation will discuss how this initiative has fostered a growing GER presence within our Department. CWSEI funding has enabled the EOS Department to hire 4 full-time Science Teaching and Learning Fellows (STLFs) who work directly with faculty to optimize courses and curricula. Much of the effort goes into developing active learning opportunities and rigorous ways to measure student learning and attitudes. Results serve as feedback for both students and instructors. Over 10 research projects have so far been initiated as a result of course and curriculum transformation. Examples include studies about: student attitudes towards Earth and Ocean Sciences; the effects of multiple instructors in courses; links between student in-class engagement and pedagogy; how certain instructional interventions promote metacognition; and others. Also, many modified courses use pre- and post-testing to measure learning gains. One undergraduate honors thesis, about assessing conceptual understanding of geological time, has been completed. Keys to fostering GER in our setting include: (1) faculty commitment to change, based on funding from CWSEI, (2) full-time Earth scientists (STLFs) who catalyze and support change, and (3) support from CWSEI science education experts. Specifically: - STLFs are trained Earth scientists but were not initially science education experts. Continuous support from CWSEI has been crucial for building expertise about how

Summaries of FY 91 geosciences research

Energy Technology Data Exchange (ETDEWEB)

1991-11-01

The Department of Energy supports research in the geosciences in order to provide a sound foundation of fundamental knowledge in those areas of the geosciences which are germane to the Department of Energy's many missions. The Division of Engineering and Geosciences, part of the Office of Basic Energy Sciences of the Office of Energy Research supports the Geosciences Research Program. The participants in this program include Department of Energy laboratories, academic institutions, and other governmental agencies. Theses activities are formalized by a contract or grant between the Department of Energy and the organization performing the work, providing funds for salaries, equipment, research materials, and overhead. The summaries in this document, prepared by the investigators, describe the scope of the individual programs. The Geosciences Research Program includes research in geology, petrology, geophysics, geochemistry, solar physics, solar-terrestrial relationships, aeronomy, seismology, and natural resource modeling and analysis, including their various subdivisions and interdisciplinary areas. All such research is related either directly or indirectly to the Department of Energy's long-range technological needs. 2 tabs.

Strength Through Options: Providing Choices for Undergraduate Education in the Geosciences

Science.gov (United States)

Furman, T.; Freeman, K. H.; Faculty, D.

2003-12-01

Undergraduate major enrollments in the Department of Geosciences at Penn State have held steady over the past 5 years despite generally declining national trends. We have successfully recruited and retained new students through intensive advising coupled with innovative curricular revision aimed to meet an array of students' educational and career goals. Our focus is on degree programs that reflect emerging interdisciplinary trends in both employment and student interest, and are designed to attract individuals from underrepresented groups. In addition to a traditional Geosciences BS program we offer a rigorous integrated Earth Sciences BS and a Geosciences BA tailored to students with interests in education and environmental law. The Earth Sciences BS incorporates course work from Geosciences, Geography and Meterology, and requires completion of an interdisciplinary minor (e.g., Climatology, Marine Sciences, Global Business Strategies). A new Geobiology BS program will attract majors with interests at the intersection of the earth and life sciences. The curriculum includes both paleontological and biogeochemical coursework, and is also tailored to accommodate pre-medicine students. We are working actively to recruit African-American students. A new minor in Science and Technology in Africa crosses disciplinary boundaries to educate students from the humanities as well as sciences. Longitudinal recruitment programs include summer research group experiences for high school students, summer research mentorships for college students, and dual undergraduate degree programs with HBCUs. Research is a fundamental component of every student's degree program. We require a capstone independent thesis as well as a field program for Geosciences and Geobiology BS students, and we encourage all students to pursue research as early as the freshman year. A new 5-year combined BS-MS program will enable outstanding students to carry their undergraduate research further before

Broadening Participation in the Geosciences through Participatory Research

Science.gov (United States)

Pandya, R. E.; Hodgson, A.; Wagner, R.; Bennett, B.

2009-12-01

In spite of many efforts, the geosciences remain less diverse than the overall population of the United States and even other sciences. This lack of diversity threatens the quality of the science, the long-term viability of our workforce, and the ability to leverage scientific insight in service of societal needs. Drawing on new research into diversity specific to geosciences, this talk will explore underlying causes for the lack of diversity in the atmospheric and related sciences. Causes include the few geoscience majors available at institutions with large minority enrollment; a historic association of the geosciences with extractive industries which are negatively perceived by many minority communities, and the perception that science offers less opportunity for service than other fields. This presentation suggests a new approach - community-based participatory research (CBPR). In CBPR, which was first applied in the field of rural development and has been used for many years in biomedical fields, scientists and community leaders work together to design a research agenda that simultaneously advances basic understanding and addresses community priorities. Good CBPR integrates research, education and capacity-building. A CBRP approach to geoscience can address the perceived lack of relevance and may start to ameliorate a history of negative experiences of geosciences. Since CBPR works best when it is community-initiated, it can provide an ideal place for Minority-Serving Institutions to launch their own locally-relevant programs in the geosciences. The presentation will conclude by describing three new examples of CBPR. The first is NCAR’s partnerships to explore climate change and its impact on Tribal lands. The second approach a Denver-area listening conference that will identify and articulate climate-change related priorities in the rapidly-growing Denver-area Latino community. Finally, we will describe a Google-funded project that brings together

Alliances With the Potential to Transform Geoscience Education

Science.gov (United States)

Barron, E. J.

2005-12-01

Geoscience problems and disciplines are inherently global, and today's opportunities for students to join the workforce also increasingly involve every country and every place on the planet. We have reached the point where the need to create global educational experiences and to make global connections are more important than ever. First, there is enormous benefit to all students if they can contribute within the context of an increasingly globalized world. Second, our primary objective as educators is to build human capacity. The reach and impact of any university is severely limited if our efforts to build this capacity is limited to students within our own classroom. The Alliances that have the potential to transform Geoscience education then have two pathways. The first is to internationalize the curriculum and to provide international educational and research opportunities. This includes: (1) establishing formal undergraduate exchange opportunities specially for the Geosciences, (2) providing opportunities within our course frameworks to enable students to gain international competences, (3) promoting international field experiences and research projects, (4) developing collaborative educational projects with international partners, and (5) creating institutional structures that are charged with promoting, proposing, reviewing, monitoring and assessing international opportunities. The second is to recognize that developing strong educational programs across the world will have a greater impact on education and research, and hence the global workforce, then for select countries to educate small populations of international students. The Alliance for Earth Science, Engineering and Development in Africa (AESEDA), created at Penn State in 2003, is establishing the partnerships with universities in Africa and with HCBUs within the U.S. that both internationalize the education of Penn State students and enable capacity building within the participating universities

Summaries of FY 92 geosciences research

Energy Technology Data Exchange (ETDEWEB)

1992-12-01

The Department of Energy supports research in the geosciences in order to provide a sound foundation of fundamental knowledge in those areas of the geosciences that are germane to the Department of Energy's many missions. The Division of Engineering and Geosciences, part of the Office of Basic Energy Sciences of the Office of Energy Research, supports the Geosciences Research Program. The participants in this program include Department of Energy laboratories, academic institutions, and other governmental agencies. These activities are formalized by a contract or grant between the Department of Energy and the organization performing the work, providing funds for salaries, equipment, research materials, and overhead. The summaries in this document, prepared by the investigators, describe the scope of the individual programs. The Geosciences Research Program includes research in geophysics, geochemistry, resource evaluation, solar-terrestrial interactions and their subdivisions including Earth dynamics, properties of Earth materials, rock mechanics, underground imaging, rock-fluid interactions, continental scientific drilling, geochemical transport, solar/atmospheric physics, and modeling, with emphasis on the interdisciplinary areas. All such research is related either directly or indirectly to the Department of Energy's long-range technological needs.

Summaries of FY 1993 geosciences research

Energy Technology Data Exchange (ETDEWEB)

1993-12-01

The Department of Energy supports research in the geosciences in order to provide a sound foundation of fundamental knowledge in those areas of the geosciences that are germane to the DOE`s many missions. The Geosciences Research Program is supported by the Office of Energy Research. The participants in this program include DOE laboratories, academic institutions, and other governmental agencies. These activities are formalized by a contract or grant between the DOE and the organization performing the work, providing funds for salaries, equipment, research materials, and overhead. The summaries in this document, prepared by the investigators, describe the scope of the individual programs. The Geosciences Research Program includes research in geophysics, geochemistry, resource evaluation, solar-terrestrial interactions, and their subdivisions including earth dynamics, properties of earth materials, rock mechanics, underground imaging, rock-fluid interactions, continental scientific drilling, geochemical transport, solar-atmospheric physics, and modeling, with emphasis on the interdisciplinary areas.

NSF-Sponsored Summit on the Future of Undergraduate Geoscience Education: outcomes

Science.gov (United States)

Mosher, S.

2014-12-01

The NSF-sponsored Summit on the Future of Undergraduate Geoscience Education made major progress toward developing a collective community vision for the geosciences. A broad spectrum of the geoscience education community, ~200 educators from research universities/four and two year colleges, focused on preparation of undergraduates for graduate school and future geoscience careers, pedagogy, use of technology, broadening participation/retention of underrepresented groups, and preparation of K-12 science teachers. Participants agreed that key concepts, competencies and skills learned throughout the curriculum were more important than specific courses. Concepts included understanding Earth as complex, dynamic system, deep time, evolution of life, natural resources, energy, hazards, hydrogeology, surface processes, Earth materials and structure, and climate change. Skills/competencies included ability to think spatially and temporally, reason inductively and deductively, make and use indirect observations, engage in complex open, coupled systems thinking, and work with uncertainty, non-uniqueness, and incompleteness, as well as critical thinking, problem solving, communication, and ability to think like a scientist and continue to learn. Successful ways of developing these include collaborative, integrative projects involving teams, interdisciplinary projects, fieldwork and research experiences, as well as flipped classrooms and integration and interactive use of technology, including visualization, simulation, modeling and analysis of real data. Wider adoption of proven, effective best practices is our communities' main pedagogical challenge, and we focused on identifying implementation barriers. Preparation of future teachers in introductory and general geoscience courses by incorporating Next Generation Science Standards and using other sciences/math to solve real world geoscience problems should help increase diversity and number of future geoscientists and

Summaries of physical research in the geosciences

Energy Technology Data Exchange (ETDEWEB)

1990-10-01

The Department of Energy supports research in the geosciences in order to provide a sound foundation of fundamental knowledge in those areas of the geosciences which are germane to the Department of Energy's many missions. The Division of Engineering and Geosciences, part of the Office of Basic Energy Sciences of the Office of Energy Research, supports the Geosciences Research Program. The participants in this program include Department of Energy laboratories, industry, universities, and other governmental agencies. The summaries in this document, prepared by the investigators, briefly describe the scope of the individual programs. The Geosciences Research Program includes research in geology, petrology, geophysics, geochemistry, solar physics, solar-terrestrial relationships, aeronomy, seismology, and natural resource modeling and analysis, including their various subdivisions and interdisciplinary areas. All such research is related either directly or indirectly to the Department of Energy's long-range technological needs.

Implementing the Next Generation Science Standards: Impacts on Geoscience Education

Science.gov (United States)

Wysession, M. E.

2014-12-01

This is a critical time for the geoscience community. The Next Generation Science Standards (NGSS) have been released and are now being adopted by states (a dozen states and Washington, DC, at the time of writing this), with dramatic implications for national K-12 science education. Curriculum developers and textbook companies are working hard to construct educational materials that match the new standards, which emphasize a hands-on practice-based approach that focuses on working directly with primary data and other forms of evidence. While the set of 8 science and engineering practices of the NGSS lend themselves well to the observation-oriented approach of much of the geosciences, there is currently not a sufficient number of geoscience educational modules and activities geared toward the K-12 levels, and geoscience research organizations need to be mobilizing their education & outreach programs to meet this need. It is a rare opportunity that will not come again in this generation. There are other significant issues surrounding the implementation of the NGSS. The NGSS involves a year of Earth and space science at the high school level, but there does not exist a sufficient workforce is geoscience teachers to meet this need. The form and content of the geoscience standards are also very different from past standards, moving away from a memorization and categorization approach and toward a complex Earth Systems Science approach. Combined with the shift toward practice-based teaching, this means that significant professional development will therefore be required for the existing K-12 geoscience education workforce. How the NGSS are to be assessed is another significant question, with an NRC report providing some guidance but leaving many questions unanswered. There is also an uneasy relationship between the NGSS and the Common Core of math and English, and the recent push-back against the Common Core in many states may impact the implementation of the NGSS.

Geoscience as an Agent for Change in Higher Education

Science.gov (United States)

Manduca, C. A.; Orr, C. H.; Kastens, K.

2016-12-01

As our society becomes more aware of the realities of the resource and environmental challenges that face us, we have the opportunity to educate more broadly about the role of geoscience in addressing these challenges. The InTeGrate STEP Center is using three strategies to bring learning about the Earth to a wider population of undergraduate students: 1) infusing geoscience into disciplinary courses throughout the curriculum; 2) creating interdisciplinary or transdisciplinary courses with a strong geoscience component that draw a wide audience; and 3) embedding more opportunities to learn about the methods of geoscience and their application to societal challenges in courses for future teachers. InTeGrate is also bringing more emphasis on geoscience in service to societal challenges to geoscience students in introductory geoscience courses and courses for geoscience majors. Teaching science in a societal context is known to make science concepts more accessible for many learners, while learning to use geoscience to solve real world, interdisciplinary problems better prepares students for the 21stcentury workforce and for the decisions they will make as individuals and citizens. InTeGrate has developed materials and models that demonstrate a wide variety of strategies for increasing opportunities to learn about the Earth in a societal context that are freely available on the project website (http://serc.carleton.edu/integrate) and that form the foundation of ongoing professional development opportunities nationwide. The strategies employed by InTeGrate reflect a systems approach to educational transformation, the importance of networks and communities in supporting change, and the need for resources designed for adaptability and use. The project is demonstrating how geoscience can play a larger role in higher education addressing topics of wide interest including 1) preparing a competitive workforce by increasing the STEM skills of students regardless of their major

An Integrated Strategy for Promoting Geoscience Education and Research in Developing Countries through International Cooperation

Science.gov (United States)

Aswathanarayana, U.

2007-12-01

Geoscience education and research in Developing countries should aim at achieving food, water and environmental security, and disaster preparedness, based on the synergetic application of earth (including atmospheric and oceanic realms), space and information sciences through economically-viable, ecologically- sustainable and people-participatory management of natural resources. The proposed strategy involves the integration of the following three principal elements: (i) What needs to be taught: Geoscience needs to be taught as earth system science incorporating geophysical, geochemical and geobiological approaches, with focus (say, 80 % of time) on surficial processes (e.g. dynamics of water, wind and waves, surface and groundwater, soil moisture, geomorphology, landuse, crops), and surficial materials (e.g. soils, water, industrial minerals, sediments, biota). Subjects such as the origin, structure and evolution of the earth, and deep-seated processes (e.g. dynamics of the crust-mantle interaction, plate tectonics) could be taught by way of background knowledge (say, 20 % of the time), (ii) How jobs are to be created: Jobs are to be created by merging geoscience knowledge with economic instruments (say, micro enterprises), and management structures at different levels (Policy level, Technology Transfer level and Implementation level), customized to the local biophysical and socioeconomic situations, and (iii) International cooperation: Web-based instruction (e.g. education portals, virtual laboratories) through South - South and North - South cooperation, customized to the local biophysical and socioeconomic situations, with the help of (say) UNDP, UNESCO, World Bank, etc.

Video diaries on social media: Creating online communities for geoscience research and education

Science.gov (United States)

Tong, V.

2013-12-01

Making video clips is an engaging way to learn and teach geoscience. As smartphones become increasingly common, it is relatively straightforward for students to produce ';video diaries' by recording their research and learning experience over the course of a science module. Instead of keeping the video diaries for themselves, students may use the social media such as Facebook for sharing their experience and thoughts. There are some potential benefits to link video diaries and social media in pedagogical contexts. For example, online comments on video clips offer useful feedback and learning materials to the students. Students also have the opportunity to engage in geoscience outreach by producing authentic scientific contents at the same time. A video diary project was conducted to test the pedagogical potential of using video diaries on social media in the context of geoscience outreach, undergraduate research and teaching. This project formed part of a problem-based learning module in field geophysics at an archaeological site in the UK. The project involved i) the students posting video clips about their research and problem-based learning in the field on a daily basis; and ii) the lecturer building an online outreach community with partner institutions. In this contribution, I will discuss the implementation of the project and critically evaluate the pedagogical potential of video diaries on social media. My discussion will focus on the following: 1) Effectiveness of video diaries on social media; 2) Student-centered approach of producing geoscience video diaries as part of their research and problem-based learning; 3) Learning, teaching and assessment based on video clips and related commentaries posted on Facebook; and 4) Challenges in creating and promoting online communities for geoscience outreach through the use of video diaries. I will compare the outcomes from this study with those from other pedagogical projects with video clips on geoscience, and

Summaries of physical research in the geosciences

Energy Technology Data Exchange (ETDEWEB)

1980-08-01

The Department of Energy supports research in the geosciences in order to provide a sound underlay of fundamental knowledge in those areas of the earth, atmospheric, and solar/terrestrial sciences that relate to the Department of Energy's many missions. The Division of Engineering, Mathematical and Geosciences, which is a part of the Office of Basic Energy Sciences and comes under the Director of Energy Research, supports under its Geosciences program major Department of Energy laboratories, industry, universities and other governmental agencies. The summaries in this document, prepared by the investigators, describe the overall scope of the individual programs and details of the research performed during 1979-1980. The Geoscience program includes research in geology, petrology, geophysics, geochemistry, hydrology, solar-terrestrial relationships, aeronomy, seismology and natural resource analysis, including the various subdivisions and interdisciplinary areas. All such research is related to the Department's technological needs, either directly or indirectly.

Challenges of the NGSS for Future Geoscience Education

Science.gov (United States)

Wysession, M. E.; Colson, M.; Duschl, R. A.; Lopez, R. E.; Messina, P.; Speranza, P.

2013-12-01

The new Next Generation Science Standards (NGSS), which spell out a set of K-12 performance expectations for life science, physical science, and Earth and space science (ESS), pose a variety of opportunities and challenges for geoscience education. Among the changes recommended by the NGSS include establishing ESS on an equal footing with both life science and physical sciences, at the full K-12 level. This represents a departure from the traditional high school curriculum in most states. In addition, ESS is presented as a complex, integrated, interdisciplinary, quantitative Earth Systems-oriented set of sciences that includes complex and politically controversial topics such as climate change and human impacts. The geoscience communities will need to mobilize in order to assist and aid in the full implementation of ESS aspects of the NGSS in as many states as possible. In this context, the NGSS highlight Earth and space science to an unprecedented degree. If the NGSS are implemented in an optimal manner, a year of ESS will be taught in both middle and high school. In addition, because of the complexity and interconnectedness of the ESS content (with material such as climate change and human sustainability), it is recommended (Appendix K of the NGSS release) that much of it be taught following physics, chemistry, and biology. However, there are considerable challenges to a full adoption of the NGSS. A sufficient work force of high school geoscientists qualified in modern Earth Systems Science does not exist and will need to be trained. Many colleges do not credit high school geoscience as a lab science with respect to college admission. The NGSS demand curricular practices that include analyzing and interpreting real geoscience data, and these curricular modules do not yet exist. However, a concerted effort on the part of geoscience research and education organizations can help resolve these challenges.

PROGRESS (PROmoting Geoscience Research Education and SuccesS): a novel mentoring program for retaining undergraduate women in the geosciences

Science.gov (United States)

Clinton, Sandra; Adams, Amanda; Barnes, Rebecca; Bloodhart, Brittany; Bowker, Cheryl; Burt, Melissa; Godfrey, Elaine; Henderson, Heather; Hernandez, Paul; Pollack, Ilana; Sample McMeeking, Laura Beth; Sayers, Jennifer; Fischer, Emily

2017-04-01

Women still remain underrepresented in many areas of the geosciences, and this underrepresentation often begins early in their university career. In 2015, an interdisciplinary team including expertise in the geosciences (multiple sub-disciplines), psychology, education and STEM persistence began a project focused on understanding whether mentoring can increase the interest, persistence, and achievement of undergraduate women in geoscience fields. The developed program (PROGRESS) focuses on mentoring undergraduate female students, starting in their 1st and 2nd year, from two geographically disparate areas of the United States: the Carolinas in the southeastern part of the United States and the Front Range of the Rocky Mountains in the western part of the United States. The two regions were chosen due to their different student demographics, as well as the differences in the number of working female geoscientists in the region. The mentoring program includes a weekend workshop, access to professional women across geoscience fields, and both in-person and virtual peer networks. Four cohorts of students were recruited and participated in our professional development workshops (88 participants in Fall 2015 and 94 participants in Fall 2016). Components of the workshops included perceptions of the geosciences, women in STEM misconceptions, identifying personal strengths, coping strategies, and skills on building their own personal network. The web-platform (http://geosciencewomen.org/), designed to enable peer-mentoring and provide resources, was launched in the fall of 2015 and is used by both cohorts in conjunction with social media platforms. We will present an overview of the major components of the program, discuss lessons learned during 2015 that were applied to 2016, and share preliminary analyses of surveys and interviews with study participants from the first two years of a five-year longitudinal study that follows PROGRESS participants and a control group.

A Potential Synergy Connecting Educational Leadership, The Geoscience Community, and Spatial Data

Science.gov (United States)

Branch, B. D.

2008-12-01

The effort to promote more geosciences numbers and greater diversity should reference considerations of federal policy. In congruence, institutions need to include geosciences education in the K-12 curriculum in order to increase the numbers of geoscientists and to increase diversity among geoscientists. For example, No Child Left Behind stated public entities should, ""(1) to carry out programs that prepare prospective teachers to use advanced technology to prepare all students to meet challenging", section 1051 sub section 221. Moreover, Executive Order 12906, the Spatial Data Infrastructure Act, requires all federal agencies to manage their spatial data. Such compliance may influence the job market, education and policy makers to see that spatial thinking transcends the standard course of study. Namely, educational leadership and policy have to be a vital aid to augment the geosciences experience through the K-12 experience and as an inclusion activity in the standard course of study agenda. A simple endorsement by the National Academy of Sciences (2006), in their work titled Learning to think spatially: GIS as a support system in the K-12 curriculum, who stated, "Spatial thinking can be learned, and it can and should be taught at all levels in the education system" (p.3). Such may not be enough to gain the attention and time consideration of educational leadership. Therefore, the challenge for progressive advocates of geosciences is that some may have to consider educational leadership as new frontier to push such policy and research issues.

The IUGS Task Group on Global Geoscience Professionalism - promoting professional skills professionalism in the teaching, research and application of geoscience for the protection and education of the public

Science.gov (United States)

Allington, Ruth; Fernandez-Fuentes, Isabel

2013-04-01

A new IUGS Task Group entitled the Task Group on Global Geoscience Professionalism was formed in 2012 and launched at a symposium at the 341GC in Brisbane on strengthening communication between fundamental and applied geosciences and between geoscientists and public. The Task Group aims to ensure that the international geoscience community is engaged in a transformation of its profession so as to embed the need for a professional skills base alongside technical and scientific skills and expertise, within a sound ethical framework in all arenas of geoscience practice. This needs to be established during training and education and reinforced as CPD throughout a career in geoscience as part of ensuring public safety and effective communication of geoscience concepts to the public. The specific objective of the Task Group on Global Geoscience Professionalism that is relevant to this poster session is: • To facilitate a more 'joined up' geoscience community fostering better appreciation by academics and teachers of the professional skills that geoscientists need in the workplace, and facilitate better communication between academic and applied communities leading to more effective application of research findings and technology to applied practitioners and development of research programmes that truly address urgent issues. Other Task Group objectives are: • To provide a specific international forum for discussion of matters of common concern and interest among geoscientists and geoscientific organizations involved in professional affairs, at the local, national and international level; • To act as a resource to IUGS on professional affairs in the geosciences as they may influence and impact "Earth Science for the Global Community" in general - both now and in the future; • To offer and provide leadership and knowledge transfer services to countries and geoscientist communities around the world seeking to introduce systems of professional governance and self

Using the Geoscience Literacy Frameworks and Educational Technologies to Promote Science Literacy in Non-science Major Undergraduates

Science.gov (United States)

Carley, S.; Tuddenham, P.; Bishop, K. O.

2008-12-01

In recent years several geoscience communities have been developing ocean, climate, atmosphere and earth science literacy frameworks as enhancements to the National Science Education Standards content standards. Like the older content standards these new geoscience literacy frameworks have focused on K-12 education although they are also intended for informal education and general public audiences. These geoscience literacy frameworks potentially provide a more integrated and less abstract approach to science literacy that may be more suitable for non-science major students that are not pursuing careers in science research or education. They provide a natural link to contemporary environmental issues - e.g., climate change, resource depletion, species and habitat loss, natural hazards, pollution, development of renewable energy, material recycling. The College of Exploration is an education research non-profit that has provided process and technical support for the development of most of these geoscience literacy frameworks. It has a unique perspective on their development. In the last ten years it has also gained considerable national and international expertise in facilitating web-based workshops that support in-depth conversations among educators and working scientists/researchers on important science topics. These workshops have been of enormous value to educators working in K-12, 4-year institutions and community colleges. How can these geoscience literacy frameworks promote more collaborative inquiry-based learning that enhances the appreciation of scientific thinking by non-majors? How can web- and mobile-based education technologies transform the undergraduate non-major survey course into a place where learners begin their passion for science literacy rather than end it? How do we assess science literacy in students and citizens?

Linking Undergraduate Geoscience and Education Departments

Science.gov (United States)

Ireton, F. W.; McManus, D. A.

2001-05-01

In many colleges and universities students who have declared a major in one of the geosciences are often ineligible to take the education courses necessary for state certification. In order to enroll in education courses to meet the state's Department of Education course requirements for a teaching credential, these students must drop their geoscience major and declare an education major. Students in education programs in these universities may be limited in the science classes they take as part of their degree requirements. These students face the same problem as students who have declared a science major in that course work is not open to them. As a result, universities too often produce science majors with a weak pedagogy background or education majors with a weak Earth and space sciences background. The American Geophysical Union (AGU) formed a collaboration of four universities with strong, yet separate science and education departments, to provide the venue for a one week NSF sponsored retreat to allow the communication necessary for solutions to these problems to be worked out by faculty members. Each university was represented by a geoscience department faculty member, an education department faculty member, and a K-12 master teacher selected by the two faculty members. This retreat was followed by a second retreat that focused on community colleges in the Southwest United States. Change is never easy and Linkages has shown that success for a project of this nature requires the dedication of not only the faculty involved in the project, but colleagues in their respective schools as well as the administration when departmental cultural obstacles must be overcome. This paper will discuss some of the preliminary work accomplished by the schools involved in the project.

Summaries of FY 1996 geosciences research

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-12-01

The Geosciences Research Program is directed by the Department of Energy`s (DOE`s) Office of Energy Research (OER) through its Office of Basic Energy Sciences (OBES). Activities in the Geosciences Research Program are directed toward building the long-term fundamental knowledge base necessary to provide for energy technologies of the future. Future energy technologies and their individual roles in satisfying the nations energy needs cannot be easily predicted. It is clear, however, that these future energy technologies will involve consumption of energy and mineral resources and generation of technological wastes. The earth is a source for energy and mineral resources and is also the host for wastes generated by technological enterprise. Viable energy technologies for the future must contribute to a national energy enterprise that is efficient, economical, and environmentally sound. The Geosciences Research Program emphasizes research leading to fundamental knowledge of the processes that transport, modify, concentrate, and emplace (1) the energy and mineral resources of the earth and (2) the energy by-products of man.

Integrated Design for Geoscience Education with Upward Bound Students

Science.gov (United States)

Cartwright, T. J.; Hogsett, M.; Ensign, T. I.; Hemler, D.

2009-05-01

Capturing the interest of our students is imperative to expand the conduit of future Earth scientists in the United States. According to the Rising Above the Gathering Storm report (2005), we must increase America's talent pool by improving K-12 mathematics and science education. Geoscience education is uniquely suited to accomplish this goal, as we have become acutely aware of our sensitivity to the destructive forces of nature. The educational community must take advantage of this heightened awareness to educate our students and ensure the next generation rebuilds the scientific and technological base on which our society rests. In response to these concerns, the National Science Foundation advocates initiatives in Geoscience Education such as IDGE (Integrated Design for Geoscience Education), which is an inquiry-based geoscience program for Upward Bound (UB) students at Marshall University in Huntington, West Virginia. The UB program targets low-income under-represented students for a summer academic-enrichment program. IDGE builds on the mission of UB by encouraging underprivileged students to investigate science and scientific careers. During the two year project, high school students participated in an Environmental Inquiry course utilizing GLOBE program materials and on-line learning modules developed by geoscience specialists in land cover, soils, hydrology, phenology, and meteorology. Students continued to an advanced course which required IDGE students to collaborate with GLOBE students from Costa Rica. The culmination of this project was an educational expedition in Costa Rica to complete ecological field studies, providing first-hand knowledge of the international responsibility we have as scientists and citizens of our planet. IDGE was designed to continuously serve educators and students. By coordinating initiatives with GLOBE headquarters and the GLOBE country community, IDGE's efforts have yielded multiple ways in which to optimize positive

OERL: A Tool For Geoscience Education Evaluators

Science.gov (United States)

Zalles, D. R.

2002-12-01

The Online Evaluation Resource Library (OERL) is a Web-based set of resources for improving the evaluation of projects funded by the Directorate for Education and Human Resources (EHR) of the National Science Foundation (NSF). OERL provides prospective project developers and evaluators with material that they can use to design, conduct, document, and review evaluations. OERL helps evaluators tackle the challenges of seeing if a project is meeting its implementation and outcome-related goals. Within OERL is a collection of exemplary plans, instruments, and reports from evaluations of EHR-funded projects in the geosciences and in other areas of science and mathematics. In addition, OERL contains criteria about good evaluation practices, professional development modules about evaluation design and questionnaire development, a dictionary of key evaluation terms, and links to evaluation standards. Scenarios illustrate how the resources can be used or adapted. Currently housed in OERL are 137 instruments, and full or excerpted versions of 38 plans and 60 reports. 143 science and math projects have contributed to the collection so far. OERL's search tool permits the launching of precise searches based on key attributes of resources such as their subject area and the name of the sponsoring university or research institute. OERL's goals are to 1) meet the needs for continuous professional development of evaluators and principal investigators, 2) complement traditional vehicles of learning about evaluation, 3) utilize the affordances of current technologies (e.g., Web-based digital libraries, relational databases, and electronic performance support systems) for improving evaluation practice, 4) provide anytime/anyplace access to update-able resources that support evaluators' needs, and 5) provide a forum by which professionals can interact on evaluation issues and practices. Geoscientists can search the collection of resources from geoscience education projects that have

Summaries of physical research in the geosciences

International Nuclear Information System (INIS)

1981-10-01

The Department of Energy supports research in the geosciences in order to provide a sound foundation of fundamental knowledge in those areas of earth, atmospheric, and solar-terrestrial sciences that are germane to the Department of Energy's many missions. The summaries describe the scope of the individual programs and detail the research performed during 1980 to 1981. The Geosciences Research Program includes research in geology, petrology, geophysics, geochemistry, hydrology, solar-terrestrial relationships, aeronomy, seismology, and natural resource analysis, including the various subdivisions and interdisciplinary areas

Summaries of physical research in the geosciences

Energy Technology Data Exchange (ETDEWEB)

1981-10-01

The Department of Energy supports research in the geosciences in order to provide a sound foundation of fundamental knowledge in those areas of earth, atmospheric, and solar-terrestrial sciences that are germane to the Department of Energy's many missions. The summaries describe the scope of the individual programs and detail the research performed during 1980 to 1981. The Geosciences Research Program includes research in geology, petrology, geophysics, geochemistry, hydrology, solar-terrestrial relationships, aeronomy, seismology, and natural resource analysis, including the various subdivisions and interdisciplinary areas.

Summaries of physical research in the geosciences

Energy Technology Data Exchange (ETDEWEB)

1987-09-01

The Department of Energy supports research in the geosciences in order to provide a sound foundation of fundamental knowledge in those areas that are germane to the Department of Energy's many missions. The summaries in this document, prepared by the investigators, describe the scope of the individual programs. The Geoscience Research Program includes research in geology, petrology, geophysics, geochemistry, solar-terrestrial relationships, aeronomy, seismology, and natural resource analysis, including their various subdivisions and interdisciplinary areas. All such research is related either directly or indirectly to the Department of Energy's technological needs.

Geoscience Education and Public Outreach AND CRITERION 2: MAKING A BROADER IMPACT

Science.gov (United States)

Marlino, M.; Scotchmoor, J. G.

2005-12-01

The geosciences influence our daily lives and yet often go unnoticed by the general public. From the moment we listen to the weather report and fill-up our cars for the daily commute, until we return to our homes constructed from natural resources, we rely on years of scientific research. The challenge facing the geosciences is to make explicit to the public not only the criticality of the research whose benefits they enjoy, but also to actively engage them as partners in the research effort, by providing them with sufficient understanding of the scientific enterprise so that they become thoughtful and proactive when making decisions in the polling booth. Today, there is broad recognition within the science and policy community that communication needs to be more effective, more visible, and that the public communication of the scientific enterprise is critical not only to its taxpayer support, but also to maintenance of a skilled workforce and the standard of living expected by many Americans. In 1997, the National Science Board took the first critical step in creating a cultural change in the scientific community by requiring explicit consideration of the broader impacts of research in every research proposal. The so-called Criterion 2 has catalyzed a dramatic shift in expectations within the geoscience community and an incentive for finding ways to encourage the science research community to select education and public outreach as a venue for responding to Criterion 2. In response, a workshop organized by the University of California Museum of Paleontology and the Digital Library for Earth System Education (DLESE) was held on the Berkeley campus May 11-13, 2005. The Geoscience EPO Workshop purposefully narrowed its focus to that of education and public outreach. This workshop was based on the premise that there are proven models and best practices for effective outreach strategies that need to be identified and shared with research scientists. Workshop

Summaries of physical research in the geosciences

International Nuclear Information System (INIS)

1978-09-01

The Department of Energy supports research in the geosciences in order to provide a sound underlay of fundamental knowledge in those areas of the earth, atmospheric, and solar/terrestrial sciences which relate to DOE's many missions. This research may be conducted in the major DOE laboratories, industry, universities and other government agencies. Such support provides for payment of salaries, purchase of equipment and other materials, an allowance for overhead costs, and is formalized by a contract between the Department and the organization performing the work. The summaries in this document, prepared by the investigators, describe the work performed during 1977, include the scope of the work to be performed in 1978 and provide information regarding some of the research planned for 1979. The Division of Engineering, Mathematics, and Geosciences, which is a part of the Office of Energy Research, supports, under its Geoscience Program, research in geology, petrology, geophysics, geochemistry, hydrology, solar-terrestrial relationships, aeronomy, seismology and natural resource analysis, including the various subdivisions and interdisciplinary relationships, as well as their relationship to the Department's technological needs

Smartphones: Powerful Tools for Geoscience Education

Science.gov (United States)

Johnson, Zackary I.; Johnston, David W.

2013-11-01

Observation, formation of explanatory hypotheses, and testing of ideas together form the basic pillars of much science. Consequently, science education has often focused on the presentation of facts and theories to teach concepts. To a great degree, libraries and universities have been the historical repositories of scientific information, often restricting access to a small segment of society and severely limiting broad-scale geoscience education.

Volcanic eruption crisis and the challenges of geoscience education in Indonesia

Science.gov (United States)

Hariyono, E.; Liliasari, Tjasyono, B.; Madlazim

2016-02-01

The study aims was to describe of the profile of geoscience education conducted at the institution of teacher education for answer challenges of volcanic eruption crisis in Indonesia. The method used is descriptive analysis based on result of test and interview to 31 students of physics pre-service teachers about volcanoes through field study. The results showed that the students have a low understanding of volcanic material and there are several problems associated with the volcanoes concept. Other facts are geoscience learning does not support to the formation of geoscience knowledge and skills, dominated by theoretical studies and less focused on effort to preparing students towards disasters particularly to the volcanic eruption. As a recommendation, this require to restructuring geoscience education so as relevant with the social needs. Through courses accordingly, we can greatly help student's physics prospective teacher to improve their participations to solve problems of volcanic eruption crisis in the society.

Summary outline of DOE geoscience and geoscience - related research

International Nuclear Information System (INIS)

1982-02-01

The Office of Basic Energy Sciences (OBES) supports long-range, basic research in those areas of the geosciences which are relevant to the nation's energy needs. The objective of the Geoscience program is to develop a quantitative and predictive understanding of geological, geophysical and geochemical structures and processes in the solid earth and in solar-terrestrial relationships. This understanding is to assure an effective knowledge base for energy resource recognition, evaluation and utilization in an environmentally acceptable manner. The work is carried out primarily in DOE laboratories and in universities, although some is conducted by other federal agencies and by the National Academy of Sciences. Principal areas of interest include: Geology, Geophysics, and Earth Dynamics; Geochemistry; Energy Resource Recognition, Evaluation and Utilization; Hydrologic and Marine Sciences; and Solar-Terrestrial/Atmospheric Interactions

Summary outline of ERDA geosciences and geoscience-related research

International Nuclear Information System (INIS)

1976-08-01

The Division of Biomedical and Environmental Research (DBER) supports long-range, basic geosciences research in those areas of the life sciences which are relevant to current or planned ERDA programs. A central objective of the DBER geosciences program is to understand the mechanisms by which radionuclides and non-nuclear pollutants move through and interact with ecological systems including the air, land, inland waters, and oceans. Principal areas of interest include, in the field of atmospheric sciences: studies of the troposphere, particle formation, particulate matter, behavior of aerosols and gases, atmospheric transport and diffusion of fossil fuel pollutants, radionuclides, radionuclide global distribution patterns, nuclear emergency response systems, precipitation scavenging and dry deposition, regional relationships between pollutant sources and ambient atmospheric concentrations; and oceanographic studies of radioactivity that may be directly added to the environment from waste disposal activities and reactor operations or indirectly from nuclear explosions and transportation, the source term characterization, transport, fate, and effects of these pollutants in the marine environment; and studies of thermal effects on biological systems, mixing and circulation of water, distribution of radionuclides in ocean waters and sediments, and geochronology.A summary outline of the research programs is presented

Multiple Strategies for Multiple Audiences: SJSU's Contributions to the Geoscience Education Community

Science.gov (United States)

Messina, P.; Metzger, E. P.

2007-12-01

Pre- and in-service teachers nationwide face increasing qualification and credentialing demands. This may be particularly true for secondary (9-12) science teachers and multiple subject (K-8) faculty. Traditional B.S. programs in Physics, Chemistry, Biology rarely require geoscience courses, yet those candidates wishing to pursue high school teaching may need to demonstrate Earth science content competency to qualify for a credential. If successful, they will likely be asked to teach a geoscience course at some point during their careers. Even more daunting is the plight of those in the K-8 arena: many current and prospective teachers have been forced to minimize science electives in lieu of increasing education requirements. National, state, and local teaching standards call for escalating emphases on the four geoscience sub- disciplines: geology, meteorology, oceanography, and space science. How can current and future teachers establish geoscience content and pedagogy competency when undergraduate curricula often substitute other (albeit valuable) requirements? How can current and future K-12 educators supplement their academic knowledge to substantiate "highly qualified" status, and (perhaps more importantly) to feel comfortable enough to share geoscience concepts with their students? How can we in higher education assist this population of already overcommitted, less experienced teachers? San Jose State University has developed a multi-pronged approach to meet several concurrent demands. Faculty from SJSU's Geology Department and Program in Science Education developed a course, Earth Systems and the Environment, that satisfies all four geoscience sub-disciplines' required content for teachers. While it is intended for future K-8 educators, it also carries general education certification, and has been adapted and delivered online since 2005. SJSU's in-service community can enroll in the 3 graduate credit, ESSEA (Earth Systems Science Education Alliance) courses

The Elwha Science Education Project (ESEP): Engaging an Entire Community in Geoscience Education

Science.gov (United States)

Young, R. S.; Kinner, F.

2008-12-01

Native Americans are poorly represented in all science, technology and engineering fields. This under- representation results from numerous cultural, economic, and historical factors. The Elwha Science Education Project (ESEP), initiated in 2007, strives to construct a culturally-integrated, geoscience education program for Native American young people through engagement of the entire tribal community. The ESEP has developed a unique approach to informal geoscience education, using environmental restoration as a centerpiece. Environmental restoration is an increasingly important goal for tribes. By integrating geoscience activities with community tradition and history, project stakeholders hope to show students the relevance of science to their day-to-day lives. The ESEP's strength lies in its participatory structure and unique network of partners, which include Olympic National Park; the non-profit, educational center Olympic Park Institute (OPI); a geologist providing oversight and technical expertise; and the Lower Elwha Tribe. Lower Elwha tribal elders and educators share in all phases of the project, from planning and implementation to recruitment of students and discipline. The project works collaboratively with tribal scientists and cultural educators, along with science educators to develop curriculum and best practices for this group of students. Use of hands-on, place-based outdoor activities engage students and connect them with the science outside their back doors. Preliminary results from this summer's middle school program indicate that most (75% or more) students were highly engaged approximately 90% of the time during science instruction. Recruitment of students has been particularly successful, due to a high degree of community involvement. Preliminary evaluations of the ESEP's outcomes indicate success in improving the outlook of the tribe's youth towards the geosciences and science, in general. Future evaluation will be likewise participatory

EarthConnections: Integrating Community Science and Geoscience Education Pathways for More Resilient Communities.

Science.gov (United States)

Manduca, C. A.

2017-12-01

To develop a diverse geoscience workforce, the EarthConnections collective impact alliance is developing regionally focused, Earth education pathways. These pathways support and guide students from engagement in relevant, Earth-related science at an early age through the many steps and transitions to geoscience-related careers. Rooted in existing regional activities, pathways are developed using a process that engages regional stakeholders and community members with EarthConnections partners. Together they connect, sequence, and create multiple learning opportunities that link geoscience education and community service to address one or more local geoscience issues. Three initial pilots are demonstrating different starting points and strategies for creating pathways that serve community needs while supporting geoscience education. The San Bernardino pilot is leveraging existing academic relationships and programs; the Atlanta pilot is building into existing community activities; and the Oklahoma Tribal Nations pilot is co-constructing a pathway focus and approach. The project is using pathway mapping and a collective impact framework to support and monitor progress. The goal is to develop processes and activities that can help other communities develop similar community-based geoscience pathways. By intertwining Earth education with local community service we aspire to increase the resilience of communities in the face of environmental hazards and limited Earth resources.

Enhancing Geoscience Education within a Minority-Serving Preservice Teacher Population

Science.gov (United States)

Ellins, Katherine K.; Olson, Hilary Clement

2012-01-01

The University of Texas Institute for Geophysics and Huston-Tillotson University collaborated on a proof of concept project to offer a geoscience course to undergraduate students and preservice teachers in order to expand the scope of geoscience education within the local minority student and teacher population. Students were exposed to rigorous…

Improving Undergraduate STEM Education: Pathways into Geoscience (IUSE: GEOPATHS) - A National Science Foundation Initiative

Science.gov (United States)

Jones, B.; Patino, L. C.

2016-12-01

Preparation of the future professional geoscience workforce includes increasing numbers as well as providing adequate education, exposure and training for undergraduates once they enter geoscience pathways. It is important to consider potential career trajectories for geoscience students, as these inform the types of education and skill-learning required. Recent reports have highlighted that critical thinking and problem-solving skills, spatial and temporal abilities, strong quantitative skills, and the ability to work in teams are among the priorities for many geoscience work environments. The increasing focus of geoscience work on societal issues (e.g., climate change impacts) opens the door to engaging a diverse population of students. In light of this, one challenge is to find effective strategies for "opening the world of possibilities" in the geosciences for these students and supporting them at the critical junctures where they might choose an alternative pathway to geosciences or otherwise leave altogether. To address these and related matters, The National Science Foundation's (NSF) Directorate for Geosciences (GEO) has supported two rounds of the IUSE: GEOPATHS Program, to create and support innovative and inclusive projects to build the future geoscience workforce. This program is one component in NSF's Improving Undergraduate STEM Education (IUSE) initiative, which is a comprehensive, Foundation-wide effort to accelerate the quality and effectiveness of the education of undergraduates in all of the STEM fields. The two tracks of IUSE: GEOPATHS (EXTRA and IMPACT) seek to broaden and strengthen connections and activities that will engage and retain undergraduate students in geoscience education and career pathways, and help prepare them for a variety of careers. The long-term goal of this program is to dramatically increase the number and diversity of students earning undergraduate degrees or enrolling in graduate programs in geoscience fields, as well as

AGI's Earth Science Week and Education Resources Network: Connecting Teachers to Geoscience Organizations and Classroom Resources that Support NGSS Implementation

Science.gov (United States)

Robeck, E.; Camphire, G.; Brendan, S.; Celia, T.

2016-12-01

There exists a wide array of high quality resources to support K-12 teaching and motivate student interest in the geosciences. Yet, connecting teachers to those resources can be a challenge. Teachers working to implement the NGSS can benefit from accessing the wide range of existing geoscience resources, and from becoming part of supportive networks of geoscience educators, researchers, and advocates. Engaging teachers in such networks can be facilitated by providing them with information about organizations, resources, and opportunities. The American Geoscience Institute (AGI) has developed two key resources that have great value in supporting NGSS implement in these ways. Those are Earth Science Week, and the Education Resources Network in AGI's Center for Geoscience and Society. For almost twenty years, Earth Science Week, has been AGI's premier annual outreach program designed to celebrate the geosciences. Through its extensive web-based resources, as well as the physical kits of posters, DVDs, calendars and other printed materials, Earth Science Week offers an array of resources and opportunities to connect with the education-focused work of important geoscience organizations such as NASA, the National Park Service, HHMI, esri, and many others. Recently, AGI has initiated a process of tagging these and other resources to NGSS so as to facilitate their use as teachers develop their instruction. Organizing Earth Science Week around themes that are compatible with topics within NGSS contributes to the overall coherence of the diverse array of materials, while also suggesting potential foci for investigations and instructional units. More recently, AGI has launched its Center for Geoscience and Society, which is designed to engage the widest range of audiences in building geoscience awareness. As part of the Center's work, it has launched the Education Resources Network (ERN), which is an extensive searchable database of all manner of resources for geoscience

A Geoscience Workforce Model for Non-Geoscience and Non-Traditional STEM Students

Science.gov (United States)

Liou-Mark, J.; Blake, R.; Norouzi, H.; Vladutescu, D. V.; Yuen-Lau, L.

2016-12-01

The Summit on the Future of Geoscience Undergraduate Education has recently identified key professional skills, competencies, and conceptual understanding necessary in the development of undergraduate geoscience students (American Geosciences Institute, 2015). Through a comprehensive study involving a diverse range of the geoscience academic and employer community, the following professional scientist skills were rated highly important: 1) critical thinking/problem solving skills; 2) effective communication; 3) ability to access and integrate information; 4) strong quantitative skills; and 5) ability to work in interdisciplinary/cross cultural teams. Based on the findings of the study above, the New York City College of Technology (City Tech) has created a one-year intensive training program that focusses on the development of technical and non-technical geoscience skills for non-geoscience, non-traditional STEM students. Although City Tech does not offer geoscience degrees, the primary goal of the program is to create an unconventional pathway for under-represented minority STEM students to enter, participate, and compete in the geoscience workforce. The selected cohort of STEM students engage in year-round activities that include a geoscience course, enrichment training workshops, networking sessions, leadership development, research experiences, and summer internships at federal, local, and private geoscience facilities. These carefully designed programmatic elements provide both the geoscience knowledge and the non-technical professional skills that are essential for the geoscience workforce. Moreover, by executing this alternate, robust geoscience workforce model that attracts and prepares underrepresented minorities for geoscience careers, this unique pathway opens another corridor that helps to ameliorate the dire plight of the geoscience workforce shortage. This project is supported by NSF IUSE GEOPATH Grant # 1540721.

Summaries of FY 1994 geosciences research

Energy Technology Data Exchange (ETDEWEB)

1994-12-01

The Geosciences Research Program is directed by the Department of Energy`s (DOE`s) Office of Energy Research (OER) through its Office of Basic Energy Sciences (OBES). Activities in the Geosciences Research Program are directed toward the long-term fundamental knowledge of the processes that transport, modify, concentrate, and emplace (1) the energy and mineral resources of the earth and (2) the energy byproducts of man. The Program is divided into five broad categories: Geophysics and earth dynamics; Geochemistry; Energy resource recognition, evaluation, and utilization; Hydrogeology and exogeochemistry; and Solar-terrestrial interactions. The summaries in this document, prepared by the investigators, describe the scope of the individual programs in these main areas and their subdivisions including earth dynamics, properties of earth materials, rock mechanics, underground imaging, rock-fluid interactions, continental scientific drilling, geochemical transport, solar/atmospheric physics, and modeling, with emphasis on the interdisciplinary areas.

Designing and Using Videos in Undergraduate Geoscience Education - a workshop and resource website review

Science.gov (United States)

Wiese, K.; Mcconnell, D. A.

2014-12-01

Do you use video in your teaching? Do you make your own video? Interested in joining our growing community of geoscience educators designing and using video inside and outside the classroom? Over four months in Spring 2014, 22 educators of varying video design and development expertise participated in an NSF-funded On the Cutting Edge virtual workshop to review the best educational research on video design and use; to share video-development/use strategies and experiences; and to develop a website of resources for a growing community of geoscience educators who use video: http://serc.carleton.edu/NAGTWorkshops/video/workshop2014/index.html. The site includes links to workshop presentations, teaching activity collections, and a growing collection of online video resources, including "How-To" videos for various video editing or video-making software and hardware options. Additional web resources support several topical themes including: using videos to flip classes, handling ADA access and copyright issues, assessing the effectiveness of videos inside and outside the classroom, best design principles for video learning, and lists and links of the best videos publicly available for use. The workshop represents an initial step in the creation of an informal team of collaborators devoted to the development and support of an ongoing network of geoscience educators designing and using video. Instructors who are interested in joining this effort are encouraged to contact the lead author.

Resources to Transform Undergraduate Geoscience Education: Activities in Support of Earth, Oceans and Atmospheric Sciences Faculty, and Future Plans

Science.gov (United States)

Ryan, J. G.; Singer, J.

2013-12-01

The NSF offers funding programs that support geoscience education spanning atmospheric, oceans, and Earth sciences, as well as environmental science, climate change and sustainability, and research on learning. The 'Resources to Transform Undergraduate Geoscience Education' (RTUGeoEd) is an NSF Transforming Undergraduate Education in STEM (TUES) Type 2 special project aimed at supporting college-level geoscience faculty at all types of institutions. The project's goals are to carry out activities and create digital resources that encourage the geoscience community to submit proposals that impact their courses and classroom infrastructure through innovative changes in instructional practice, and contribute to making transformative changes that impact student learning outcomes and lead to other educational benefits. In the past year information sessions were held during several national and regional professional meetings, including the GSA Southeastern and South-Central Section meetings. A three-day proposal-writing workshop for faculty planning to apply to the TUES program was held at the University of South Florida - Tampa. During the workshop, faculty learned about the program and key elements of a proposal, including: the need to demonstrate awareness of prior efforts within and outside the geosciences and how the proposed project builds upon this knowledge base; need to fully justify budget and role of members of the project team; project evaluation and what matters in selecting a project evaluator; and effective dissemination practices. Participants also spent time developing their proposal benefitting from advice and feedback from workshop facilitators. Survey data gathered from workshop participants point to a consistent set of challenges in seeking grant support for a desired educational innovation, including poor understanding of the educational literature, of available funding programs, and of learning assessment and project evaluation. Many also noted

A Model Collaborative Platform for Geoscience Education

Science.gov (United States)

Fox, S.; Manduca, C. A.; Iverson, E. A.

2012-12-01

Over the last decade SERC at Carleton College has developed a collaborative platform for geoscience education that has served dozens of projects, thousands of community authors and millions of visitors. The platform combines a custom technical infrastructure: the SERC Content Management system (CMS), and a set of strategies for building web-resources that can be disseminated through a project site, reused by other projects (with attribution) or accessed via an integrated geoscience education resource drawing from all projects using the platform. The core tools of the CMS support geoscience education projects in building project-specific websites. Each project uses the CMS to engage their specific community in collecting, authoring and disseminating the materials of interest to them. At the same time the use of a shared central infrastructure allows cross-fertilization among these project websites. Projects are encouraged to use common templates and common controlled vocabularies for organizing and displaying their resources. This standardization is then leveraged through cross-project search indexing which allow projects to easily incorporate materials from other projects within their own collection in ways that are relevant and automated. A number of tools are also in place to help visitors move among project websites based on their personal interests. Related links help visitors discover content related topically to their current location that is in a 'separate' project. A 'best bets' feature in search helps guide visitors to pages that are good starting places to explore resources on a given topic across the entire range of hosted projects. In many cases these are 'site guide' pages created specifically to promote a cross-project view of the available resources. In addition to supporting the cross-project exploration of specific themes the CMS also allows visitors to view the combined suite of resources authored by any particular community member. Automatically

Summaries of physical research in the geosciences

Energy Technology Data Exchange (ETDEWEB)

1986-09-01

The summaries in this document describe the scope of the individual programs and detail the research performed during 1984-1985. The Geosciences Research Program includes research in geology, petrology, geophysics, geochemistry, hydrology, solar-terrestrial relationships, aeronomy, seismology, and natural resource analysis, including their various subdivisions and interdisciplinary areas.

American Indian and Indigenous Geoscience Program: Ensuring the Evolution of Diverse STEM Scientists and Researchers in the 21st Century and Beyond

Science.gov (United States)

Bolman, J. R.

2013-05-01

Have you ever been lost? Knowing where you want to go yet unsure how to get there? In today's contemporary society you deploy the use of a navigator or navigation system. This is also one component of a cultural geoscience program in ensuring diverse students complete with excellence and success their route to research and education. The critical components of a cultural geoscience program and the role of cultural mentors are broad and the opportunity to expand one's own personal and professional success in science and society is immense. There remains a critical need and challenge to increase the representation of underrepresented people in the sciences. To address this challenge a navigational geoscience program approach was developed centered on the incorporation of traditional knowledge into modern research and education. The approach incorporates defining cultural/personal choices for a STEM vocation, developing science research with a "purpose", and refining leadership. The program model incorporates a mentor's personal oral histories and experiences in education, research and life. The goal is to ensure the next generation of scientists and researchers are more diverse, highly educated, experienced and leadership orientated by the time they complete STEM programs - then by the time they are our age, have our level of education and experience.

Geoscience at Community Colleges: Availability of Programs and Geoscience Student Pathways

Science.gov (United States)

Gonzales, L. M.; Keane, C. M.; Houlton, H. R.

2011-12-01

Community colleges served over 7.5 million students in 2009, and have a more diverse student population than four-year institutions. In 2008, 58% of community college students were women and 33% of students were underrepresented minorities. Community colleges provide a large diverse pool of untapped talent for the geosciences and for all science and engineering disciplines. The most recent data from NSF's 2006 NSCRG database indicate that within the physical sciences, 43% of Bachelor's, 31% of Master's and 28% of Doctoral recipients had attended community college. Until recently, fine-grained datasets for examining the prevalence of community college education in geoscience students' academic pathways has not been available. Additionally, there has been limited information regarding the availability of geoscience programs and courses at community colleges. In 2011, the American Geological Institute (AGI) expanded its Directory of Geoscience Departments (DGD) to cover 434 community colleges that offer either geoscience programs and/or geoscience curriculum, and launched the first pilot of a standardized National Geoscience Exit Survey. The survey collects information not only about students' pathways in the university system and future academic and career plans, but also about community college attendance including geoscience course enrollments and Associate's degrees. The National Geoscience Exit Survey will be available to all U.S. geoscience programs at two- and four-year colleges and universities by the end of the 2011-2012 academic year, and will also establish a longitudinal survey effort to track students through their careers. Whereas the updated DGD now provides wider coverage of geoscience faculty members and programs at community colleges, the Exit Survey provides a rich dataset for mapping the flow of students from community colleges to university geoscience programs. We will discuss the availability of geoscience courses and programs at community

Leveraging Global Geo-Data and Information Technologies to Bring Authentic Research Experiences to Students in Introductory Geosciences Courses

Science.gov (United States)

Ryan, J. G.

2014-12-01

The 2012 PCAST report identified the improvement of "gateway" science courses as critical to increasing the number of STEM graduates to levels commensurate with national needs. The urgent need to recruit/ retain more STEM graduates is particularly acute in the geosciences, where growth in employment opportunities, an aging workforce and flat graduation rates are leading to substantial unmet demand for geoscience-trained STEM graduates. The need to increase the number of Bachelors-level geoscience graduates was an identified priority at the Summit on the Future of Undergraduate Geoscience Education (http://www.jsg.utexas.edu/events/future-of-geoscience-undergraduateeducation/), as was the necessity of focusing on 2-year colleges, where a growing number of students are being introduced to geosciences. Undergraduate research as an instructional tool can help engage and retain students, but has largely not been part of introductory geoscience courses because of the challenge of scaling such activities for large student numbers. However, burgeoning information technology resources, including publicly available earth and planetary data repositories and freely available, intuitive data visualization platforms makes structured, in-classroom investigations of geoscience questions tractable, and open-ended student inquiry possible. Examples include "MARGINS Mini-Lessons", instructional resources developed with the support of two NSF-DUE grant awards that involve investigations of marine geosciences data resources (overseen by the Integrated Earth Data Applications (IEDA) portal: www.iedadata.org) and data visualization using GeoMapApp (www.geomapapp.org); and the growing suite of Google-Earth based data visualization and exploration activities overseen by the Google Earth in Onsite and Distance Education project (geode.net). Sample-based investigations are also viable in introductory courses, thanks to remote instrument operations technologies that allow real student

Addressing Issues of Broadening Participation Highlighted in the Report on the Future of Undergraduate Geoscience Education

Science.gov (United States)

McDaris, J. R.; Manduca, C. A.; Macdonald, H.; Iverson, E. A. R.

2015-12-01

The final report for the Summit on the Future of Geoscience Education lays out a consensus on issues that must be tackled by the geoscience community collectively if there are to be enough qualified people to fill the large number of expected geoscience job vacancies over the coming decade. Focus areas cited in the report include: Strengthening the connections between two-year colleges and four-year institutions Sharing and making use of successful recruitment and retention practices for students from underrepresented groups Making students aware of high-quality job prospects in the geosciences as well as its societal relevance The InTeGrate STEP Center for the Geosciences, the Supporting and Advancing Geoscience Education at Two-Year Colleges (SAGE 2YC) program, and the Building Strong Geoscience Departments (BSGD) project together have developed a suite of web resources to help faculty and program leaders begin to address these and other issues. These resources address practices that support the whole student, both in the classroom and as a part of the co-curriculum as well as information on geoscience careers, guidance for developing coherent degree programs, practical advice for mentoring and advising, and many others. In addition to developing web resources, InTeGrate has also undertaken an effort to profile successful program practices at a variety of institutions. An analysis of these data shows several common themes (e.g. proactive marketing, community building, research experiences) that align well with the existing literature on what works to support student success. But there are also indications of different approaches and emphases between Minority Serving Institutions (MSIs) and Primarily White Institutions (PWIs) as well as between different kinds of MSIs. Highlighting the different strategies in use can point both MSIs and PWIs to possible alternate solutions to the challenges their students face. InTeGrate - http

Summaries of FY 1995 geosciences research

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-12-01

The summaries in this document, prepared by the investigators, describe the scope of the individual programs. The Geosciences Research Program includes research in geophysics, geochemistry, resource evaluation, solar-terrestrial interactions, and their subdivisions including earth dynamics, properties of earth materials, rock mechanics, underground imaging, rock-fluid interactions, continental scientific drilling, geochemical transport, solar/atmospheric physics, and modeling, with emphasis on the interdisciplinary areas. All such research is related either direct or indirect to the Department of Energy`s long-range technological needs.

Engaging diverse community college students in the geosciences through a year-round career mentoring and research workforce program

Science.gov (United States)

Sloan, V.; Barge, L. M.; Smith, M.

2017-12-01

Student attrition from STEM majors most often occurs in the first or second year of college. To retain underrepresented minority students who are largely enrolled in community colleges in STEM pathways, it is critical to provide hands-on experiences and exposure to STEM occupations in a supportive community, before the students transfer to four-year colleges. The goal of the Bridge to the Geosciences is to provide community college students with year-round career mentoring, exposure to different fields and organizations in the geosciences through small field or research experiences, and community-building within the cohort and in connection with a broader community of scientists. Each year, 20 students from Citrus College in Glendora, California participate in research "geomodules" organized around the planetary, atmospheric, ocean, and environmental science subfields of the geosciences at: (1) the Oak Crest Institute of Science, a chemistry research and diversity-oriented education organization in Monrovia, CA; (2) the NASA Jet Propulsion Laboratory (JPL), a NASA center in Pasadena, CA; (3) the University of Southern California's (USC) Wrigley Institute for Environmental Studies, a research center on Catalina Island; and (4) the University Corporation for Atmospheric Research (UCAR) in Boulder, CO. A peak experience of the program is a ten-day mini-internship at UCAR in Colorado where the students are immersed in atmospheric research, training, fieldwork, and presenting at a premier facility. Professional development, mentoring, science communication and cohort-development are woven across all four geomodules and throughout the year. This program is funded by the National Science Foundation's Improving Undergraduate STEM Education or IUSE program. Preliminary results indicate that the students' interest in the geosciences, confidence in their skills and identify as a scientist, and their sense of belonging to a cohort are increased by participation in this program.

Effective Recruiting and Intrusive Retention Strategies for Diversifying the Geosciences through a Research Experiences for Undergraduate Program

Science.gov (United States)

Liou-Mark, J.; Blake, R.; Norouzi, H.; Yuen-Lau, L.; Ikramova, M.

2016-12-01

Worse than in most Science, Technology, Engineering, and Mathematics (STEM) fields, underrepresented minority (URM) groups in the geosciences are reported to be farthest beneath the national benchmarks. Even more alarming, the geosciences have the lowest diversity of all the STEM disciplines at all three levels of higher education. In order to increase the number of underrepresented groups in the geosciences, a National Science Foundation funded Research Experiences for Undergraduates (REU) program at the New York City College of Technology has implemented effective recruitment strategies to attract and retain diverse student cohorts. Recruitment efforts include: 1) establishing partnership with the local community colleges; 2) forging collaborations with scientists of color; 3) reaching out to the geoscience departments; and 4) forming relationships with STEM organizations. Unlike the other REU programs which primarily provide a summer-only research experience, this REU program engages students in a year-long research experience. Students begin their research in the summer for nine weeks, and they continue their research one day a week in the fall and spring semesters. During the academic year, they present their projects at conferences. They also serve as STEM ambassadors to community and high school outreach events. This one-year triad connection of 1) professional organizations/conferences, 2) continual research experience, and 3) service constituent has resulted in higher retention and graduation rates of URMs in the STEM disciplines. Both formative and summative program assessment have uncovered and shown that strong recruitment efforts accompanied by intrusive retention strategies are essential to: a) sustain and support STEM URMs in developing confidence as scientists; b) create formal and informal STEM communities; and c) provide a clear pathway to advanced degrees and to the geoscience workforce. This project is supported by NSF REU Grant #1560050.

Using Scientific Visualizations to Enhance Scientific Thinking In K-12 Geoscience Education

Science.gov (United States)

Robeck, E.

2016-12-01

The same scientific visualizations, animations, and images that are powerful tools for geoscientists can serve an important role in K-12 geoscience education by encouraging students to communicate in ways that help them develop habits of thought that are similar to those used by scientists. Resources such as those created by NASA's Scientific Visualization Studio (SVS), which are intended to inform researchers and the public about NASA missions, can be used in classrooms to promote thoughtful, engaged learning. Instructional materials that make use of those visualizations have been developed and are being used in K-12 classrooms in ways that demonstrate the vitality of the geosciences. For example, the Center for Geoscience and Society at the American Geosciences Institute (AGI) helped to develop a publication that outlines an inquiry-based approach to introducing students to the interpretation of scientific visualizations, even when they have had little to no prior experience with such media. To facilitate these uses, the SVS team worked with Center staff and others to adapt the visualizations, primarily by removing most of the labels and annotations. Engaging with these visually compelling resources serves as an invitation for students to ask questions, interpret data, draw conclusions, and make use of other processes that are key components of scientific thought. This presentation will share specific resources for K-12 teaching (all of which are available online, from NASA, and/or from AGI), as well as the instructional principles that they incorporate.

A Comparative Analysis of Geosciences Education and its Effectiveness in the United States and Russia

Science.gov (United States)

Kontar, Y. Y.

2011-12-01

Geoscience education is an important issue in the United States and Russia alike. Specifically, the funding of education is highly dependent on the country's overall system and its priorities. The American schools are better funded than Russian schools. The collapse of the Russian economy in the 1980s significantly influenced the decline of the overall national education system, including its quality and funding. Only 4.2 percent of the overall GDP is allocated toward primary and secondary education in Russia. It is 165 times less than in the United States. Russia currently has one of the highest literacy ratings in the world. Despite low funding, students still receive a solid and complete education, specifically in core subjects, such as geosciences, physics and mathematics. However, the education provided by the Russian public schools is becoming less up to date and therefore less effective. Therefore, the country might face poor educational outcomes if the financial allocation is not increased in the near future. Russian schools are designed for a "standard" student. There are a limited amount of auxiliary schools in Russia that focus on providing education for children with various physical disadvantages such as hearing, speech and vision problems. In addition, there are specialized schools for advanced children, who show more potential in certain subjects than the others. The United States, on the other hand, has a relatively lower literacy rate in geosciences, physics and mathematics, but better funding of both public and private schools. Specifically, educational facilities have the necessary learning tools, such as computers, Internet access and updated textbooks. In addition, the handicapped facilities allow for all children to receive compulsory public education. The starting geosciences faculty teaching salary is significantly higher in the United States than in Russia, which makes the profession more desirable. Overall, each country can borrow

Linking research, education and public engagement in geoscience: Leadership and strategic partnerships

Science.gov (United States)

Chambers, L. H.

2017-12-01

Cloud and aerosol feedbacks remain the largest source of uncertainty in understanding and predicting Earth's climate (IPCC, 2013), and are the focus of multiple ongoing research studies. Clouds are a challenge because of their extreme variability and diversity. This is also what makes them interesting to people. Clouds may be the only essential climate variable with an Appreciation Society (https://cloudappreciationsociety.org/). As a result, clouds led me into a multi-decade effort to engage a wider public in observing and understanding our planet. A series of experiences in the mid-1990's led to a meeting with educators that resulted in the creation of the Students' Cloud Observations On-Line Project (S'COOL), which I directed for about 2 decades, and which engaged students around the world in ground truth observation and data analysis for the Clouds and the Earth's Radiant Energy System (CERES) satellite instruments. Beginning around 2003, I developed a contrail observation protocol for the GLOBE Program to serve a similar function for additional audiences. Starting in 2004, I worked with an interdisciplinary team to launch the MY NASA DATA Project, an effort to make the vast trove of NASA Earth Science data actually usable in K-12 classrooms and student projects. Later I gained key experiences around strategic partnerships as I worked from 2008 onward with tri-agency partners at NOAA and NSF to integrate activities around climate change education. Currently I serve as Program Scientist for Education & Communication in the Earth Science Division at NASA, where I have the privilege to oversee and guide these and related activities in education and public engagement around Earth system science. As someone who completed advanced degrees in aerospace engineering without ever taking an Earth science class, this ongoing engagement is very important to me. Understanding Earth processes should be integral to how all people choose to live on our planet. In my experience

Undergraduate Research in Geoscience with Students from Two-year Colleges: SAGE 2YC Resources

Science.gov (United States)

McDaris, J. R.; Hodder, J.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.

2014-12-01

Undergraduate research experiences are important for the development of expertise in geoscience disciplines. These experiences have been shown to help students learn content and skills, promote students' cognitive and affective development, and develop students' sense of self. Early exposure to research experiences has shown to be effective in the recruitment of students, improved retention and persistence in degree programs, motivation for students to learn and increase self-efficacy, improved attitudes and values about science, and overall increased student success. Just as departments at four-year institutions (4YCs) are increasingly integrating research into their introductory courses, two-year college (2YC) geoscience faculty have a great opportunity to ground their students in authentic research. The Undergraduate Research with Two-year College Students website developed by SAGE 2YC: Supporting and Advancing Geoscience Education at Two-year Colleges provides ideas and advice for 2YC and 4YC faculty who want to get more 2YC students involved in research. The continuum of possibilities for faculty to explore includes things that can be done at 2YCs (eg. doing research as part of a regular course, developing a course specifically around research on a particular topic, or independent study), done in collaboration with other local institutions (eg. using their facilities, conducting joint class research, or using research to support transfer programs), and by involving students in the kind of organized Undergraduate Research programs run by a number of institutions and organizations. The website includes profiles illustrating how 2YC geoscience faculty have tackled these various models of research and addressed potential challenges such as lack of time, space, and funding as part of supporting the wide diversity of students that attend 2YCs, most of whom have less experience than that of rising seniors who are the traditional REU participant. The website also

Using the Virtual Vee Map for Inquiry with Geoscience Research Data

Science.gov (United States)

Rutherford, S.

2009-04-01

The Vee Map is a method by which any teacher can implement guided inquiry in their classroom. It was originally designed to work with classic laboratories. However, Coffman and Riggs (2006) used the idea so that students could gather online scientific data to answer a research question. This is known as the "Virtual Vee Map" because the scientific data collected is online or virtual. Students have great difficulty with designing and conducting a research project. They also are not able to work with scientific data. Many organizations are now making their scientific data available for use by the educational community. However, many educators and students have found geoscience data difficult to find and use. Ledley et al. (2008) suggests that organizations use educationally relevant review criteria for their data sites. As part of a National Oceanic and Atmosphere Administration (NOAA) research project, a website was developed using the Great Lakes Environmental Research Laboratory's (GLERL) scientific data about the Great Lakes. This data was made available such that pre-service Earth Science elementary teachers could design a research question for use with the Virtual Vee Map's guided inquiry approach.

Geoscience Workforce Development at UNAVCO: Leveraging the NSF GAGE Facility

Science.gov (United States)

Morris, A. R.; Charlevoix, D. J.; Miller, M.

2013-12-01

Global economic development demands that the United States remain competitive in the STEM fields, and developing a forward-looking and well-trained geoscience workforce is imperative. According to the Bureau of Labor Statistics, the geosciences will experience a growth of 19% by 2016. Fifty percent of the current geoscience workforce is within 10-15 years of retirement, and as a result, the U.S. is facing a gap between the supply of prepared geoscientists and the demand for well-trained labor. Barring aggressive intervention, the imbalance in the geoscience workforce will continue to grow, leaving the increased demand unmet. UNAVCO, Inc. is well situated to prepare undergraduate students for placement in geoscience technical positions and advanced graduate study. UNAVCO is a university-governed consortium facilitating research and education in the geosciences and in addition UNAVCO manages the NSF Geodesy Advancing Geosciences and EarthScope (GAGE) facility. The GAGE facility supports many facets of geoscience research including instrumentation and infrastructure, data analysis, cyberinfrastructure, and broader impacts. UNAVCO supports the Research Experiences in the Solid Earth Sciences for Students (RESESS), an NSF-funded multiyear geoscience research internship, community support, and professional development program. The primary goal of the RESESS program is to increase the number of historically underrepresented students entering graduate school in the geosciences. RESESS has met with high success in the first 9 years of the program, as more than 75% of RESESS alumni are currently in Master's and PhD programs across the U.S. Building upon the successes of RESESS, UNAVCO is launching a comprehensive workforce development program that will network underrepresented groups in the geosciences to research and opportunities throughout the geosciences. This presentation will focus on the successes of the RESESS program and plans to expand on this success with broader

Undergraduate research projects help promote diversity in the geosciences

Science.gov (United States)

Young, De'Etra; Trimboli, Shannon; Toomey, Rick S.; Byl, Thomas D.

2016-01-01

A workforce that draws from all segments of society and mirrors the ethnic, racial, and gender diversity of the United States population is important. The geosciences (geology, hydrology, geospatial sciences, environmental sciences) continue to lag far behind other science, technology, engineering and mathematical (STEM) disciplines in recruiting and retaining minorities (Valsco and Valsco, 2010). A report published by the National Science Foundation in 2015, “Women, Minorities, and Persons with Disabilities in Science and Engineering” states that from 2002 to 2012, less than 2% of the geoscience degrees were awarded to African-American students. Data also show that as of 2012, approximately 30% of African-American Ph.D. graduates obtained a bachelor’s degree from a Historic Black College or University (HBCU), indicating that HBCUs are a great source of diverse students for the geosciences. This paper reviews how an informal partnership between Tennessee State University (a HBCU), the U.S. Geological Survey, and Mammoth Cave National Park engaged students in scientific research and increased the number of students pursuing employment or graduate degrees in the geosciences.

Pupil diameter as predictor of cognitive load: A novel tool for geoscience education research

Science.gov (United States)

Mitra, R.; McNeal, K.

2015-12-01

Pupils can truly serve as windows to the mind. Since the early part of the last decade, pupillometry, the study of pupils in response to cognitive tasks, have gained traction in psychophysiological studies. Muscles of the iris work in tandem with the autonomic nervous system in response to light condition to either dilate or contract the pupil, usually between 2 to 7 mm. Along with this response to light conditions, the pupils also contract or dilate in response to emotional or mental response. Therefore, for a cognitive task, if the ambient brightness is controlled, pupil dilation reflects the cognitive load associated with the task. Simple tasks such as counting, memorizing, multiplying and visual searching have been found to have pupillometry profiles reflective of the cognitive load involved with such tasks. In this study, we investigate whether pupil diameter can be used for education research where tasks can be more complex. In particular, we look at two specific types of tasks common in geoscience and several other STEM fields: graph reading and spatial problem solving.

Internships and UNAVCO: Training the Future Geoscience Workforce Through the NSF GAGE Facility

Science.gov (United States)

Morris, A. R.; MacPherson-Krutsky, C. C.; Charlevoix, D. J.; Bartel, B. A.

2015-12-01

Facilities are uniquely positioned to both serve a broad, national audience and provide unique workforce experience to students and recent graduates. Intentional efforts dedicated to broadening participation in the future geoscience workforce at the NSF GAGE (Geodesy Advancing Geosciences and EarthScope) Facility operated by UNAVCO, are designed to meet the needs of the next generation of students and professionals. As a university-governed consortium facilitating research and education in the geosciences, UNAVCO is well-situated to both prepare students for geoscience technical careers and advanced research positions. Since 1998, UNAVCO has offered over 165 student assistant or intern positions including engineering, data services, education and outreach, and business support. UNAVCO offers three formal programs: the UNAVCO Student Internship Program (USIP), Research Experiences in Solid Earth Science for Students (RESESS), and the Geo-Launchpad (GLP) internship program. Interns range from community college students up through graduate students and recent Masters graduates. USIP interns gain real-world work experience in a professional setting, collaborate with teams toward a common mission, and contribute their knowledge, skills, and abilities to the UNAVCO community. RESESS interns conduct authentic research with a scientist in the Front Range area as well as participate in a structured professional development series. GLP students are in their first 2 years of higher education and work alongside UNAVCO technical staff gaining valuable work experience and insight into the logistics of supporting scientific research. UNAVCO's efforts in preparing the next generation of scientists largely focuses on increasing diversity in the geosciences, whether continuing academic studies or moving into the workforce. To date, well over half of our interns and student assistants come from backgrounds historically underrepresented in the geosciences. Over 80% of former interns

Identifying Important Career Indicators of Undergraduate Geoscience Students Upon Completion of Their Degree

Science.gov (United States)

Wilson, C. E.; Keane, C. M.; Houlton, H. R.

2012-12-01

The American Geosciences Institute (AGI) decided to create the National Geoscience Student Exit Survey in order to identify the initial pathways into the workforce for these graduating students, as well as assess their preparedness for entering the workforce upon graduation. The creation of this survey stemmed from a combination of experiences with the AGI/AGU Survey of Doctorates and discussions at the following Science Education Research Center (SERC) workshops: "Developing Pathways to Strong Programs for the Future", "Strengthening Your Geoscience Program", and "Assessing Geoscience Programs". These events identified distinct gaps in understanding the experiences and perspectives of geoscience students during one of their most profound professional transitions. Therefore, the idea for the survey arose as a way to evaluate how the discipline is preparing and educating students, as well as identifying the students' desired career paths. The discussions at the workshops solidified the need for this survey and created the initial framework for the first pilot of the survey. The purpose of this assessment tool is to evaluate student preparedness for entering the geosciences workforce; identify student decision points for entering geosciences fields and remaining in the geosciences workforce; identify geosciences fields that students pursue in undergraduate and graduate school; collect information on students' expected career trajectories and geosciences professions; identify geosciences career sectors that are hiring new graduates; collect information about salary projections; overall effectiveness of geosciences departments regionally and nationally; demonstrate the value of geosciences degrees to future students, the institutions, and employers; and establish a benchmark to perform longitudinal studies of geosciences graduates to understand their career pathways and impacts of their educational experiences on these decisions. AGI's Student Exit Survey went through

Diversifying Geoscience by Preparing Faculty as Workshop Leaders to Promote Inclusive Teaching and Inclusive Geoscience Departments

Science.gov (United States)

Macdonald, H.; Manduca, C. A.; Beane, R. J.; Doser, D. I.; Ebanks, S. C.; Hodder, J.; McDaris, J. R.; Ormand, C. J.

2017-12-01

Efforts to broaden participation in the geosciences require that faculty implement inclusive practices in their teaching and their departments. Two national projects are building the capacity for faculty and departments to implement inclusive practices. The NAGT/InTeGrate Traveling Workshops Program (TWP) and the Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project each prepares a cadre of geoscience educators to lead workshops that provide opportunities for faculty and departments across the country to enhance their abilities to implement inclusive teaching practices and develop inclusive environments with the goal of increasing diversity in the geosciences. Both projects prepare faculty to design and lead interactive workshops that build on the research base, emphasize practical applications and strategies, enable participants to share their knowledge and experience, and include time for reflection and action planning. The curriculum common to both projects includes a framework of support for the whole student, supporting all students, data on diversity in the geosciences, and evidence-based strategies for inclusive teaching and developing inclusive environments that faculty and departments can implement. Other workshop topics include classroom strategies for engaging all students, addressing implicit bias and stereotype threat, and attracting diverse students to departments or programs and helping them thrive. Online resources for each project provide support beyond the workshops. The TWP brings together educators from different institutional types and experiences to develop materials and design a workshop offered to departments and organizations nationwide that request the workshop; the workshop leaders then customize the workshop for that audience. In SAGE 2YC, a team of leaders used relevant literature to develop workshop materials intended for re-use, and designed a workshop session for SAGE 2YC Faculty Change Agents, who

Field research internships: Why they impact students' decisions to major in the geosciences

Science.gov (United States)

Kortz, K. M.; Cardace, D.; Savage, B.; Rieger, D.

2017-12-01

Although internships have been shown to retain geoscience students, little research has been done on what components of research or field experiences during an internship impact students' decisions to major in the geosciences. We created and led a short, two-week field-based internship for 5 introductory-level students to conduct research and create a poster to present their results. In addition to the two professors leading the internship and the 5 interns, there were 2 masters students and 1 community college student who were returning to the field area to collect data for their own projects. These students also helped to guide and mentor the interns. The interns were diverse in many aspects: 3 were female, 2 were non-white, 3 were community college students (1 4YC student was a transfer), 2 were first-generation college students, and their ages ranged from 18 to 33. Based on our evaluation, we found that the research experience increased students' self-efficacy in the geosciences through various means, increased their connection with mentors and other individuals who could serve as resources, gave them a sense of belonging to the geoscience culture, increased their knowledge of geoscience career paths and expectations, helped them make connections with Earth, and maintained their interest. These factors have been described in the literature as leading to retention, and we propose that field-based internships are successful for recruitment or retention in the geosciences because they influence so many of these affective and cognitive components at once. In particular, the social aspect of internships plays a fundamental role in their success because many of these factors require close and sustained interactions with other people. An implication of this research is that these affective components, including social ones, should be explicitly considered in the design and implementation of internships to best serve as a recruitment and retention strategy.

The Disproportionate and Potentially Negative Influence of Research Universities on the Quality of Geoscience Education

Science.gov (United States)

Samson, P. J.

2010-12-01

There is a large and growing body of research indicating that post-secondary education in science, technology, engineering, and mathematics (STEM) fields is failing to prepare citizens for the 21st century economy. Introductory STEM courses are vital for preparing science majors for their fields of study and are the only exposure to science many college students will receive, but the quality of teaching in these courses is often not informed by research on teaching and learning. Research universities play an especially prominent role in the design of introductory courses. While research and doctoral universities account for only about 6% of all higher education institutions, they confer 32 per cent of the baccalaureate degrees, and 56 per cent of the baccalaureates earned by recent recipients of science and engineering doctorates. By assuming that larger introductory classes occur at research institutions one can estimate that a dominant number of students receiving introductory instruction in the geosciences are probably occurring at research institutions. Moreover, research universities produce the majority of tenure-track faculty who will later teach at four-year colleges, so the role of research institutions in the influence of introductory course design is expected to be disproportionately large. While introductory courses at research universities play a influential role in how such courses are designed, the teaching of introductory courses is too often viewed as an undesirable assignment for instructors at those institutions. The effort seems unrewarding with incentives for improving teaching at research institutions perceived as modest at best, if not negative. It is commonly perceived that teaching introductory courses will decrease opportunities for teaching higher-level courses to graduate students and/or to conduct research. Furthermore, even for those interested in improving their pedagogical methods, current approaches to professional development are

Advancing Earth System Science Literacy and Preparing the Future Geoscience Workforce Through Strategic Investments at the National Science Foundation (Invited)

Science.gov (United States)

Karsten, J. L.; Patino, L. C.; Rom, E. L.; Weiler, C. S.

2010-12-01

The National Science Foundation (NSF) is an independent federal agency created 60 years ago by the U.S. Congress "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense…" NSF is the primary funding agency in the U.S. to support basic, frontier research across all fields in science, engineering, and education, except for medical sciences. With a FY 2011 budget request of more than $955 million, the NSF Directorate for Geosciences (GEO) is the principle source of federal funding for university-based fundamental research in the geosciences and preparation of the next generation of geoscientists. Since its inception, GEO has supported the education and training of a diverse and talented pool of future scientists, engineers, and technicians in the Earth, Ocean, Atmospheric and Geospatial Sciences sub-fields, through support of graduate research assistants, post-doctoral fellows, and undergraduate research experiences. In the late 1990’s and early 2000’s, GEO initiated several programs that expanded these investments to also support improvements in pre-college and undergraduate geoscience education through a variety of mechanisms (e.g., professional development support for K-12 teachers, development of innovative undergraduate curricula, and scientist-mentored research experiences for elementary and secondary students). In addition to GEO’s Geoscience Education (GeoEd), Opportunities for Enhancing Diversity in the Geosciences (OEDG), Global Learning and Observations to Benefit the Environment (GLOBE), and Geoscience Teacher Training (GEO-Teach) programs, GEO participates in a number of cross-Foundation programs, including the Research Experiences for Undergraduates (REU), Integrative Graduate Education and Research Traineeship (IGERT), Ethics Education in Science and Engineering (EESE), NSF Graduate STEM Fellows in K-12 Education (GK-12), and Partnerships for International Research and Education

How Accessible Are the Geosciences? a Study of Professionally Held Perceptions and What They Mean for the Future of Geoscience Workforce Development

Science.gov (United States)

Atchison, C.; Libarkin, J. C.

2014-12-01

Individuals with disabilities are not entering pathways leading to the geoscience workforce; the reasons for which continue to elude access-focused geoscience educators. While research has focused on barriers individuals face entering into STEM disciplines, very little research has considered the role that practitioner perceptions play in limiting access and accommodation to scientific disciplines. The authors argue that changing the perceptions within the geoscience community is an important step to removing barriers to entry into the myriad fields that make up the geosciences. This paper reports on an investigation of the perceptions that geoscientist practitioners hold about opportunities for engagement in geoscience careers for people with disabilities. These perspectives were collected through three separate iterations of surveys at three professional geoscience meetings in the US and Australia between 2011 and 2012. Respondents were asked to indicate the extent to which individuals with specific types of disabilities would be able to perform various geoscientific tasks. The information obtained from these surveys provides an initial step in engaging the larger geoscience community in a necessary discussion of minimizing the barriers of access to include students and professionals with disabilities. The results imply that a majority of the geoscience community believes that accessible opportunities exist for inclusion regardless of disability. This and other findings suggest that people with disabilities are viewed as viable professionals once in the geosciences, but the pathways into the discipline are prohibitive. Perceptions of how individuals gain entry into the field are at odds with perceptions of accessibility. This presentation will discuss the common geoscientist perspectives of access and inclusion in the geoscience discipline and how these results might impact the future of the geoscience workforce pathway for individuals with disabilities.

Supporting Geoscience Students at Two-Year Colleges: Career Preparation and Academic Success

Science.gov (United States)

McDaris, J. R.; Kirk, K. B.; Layou, K.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.; Hodder, J.

2013-12-01

and after transfer, research opportunities, and 2YC-4YC collaborations. Improving student success is an important priority at most 2YCs, and is especially challenging because students who enroll at a 2YC arrive with a wide range of abilities, preparation, and goals. Web resources that build on research from education, cognitive science, and psychology address topics such as stereotype threat, solo status, the affective domain, and effective teaching approaches. Other materials describe how to work with various student populations (e.g., English-language learners, students with disabilities, veterans), approaches to strengthening students' ability to monitor their own learning, and other strategies for supporting student success. Programs that support student success in general are important for the more specific goal of developing the geoscience workforce.

FID GEO: Digital transformation and Open Access in Germany's geoscience research community

Science.gov (United States)

Hübner, Andreas; Martinson, Guntars; Bertelmann, Roland; Elger, Kirsten; Pfurr, Norbert; Schüler, Mechthild

2017-04-01

The 'Specialized Information Service for Solid Earth Sciences' (FID GEO) supports Germany's geoscience research community in 1) electronic publishing of i) institutional and "grey" literature not released in publishing houses and ii) pre- and postprints of research articles 2) digitising geoscience literature and maps and 3) addressing the publication of research data associated with peer-reviewed research articles (data supplements). Established in 2016, FID GEO is funded by the German Research Foundation (DFG) and is run by the Göttingen State and University Library (SUB Göttingen) and the GFZ German Research Centre for Geosciences. Here we present recent success stories and lessons learned. With regard to digitisation, FID GEO received a request from one of the most prestigious geoscience societies in Germany to digitise back-issues of its journals that are so far only available in print. Aims are to ensure long-term availability in Open Access and high visibility by DOI-referenced electronic publication via the FID GEO repository. While digitisation will be financed by FID GEO funds, major challenges are to identify the copyright holders (journals date back to 1924) and negotiate digitisation and publication rights. With respect to research data publishing, we present how we target scientists to integrate the publication of research data into their workflows and institutions to promote the topic. For the latter, we successfully take advantage of existing networks as entry points to the community, like the research network Geo.X in the Berlin-Brandenburg area, individual learned societies as well as their overarching structures DV Geo and GeoUnion. FID GEO promotes the Statement of Commitment of the Coalition for Publishing Data in the Earth and Space Sciences (COPDESS) as well as the FAIR Data Principles in presentations to the above-mentioned groups and institutions. Our aim is to eventually transfer the positive feedback from the geoscience community into

Geocognition Research: An International Discipline (Invited)

Science.gov (United States)

Libarkin, J.

2009-12-01

Geocognition and geoscience education research have experienced a dramatic increase in research productivity and graduate student training in the past decade. At this writing, over twelve U.S. graduate programs dedicated to geocognition and geoscience education research exist within geoscience departments, with numerous other programs housed within education. International research programs are experiencing similar increases in these research domains. This insurgence of graduate training opportunities is due in large part to several factors, including: An increased awareness of the importance of Earth Systems Science to public understanding of science, particularly in light of global concern about climate change; new funding opportunities for science education, cognitive science, and geoscience education research; and, engagement of a significant part of the geosciences and education communities in writing new standards for Earth Systems literacy. Existing research programs blend geoscience content knowledge with research expertise in education, cognitive science, psychology, sociology and related disciplines. Research projects reflect the diversity of interests in geoscience teaching and learning, from investigations of pedagogical impact and professional development to studies of fundamental geocognitive processes.

Defining the Geoscience Community through a Quantitative Perspective

Science.gov (United States)

Wilson, C. E.; Keane, C. M.

2015-12-01

The American Geosciences Institute's (AGI) Geoscience Workforce Program collects and analyzes data pertaining to the changes in the supply, demand, and training of the geoscience workforce. These data cover the areas of change in the education of future geoscientists from K-12 through graduate school, the transition of geoscience graduates into early-career geoscientists, the dynamics of the current geoscience workforce, and the future predictions of the changes in the availability of geoscience jobs. The Workforce Program also considers economic changes in the United States and globally that can affect the supply and demand of the geoscience workforce. In order to have an informed discussion defining the modern geoscience community, it is essential to understand the current dynamics within the geoscience community and workforce. This presentation will provide a data-driven outlook of the current status of the geosciences in the workforce and within higher education using data collected by AGI, federal agencies and other stakeholder organizations. The data presented will highlight the various industries, including those industries with non-traditional geoscience jobs, the skills development of geoscience majors, and the application of these skills within the various industries in the workforce. This quantitative overview lays the foundation for further discussions related to tracking and understanding the current geoscience community in the United States, as well as establishes a baseline for global geoscience workforce comparisons in the future.

Preparing Future Geoscience Professionals: Needs, Strategies, Programs, and Online Resources

Science.gov (United States)

Macdonald, H.; Manduca, C. A.; Ormand, C. J.; Dunbar, R. W.; Beane, R. J.; Bruckner, M.; Bralower, T. J.; Feiss, P. G.; Tewksbury, B. J.; Wiese, K.

2011-12-01

Geoscience faculty, departments, and programs play an important role in preparing future geoscience professionals. One challenge is supporting the diversity of student goals for future employment and the needs of a wide range of potential employers. Students in geoscience degree programs pursue careers in traditional geoscience industries; in geoscience education and research (including K-12 teaching); and opportunities at the intersection of geoscience and other fields (e.g., policy, law, business). The Building Strong Geoscience Departments project has documented a range of approaches that departments use to support the development of geoscience majors as professionals (serc.carleton.edu/departments). On the Cutting Edge, a professional development program, supports graduate students and post-doctoral fellows interested in pursuing an academic career through workshops, webinars, and online resources (serc.carleton.edu/NAGTWorkshops/careerprep). Geoscience departments work at the intersection of student interests and employer needs. Commonly cited program goals that align with employer needs include mastery of geoscience content; field experience; skill in problem solving, quantitative reasoning, communication, and collaboration; and the ability to learn independently and take a project from start to finish. Departments and faculty can address workforce issues by 1) implementing of degree programs that develop the knowledge, skills, and attitudes that students need, while recognizing that students have a diversity of career goals; 2) introducing career options to majors and potential majors and encouraging exploration of options; 3) advising students on how to prepare for specific career paths; 4) helping students develop into professionals, and 5) supporting students in the job search. It is valuable to build connections with geoscience employers, work with alumni and foster connections between students and alumni with similar career interests, collaborate with

Georgia Teachers in Academic Laboratories: Research Experiences in the Geosciences

Science.gov (United States)

Barrett, D.

2005-12-01

The Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school mathematics, science and technology teachers in over 1000 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program places an average of 75 teachers per summer into internship positions. In the summer of 2005, 83 teachers worked in corporate and research environments throughout the state of Georgia and six of these positions involved authentic research in geoscience related departments at the Georgia Institute of Technology, including aerospace engineering and the earth and atmospheric sciences laboratories. This presentation will review the history and the structure of the program including the support system for teachers and mentors as well as the emphasis on inquiry based learning strategies. The focus of the presentation will be a comparison of two placement models of the teachers placed in geoscience research laboratories: middle school earth science teachers placed in a 6 week research experience and high school teachers placed in 7 week internships with teams of 3 high school students. The presentation will include interviews with faculty to determine the value of these experiences

LaURGE: Louisiana Undergraduate Recruitment and Geoscience Education

Science.gov (United States)

Nunn, J. A.; Agnew, J.

2009-12-01

NSF and the Shell Foundation sponsor a program called Louisiana Undergraduate Recruitment and Geoscience Education (LaURGE). Goals of LaURGE are: 1) Interweave geoscience education into the existing curriculum; 2) Provide teachers with lesson plans that promote interest in geoscience, critical thinking by students, and are consistent with current knowledge in geoscience; and 3) Provide teachers with supplies that make these lessons the highlights of the course. Biology workshops were held at LSU in Baton Rouge and Centenary College in Shreveport in July 2009. 25 teachers including 5 African-Americans attended the workshops. Teachers were from public and private schools in seven different parishes. Teacher experience ranged from 3 years to 40 years. Courses impacted are Biology, Honors Biology, AP Biology, and Environmental Science. The workshops began with a field trip to Mississippi to collect fossil shark teeth and create a virtual field trip. After the field trip, teachers do a series of activities on fossil shark teeth to illustrate evolution and introduce basic concepts such as geologic time, superposition, and faunal succession. Teachers were also given a $200 budget from which to select fossils for use in their classrooms. One of our exercises explores the evolution of the megatoothed shark lineage leading to Carcharocles megalodon, the largest predatory shark in history with teeth up to 17 cm long. Megatoothed shark teeth have an excellent fossil record and show continuous transitions in morphology from the Eocene to Pliocene. We take advantage of the curiosity of sharks shared by most people, and allow teachers to explore the variations among different shark teeth and to explain the causes of those variations. Objectives are to have teachers (and their students): 1) sort fossil shark teeth into biologically reasonable species; 2) form hypotheses about evolutionary relationships; and 3) describe and interpret evolutionary trends in the fossil Megatoothed

3D Immersive Visualization: An Educational Tool in Geosciences

Science.gov (United States)

Pérez-Campos, N.; Cárdenas-Soto, M.; Juárez-Casas, M.; Castrejón-Pineda, R.

2007-05-01

3D immersive visualization is an innovative tool currently used in various disciplines, such as medicine, architecture, engineering, video games, etc. Recently, the Universidad Nacional Autónoma de México (UNAM) mounted a visualization theater (Ixtli) with leading edge technology, for academic and research purposes that require immersive 3D tools for a better understanding of the concepts involved. The Division of Engineering in Earth Sciences of the School of Engineering, UNAM, is running a project focused on visualization of geoscience data. Its objective is to incoporate educational material in geoscience courses in order to support and to improve the teaching-learning process, especially in well-known difficult topics for students. As part of the project, proffessors and students are trained in visualization techniques, then their data are adapted and visualized in Ixtli as part of a class or a seminar, where all the attendants can interact, not only among each other but also with the object under study. As part of our results, we present specific examples used in basic geophysics courses, such as interpreted seismic cubes, seismic-wave propagation models, and structural models from bathymetric, gravimetric and seismological data; as well as examples from ongoing applied projects, such as a modeled SH upward wave, the occurrence of an earthquake cluster in 1999 in the Popocatepetl volcano, and a risk atlas from Delegación Alvaro Obregón in Mexico City. All these examples, plus those to come, constitute a library for students and professors willing to explore another dimension of the teaching-learning process. Furthermore, this experience can be enhaced by rich discussions and interactions by videoconferences with other universities and researchers.

Future Careers in Geoscience

Science.gov (United States)

van der Vink, G. E.; van der Vink, G. E.

2001-05-01

A new generation of Geoscientists are abandoning the traditional pathways of oil exploration and academic research to pursue careers in public policy, international affairs, business, education and diplomacy. They are using their backgrounds in Geoscience to address challenging, multi-disciplinary problems of societal concern. To prepare for such careers, students are developing a broad understanding of science and a basic literacy in economics, international affairs, and policy-making.

Teaching Geosciences With Visualizations: Challenges for Spatial Thinking and Abilities

Science.gov (United States)

Montello, D. R.

2004-12-01

It is widely recognized that the geosciences are very spatial disciplines. Their subject matter includes phenomena on, under, and above the Earth surface whose spatial properties are critical to understanding them. Important spatial properties of geoscience structures and processes include location (both absolute and relative), size, shape, and pattern; temporal changes in spatial properties are also of interest. Information visualizations that depict spatiality are thus critically important to teaching in the geosciences, at all levels from K-12 to Ph.D. work; verbal and mathematical descriptions are quite insufficient by themselves. Such visualizations range from traditional maps and diagrams to digital animations and virtual environments. These visualizations are typically rich and complex because they are attempts to communicate rich and complex realities. Thus, understanding geoscience visualizations accurately and efficiently involves complex spatial thinking. Over a century of psychometric and experimental research reveals some of the cognitive components of spatial thinking, and provides insight into differences among individuals and groups of people in their abilities to think spatially. Some research has specifically examined these issues within the context of geoscience education, and recent research is expanding these investigations into the realm of new digital visualizations that offer the hope of using visualizations to teach complex geoscience concepts with unprecedented effectiveness. In this talk, I will briefly highlight some of the spatial cognitive challenges to understanding geoscience visualizations, including the pervasive and profound individual and group differences in spatial abilities. I will also consider some visualization design issues that arise because of the cognitive and ability challenges. I illustrate some of these research issues with examples from research being conducted by my colleagues and me, research informed by

Geoscience Academic Provenance: A Theoretical Framework for Understanding Geoscience Students' Pathways

Science.gov (United States)

Houlton, H.; Keane, C.

2012-04-01

The demand and employment opportunities for geoscientists in the United States are projected to increase 23% from 2008 to 2018 (Gonzales, 2011). Despite this trend, there is a disconnect between undergraduate geoscience students and their desire to pursue geoscience careers. A theoretical framework was developed to understand the reasons why students decide to major in the geosciences and map those decisions to their career aspirations (Houlton, 2010). A modified critical incident study was conducted to develop the pathway model from 17, one-hour long semi-structured interviews of undergraduate geoscience majors from two Midwest Research Institutions (Houlton, 2010). Geoscience Academic Provenance maps geoscience students' initial interests, entry points into the major, critical incidents and future career goals as a pathway, which elucidates the relationships between each of these components. Analyses identified three geoscience student population groups that followed distinct pathways: Natives, Immigrants and Refugees. A follow up study was conducted in 2011 to ascertain whether these students continued on their predicted pathways, and if not, reasons for attrition. Geoscientists can use this framework as a guide to inform future recruitment and retention initiatives and target these geoscience population groups for specific employment sectors.

Growing Community Roots for the Geosciences in Miami, Florida, A Program Aimed at High School and Middle School Students to Increase Awareness of Career and Educational Opportunities in the Geosciences

Science.gov (United States)

Whitman, D.; Hickey-Vargas, R.; Gebelein, J.; Draper, G.; Rego, R.

2013-12-01

Growing Community Roots for the Geosciences is a 2-year pilot recruitment project run by the Department of Earth and Environment at Florida International University (FIU) and funded by the NSF OEDG (Opportunities for Enhancing Diversity in the Geosciences) program. FIU, the State University of Florida in Miami is a federally recognized Minority Serving Institution with over 70% of the undergraduate population coming from groups underrepresented in the geoscience workforce. The goal of this project is to inform students enrolled in the local middle and high schools to career opportunities in the geosciences and to promote pathways for underrepresented groups to university geoscience degree programs. The first year's program included a 1-week workshop for middle school teachers and a 2-week summer camp aimed at high school students in the public school system. The teacher workshop was attended by 20 teachers who taught comprehensive and physical science in grades 6-8. It included lectures on geoscience careers, fundamental concepts of solid earth and atmospheric science, hands on exercises with earth materials, fossils and microscopy, interpretation of landform with Google Earth imagery, and a field trip to a local working limestone quarry. On the first day of the workshop, participants were surveyed on their general educational background in science and their familiarity and comfort with teaching basic geoscience concepts. On the final day, the teachers participated in a group discussion where we discussed how to make geoscience topics and careers more visible in the school curriculum. The 2-week summer camp was attended by 21 students entering grades 9-12. The program included hands on exercises on geoscience and GIS concepts, field trips to local barrier islands, the Everglades, a limestone quarry and a waste to energy facility, and tours of the NOAA National Hurricane Center and the FIU SEM lab. Participants were surveyed on their general educational background

Geosciences projects FY 1985 listing

Energy Technology Data Exchange (ETDEWEB)

1986-05-01

This report, which updates the previous working group publication issued in February 1982, contains independent sections: (A) Summary Outline of DOE Geoscience and Related Studies, and (B) Crosscut of DOE Geoscience and Geoscience Related Studies. The FY 1985 funding levels for geoscience and related activities in each of the 11 programs within DOE are presented. The 11 programs fall under six DOE organizations: Energy Research Conservation and Renewable Energy; Fossil Energy; Defense Programs; Environmental, Safety, and Health; and Civilian radioactive Waste. From time to time, there is particular need for special interprogrammatic coordination within certain topical areas. section B of the report is intended to fill this need for a topical categorization of the Department's geoscience and related activities. These topical areas in Solid Earth Geosciences, Atmospheric Geosciences, Ocean Geosciences, Space and Solar/Terrestrial Geosciences, and Hydrological Geosciences are presented in this report.

Carleton College: Geoscience Education for the Liberal Arts and the Geoscience Profession

Science.gov (United States)

Savina, M. E.

2008-12-01

Carleton College is a small (current enrollment ~1950), four-year, residential liberal arts college that has graduated more than 900 geology majors since the inception of the geology department inception in 1933. Since 1974, an average of more than 20 geology students have graduated each year. The department curriculum aims to educate at least six overlapping groups of students, who, however, may not place themselves into one of these groups until well after graduating. These groups include students in non- science majors who take geology for breadth or because of interest; science majors; geology majors who end up in other professions; and geology majors who pursue careers related to geology, most of whom ultimately earn a higher, professional degree. Goals for these groups of students differ and the department focuses its curriculum on developing skills and providing student experiences that will serve all groups well. The department has a strong focus on field geology and communication skills, solving complex problems in many project-based courses (culminating in a senior independent project for each student), and much group work. These characteristics correlate well with Carleton institutional goals. The senior independent projects (all reported in written, visual and oral forms) form the basis for outcomes assessment. We also regularly survey alumni who are in graduate programs of all kinds (not just geoscience), asking them about how well their undergraduate education has prepared them. Finally, the staff meet at least annually to discuss the curriculum, its goals, values, skills and content, and do a formal self-study with external and internal reviewers at least once a decade. The success of Carleton geology alumni in government, research, industry, education, consulting and other professions is the ultimate assessment tool.

Opportunities at Geoscience in Veracruz

Science.gov (United States)

Welsh-Rodríguez, C.

2006-12-01

The State of Veracruz is located in the central part of the Gulf of Mexico. It has enormous natural, economic and cultural wealth, is the third most populous state in Mexico, with nearly 33 % of the nation's water resources. It has an enormous quantity of natural resources, including oil, and is strategically located in Mexico. On one hand, mountains to the east are a natural border on the other lies the Gulf of Mexico. Between these two barriers are located tropical forests, mountain forests, jungles, wetlands, reefs, etc., and the land is one of the richest in biodiversity within the Americas. Veracruz, because of its geographical characteristics, presents an opportunity for research and collaboration in the geosciences. The region has experienced frequent episodes of torrential rainfalls, which have caused floods resulting in large amounts of property damage to agriculture, housing, infrastructure and, in extreme situations, loss of human life. In 2004 Veracruz University initiated a bachelor degree in Geography, which will prepare professionals to use their knowledge of geosciences to understand and promote integrated assessment of the prevailing problems in the State. Along with the geography program, the Earth Science Center offers other research programs in seismology, vulcanology, climatology, sustainable development and global change. Because of these characteristics, Veracruz is an optimal environment for active research in the geosciences, as well as for sharing the results of this research with educators, students, and all learners. We look forward to facilitating these efforts in the coming years.

Mentored undergraduate research in the geosciences

Science.gov (United States)

Judge, Shelley; Pollock, Meagen; Wiles, Greg; Wilson, Mark

2012-09-01

There is little argument about the merits of undergraduate research, but it can seem like a complex, resource-intensive endeavor [e.g., Laursen et al., 2010; Lopatto, 2009; Hunter et al., 2006]. Although mentored undergraduate research can be challenging, the authors of this feature have found that research programs are strengthened when students and faculty collaborate to build new knowledge. Faculty members in the geology department at The College of Wooster have conducted mentored undergraduate research with their students for more than 60 years and have developed a highly effective program that enhances the teaching, scholarship, and research of our faculty and provides life-changing experiences for our students. Other colleges and universities have also implemented successful mentored undergraduate research programs in the geosciences. For instance, the 18 Keck Geology Consortium schools (http://keckgeology.org/), Princeton University, and other institutions have been recognized for their senior capstone experiences by U.S. News & World Report.

Development of the Virginia Tech Department of Geosciences MEDL-CMC

Science.gov (United States)

Glesener, G. B.

2016-12-01

In 2015 the Virginia Tech Department of Geosciences took a leading role in increasing the level of support for Geoscience instructors by investing in the development of the Geosciences Modeling and Educational Demonstrations Laboratory Curriculum Materials Center (MEDL-CMC). The MEDL-CMC is an innovative curriculum materials center designed to foster new collaborative teaching and learning environments by providing hands-on physical models combined with education technology for instructors and outreach coordinators. The mission of the MEDL-CMC is to provide advanced curriculum material resources for the purpose of increasing and sustaining high impact instructional capacity in STEM education for both formal and informal learning environments. This presentation describes the development methods being used to implement the MEDL-CMC. Major development methods include: (1) adopting a project management system to support collaborations with stakeholders, (2) using a diversified funding approach to achieve financial sustainability and the ability to evolve with the educational needs of the community, and (3) establishing a broad collection of systems-based physical analog models and data collection tools to support integrated sciences such as the geosciences. Discussion will focus on how these methods are used for achieving organizational capacity in the MEDL-CMC and on their intended role in reducing instructor workload in planning both classroom activities and research grant broader impacts.

Geophysical Research Letters: New policies improve top-cited geosciences journal

Science.gov (United States)

Calais, Eric; Diffenbaugh, Noah; D'Odorico, Paolo; Harris, Ruth; Knorr, Wolfgang; Lavraud, Benoit; Mueller, Anne; Peterson, William; Rignot, Eric; Srokosz, Meric; Strutton, Peter; Tyndall, Geoff; Wysession, Michael; Williams, Paul

2010-01-01

Geophysical Research Letters (GRL) is the American Geophysical Union's premier journal of fast, groundbreaking communication. It rapidly publishes high- impact,letter-length articles, and it is the top-cited multidisciplinary geosciences journal over the past 10 years, with an impact factor that increased again in 2009, to 3.204. For manuscripts submitted to GRL, the median time to first and final decision is 23 and 27 days, respectively—a 35% improvement since 2007—and the median time from submission to publication is 13 weeks for 90% of GRL papers—a 25% improvement since 2007. Among high-impact publications in the geosciences, GRL has the fastest turnaround.

Promoting research integrity in the geosciences

Science.gov (United States)

Mayer, Tony

2015-04-01

Conducting research in a responsible manner in compliance with codes of research integrity is essential. The geosciences, as with all other areas of research endeavour, has its fair share of misconduct cases and causes celebres. As research becomes more global, more collaborative and more cross-disciplinary, the need for all concerned to work to the same high standards becomes imperative. Modern technology makes it far easier to 'cut and paste', to use Photoshop to manipulate imagery to falsify results at the same time as making research easier and more meaningful. So we need to promote the highest standards of research integrity and the responsible conduct of research. While ultimately, responsibility for misconduct rests with the individual, institutions and the academic research system have to take steps to alleviate the pressure on researchers and promote good practice through training programmes and mentoring. The role of the World Conferences on Research Integrity in promoting the importance of research integrity and statements about good practice will be presented and the need for training and mentoring programmes will be discussed

The Woods Hole Partnership Education Program (PEP): Broadening Participation in the Geosciences

Science.gov (United States)

Scott, O.; Jearld, A., Jr.; Liles, G.; Gutierrez, B.

2015-12-01

In March 2009, the Woods Hole Diversity Initiative launched the Partnership Education Program (PEP), a multi-institutional effort to increase diversity in the student population (and ultimately the work force) in the Woods Hole science community. PEP, a summer research internship program, is open to students of all backgrounds but is designed especially to provide opportunities for URM in science, technology, engineering, and mathematics (STEM). PEP is a 10-week program which provides intensive mentored research, a credit-bearing course and supplemental career and professional development activities. Students have opportunities to work in various research areas of geosciences. PEP is emerging as an effective and sustainable approach to bringing students into the STEM research community. PEP is carefully structured to provide critical support for students as they complete their undergraduate experience and prepare for geosciences careers and/or graduate school. The PEP experience is intended to provide students with an entry into the Woods Hole science community, one of the most vibrant marine and environmental research communities in the world. The program aims to provide a first-hand introduction to emerging issues and real-world training in the research skills that students need to advance in science, either as graduate students or bachelors-level working scientists. This is a long-recognized need and efforts are being made to ensure that the students begin to acquire skills and aptitudes that position them to take advantage of a wide range of opportunities. Of note is that the PEP is transitioning into a two year program where students are participating in a second year as a research intern or employee. Since 2013, at least four partner institutions have invited PEP alumni to participate in their respective programs as research assistants and/or full-time technicians.

ASPIRE: Active Societal Participation in Research and Education

Science.gov (United States)

Garza, C.; Parrish, J.; Harris, L.; Posselt, J.; Hatch, M.

2017-12-01

Active Societal Participation In Research and Education (ASPIRE) aims to cultivate a generation of geoscientists with the leadership knowledge and skills, scholarship, and material support to reframe and rebrand the geosciences as socially relevant and, thereby, to broaden participation in these fields. This generation of geoscientists will do so by bridging longstanding divides that impede access to and inclusion in the geosciences: between basic and applied science, between scholars in the academy and members of historically marginalized communities, and between the places where science is needed and the places where it is typically conducted. To bring about these types of change, we draw upon, refine, and institutionalize the working group model as the Mobile Working Group (MWG), directly referencing the need to move outside of the "ivory tower" and into the community. Led by a geoscientist with one foot in the academy and the other in the community - the Boundary Spanner - each MWG will focus on a single issue linked to a single community. ASPIRE supports multiple MWGs working across the geographic, ethnographic and "in practice" community space, as well as across the body of geoscience research and application. We hypothesize that in institutionalizing a new mode of geoscience research (MWG), learning from Boundary Spanners experiences with MWG, and refining a leadership development program from our findings, that we will have a scalable leadership tool and organizational structure that will rebrand the geosciences as socially relevant and inclusive of geoscientists from diverse backgrounds even as the "science space" of geoscience expands to incorporate in-community work.

Inquiring with Geoscience Datasets: Instruction and Assessment

Science.gov (United States)

Zalles, D.; Quellmalz, E.; Gobert, J.

2005-12-01

This session will describe a new NSF-funded project in Geoscience education, Inquiring with Geoscience Data Sets. The goals of the project are to (1) Study the impacts on student learning of Web-based supplementary curriculum modules that engage secondary-level students in inquiry projects addressing important geoscience problems using an Earth System Science approach. Students will use technologies to access real data sets in the geosciences and to interpret, analyze, and communicate findings based on the data sets. The standards addressed will include geoscience concepts, inquiry abilities in NSES and Benchmarks for Science Literacy, data literacy, NCTM standards, and 21st-century skills and technology proficiencies (NETTS/ISTE). (2) Develop design principles, specification templates, and prototype exemplars for technology-based performance assessments that provide evidence of students' geoscientific knowledge and inquiry skills (including data literacy skills) and students' ability to access, use, analyze, and interpret technology-based geoscience data sets. (3) Develop scenarios based on the specification templates that describe curriculum modules and performance assessments that could be developed for other Earth Science standards and curriculum programs. Also to be described in the session are the project's efforts to differentiate among the dimensions of data literacy and scientific inquiry that are relevant for the geoscience discplines, and how recognition and awareness of the differences can be effectively channelled for the betterment of geoscience education.

Expanding the Horizon: A Journey to Explore and Share Effective Geoscience Research Experiences

Science.gov (United States)

Bolman, J.

2013-12-01

The Indian Natural Resource Science and Engineering Program (INRSEP) has worked diligently over the past 40 + years to ensure the success of Tribal, Indigenous and Underrepresented undergraduate and graduate students in geoscience and natural resources fields of study. Central to this success has been the development of cultural relevant research opportunities directed by Tribal people. The research experiences have been initiated to address culturally relevant challenges on Tribal and non-Tribal lands. It has become critically important to ensure students have multiple research experiences across North America as well as throughout the continent. The INRSEP community has found creating and maintaining relationships with organizations like the Geoscience Alliance, Minorities Striving and Pursuing Higher Degrees of Success (MSPHD's) and the Louis Stokes Alliance for Minority Participation (LSAMP) program has greatly improved the success of students matriculating to graduate STEM programs. These relationships also serve an immense capacity in tracking students, promoting best practices in research development and assessing outcomes. The presentation will highlight lessons learned on how to 1) Develop a diverse cohort or 'community' of student researchers; 2) Evolve intergenerational mentoring processes and outcomes; 3) Tether to related research and programs; and Foster the broader impact of geoscience research and outcomes.

History of Geoscience Research Matters to You

Science.gov (United States)

Fleming, J. R.

2017-12-01

The geosciences have a long, distinguished, and very useful history Today's science is tomorrow's history of science. If we don't study the past, then every decision we face will seem unprecedented. If we don't study the history of science and apply its lessons, then I don't think we can say we really understand science. Actual research results and ongoing programs will be highlighted, with a focus on public understanding and support for atmospheric science and global change.

An Analysis of NSF Geosciences Research Experience for Undergraduate Site Programs from 2009 through 2011

Science.gov (United States)

Rom, E. L.; Patino, L. C.; Weiler, S.; Sanchez, S. C.; Colon, Y.; Antell, L.

2011-12-01

The Research Experience for Undergraduate (REU) Program at the U.S. National Science Foundation (NSF) provides U.S. undergraduate students from any college or university the opportunity to conduct research at a different institution and gain a better understanding of research career pathways. The Geosciences REU Sites foster research opportunities in areas closely aligned with geoscience programs, particularly those related to earth, atmospheric and ocean sciences. The aim of this paper is to provide an overview of the Geosciences REU Site programs run in 2009 through 2011. A survey requesting information on recruitment methods, student demographics, enrichment activities, and fields of research was sent to the Principal Investigators of each of the active REU Sites. Over 70% of the surveys were returned with the requested information from about 50 to 60 sites each year. The internet is the most widely used mechanism to recruit participants, with personal communication as the second most important recruiting tool. The admissions rate for REU Sites in Geosciences varies from less than 10% to 50%, with the majority of participants being rising seniors and juniors. Many of the participants come from non-PhD granting institutions. Among the participants, gender distribution varies by discipline, with ocean sciences having a large majority of women and earth sciences having a majority of men. Regarding ethnic diversity, the REU Sites reflect the difficulty of attracting diverse students into Geosciences as a discipline; a large majority of participants are Caucasian and Asian students. Furthermore, participants from minority-serving institutions and community colleges constitute a small percentage of those taking part in these research experiences. The enrichment activities are very similar across the REU Sites, and mimic activities common to the scientific community, including intellectual exchange of ideas (lab meetings, seminars, and professional meetings

A Synthesis of Instructional Strategies in Geoscience Education Literature That Address Barriers to Inclusion for Students with Disabilities

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Carabajal, Ivan G.; Marshall, Anita M.; Atchison, Christopher L.

2017-01-01

People with disabilities make up the largest minority population in the U.S. yet remain sorely underrepresented in scientific disciplines that require components of field-based training such as the geosciences. This paper provides a critical analysis of broadening participation within geoscience education literature through the use of accessible…

Be Explicit: Geoscience Program Design to Prepare the Next Generation of Geoscientists

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Mogk, D. W.

2015-12-01

The work of geoscientists is to engage inquiry, discovery and exploration of Earth history and processes, and increasingly, to apply this knowledge to the "grand challenges" that face humanity. Geoscience as a discipline is confronted with an incomplete geologic record, observations or data that are often ambiguous or uncertain, and a need to grasp abstract concepts such as temporal reasoning ('deep time'), spatial reasoning over many orders of magnitude, and complex system behavior. These factors provide challenges, and also opportunities, for training future geoscientists. Beyond disciplinary knowledge, it is also important to provide opportunities for students to engage the community of practice and demonstrate how to "be" a geoscientist. Inculcation of geoscience "ways of knowing" is a collective responsibility for geoscientists (teaching faculty and other professionals), at all instructional levels, in all geoscience disciplines, and for all students. A whole-student approach is recommended. Geoscience programs can be designed to focus on student success by explictly: 1) defining programmatic student learning outcomes , 2) embedding assessments throughout the program to demonstrate mastery, 3) aligning course sequences to reinforce and anticipate essential concepts/skills, 4) preparing students to be life-long learners; 5) assigning responsibilities to courses/faculty to ensure these goals have been met; 6) providing opportunities for students to "do" geoscience (research experiences), and 7) modeling professional behaviors in class, field, labs, and informal settings. Extracurricular departmental activities also contribute to student development such as journal clubs, colloquia, field trips, and internships. Successful design of geoscience department programs is informed by: the AGI Workforce program and Summit on the Future of Geoscience Education that define pathways for becoming a successful geoscientist; training in Geoethics; Geoscience Education

Increasing Geoscience Literacy and Public Support for the Earthscope National Science Initiative Through Informal Education

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Aubele, J. C.

2005-12-01

Geology and geophysics are frequently perceived by the student, teacher, or adult non-geologist as "difficult to understand"; however, most non-geologists of all ages appreciate geological landforms such as mountains, volcanoes and canyons, and are interested in phenomena such as earthquakes and natural resources. Most people are also interested in local connections and newsworthy programs and projects. Therefore, the EarthScope Project is a perfect opportunity to excite and educate the public about solid-Earth geoscience research and to increase the non-geologist's understanding of Earth's dynamic processes. As the EarthScope Project sweeps across the country, the general public must be made aware of the magnitude, scope, excitement, and achievements of this national initiative. However, EarthScope science is difficult for the non-scientist to understand. The project is large-scale and long-term, and its data sets consist of maps, structural graphics, 3D and 4D visualizations, and the integration of many different geophysical instruments, all elements that are difficult for the non-scientist to understand. Targeted programs for students, teachers, and visitors to the National Parks will disseminate EarthScope information; in addition, museums and other informal science education centers can also play an important role in translating scientific research for the general public. Research on learning in museums has shown that museums educate an audience that is self-selected and self-directed (non-captive), includes family/groups, multigenerational, and repeat visitors, and requires presentation of information for a variety of learning styles. Informal science centers have the following advantages in geoscience-related education: (1) graphics/display expertise; (2) flexibility in approach and programming; (3) ability to quickly produce exhibits, educational programming, and curricula themed to specific topics of interest; (4) inclusion of K-12 teachers in the

Use of the Attribute Hierarchy Method for Development of Student Cognitive Models and Diagnostic Assessments in Geoscience Education

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Corrigan, S.; Brodsky, L. M.; Loper, S.; Brown, N.; Curley, J.; Baker, J.; Goss, M.; Castek, J.; Barber, J.

2010-12-01

There is a recognized need to better understand student learning in the geosciences (Stofflet, 1994; Zalles, Quallmalz, Gobert and Pallant, 2007). Educators, cognitive psychologists and practicing scientists have also called for instructional approaches that support deep conceptual development (Manduca, Mogk and Stillings, 2004, Libarkin and Kurdziel, 2006). In both cases there is an important role for educational measures that can generate descriptions of how student understanding develops over time and inform instruction. The presenters will suggest one way of responding to these needs by describing the Attribute Hierarchy Method (AHM) of assessment (Leighton, Gierl and Hunka, 2004; Gierl, Cui, Wang and Zhou, 2008) as enacted in a large-scale earth science curriculum development project funded by the Bill and Melinda Gates Foundation. The AHM is one approach to criterion referenced, diagnostic assessment that ties measure design to cognitive models of student learning in order to support justified inferences about students’ understanding and the knowledge required for continued development. The Attribute Hierarchy Method bears potential for researchers and practitioners interested in learning progressions and solves many problems associated with making meaningful, justified inferences about students’ understanding based on their assessment performances. The process followed to design and develop the project’s cognitive models as well as a description of how they are used in subsequent assessment task design will be emphasized in order to demonstrate how the AHM may be applied in the context of geoscience education. Results from over twenty student cognitive interviews, and two hypothesized cognitive models -- one describing a student pathway for understanding rock formation and a second describing a student pathway for increasingly sophisticated use of maps and models in the geosciences - are also described. Sample assessment items will be provided as

Delivering and Incentivizing Data Management Education to Geoscience Researchers

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Knuth, S. L.; Johnson, A. M.; Hauser, T.

2015-12-01

Good data management practices are imperative for all researchers who want to ensure the usability of their research data. For geoscientists, this is particularly important due to the vast amount of data collected as part of field work, model studies, or other efforts. While many geoscientists want to ensure their data is appropriately maintained, they are generally not trained in good data management, which, realistically, has a much lower priority in the "publish or perish" cycle of research. Many scientists learn programming or advanced computational and data skills during the process of developing their research. With the amount of digital data being collected in the sciences increasing, and the interest federal funding agencies are taking in ensuring data collected is well maintained, there is pressure to quickly and properly educate and train geoscientists on its management. At the University of Colorado Boulder (CU-Boulder), Research Data Services (RDS) has developed several educational and outreach activities centered at training researchers and students in ways to properly manage their data, including "boot camps", workshops, individual consultations, and seminars with topics of interest to the CU-Boulder community. Part of this effort is centered at incentivizing the researcher to learn these tools and practices despite their busy schedule. Much of this incentive has come through small grant competitions at the university level. The two competitions most relevant are a new "Best Digital Data Management Plan" competition, awarding unrestricted funds to the best plan submitted in each of five categories, and an added data management plan requirement to an existing faculty competition. This presentation will focus on examples of user outreach and educational opportunities given to researchers at CU-Boulder, incentives given to the researchers to participate, and assessment of the impact of these activities.

Mentoring Through Research as a Catalyst for the Success of Under-represented Minority Students in the Geosciences

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Marsaglia, K.; Simila, G.; Pedone, V.; Yule, D.

2003-12-01

The Catalyst Program of the Department of Geological Sciences at California State University Northridge has been developed by four faculty members who were the recipients of a three-year award (2002-2005) from the National Science Foundation. The goal of the program is to increase minority participation and success in the geosciences. The program seeks to enrich the educational experience by introducing students at all levels (individual and team) to research in the geosciences (such as data analysis for earthquake hazards for 1994 Northridge event, paleoseismology of San Andreas fault, Waipaoa, New Zealand sedimentary system and provenance studies, and the Barstow formation geochronology and geochemistry), and to decrease obstacles that affect academic success. Both these goals are largely achieved by the formation of integrated high school, undergraduate, and graduate research groups, which also provide fulfilling and successful peer mentorship. New participants first complete a specially designed course that introduces them to peer-mentoring, collaborative learning (think-pair share), and research on geological data sets. Students of all experience levels then become members of research teams and conduct four mini-projects and associated poster presentations, which deepens academic and research skills as well as peer-mentor relationships. This initial research experience has been very beneficial for the student's degree requirements of a senior research project and oral presentation. Evaluation strategies include the student research course presentations, summer field projects, and external review of student experiences. The Catalyst Program provides significant financial support to participants to allow them to focus their time on their education. A component of peer-tutoring has been implemented for promoting additional student success. The program has been highly successful in its two year development. To date, undergraduates and graduate students have

Psychometric Principles in Measurement for Geoscience Education Research: A Climate Change Example

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Libarkin, J. C.; Gold, A. U.; Harris, S. E.; McNeal, K.; Bowles, R.

2015-12-01

Understanding learning in geoscience classrooms requires that we use valid and reliable instruments aligned with intended learning outcomes. Nearly one hundred instruments assessing conceptual understanding in undergraduate science and engineering classrooms (often called concept inventories) have been published and are actively being used to investigate learning. The techniques used to develop these instruments vary widely, often with little attention to psychometric principles of measurement. This paper will discuss the importance of using psychometric principles to design, evaluate, and revise research instruments, with particular attention to the validity and reliability steps that must be undertaken to ensure that research instruments are providing meaningful measurement. An example from a climate change inventory developed by the authors will be used to exemplify the importance of validity and reliability, including the value of item response theory for instrument development. A 24-item instrument was developed based on published items, conceptions research, and instructor experience. Rasch analysis of over 1000 responses provided evidence for the removal of 5 items for misfit and one item for potential bias as measured via differential item functioning. The resulting 18-item instrument can be considered a valid and reliable measure based on pre- and post-implementation metrics. Consideration of the relationship between respondent demographics and concept inventory scores provides unique insight into the relationship between gender, religiosity, values and climate change understanding.

Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS): A Kansas City Minority Student Recruitment Initiative

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Adegoke, J. O.; Niemi, T. M.

2009-12-01

Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS) is a multi-year project funded by the National Science Foundation to address gaps in teacher preparation, improve teacher content in geosciences and help raise enrollment in the Geosciences, especially among populations that are traditionally underrepresented in the discipline. The project is a partnership between the University of Missouri Kansas City (UMKC) and the Kansas City Missouri School District (KCMSD). In this presentation we discuss strategies that we have successfully used to provide credible pathways into the discipline for minorities that have led to a significant increase in the number of underrepresented minority students who are interested in and majoring in geoscience fields at the University of Missouri-Kansas City.

Spatiotemporal Thinking in the Geosciences

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Shipley, T. F.; Manduca, C. A.; Ormand, C. J.; Tikoff, B.

2011-12-01

Reasoning about spatial relations is a critical skill for geoscientists. Within the geosciences different disciplines may reason about different sorts of relationships. These relationships may span vastly different spatial and temporal scales (from the spatial alignment in atoms in crystals to the changes in the shape of plates). As part of work in a research center on spatial thinking in STEM education, we have been working to classify the spatial skills required in geology, develop tests for each spatial skill, and develop the cognitive science tools to promote the critical spatial reasoning skills. Research in psychology, neurology and linguistics supports a broad classification of spatial skills along two dimensions: one versus many objects (which roughly translates to object- focused and navigation focused skills) and static versus dynamic spatial relations. The talk will focus on the interaction of space and time in spatial cognition in the geosciences. We are working to develop measures of skill in visualizing spatiotemporal changes. A new test developed to measure visualization of brittle deformations will be presented. This is a skill that has not been clearly recognized in the cognitive science research domain and thus illustrates the value of interdisciplinary work that combines geosciences with cognitive sciences. Teaching spatiotemporal concepts can be challenging. Recent theoretical work suggests analogical reasoning can be a powerful tool to aid student learning to reason about temporal relations using spatial skills. Recent work in our lab has found that progressive alignment of spatial and temporal scales promotes accurate reasoning about temporal relations at geological time scales.

Basic Research Needs for Geosciences: Facilitating 21st Century Energy Systems

Energy Technology Data Exchange (ETDEWEB)

DePaolo, D. J.; Orr, F. M.; Benson, S. M.; Celia, M.; Felmy, A.; Nagy, K. L.; Fogg, G. E.; Snieder, R.; Davis, J.; Pruess, K.; Friedmann, J.; Peters, M.; Woodward, N. B.; Dobson, P.; Talamini, K.; Saarni, M.

2007-06-01

To identify research areas in geosciences, such as behavior of multiphase fluid-solid systems on a variety of scales, chemical migration processes in geologic media, characterization of geologic systems, and modeling and simulation of geologic systems, needed for improved energy systems.

The Case for Infusing Quantitative Literacy into Introductory Geoscience Courses

Directory of Open Access Journals (Sweden)

Jennifer M. Wenner

2009-01-01

Full Text Available We present the case for introductory geoscience courses as model venues for increasing the quantitative literacy (QL of large numbers of the college-educated population. The geosciences provide meaningful context for a number of fundamental mathematical concepts that are revisited several times in a single course. Using some best practices from the mathematics education community surrounding problem solving, calculus reform, pre-college mathematics and five geoscience/math workshops, geoscience and mathematics faculty have identified five pedagogical ideas to increase the QL of the students who populate introductory geoscience courses. These five ideas include techniques such as: place mathematical concepts in context, use multiple representations, use technology appropriately, work in groups, and do multiple-day, in-depth problems that place quantitative skills in multiple contexts. We discuss the pedagogical underpinnings of these five ideas and illustrate some ways that the geosciences represent ideal places to use these techniques. However, the inclusion of QL in introductory courses is often met with resistance at all levels. Faculty who wish to include quantitative content must use creative means to break down barriers of public perception of geoscience as qualitative, administrative worry that enrollments will drop and faculty resistance to change. Novel ways to infuse QL into geoscience classrooms include use of web-based resources, shadow courses, setting clear expectations, and promoting quantitative geoscience to the general public. In order to help faculty increase the QL of geoscience students, a community-built faculty-centered web resource (Teaching Quantitative Skills in the Geosciences houses multiple examples that implement the five best practices of QL throughout the geoscience curriculum. We direct faculty to three portions of the web resource: Teaching Quantitative Literacy, QL activities, and the 2006 workshop website

Tracking the Health of the Geoscience Workforce

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Gonzales, L. M.; Keane, C. M.; Martinez, C. M.

2008-12-01

Increased demands for resources and environmental activities, relative declines in college students entering technical fields, and expectations of growth commensurate with society as a whole challenge the competitiveness of the U.S. geoscience workforce. Because of prior business cycles, more than 50% of the workforce needed in natural resource industries in 10 years is currently not in the workforce. This issue is even more acute in government at all levels and in academic institutions. Here, we present a snapshot of the current status of the geoscience profession that spans geoscientists in training to geoscience professionals in government, industry, and academia to understand the disparity between the supply of and demand for geoscientists. Since 1996, only 1% of high school SAT test takers plan to major in geosciences at college. Although the total number of geoscience degrees granted at community colleges have increased by 9% since 1996 , the number of geoscience undergraduate degrees has decreased by 7%. The number of geoscience master's and doctoral degrees have increased 4% and 14% respectively in the same time period. However, by 2005, 68 geoscience departments were consolidated or closed in U.S. universities. Students who graduate with geoscience degrees command competitive salaries. Recent bachelors geoscience graduates earned an average salary of 31,366, whereas recent master's recipients earned an average of 81,300. New geosciences doctorates commanded an average salary of 72,600. Also, fFederal funding for geoscience research has increase steadily from 485 million in 1970 to $3.5 billion in 2005. Economic indicators suggest continued growth in geoscience commodity output and in market capitalization of geoscience industries. Additionally, the Bureau of Labor Statistics projects a 19% increase in the number of geoscience jobs from 2006 to 2016. Despite the increased demand for geoscientists and increase in federal funding of geoscience research

An Integrative and Collaborative Approach to Creating a Diverse and Computationally Competent Geoscience Workforce

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Moore, S. L.; Kar, A.; Gomez, R.

2015-12-01

A partnership between Fort Valley State University (FVSU), the Jackson School of Geosciences at The University of Texas (UT) at Austin, and the Texas Advanced Computing Center (TACC) is engaging computational geoscience faculty and researchers with academically talented underrepresented minority (URM) students, training them to solve grand challenges . These next generation computational geoscientists are being trained to solve some of the world's most challenging geoscience grand challenges requiring data intensive large scale modeling and simulation on high performance computers . UT Austin's geoscience outreach program GeoFORCE, recently awarded the Presidential Award in Excellence in Science, Mathematics and Engineering Mentoring, contributes to the collaborative best practices in engaging researchers with URM students. Collaborative efforts over the past decade are providing data demonstrating that integrative pipeline programs with mentoring and paid internship opportunities, multi-year scholarships, computational training, and communication skills development are having an impact on URMs developing middle skills for geoscience careers. Since 1997, the Cooperative Developmental Energy Program at FVSU and its collaborating universities have graduated 87 engineers, 33 geoscientists, and eight health physicists. Recruited as early as high school, students enroll for three years at FVSU majoring in mathematics, chemistry or biology, and then transfer to UT Austin or other partner institutions to complete a second STEM degree, including geosciences. A partnership with the Integrative Computational Education and Research Traineeship (ICERT), a National Science Foundation (NSF) Research Experience for Undergraduates (REU) Site at TACC provides students with a 10-week summer research experience at UT Austin. Mentored by TACC researchers, students with no previous background in computational science learn to use some of the world's most powerful high performance

Geoscience information integration and visualization research of Shandong Province, China based on ArcGIS engine

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Xu, Mingzhu; Gao, Zhiqiang; Ning, Jicai

2014-10-01

To improve the access efficiency of geoscience data, efficient data model and storage solutions should be used. Geoscience data is usually classified by format or coordinate system in existing storage solutions. When data is large, it is not conducive to search the geographic features. In this study, a geographical information integration system of Shandong province, China was developed based on the technology of ArcGIS Engine, .NET, and SQL Server. It uses Geodatabase spatial data model and ArcSDE to organize and store spatial and attribute data and establishes geoscience database of Shangdong. Seven function modules were designed: map browse, database and subject management, layer control, map query, spatial analysis and map symbolization. The system's characteristics of can be browsed and managed by geoscience subjects make the system convenient for geographic researchers and decision-making departments to use the data.

Teaching Geoethics Across the Geoscience Curriculum

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Mogk, David; Bruckner, Monica; Kieffer, Susan; Geissman, John; Reidy, Michael; Taylor, Shaun; Vallero, Daniel

2015-04-01

Training in geoethics is an important part of pre-professional development of geoscientists. Professional societies, governmental agencies, and employers of the geoscience workforce increasingly expect that students have had some training in ethics to guide their professional lives, and the public demands that scientists abide by the highest standards of ethical conduct. The nature of the geosciences exposes the profession to ethical issues that derive from our work in a complex, dynamic Earth system with an incomplete geologic record and a high degree of uncertainty and ambiguity in our findings. The geosciences also address topics such as geohazards and resource development that have ethical dimensions that impact on the health, security, public policies, and economic well-being of society. However, there is currently no formal course of study to integrate geoethics into the geoscience curriculum and few faculty have the requisite training to effectively teach about ethics in their classes, or even informally in mentoring their research students. To address this need, an NSF-funded workshop was convened to explore how ethics education can be incorporated into the geoscience curriculum. The workshop addressed topics such as where and how should geoethics be taught in a range of courses including introductory courses for non-majors, as embedded modules in existing geoscience courses, or as a dedicated course for majors on geoethics; what are the best pedagogic practices in teaching ethics, including lessons learned from cognate disciplines (philosophy, biology, engineering); what are the goals for teaching geoethics, and what assessments can be used to demonstrate mastery of ethical principles; what resources currently exist to support teaching geoethics, and what new resources are needed? The workshop also explored four distinct but related aspects of geoethics: 1) Geoethics and self: what are the internal attributes of a geoscientist that establish the ethical

Using Low Cost Environmental Sensors in Geoscience Education

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Leeman, J.; Ammon, C. J.; Anandakrishnan, S.

2014-12-01

Advances in process technology have drastically reduced the cost of manufacturing almost every type of sensor and micro-controller, putting low-to-mid grade sensor technology in the reach of educators and hobbyists. We demonstrate how a low cost magnetometer and an Arduino micro-controller can be used in education. Students can easily connect the sensor to the Arduino and collect three-component magnetic field data. Experiments can easily be turned into long-term monitoring projects by connecting sensors to the internet and providing an Internet-of-Things interface to store and to display the data in near-real time. Low-cost sensors are generally much noisier than their research grade counterparts, but can still provide an opportunity for students to learn about fundamental concepts such as signal quality, sampling, averaging, and filtering and to gain hands-on, concrete experience with observations. Sensors can be placed at different locations and compared both qualitatively and quantitatively. For example, with an inexpensive magnetometer, students can examine diurnal magnetic field variations and look for magnetic storms. Magnetic field orientation can be calculated and compared to the predicted geomagnetic field orientation at a given location. Data can be stored in simple text files to facilitate analysis with any convenient package. We illustrate the idea using Python notebooks, allowing students to explore the data interactively and to learn the basic principles of programming and reproducible research. Using an Arduino encourages students to interact with open-source data collection hardware and to experiment with ways to quickly, cheaply, and effectively measure the environment. Analysis of these data can lead to a deeper understanding of both geoscience and data processing.

Open Course Ware, Distance Education, and 21st Century Geoscience Education

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Connors, M. G.

2010-12-01

Open Course Ware (OCW) allows the highest quality educational materials (including videos of lectures from the best classroom lecturers) to find a wide audience. This audience may include many who wish to obtain credentials for formal study yet who are unable to be campus-based students. This opens a role for formal, credentialed and accredited distance education (DE) to efficiently integrate OCW into DE courses. OCW materials will in this manner be able to be used for education of credential-seeking students who would not otherwise benefit from them. Modern presentation methods using the Internet and video (including mobile device) technologies may offer pedagogical advantages over even traditional classroom learning. A detailed analysis of the development of Athabasca University’s PHYS 302 Vibrations and Waves course (based mainly on MIT’s OCW), and application of lessons learned to development of PHYS 305 Electromagnetism is presented. These courses are relevant to the study of geophysics, but examples of GEOL (Geology) courses will also be mentioned, along with an broad overview of OCW resources in Geoscience.

Developing Short Films of Geoscience Research

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Shipman, J. S.; Webley, P. W.; Dehn, J.; Harrild, M.; Kienenberger, D.; Salganek, M.

2015-12-01

In today's prevalence of social media and networking, video products are becoming increasingly more useful to communicate research quickly and effectively to a diverse audience, including outreach activities as well as within the research community and to funding agencies. Due to the observational nature of geoscience, researchers often take photos and video footage to document fieldwork or to record laboratory experiments. Here we present how researchers can become more effective storytellers by collaborating with filmmakers to produce short documentary films of their research. We will focus on the use of traditional high-definition (HD) camcorders and HD DSLR cameras to record the scientific story while our research topic focuses on the use of remote sensing techniques, specifically thermal infrared imaging that is often used to analyze time varying natural processes such as volcanic hazards. By capturing the story in the thermal infrared wavelength range, in addition to traditional red-green-blue (RGB) color space, the audience is able to experience the world differently. We will develop a short film specifically designed using thermal infrared cameras that illustrates how visual storytellers can use these new tools to capture unique and important aspects of their research, convey their passion for earth systems science, as well as engage and captive the viewer.

Academic provenance: Investigation of pathways that lead students into the geosciences

Science.gov (United States)

Houlton, Heather R.

Pathways that lead students into the geosciences as a college major have not been fully explored in the current literature, despite the recent studies on the "geoscience pipeline model." Anecdotal evidence suggests low quality geoscience curriculum in K-12 education, lack of visibility of the discipline and lack of knowledge about geoscience careers contribute to low geoscience enrollments at universities. This study investigated the reasons why college students decided to major in the geosciences. Students' interests, experiences, motivations and desired future careers were examined to develop a pathway model. In addition, self-efficacy was used to inform pathway analyses, as it is an influential factor in academic major and career choice. These results and interpretations have strong implications for recruitment and retention in academia and industry. A semi-structured interview protocol was developed, which was informed by John Flanagan's critical incident theory. The responses to this interview were used to identify common experiences that diverse students shared for reasons they became geoscience majors. Researchers used self-efficacy theory by Alfred Bandura to assess students' pathways. Seventeen undergraduate geoscience majors from two U.S. Midwest research universities were sampled for cross-comparison and analysis. Qualitative analyses led to the development of six categorical steps for the geoscience pathway. The six pathway steps are: innate attributes/interest sources, pre-college critical incidents, college critical incidents, current/near future goals, expected career attributes and desired future careers. Although, how students traversed through each step was unique for individuals, similar patterns were identified between different populations in our participants: Natives, Immigrants and Refugees. In addition, critical incidents were found to act on behavior in two different ways: to support and confirm decision-making behavior (supportive critical

Writing fiction about geoscience

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Andrews, S.

2013-12-01

Employment in geology provides excellent preparation for writing mystery novels that teach geoscience. While doing pure research at the USGS under the mentorship of Edwin D. McKee, I learned that the rigors of the scientific method could be applied not only to scientific inquiry but to any search for what is true, including the art of storytelling (the oldest and still most potent form of communication), which in turn supports science. Geoscience constructs narratives of what has happened or what might happen; hence, to communicate my findings, I must present a story. Having developed my writing skills while preparing colleague-reviewed papers (which required that I learn to set my ego aside and survive brutal critiques), the many rounds of edits required to push a novel through a publishing house were a snap. My geoscience training for becoming a novelist continued through private industry, consultancy, and academia. Employment as a petroleum geologist added the pragmatism of bottom-line economics and working to deadlines to my skill set, and nothing could have prepared me for surviving publishers' rejections and mixed reviews better than having to pitch drilling projects to jaded oil patch managers, especially just before lunchtime, when I was all that stood between them and their first martinis of the day. Environmental consulting was an education in ignorant human tricks and the politics of resource consumption gone astray. When teaching at the college level and guest lecturing at primary and secondary schools, my students taught me that nothing was going to stick unless I related the story of geoscience to their lives. When choosing a story form for my novels, I found the mystery apropos because geoscientists are detectives. Like police detectives, we work with fragmentary and often hidden evidence using deductive logic, though our corpses tend to be much, much older or not dead yet. Throughout my career, I learned that negative stereotypes about scientists

Enhancing Diversity in the Geosciences

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Wechsler, Suzanne P.; Whitney, David J.; Ambos, Elizabeth L.; Rodrigue, Christine M.; Lee, Christopher T.; Behl, Richard J.; Larson, Daniel O.; Francis, Robert D.; Hold, Gregory

2005-01-01

An innovative interdisciplinary project at California State University, Long Beach, was designed to increase the attractiveness of the geosciences (physical geography, geology, and archaeology) to underrepresented groups. The goal was to raise awareness of the geosciences by providing summer research opportunities for underrepresented high school…

Ethical considerations in developing the next generation of geoscientists and defining a common cause for the geosciences

Science.gov (United States)

Keane, Christopher; Boland, Maeve

2017-04-01

Much of the discussion about ethics in geoscience centers around the ethical use of the science in a societal context or the social and professional conduct between individuals within the geoscience community. Little has been discussed about the challenges and ethical issues associated with the discipline's effort to build its future workforce in light of cyclical hiring, tightening research budgets, and rapidly evolving skill demands for professional geoscientists. Many geoscientists assume that the profession is underappreciated by society and insufficiently visible to students in higher education. Yet, at least in the United States, we are coming out of nearly a decade of record geoscience undergraduate enrollments and graduate programs that are operating at full capacity. During this time we have witnessed several fundamental shifts in the hiring demands for geoscientists, but in aggregate, have not seen any decrease in hiring of new graduates. The formal education system has not been able to respond to rapid changes in the skills required by employers and is producing a proportion of students unprepared to engage in a career as a geoscientist and, in some cases, unaware of the realities of business cycles and the need for professional and geographic mobility. Another problem for the future workforce is the lack of a fundamental rationale for the geosciences. Currently, the geosciences do not have a substantive vision for their role in society that can define the perception and destiny of the geosciences. During the Cold War and the Space Race, for example, advances in geoscience helped shape the next steps by society. Several initiatives, such as Resourcing Future Generations, are proposing research and social context frameworks for the geosciences that address critical global priorities, such as the Sustainable Development Goals. These projects may establish long-term trends and momentum that the discipline can build around. But what is the discipline's, and

Mainstreaming Climate Change Into Geosciences Curriculum of Tertiary Educational Systems in Ghana

Science.gov (United States)

Nyarko, B. K.

2015-12-01

The impact of Climate Change has a far-reaching implication for economies and people living in the fragile Regions of Africa analysts project that by 2020, between 75 million and 250 million people will be exposed various forms of Climate Change Stresses. Education as a key strategy identified under Agenda 21 has been incorporated into the efforts of various educational institutions as a means of mitigating climate change and enhancing sustainability. Climate Change education offers many opportunities and benefits for educators, researchers, learners, and for wider society, but there are also many challenges, which can hinder the successful mainstreaming of climate change education. The study aims at understanding barriers for Climate Change Education in selected tertiary institutions in Ghana. The study was conducted among Geoscience Departments of the 7 main public universities of Ghana and also juxtapose with the WASCAL graduate school curriculum. The transcript analysis identified issues that hinders the mainstreaming of Climate Change, these includes existing levels of knowledge and understanding of the concept of climate change, appreciating the threshold concepts, ineffective teaching of Climate Change and some Departments are slow in embracing Climate Change as a discipline. Hence to develop strategies to mainstream climate change education it is important to recognize that increasing the efficiency and delivery of Climate Change education requires greater attention and coordination of activities and updating the educators knowledge and skill's. Institutions and Educator should be encouraged to undertake co-curricula activities and finding ways to make Climate Change education practical.

Sustaining Public Communication of Geoscience in the Mass Media Market

Science.gov (United States)

Keane, Christopher

2017-04-01

Most public communication about geoscience is either performed as a derivative of a research program or as part of one-off funded outreach activities. Few efforts are structured to both educate the public about geoscience while also attempting to establish a sustainable funding model. EARTH Magazine, a non-profit publications produced by the American Geosciences Institute, is a monthly geoscience news and information magazine geared towards the public. Originally a profession-oriented publication, titled Geotimes, the publication shifted towards public engagement in the 1990s, completing that focus in 1998. Though part of a non-profit institute, EARTH is not a recipient of grants or contributions to offset its costs and thus must strive to "break even" to sustain its operations and further its mission. How "break even" is measured in a mission-based enterprise incorporates a number of factors, including financial, but also community impact and offsets to other investments. A number of strategies and their successes and failures, both editorially in its focus on audience in scope, tone, and design, and from an operational perspective in the rapidly changing world of magazines, will be outlined. EARTH is now focused on exploring alternative distribution channels, new business models, and disaggregation as means towards broader exposure of geoscience to the widest audience possible.

Mentoring Through Research as a Catalyst for the Success of Under-represented Minority Students in the Geosciences at California State University Northridge

Science.gov (United States)

Marsaglia, K. M.; Pedone, V.; Simila, G. W.; Yule, J. D.

2002-12-01

The Catalyst Program of the Department of Geological Sciences at California State University Northridge has been developed by four faculty members who were the recipients of a three-year award (2002-2005) from the National Science Foundation. The goal of the program is to increase minority participation and success in the geosciences. The program seeks to enrich the educational experience by introducing students at all levels to research in the geosciences and to decrease obstacles that affect academic success. Both these goals are largely achieved by the formation of integrated high school, undergraduate, and graduate research groups, which also provide fulfilling and successful peer mentorship. The Catalyst Program provides significant financial support to participants to allow them to focus their time on their education. New participants first complete a specially designed course that introduces them to peer-mentoring, collaborative learning, and geological research. Students of all experience levels then become members of research teams, which deepens academic and research skills as well as peer-mentor relationships. The program was highly successful in its inaugural year. To date, undergraduates and graduate students in the program coauthored six abstracts at professional meetings and one conference paper. High-school students gained first hand experience of a college course and geologic research. Perhaps the most important impacts of the program are the close camaraderie that has developed and the increased ability of the Catalyst students to plan and execute research with greater confidence and self-esteem.

Unidata: A cyberinfrastrucuture for the geosciences

Science.gov (United States)

Ramamurthy, Mohan

2016-04-01

Data are the lifeblood of the geosciences. Rapid advances in computing, communications, and observational technologies - along with concomitant advances in high-resolution modeling, ensemble and coupled-systems predictions of the Earth system - are revolutionizing nearly every aspect of our field. The result is a dramatic proliferation of data from diverse sources; data that are consumed by an evolving and ever-broadening community of users and that are becoming the principal engine for driving scientific advances. Data-enabled research has emerged as a Fourth Paradigm of science, alongside experiments, theoretical studies, and computer simulations Unidata is a data facility, sponsored by the NSF, and our mission is to provide the data services, tools, and cyberinfrastructure leadership that advance Earth system science, enhance educational opportunities, and broaden participation in the geosciences. For more nearly thirty years, Unidata has worked in concert with the atmospheric science education and research community to develop and provide innovative data systems, tools, techniques, and resources to support data-enabled science to understand the Earth system. In doing so, Unidata has maintained a close, synergistic relationship with the universities, engaging them in collaborative efforts to exploit data and technologies, and removing roadblocks to data discovery, access, analysis, and effective use. As a community-governed program, Unidata depends on guidance and feedback from educators, researchers, and students in the atmospheric and related sciences. The Unidata Program helps researchers and educators acquire and use earth-related data. Most of the data are provided in "real time" or "near-real time" - that is, the data are sent to participants almost as soon as the observations are made. Unidata also develops, maintains, and supports a variety of software packages. Most of these packages are developed at the Unidata Program Center (UPC), while a few others

Using Google Streetview Panoramic Imagery for Geoscience Education

Science.gov (United States)

De Paor, D. G.; Dordevic, M. M.

2014-12-01

Google Streetview is a feature of Google Maps and Google Earth that allows viewers to switch from map or satellite view to 360° panoramic imagery recorded close to the ground. Most panoramas are recorded by Google engineers using special cameras mounted on the roofs of cars. Bicycles, snowmobiles, and boats have also been used and sometimes the camera has been mounted on a backpack for off-road use by hikers and skiers or attached to scuba-diving gear for "Underwater Streetview (sic)." Streetview panoramas are linked together so that the viewer can change viewpoint by clicking forward and reverse buttons. They therefore create a 4-D touring effect. As part of the GEODE project ("Google Earth for Onsite and Distance Education"), we are experimenting with the use of Streetview imagery for geoscience education. Our web-based test application allows instructors to select locations for students to study. Students are presented with a set of questions or tasks that they must address by studying the panoramic imagery. Questions include identification of rock types, structures such as faults, and general geological setting. The student view is locked into Streetview mode until they submit their answers, whereupon the map and satellite views become available, allowing students to zoom out and verify their location on Earth. Student learning is scaffolded by automatic computerized feedback. There are lots of existing Streetview panoramas with rich geological content. Additionally, instructors and members of the general public can create panoramas, including 360° Photo Spheres, by stitching images taken with their mobiles devices and submitting them to Google for evaluation and hosting. A multi-thousand-dollar, multi-directional camera and mount can be purchased from DIY-streetview.com. This allows power users to generate their own high-resolution panoramas. A cheaper, 360° video camera is soon to be released according to geonaute.com. Thus there are opportunities for

DC Rocks! Using Place-Based Learning to Introduce Washington DC's K-12 Students to the Geosciences

Science.gov (United States)

Mayberry, G. C.; Mattietti, G. K.

2017-12-01

The Washington DC area has interesting geology and a multitude of agencies that deal with the geosciences, yet K-12 public school students in DC, most of whom are minorities, have limited exposure to the geosciences. Geoscience agencies in the DC area have a unique opportunity to address this by introducing the geosciences to local students who otherwise may not have such an opportunity, by highlighting the geology in the students' "backyard," and by leveraging partnerships among DC-based geoscience-related agencies. The USGS and George Mason University are developing a project called DC Rocks, which will give DC's students an exciting introduction into the world of geoscience with place-based learning opportunities that will make geoscience relevant to their lives and their futures. Both the need in DC and the potential for lasting impact are great; the geosciences have the lowest racial diversity of all the science, technology, engineering, and math (STEM) fields, 89% of students in DC public schools are minorities, and there is no dedicated geoscience curriculum in DC. DC Rocks aims to give these students early exposure to the earth sciences, and encourage them to consider careers in the profession. DC Rocks will work with partner agencies to apply several methods that are recommended by researchers to increase the participation of minority students in the geosciences, including providing profoundly positive experiences that spark interest in the geosciences (Levine et al., 2007); increasing students' sense of belonging in the geosciences (Huntoon, et al, 2016); and place-based teaching practices that emphasize the study of local sites (Semken, 2005), such as DC's Rock Creek Park. DC Rocks will apply these methods by coordinating local geoscientists and resources to provide real-world examples of the geosciences' impact on students' lives. Through the DC Rocks website, educators will be able to request geoscience-related resources such as class presentations by

"YouTube Geology" - Increasing Geoscience Visibility Through Short Films

Science.gov (United States)

Piispa, E. J.; Lerner, G. A.

2016-12-01

Researchers have the responsibility to communicate their science to a broad audience: scientists, non-scientist, young and old. Effective ways of reaching these groups include using pathways that genuinely spark interest in the target audience. Communication techniques should evolve as the means of communication evolve. Here we talk about our experiences using short films to increase geoscience visibility and appreciation. At a time when brevity and quick engagement are vital to capturing people's attention, creating videos that fit popular formats is an effective way to draw and hold people's interest, and spreading these videos on popular sites is a good way to reach a non-academic audience. Creating videos that are fun, exciting, and catchy in order to initially increase awareness and interest is equally important as the educational content. The visual medium can also be powerful way to make complex scientific concepts seem less intimidating. We have experimented with this medium of geoscience communication by creating a number of short films that target a variety of audiences: short summaries of research topics, mock movie trailers, course advertisements, fieldwork highlight reels and geology lessons for elementary school children. Our two rules of thumb are to put the audience first and use style as a vital element. This allows for the creation of films that are more engaging and often less serious than standard informational (and longer-format) videos. Science does not need to be dry and dull - it can be humorous and entertaining while remaining highly accurate. Doing these short films has changed our own mindset as well - thinking about what to film while doing research helps keep the practical applications of our research in focus. We see a great deal of potential for collaboration between geoscientists and amateur or professional filmmakers creating hip and edgy videos that further raise awareness and interest. People like movies. We like movies. We like

Recently Identified Changes to the Demographics of the Current and Future Geoscience Workforce

Science.gov (United States)

Wilson, C. E.; Keane, C. M.; Houlton, H. R.

2014-12-01

The American Geosciences Institute's (AGI) Geoscience Workforce Program collects and analyzes data pertaining to the changes in the supply, demand, and training of the geoscience workforce. Much of these trends are displayed in detail in AGI's Status of the Geoscience Workforce reports. In May, AGI released the Status of the Geoscience Workforce 2014, which updates these trends since the 2011 edition of this report. These updates highlight areas of change in the education of future geoscientists from K-12 through graduate school, the transition of geoscience graduates into early-career geoscientists, the dynamics of the current geoscience workforce, and the future predictions of the changes in the availability of geoscience jobs. Some examples of these changes include the increase in the number of states that will allow a high school course of earth sciences as a credit for graduation and the increasing importance of two-year college students as a talent pool for the geosciences, with over 25% of geoscience bachelor's graduates attending a two-year college for at least a semester. The continued increase in field camp hinted that these programs are at or reaching capacity. The overall number of faculty and research staff at four-year institutions increased slightly, but the percentages of academics in tenure-track positions continued to slowly decrease since 2009. However, the percentage of female faculty rose in 2013 for all tenure-track positions. Major geoscience industries, such as petroleum and mining, have seen an influx of early-career geoscientists. Demographic trends in the various industries in the geoscience workforce forecasted a shortage of approximately 135,000 geoscientists in the next decade—a decrease from the previously predicted shortage of 150,000 geoscientists. These changes and other changes identified in the Status of the Geoscience Workforce will be addressed in this talk.

The "Planet Earth Week": a National Scientific Festival helping Italy Discover Geosciences.

Science.gov (United States)

Seno, S.; Coccioni, R.

2017-12-01

The "Planet Earth Week- Italy Discovering Geosciences: a More Informed Society is a More Engaged Society" (www.settimanaterra.org) is a science festival that involves the whole of the Italian Regions: founded in 2012, it has become the largest event of Italian Geosciences and one of the biggest European science festivals. During a week in October several locations distributed throughout the Country (see map) are animated by events, called "Geoeventi", to disseminate geosciences to the masses and deliver science education by means of a wide range of activities: hiking, walking in city and town centers, open-door at museums and research centers, guided tours, exhibitions, educational and experimental workshops for children and young people, music and art performances, food and wine events, lectures, conferences, round tables. Universities and colleges, research centers, local Authorities, cultural and scientific associations, parks and museums, professionals organize the Geoeventi. The festival aims at bringing adults and young people to Geosciences, conveying enthusiasm for scientific research and discoveries, promoting sustainable cultural tourism, aware of environmental values and distributed all over Italy. The Geoeventi shed light both on the most spectacular and on the less known geological sites, which are often a stone's throw from home. The Planet Earth Week is growing year after year: the 2016 edition proposed 310 Geoeventi, 70 more than in 2015. The number of places involved in the project also increased and rose from 180 in 2015 to 230 in 2016. This initiative, that is also becoming a significant economic driver for many small companies active in the field of science divulgation, is analyzed, evaluated and put in a transnational network perspective.

Systems, Society, Sustainability and the Geosciences: A Workshop to Create New Curricular Materials to Integrate Geosciences into the Teaching of Sustainability

Science.gov (United States)

Gosselin, D. C.; Manduca, C. A.; Oches, E. A.; MacGregor, J.; Kirk, K. B.

2012-12-01

Sustainability is emerging as a central theme for teaching about the environment, whether it be from the perspective of science, economics, or society. The Systems, Society, Sustainability and the Geosciences workshop provided 48 undergraduate faculty from 46 institutions a forum to discuss the challenges and possibilities for integrating geoscience concepts with a range of other disciplines to teach about the fundamentals of sustainability. Participants from community college to doctorate-granting universities had expertise that included geosciences, agriculture, biological sciences, business, chemistry, economics, ethnic studies, engineering, environmental studies, environmental education, geography, history, industrial technology, landscape design, philosophy, physics, and political science. The workshop modeled a range of teaching strategies that encouraged participants to network and collaborate, share successful strategies and materials for teaching sustainability, and identify opportunities for the development of new curricular materials that will have a major impact on the integration of geosciences into the teaching of sustainability. The workshop design provided participants an opportunity to reflect upon their teaching, learning, and curriculum. Throughout the workshop, participants recorded their individual and collective ideas in a common online workspace to which all had access. A preliminary synthesis of this information indicates that the concept of sustainability is a strong organizing principle for modern, liberal education requiring systems thinking, synthesis and contributions from all disciplines. Sustainability is inherently interdisciplinary and provides a framework for educational collaboration between and among geoscientists, natural/physical scientists, social scientists, humanists, engineers, etc.. This interdisciplinary framework is intellectually exciting and productive for educating students at all levels of higher education

Geosciences Information for Teachers (GIFT) in Catalonia

Science.gov (United States)

Camerlenghi, Angelo; Cacho, Isabel; Calvo, Eva; Demol, Ben; Sureda, Catalina; Artigas, Carme; Vilaplana, Miquel; Porbellini, Danilo; Rubio, Eduard

2010-05-01

CATAGIFT is the acronym of the project supported by the Catalan Government (trough the AGAUR agency) to support the activities of the EGU Committee on Education in Catalonia. The objective of this project is two-fold: 1) To establish a coordinated action to support the participation of three Catalan science teachers of primary and secondary schools in the GIFT Symposium, held each year during the General Assembly of the European Geosciences Union (EGU). 2) To produce a video documentary each year on hot topics in geosciences. The documentary is produced in Catalan, Spanish and English and is distributed to the Catalan science teachers attending the annual meeting organized by the Institute of Education Sciences and the Faculty of Geology of the University together with the CosmoCaixa Museum of Barcelona, to the international teachers attending the EGU GIFT Workshop, and to other schools in the Spanish territory. In the present-day context of science dissemination through documentaries and television programs there is a dominance of products of high technical quality and very high costs sold and broadcasted world wide. The wide spread of such products tends to standardize scientific information, not only in its content, but also in the format used for communicating science to the general public. In the field of geosciences in particular, there is a scarcity of products that combine high scientific quality and accessible costs to illustrate aspects of the natural life of our planet Earth through the results of the work of individual researchers and / or research groups. The scientific documentaries produced by CATAGIFT pursue the objective to support primary and secondary school teachers to critically interpret scientific information coming from the different media (television, newspapers, magazines, audiovisual products), in a way that they can transmit to their students. CataGIFT has created a series of documentaries called MARENOSTRUM TERRANOSTRA designed and

Effectiveness of Geosciences Exploration Summer Program (GeoX) for increasing awareness and Broadening Participation in the Geosciences

Science.gov (United States)

Garcia, S. J.; Houser, C.

2013-12-01

Summer research experiences are an increasingly popular means to increase awareness of and develop interest in the Geosciences and other STEM (Science, Technology, Engineering and Math) programs. Here we describe and report the preliminary results of a new one-week program at Texas A&M University to introduce first generation, women, and underrepresented high school students to opportunities and careers in the Geosciences. Short-term indicators in the form of pre- and post-program surveys of participants and their parents suggest that there is an increase in participant understanding of geosciences and interest in pursuing a degree in the geosciences. At the start of the program, the participants and their parents had relatively limited knowledge of the geosciences and very few had a friend or acquaintance employed in the geosciences. Post-survey results suggest that the students had an improved and nuanced understanding of the geosciences and the career opportunities within the field. A survey of the parents several months after the program had ended suggests that the participants had effectively communicated their newfound understanding and that the parents now recognized the geosciences as a potentially rewarding career. With the support of their parents 42% of the participants are planning to pursue an undergraduate degree in the geosciences compared to 62% of participants who were planning to pursue a geosciences degree before the program. It is concluded that future offerings of this and similar programs should also engage the parents to ensure that the geosciences are recognized as a potential academic and career path.

Improving Geoscience Education through the PolarTREC Teacher Research Experience Model (Invited)

Science.gov (United States)

Warburton, J.; Timm, K.; Larson, A. M.

2010-12-01

Teacher Research Experiences (TRE’s) are not new. For more than a decade, the National Science Foundation (NSF) as well as other federal agencies have been funding programs that place teachers with researchers in efforts to invigorate science education by bringing educators and researchers together through hands-on experiences. Many of the TRE’s are successful in providing a hands-on field experience for the teachers and researchers however many of the programs lack the resources to continue the collaborations and support the growing network of teachers that have had these field experiences. In 2007, NSF provided funding for PolarTREC—Teachers and Researchers Exploring and Collaborating, a program of the Arctic Research Consortium of the U.S. (ARCUS). PolarTREC is a TRE where K-12 teachers participate in polar field research, working closely with scientists as a pathway to improving science education. In just three years, it has become a successful TRE. What makes PolarTREC different than other the teacher research experience programs and how can others benefit from what we have learned? During this presentation, we will share data collected through the program evaluation and on how PolarTREC contributes to the discipline of Science, Technology, Engineering, and Mathematics (STEM) education and pedagogy through a model program conceived and organized according to current best practices, such as pre-research training, mentoring, support for classroom transfer, and long-term access to resources and support. Data shows that PolarTREC’s comprehensive program activities have many positive impacts on educators and their ability to teach science concepts and improve their teaching methods. Additionally, K-12 students polled in interest surveys showed significant changes in key areas including amount of time spent in school exploring research activities, importance of understanding science for future work, importance of understanding the polar regions as a person

Developing a Geoscience Literacy Exam: Pushing Geoscience Literacy Assessment to New Levels

Science.gov (United States)

Iverson, E. A.; Steer, D. N.; Manduca, C. A.

2012-12-01

. We anticipate the detail and sophistication of the response will increase as students progress through the InTeGrate curriculum. A team of 14 community members and assessment experts were assembled to develop the questions and complete validity and reliability testing. An initial set of questions was vetted, revised by the assessment team, and sent for external review. Students can score one point for correct Level 1 answers. For Level 2 questions, students can score from zero to two points, depending on the number of correct answers selected. Rubrics are under development for Level 3 essay questions using a 3 point scale that assigns points based both on the accuracy of the response and the quality of the written response. The final instrument will be used to measure geoscience literacy from introductory, non-science students to upper-level geoscience majors. In addition to covering geoscience content knowledge and understanding, GLE+ is also intended to probe InTeGrate students' ability and motivation to use their geoscience expertise to address problems of environmental sustainability. This final instrument will be made available to the geoscience education community as an assessment to be used in conjunction with InTeGrate teaching materials or as a stand-alone tool for departments to measure student learning gains across the major.

Using Research Data to Stimulate Critical Thinking in Undergraduate Geoscience Courses: Examples and Future Directions

Science.gov (United States)

Reed, D. L.; Moore, G. F.; Bangs, N. L.; Tobin, H.

2007-12-01

The results of major research initiatives, such as NSF-MARGINS, IODP and its predecessors DSDP and ODP, Ridge 2000, and NOAA's Ocean Explorer and Vents Programs provide a rich library of resources for inquiry-based learning in undergraduate classes in the geosciences. These materials are scalable for use in general education courses for the non-science major to upper division major and graduate courses, which are both content-rich and research-based. Examples of these materials include images and animations drawn from computer presentations at research workshops and audio/video clips from web sites, as well as data repositories, which can be accessed through GeoMapApp, a data exploration and visualization tool developed as part of the Marine Geoscience Data System by researchers at the LDEO (http://www.geomapapp.org/). Past efforts have focused on recreating sea-going research experiences by integrating and repurposing these data in web-based virtual environments to stimulate active student participation in laboratory settings and at a distance over the WWW. Virtual expeditions have been created based on multibeam mapping of the seafloor near the Golden Gate, bathymetric transects of the major ocean basins, subduction zone seismicity and related tsunamis, water column mapping and submersible dives at hydrothermal vents, and ocean drilling of deep-sea sediments to explore climate change. Students also make use of multichannel seismic data provided through the Marine Seismic Data Center of UTIG to study subduction zone processes at convergent plate boundaries. We will present the initial stages of development of a web-based virtual expedition for use in undergraduate classes, based on a recent 3-D seismic survey associated with the NanTroSEIZE program of NSF-MARGINS and IODP to study the properties of the plate boundary fault system in the upper limit of the seismogenic zone off Japan.

Supplement to the technical assessment of geoscience-related research for geothermal energy technology. Final report

Energy Technology Data Exchange (ETDEWEB)

1983-09-01

Detailed information (e.g., project title, sponsoring organization, research area, objective status, etc.) is presented for 338 geoscience/geothermal related projects. A summary of the projects conducted by sponsoring organization is presented and an easy reference to obtain detailed information on the number and type of efforts being sponsored is presented. The projects are summarized by research area (e.g., volcanology, fluid inclusions, etc.) and an additional project cross-reference mechanism is also provided. Subsequent to the collection of the project information, a geosciences classification system was developed to categorize each project by research area (e.g., isotope geochemistry, heat flow studies) and by type of research conducted (e.g., theoretical research, modeling/simulation). A series of matrices is included that summarize, on a project-by-project basis, the research area addressed and the type of R and D conducted. In addition, a summary of the total number of projects by research area and R and D type is given.

InTeGrate: Transforming the Teaching of Geoscience and Sustainability

Science.gov (United States)

Blockstein, D.; Manduca, C. A.; Bralower, T. J.; Castendyk, D.; Egger, A. E.; Gosselin, D. C.; Iverson, E. A.; Matson, P. A.; MacGregor, J.; Mcconnell, D. A.; Mogk, D. W.; Nevle, R. J.; Oches, E. A.; Steer, D. N.; Wiese, K.

2012-12-01

InTeGrate is an NSF-funded community project to improve geoscience literacy and build a workforce that can apply geoscience principles to address societal issues. Three workshops offered this year by InTeGrate and its partner, On the Cutting Edge, addressed strategies for bringing together geoscience and sustainability within geoscience courses and programs, in interdisciplinary courses and programs, and in courses and programs in other disciplines or schools including arts and humanities, health science, and business. Participants in all workshops described the power of teaching geoscience in the context of sustainability and the utility of this approach in engaging students with geoscience, including student populations not traditionally represented in the sciences. Faculty involved in both courses and programs seek to teach important skills including the ability to think about systems and to make connections between local observations and challenges and global phenomena and issues. Better articulation of these skills, including learning outcomes and assessments, as well as documenting the relationship between these skills and employment opportunities were identified as important areas for further work. To support widespread integration of geoscience and sustainability concepts, these workshops initiated collections describing current teaching activities, courses, and programs. InTeGrate will continue to build these collections in collaboration with On the Cutting Edge and Building Strong Geoscience Departments, and through open contributions by individual faculty and programs. In addition, InTeGrate began developing new teaching modules and courses. Materials for use in introductory geoscience and environmental science/studies courses, distance learning courses, and courses for education majors are being developed and tested by teams of faculty drawn from at least three institutions, including several members from two-year colleges. An assessment team is

A synergistic effort among geoscience, physics, computer science and mathematics at Hunter College of CUNY as a Catalyst for educating Earth scientists.

Science.gov (United States)

Salmun, H.; Buonaiuto, F. S.

2016-12-01

The Catalyst Scholarship Program at Hunter College of The City University of New York (CUNY) was established with a four-year award from the National Science Foundation (NSF) to fund scholarships for academically talented but financially disadvantaged students majoring in four disciplines of science, technology, engineering and mathematics (STEM). Led by Earth scientists the Program awarded scholarships to students in their junior or senior years majoring in computer science, geosciences, mathematics and physics to create two cohorts of students that spent a total of four semesters in an interdisciplinary community. The program included mentoring of undergraduate students by faculty and graduate students (peer-mentoring), a sequence of three semesters of a one-credit seminar course and opportunities to engage in research activities, research seminars and other enriching academic experiences. Faculty and peer-mentoring were integrated into all parts of the scholarship activities. The one-credit seminar course, although designed to expose scholars to the diversity STEM disciplines and to highlight research options and careers in these disciplines, was thematically focused on geoscience, specifically on ocean and atmospheric science. The program resulted in increased retention rates relative to institutional averages. In this presentation we will discuss the process of establishing the program, from the original plans to its implementation, as well as the impact of this multidisciplinary approach to geoscience education at our institution and beyond. An overview of accomplishments, lessons learned and potential for best practices will be presented.

Improving Geoscience Students' Spatial Thinking Skills: Applying Cognitive Science Research in the Classroom

Science.gov (United States)

Ormand, C. J.; Shipley, T. F.; Manduca, C. A.; Tikoff, B.

2011-12-01

Spatial thinking skills are critical to success in many subdisciplines of the geosciences (and beyond). There are many components of spatial thinking, such as mental rotation, penetrative visualization, disembedding, perspective taking, and navigation. Undergraduate students in introductory and upper-level geoscience courses bring a wide variety of spatial skill levels to the classroom, as measured by psychometric tests of many of these components of spatial thinking. Furthermore, it is not unusual for individual students to excel in some of these areas while struggling in others. Although pre- and post-test comparisons show that student skill levels typically improve over the course of an academic term, average gains are quite modest. This suggests that it may be valuable to develop interventions to help undergraduate students develop a range of spatial skills that can be used to solve geoscience problems. Cognitive science research suggests a number of strong strategies for building students' spatial skills. Practice is essential, and time on task is correlated to improvement. Progressive alignment may be used to scaffold students' successes on simpler problems, allowing them to see how more complex problems are related to those they can solve. Gesturing has proven effective in moving younger students from incorrect problem-solving strategies to correct strategies in other disciplines. These principles can be used to design instructional materials to improve undergraduate geoscience students' spatial skills; we will present some examples of such materials.

Geoscience and the 21st Century Workforce

Science.gov (United States)

Manduca, C. A.; Bralower, T. J.; Blockstein, D.; Keane, C. M.; Kirk, K. B.; Schejbal, D.; Wilson, C. E.

2013-12-01

Geoscience knowledge and skills play new roles in the workforce as our society addresses the challenges of living safely and sustainably on Earth. As a result, we expect a wider range of future career opportunities for students with education in the geosciences and related fields. A workshop offered by the InTeGrate STEP Center on 'Geoscience and the 21st Century Workforce' brought together representatives from 24 programs with a substantial geoscience component, representatives from different employment sectors, and workforce scholars to explore the intersections between geoscience education and employment. As has been reported elsewhere, employment in energy, environmental and extractive sectors for geoscientists with core geology, quantitative and communication skills is expected to be robust over the next decade as demand for resources grow and a significant part of the current workforce retires. Relatively little is known about employment opportunities in emerging areas such as green energy or sustainability consulting. Employers at the workshop from all sectors are seeking the combination of strong technical, quantitative, communication, time management, and critical thinking skills. The specific technical skills are highly specific to the employer and employment needs. Thus there is not a single answer to the question 'What skills make a student employable?'. Employers at this workshop emphasized the value of data analysis, quantitative, and problem solving skills over broad awareness of policy issues. Employers value the ability to articulate an appropriate, effective, creative solution to problems. Employers are also very interested in enthusiasm and drive. Participants felt that the learning outcomes that their programs have in place were in line with the needs expressed by employers. Preparing students for the workforce requires attention to professional skills, as well as to the skills needed to identify career pathways and land a job. This critical

Making Geoscience Data Relevant for Students, Teachers, and the Public

Science.gov (United States)

Taber, M.; Ledley, T. S.; Prakash, A.; Domenico, B.

2009-12-01

The scientific data collected by government funded research belongs to the public. As such, the scientific and technical communities are responsible to make scientific data accessible and usable by the educational community. However, much geoscience data are difficult for educators and students to find and use. Such data are generally described by metadata that are narrowly focused and contain scientific language. Thus, data access presents a challenge to educators in determining if a particular dataset is relevant to their needs, and to effectively access and use the data. The AccessData project (EAR-0623136, EAR-0305058) has developed a model for bridging the scientific and educational communities to develop robust inquiry-based activities using scientific datasets in the form of Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) chapters. EET chapters provide step-by-step instructions for accessing specific data and analyzing it with a software analysis tool to explore issues or concepts in science, technology, and mathematics. The AccessData model involves working directly with small teams made up of data providers from scientific data archives or research teams, data analysis tool specialists, scientists, curriculum developers, and educators (AccessData, http://serc.carleton.edu/usingdata/accessdata). The process involves a number of steps including 1) building of the team; 2) pre-workshop facilitation; 3) face-to-face 2.5 day workshop; 4) post-workshop follow-up; 5) completion and review of the EET chapter. The AccessData model has been evolved over a series of six annual workshops hosting ~10 teams each. This model has been expanded to other venues to explore expanding its scope and sustainable mechanisms. These venues include 1) workshops focused on the data collected by a large research program (RIDGE, EarthScope); 2) a workshop focused on developing a citizen scientist guide to conducting research; and 3) facilitating a team on an annual basis

Broadening Pathways to Geosciences with an Integrated Program at The University of Michigan

Science.gov (United States)

Dick, G.; Munson, J.

2017-12-01

Low participation of under-represented minorities (URM) in the geosciences is an acute issue at the University of Michigan (U-M), where the number of undergraduate URM students majoring in the Department of Earth and Environmental Sciences (EES) is typically 5% of total majors. The goal of our project is to substantially increase the number and success rate of underrepresented minorities majoring in EES at U-M. We are pursuing this goal with five primary objectives: (i) inspire and recruit high schools seniors to pursue geoscience at U-M, especially through hands-on experiences including field trips; (ii) establish infrastructure to support students interested in geosciences through the critical juncture between high school and college; (iii) increase the number of URM students transferring from community college; (iv) develop student interest in geosciences through research and field experiences; (v) expose students to career opportunities in the geosciences. To accomplish these objectives we are leveraging existing programs, including Earth Camp, Foundations for Undergraduate Teaching: Uniting Research and Education (FUTURE), M-Sci, and college academic advisors. Throughout our interactions with students from high-school through college, we expose them to career opportunities in the geosciences, including private industry, academia, and government agencies. Evaluation of the program revealed three main conclusions: (i) the program increased student interest in pursuing an earth science degree; (ii) participating students showed a marked increase in awareness about the various opportunities that are available with an earth science degree including pathways to graduate school and earth science careers; (iii) field trips were the most effective route for achieving outcomes (i) and (ii).

Workshop for Early Career Geoscience Faculty: Providing resources and support for new faculty to succeed

Science.gov (United States)

Hill, T. M.; Beane, R. J.; Macdonald, H.; Manduca, C. A.; Tewksbury, B. J.; Allen-King, R. M.; Yuretich, R.; Richardson, R. M.; Ormand, C. J.

2015-12-01

A vital strategy to educate future geoscientists is to support faculty at the beginning of their careers, thus catalyzing a career-long impact on the early-career faculty and on their future students. New faculty members are at a pivotal stage in their careers as they step from being research-focused graduate students and post-doctoral scholars, under the guidance of advisors, towards launching independent careers as professors. New faculty commonly, and not unexpectedly, feel overwhelmed as they face challenges to establish themselves in a new environment, prepare new courses, begin new research, and develop a network of support. The workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career has been offered annually in the U.S. since 1999. The workshop is currently offered through the National Association of Geoscience Teachers On the Cutting Edge professional development program with support from the NSF, AGU and GSA. This five-day workshop, with associated web resources, offers guidance for incorporating evidence-based teaching practices, developing a research program, and managing professional responsibilities in balance with personal lives. The workshop design includes plenary and concurrent sessions, individual consultations, and personalized feedback from workshop participants and leaders. Since 1999, more than 850 U.S. faculty have attended the Early Career Geoscience Faculty workshop. Participants span a wide range of geoscience disciplines, and are in faculty positions at two-year colleges, four-year colleges, comprehensive universities and research universities. The percentages of women (~50%) and underrepresented participants (~8%) are higher than in the general geoscience faculty population. Multiple participants each year are starting positions after receiving all or part of their education outside the U.S. Collectively, participants report that they are better prepared to move forward with their careers as a result of

A Ten-Year Retrospective Look at the NSF/GEO Opportunities for Enhancing Diversity in the Geosciences (OEDG) Program

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Karsten, J. L.

2013-12-01

The Opportunities for Enhancing Diversity in the Geosciences (OEDG) program - established in 2002 by the National Science Foundation's Directorate for Geosciences (GEO) - has been a mainstay in GEO's efforts to broaden participation of traditionally underrepresented minorities in the geosciences. The primary goal of the OEDG program has been to engage a diverse population of students in learning about - and pursuing advanced degrees and careers in - the geosciences. Raising public awareness of the importance and relevance of the geosciences among diverse audiences has been a secondary goal. During the past decade, the OEDG program has supported a variety of planning grants, proof-of-concept projects, and larger full-scale implementation efforts across the U.S. These projects have contributed a rich array of culturally-tailored resources for learning about geoscience career pathways and opportunities to participate in geoscience research experiences. OEDG has also developed networking and mentoring programs tailored for diverse student audiences, as well as the educators who work with them, and has helped to build capacity in the geosciences at minority-serving institutions. Perhaps the most important legacy of the OEDG program has been the establishment of an enthusiastic and effective community of educators, administrators, students and organizations dedicated to increasing diversity in the geosciences. Evaluation data collected for individual OEDG projects has helped to improve the impact of specific projects and increase our understanding of which approaches are more successful in achieving OEDG program goals. In addition, GEO has supported a decade-long, program-wide evaluation of the OEDG portfolio through a contract to the American Institutes for Research (AIR). Synthesis of results from both the project- and program-level evaluation activities has identified evidence-based 'best practices' that are essential for achieving success in broadening participation

Building Bridges Between Geoscience and Data Science through Benchmark Data Sets

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Thompson, D. R.; Ebert-Uphoff, I.; Demir, I.; Gel, Y.; Hill, M. C.; Karpatne, A.; Güereque, M.; Kumar, V.; Cabral, E.; Smyth, P.

2017-12-01

The changing nature of observational field data demands richer and more meaningful collaboration between data scientists and geoscientists. Thus, among other efforts, the Working Group on Case Studies of the NSF-funded RCN on Intelligent Systems Research To Support Geosciences (IS-GEO) is developing a framework to strengthen such collaborations through the creation of benchmark datasets. Benchmark datasets provide an interface between disciplines without requiring extensive background knowledge. The goals are to create (1) a means for two-way communication between geoscience and data science researchers; (2) new collaborations, which may lead to new approaches for data analysis in the geosciences; and (3) a public, permanent repository of complex data sets, representative of geoscience problems, useful to coordinate efforts in research and education. The group identified 10 key elements and characteristics for ideal benchmarks. High impact: A problem with high potential impact. Active research area: A group of geoscientists should be eager to continue working on the topic. Challenge: The problem should be challenging for data scientists. Data science generality and versatility: It should stimulate development of new general and versatile data science methods. Rich information content: Ideally the data set provides stimulus for analysis at many different levels. Hierarchical problem statement: A hierarchy of suggested analysis tasks, from relatively straightforward to open-ended tasks. Means for evaluating success: Data scientists and geoscientists need means to evaluate whether the algorithms are successful and achieve intended purpose. Quick start guide: Introduction for data scientists on how to easily read the data to enable rapid initial data exploration. Geoscience context: Summary for data scientists of the specific data collection process, instruments used, any pre-processing and the science questions to be answered. Citability: A suitable identifier to

Cascadia GeoSciences: Community-Based Earth Science Research Focused on Geologic Hazard Assessment and Environmental Restoration.

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Williams, T. B.; Patton, J. R.; Leroy, T. H.

2007-12-01

segmentation in the SCSZ. CG will also provide educational materials and resources to the public regarding environmental restoration and earthquake hazards. All research conducted through CG will be published to a publicly accessible digital archive. Education and outreach activities include the student grant program, a digital public archive (maps, reports, geospatial data, guidebooks, MS theses, etc), web-based resources, bi-monthly publications, and annual reports. We invite all types of earth scientists to help support student field research and join us in promoting collaboration, communication, and cooperation with Cascadia GeoSciences.

High Demand, Core Geosciences, and Meeting the Challenges through Online Approaches

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Keane, Christopher; Leahy, P. Patrick; Houlton, Heather; Wilson, Carolyn

2014-05-01

As the geosciences has evolved over the last several decades, so too has undergraduate geoscience education, both from a standpoint of curriculum and educational experience. In the United States, we have been experiencing very strong growth in enrollments in geoscience, as well as employment demand for the last 7 years. That growth has been largely fueled by all aspects of the energy boom in the US, both from the energy production side and the environmental management side. Interestingly the portfolio of experiences and knowledge required are strongly congruent as evidenced from results of the American Geosciences Institute's National Geoscience Exit Survey. Likewise, the demand for new geoscientists in the US is outstripping even the nearly unprecedented growth in enrollments and degrees, which is calling into question the geosciences' inability to effectively reach into the largest growing segments of the U.S. College population - underrepresented minorities. We will also examine the results of the AGI Survey on Geoscience Online Learning and examine how the results of that survey are rectified with Peter Smith's "Middle Third" theory on "wasted talent" because of spatial, economic, and social dislocation. In particular, the geosciences are late to the online learning game in the United States and most faculty engaged in such activities are "lone wolves" in their department operating with little knowledge of the support structures that exist in such development. Yet the most cited barriers for faculty not engaging actively in online learning is the assertion that laboratory and field experiences will be lost and thus fight engaging in this medium. However, the survey shows that faculty are discovering novel approaches to address these issues, many of which have great application to enabling geoscience programs in the United States to meet the expanding demand for geoscience degrees.

K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

Science.gov (United States)

Slattery, W.; Antonucci, C.; Myers, R. J.

2013-12-01

The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional

Building an Outdoor Classroom for Field Geology: The Geoscience Garden

Science.gov (United States)

Waldron, John W. F.; Locock, Andrew J.; Pujadas-Botey, Anna

2016-01-01

Many geoscience educators have noted the difficulty that students experience in transferring their classroom knowledge to the field environment. The Geoscience Garden, on the University of Alberta North Campus, provides a simulated field environment in which Earth Science students can develop field observation skills, interpret features of Earth's…

Mobile devices, Virtual Reality, Augmented Reality, and Digital Geoscience Education.

Science.gov (United States)

Crompton, H.; De Paor, D. G.; Whitmeyer, S. J.; Bentley, C.

2016-12-01

Mobile devices are playing an increasing role in geoscience education. Affordances include instructor-student communication and class management in large classrooms, virtual and augmented reality applications, digital mapping, and crowd-sourcing. Mobile technologies have spawned the sub field of mobile learning or m-learning, which is defined as learning across multiple contexts, through social and content interactions. Geoscientists have traditionally engaged in non-digital mobile learning via fieldwork, but digital devices are greatly extending the possibilities, especially for non-traditional students. Smartphones and tablets are the most common devices but smart glasses such as Pivothead enable live streaming of a first-person view (see for example, https://youtu.be/gWrDaYP5w58). Virtual reality headsets such as Google Cardboard create an immersive virtual field experience and digital imagery such as GigaPan and Structure from Motion enables instructors and/or students to create virtual specimens and outcrops that are sharable across the globe. Whereas virtual reality (VR) replaces the real world with a virtual representation, augmented reality (AR) overlays digital data on the live scene visible to the user in real time. We have previously reported on our use of the AR application called FreshAiR for geoscientific "egg hunts." The popularity of Pokémon Go demonstrates the potential of AR for mobile learning in the geosciences.

Inter-Tribal Student Services (I.S.S.): Collaborative Action Education in Building and Guiding the Future Under-represented Geosciences Workforce Through Tribal Foundations, Mentorship and Professional Development.

Science.gov (United States)

Bolman, J.

2015-12-01

Inter-Tribal Student Services (I.S.S.) was created as an Indian Self-Determination Organization to meet the every growing Tribal and under-represented minorities (URM) geosciences workforce needs. I.S.S. is one of only a few Indian Self-Determined Organizations in the U.S. with a distinct focused on buidling the Tribal and URM geosciences and natural resources workforces. In past three years, I.S.S has worked in partnership with U.S. colleges/universities, state/federal agencies (Bureau of Indian Affairs), private and International organizations and most importantly U.S. Tribal Nations to ensure emerging high school students, undergraduates, graduate students and post doctorates have the opportunities for training in supportive and unique environments, navigational mentoring, and broad professional development to build and practice the skills required for blue-collar, scientific, and managerial positions. I.S.S. has been highly successful in filling workforce opportunities within the broad range of geosciences positions. I.S.S. students are proficient in understanding and maneuvering the complex landscapes of interdisciplinary research, multidisciplinary multi-partner projects, traditional/western philosophies as well as being highly proficient in all areas of problem solving and communications. Research and on-site projects have heightened the educational experiences of all participants, in addition to addressing a perplexing geosciences challenge grounded in a Tribal environment. A number of the I.S.S. participants and students have found geosciences positions in Tribes, state/federal agencies, enterprize as well as International organizations. I.S.S. practices and has infused all research and projects with intergenerational teaching/learning, participation solution-focused initiatives, and holistic/multicultural mentoring. The presentation will highlight the vision, design, implementation, outcomes and future directions of I.S.S and participants.

The power of research exploration within education: lessons from an international field hydrology course

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Abou Najm, M. R.; Stewart, R. D.; Rupp, D. E.; Selker, J. S.; Lane, J. W.; Casanova, F.; Arumí, J.; Rivera, D.

2011-12-01

Educating the next generation of scientists requires new educational methods and unconventional approaches to facilitate the interdisciplinary scholarship required to cope with fast-paced developments in the geosciences. We believe incorporation of field training with active research missions is an effective educational model. By participating in active research and open science dialogue, students are exposed to real-world examples of the principles and processes of complex systems in a manner that allows them to develop a deeper understanding of the subject. We find students are highly motivated by the knowledge that data they collect will advance the research mission; such an environment stokes their passions and imaginations and allows the students to explore the roots of their interest in geoscience. In this context, a two-week educational field course on hydrologic processes and measurements was integrated with ongoing research in Chile to understand the effect of soil shrinkage and swelling properties on watershed hydrologic response. Students witnessed the iterative process of field-experiment design and became part of science in the making. They experienced the complexity of field work and developed problem-solving skills through the myriad of challenges presented in the acquisition of field data in a remote area. All of these factors contributed to an atmosphere of creativity that led to an outstanding research and educational experience. We find the coupling of field training with active research to be extremely rewarding, and time- and cost-effective education in this fast-paced and cost-cautious age.

Examining sexism in the geosciences

Science.gov (United States)

Simarski, Lynn Teo

Do women geoscientists face worse obstacles because of their gender than women in other sciences? A recent survey by the Committee on Professionals in Science and Technology showed that women with geoscience bachelor's degrees start off at only 68% of their male colleagues' salaries, much lower than women in biology (92%), engineering (102%), chemistry (103%), and physics (111%).Women still lag behind men in geoscience degrees as well. In 1990, women received about one-third of geoscience bachelor's degrees, one-quarter of masters, and about one-fifth of Ph.D.'s, reports the American Geological Institute. In the sciences overall, women received about half of bachelor's degrees, 42% of masters, and about a third of Ph.D.'s in 1989, according to the National Research Council.

Illuminate Knowledge Elements in Geoscience Literature

Science.gov (United States)

Ma, X.; Zheng, J. G.; Wang, H.; Fox, P. A.

2015-12-01

There are numerous dark data hidden in geoscience literature. Efficient retrieval and reuse of those data will greatly benefit geoscience researches of nowadays. Among the works of data rescue, a topic of interest is illuminating the knowledge framework, i.e. entities and relationships, embedded in documents. Entity recognition and linking have received extensive attention in news and social media analysis, as well as in bioinformatics. In the domain of geoscience, however, such works are limited. We will present our work on how to use knowledge bases on the Web, such as ontologies and vocabularies, to facilitate entity recognition and linking in geoscience literature. The work deploys an un-supervised collective inference approach [1] to link entity mentions in unstructured texts to a knowledge base, which leverages the meaningful information and structures in ontologies and vocabularies for similarity computation and entity ranking. Our work is still in the initial stage towards the detection of knowledge frameworks in literature, and we have been collecting geoscience ontologies and vocabularies in order to build a comprehensive geoscience knowledge base [2]. We hope the work will initiate new ideas and collaborations on dark data rescue, as well as on the synthesis of data and knowledge from geoscience literature. References: 1. Zheng, J., Howsmon, D., Zhang, B., Hahn, J., McGuinness, D.L., Hendler, J., and Ji, H. 2014. Entity linking for biomedical literature. In Proceedings of ACM 8th International Workshop on Data and Text Mining in Bioinformatics, Shanghai, China. 2. Ma, X. Zheng, J., 2015. Linking geoscience entity mentions to the Web of Data. ESIP 2015 Summer Meeting, Pacific Grove, CA.

Advances and Directions for the Intelligent Systems for Geosciences Research Community: Updates and Opportunities from the NSF EarthCube IS-GEO RCN

Science.gov (United States)

Pierce, S. A.

2017-12-01

The Earthcube Intelligent Systems for Geosciences Research Collaboration Network (IS-GEO RCN) represents an emerging community of interdisciplinary researchers aiming to create fundamental new capabilities for understanding Earth systems. Collaborative efforts across IS-GEO fields of study offer opportunities to accelerate scientific discovery and understanding. The IS-GEO community has an active membership of approximately 65 researchers and includes researchers from across the US, international members, and an early career committee. Current working groups are open to new participants and are focused on four thematic areas with regular coordination meetings and upcoming sessions at professional conferences. (1) The Sensor-based data Collection and Integration Working group looks at techniques for analyzing and integrating of information from heterogeneous sources, with a possible application for early warning systems. (2) The Geoscience Case Studies Working group is creating benchmark data sets to enable new collaborations between geoscientists and data scientists. (3) The Geo-Simulations Working group is evaluating the state of the art in practices for parametrizations, scales, and model integration. (4) The Education Working group is gathering, organizing and collecting all the materials from the different IS-GEO courses. Innovative IS-GEO applications will help researchers overcome common challenges while will redefining the frontiers of discovery across fields and disciplines. (Visit IS-GEO.org for more information or to sign up for any of the working groups.)

Using Soft Sculpture Microfossils and Other Crafted Models to Teach Geoscience

Science.gov (United States)

Spinak, N. R.

2017-12-01

For the past 5 years, the International Ocean Discovery Program (IODP) has been using the author's sewn models of microfossils to help learners understand the shapes and design of these tiny fossils. These tactile objects make the study of ancient underwater life more tangible. Multiple studies have shown that interactive models can help many learners understand science. The Montessori and Waldorf education programs are based in large part on earlier insights into meeting these needs. The act of drawing has been an essential part of medical education. The STEAM (Science, Technology, Engineering, Arts and Math) movement has advocated for STEM supporters to recognize the inseparability of science and art. This presentation describes how the author's knitted or sewn models of microfossils incorporate art and design into geoscience education. The geoscience research and art processes used in developing and creating these educational soft sculptures will be described. In multiple entry points to science study, specific reciprocal benefits to boundary crossing among the arts and sciences for those who have primary talents in a particular area of study will be discussed. Geoscience education can benefit from using art and craft items such as models. Many websites now offer soft sculptures for biology study such as organs and germs (e.g. (https://www.giantmicrobes.com/us/main/nasty-germs). The Wortheim project involving community and crochet is another approach (http://crochetcoralreef.org/). These tactile artifacts give learners an entry-level experience with biology. Three dimensional models are multisensory. The enlarged manipulative microfossil models invite learners to make comparisons and gain insights when microscopes are not available or appropriate for the audience. Adding the physical involvement of creating a microfossil yourself increases the multi-sensory experience even further. Learning craft skills extends the cross-cutting concepts of the NGSS to a mutual

Why research into the history of geosciences?

Science.gov (United States)

Schröder, Wilfried

Study of the history of various sciences is rather heterogeneous. Some disciplines, such as medicine, mathematics, and astronomy, have numerous noteworthy compendia and even specialized journals where papers on the history of these sciences can be published.The situation in geophysics, meteorology, and other subdivisions of the geosciences is far less favorable. This neglect is an outcome of a dogma of autonomy that is essentially oriented toward progress in understanding, without much reference to historical developments. But even the geoscientists cannot ignore that the phenomenon ‘science’ must be viewed in the context of sociological processes. In the initial stages, sociologists and some philosophers, in the context of the general theory of perception, began research into the development of scientific thought, but the geoscientists and other natural scientists contributed very little. It has since become clear that research on these topics requires historical assessment and more insight. The development of the ‘science of science’ is directed toward understanding and explanation of the complex human involvement in science, not only in the sense of theorizing about the scientific processes but also in sociological, political, and historical context [Kuhn, 1973; Burrichter, 1979; Sandkühler and Plath, 1979.

Linking Research, Education and Public Engagement in Geoscience: Leadership and Strategic Partnerships

Science.gov (United States)

Spellman, K.

2017-12-01

A changing climate has impacted Alaska communities at unprecedented rates, and the need for efficient and effective climate change learning in the Boreal and Arctic regions is urgent. Learning programs that can both increase personal understanding and connection to climate change science and also inform large scale scientific research about climate change are an attractive option for building community adaptive capacity at multiple scales. Citizen science has emerged as a powerful tool for facilitating learning across scales, and for building partnerships across natural sciences research, education, and outreach disciplines. As an early career scientist and interdisciplinary researcher, citizen science has become the centerpiece of my work and has provided some of the most rewarding moments of my career. I will discuss my early career journey building a research and leadership portfolio integrating climate change research, learning research, and public outreach through citizen science. I will share key experiences from graduate student to early career PI that cultivated my leadership skills and ability to build partnerships necessary to create citizen science programs that emphasize synergy between climate change research and education.

Career Paths for Geosciences Students (Invited)

Science.gov (United States)

Bowers, T. S.; Flewelling, S. A.

2013-12-01

Current and future drivers of hiring in the geosciences include climate, environment, energy, georisk and litigation areas. Although climate is closely linked to the atmospheric sciences, hiring needs in the geosciences exist as well, in understanding potential impacts of climate change on coastal erosion and water resources. Where and how to consider carbon sequestration as a climate mitigation policy will also require geosciences expertise. The environmental sciences have long been a source of geosciences hiring, and have ongoing needs in the areas of investigation of contamination, and in fluid and chemical transport. The recent expansion of the energy sector in the U.S. is providing opportunities for the geosciences in oil and gas production, hydraulic fracturing, and in geothermal development. In georisk, expertise in earthquake and volcanic hazard prediction are increasingly important, particularly in population centers. Induced seismicity is a relatively new area of georisk that will also require geosciences skills. The skills needed in the future geosciences workforce are increasingly interdisciplinary, and include those that are both observational and quantitative. Field observations and their interpretation must be focused forward as well as backwards and include the ability to recognize change as it occurs. Areas of demand for quantitative skills include hydrological, geophysical, and geochemical modeling, math and statistics, with specialties such as rock mechanics becoming an increasingly important area. Characteristics that students should have to become successful employees in these sectors include strong communication skills, both oral and written, the ability to know when to stop "studying" and identify next steps, and the ability to turn research areas into solutions to problems.

The Person Behind the Picture: Influence of Social and Cultural Capital on Geoscience Career Pathways

Science.gov (United States)

Rappolee, E.; Libarkin, J. C.; McCallum, C.; Kurz, S.

2017-12-01

The amalgamation of fields in the geosciences share one desire: a better understanding of the natural world and the relationship humans have with that world. As issues such as climate change and clean water become globally recognized the geoscience job market grows. To insure these issues are resolved in ways that are fully representative of the entire human population, attention has been turned to increasing diversity of scientists in the geosciences. This study is based in the theory of social and cultural capital, types of non-financial wealth obtained by individuals and groups through connections and experiences. In particular, we investigated how individuals accessed specific resources and opportunities which eventually led to their entering the geosciences. Surveys were distributed to volunteers at a multinational geoscience conference held in fall of 2016. These surveys asked participants to "draw a picture of the people and experiences that have influenced your career up to this point." Nearly 150 completed drawings were coded through a thematic content analysis, wherein salient characteristics of drawings were documented and later grouped into common themes. We found that specific people (family, professors, peers) provided access to resources (education, museums, parks) as well as experiences (camping, traveling, research) that were instrumental in career building. Correlation analysis revealed two representative models of the drawings. These models aligned with the constructs of social and cultural capital. Cultural capital was more prevalent in majority white than nonwhite participants, suggesting different pathways into geoscience careers. We hope this research will inspire future work as well as highlight ways in which social and cultural capital can become accessible to future generations to produce a system with equal opportunities and increase diversity in the geosciences, resulting in better decision-making on global issues.

Online Experiential Learning: Effective Applications for Geoscience Education

Science.gov (United States)

Matias, A.; Eriksson, S. C.

2015-12-01

Students today are rarely satisfied with a one-size-fits-all educational experience. The rapid changing landscape of the web and other technologies are breaking down communicationand geographic barries. More students are increasingly turning to the web for quality education that fits into their lives. As a result, higher education institutions are expanding their offerings through online courses. Nonetheless, online learning brings challenges as well as a fresh opportunityfor exploring practices not present in traditional higher education programs, particularly in the sciences. We are in a unique position to empower students to make strategic academic and professional decisions in global terms. Online learning, supportedwith hands-on and minds-on activities, actively engages student with critical thinking skills and higher level learning. This presentation will showcase examples from a series of geoscience and environmental science courses currently offered fully online at SUNY Empire State College (ESC). Taking advantage of the proliferation of tools currently available for online learning management systems, we will explore how we approach course developent to create an interactive learning environment. Students learn through case studies, group projects and understanding real-world issues while learning concepts. Particular focus will be given to an international collaboration with the Tecnologico de Monterrey, Chihuahua Campus. This collaboration took place during the Spring of 2015 with students from the fully-online, lower-level Geology and the Environment course at ESC and the upper-level, face-to-face Mobile Programming course in Mexico. Ultimately, the goal of this presentation is to show faculty members and afministrators the pedagogical principles and approach used with the expectation that it could help support development of online learning opportunities at their institutions.

The Geoscape Poster: Maximum Impact in Geoscience Education With Minimal Funding

Science.gov (United States)

Aubele, J. C.; Newsom, J.; Crumpler, L. S.

2004-12-01

A geologist/educator and a research curator of the New Mexico Museum of Natural History and Science and a geologist/middle school teacher from the Albuquerque Public Schools have created an educational poster that uses the landscape around Albuquerque in order to teach fundamental geoscience concepts. "Albuquerque's Geoscape" is based on the innovative "Geoscape Vancouver" produced by the Geological Survey of Canada. The Albuquerque poster required four years of development including the creation of unique graphics and text, evaluations, and reviews by geologists and classroom educators. The poster content is aligned with state and national science standards at the middle school level and can be modified by teachers from K-12. All information that a teacher might need in order to teach a thematic unit on major geological topics is included in the poster, and linked to the local landscape. An accompanying web site for teachers includes additional materials. The initial funding for the project was an Intel Innovations in Teaching Grant, in the amount of 3K, awarded to Newsom. Museum in-house resources in science, education and graphics were utilized in the poster design and development. Funding for printing required small contributions from many local and regional organizations supporting science education. These contributors included Sandia National Lab, Rocky Mountain Section AAPG Foundation, New Mexico Academy of Science, ExxonMobile Volunteer Involvement Grant, Federal Bureau of Land Management, Albuquerque Rotary Club and Albuquerque Geological Society. Printing at-cost through a local company produced a poster on high quality paper at low cost. An initial printing of 5000 copies has enabled the Museum to offer the poster free of charge to all greater Albuquerque area K-12 teachers. In addition, the poster is on sale to the general public at the museum store. The response by classroom educators, local geologists, and the general public has been enthusiastic. The

Promoting the Geosciences for Minority Students in the Urban Coastal Environment of New York City

Science.gov (United States)

Liou-Mark, J.; Blake, R.

2013-12-01

The 'Creating and Sustaining Diversity in the Geo-Sciences among Students and Teachers in the Urban Coastal Environment of New York City' project was awarded to New York City College of Technology (City Tech) by the National Science Foundation to promote the geosciences for students in middle and high schools and for undergraduates, especially for those who are underrepresented minorities in STEM. For the undergraduate students at City Tech, this project: 1) created and introduced geoscience knowledge and opportunities to its diverse undergraduate student population where geoscience is not currently taught at City Tech; and 2) created geoscience articulation agreements. For the middle and high schools, this project: 1) provided inquiry-oriented geoscience experiences (pedagogical and research) for students; 2) provided standards-based professional development (pedagogical and research) in Earth Science for teachers; 3) developed teachers' inquiry-oriented instructional techniques through the GLOBE program; 4) increased teacher content knowledge and confidence in the geosciences; 5) engaged and intrigued students in the application of geoscience activities in a virtual environment; 6) provided students and teachers exposure in the geosciences through trip visitations and seminars; and 7) created community-based geoscience outreach activities. Results from this program have shown significant increases in the students (grades 6-16) understanding, participation, appreciation, and awareness of the geosciences. Geoscience modules have been created and new geosciences courses have been offered. Additionally, students and teachers were engaged in state-of-the-art geoscience research projects, and they were involved in many geoscience events and initiatives. In summary, the activities combined geoscience research experiences with a robust learning community that have produced holistic and engaging stimuli for the scientific and academic growth and development of grades 6

A framework for high-school teacher support in Geosciences

Science.gov (United States)

Bookhagen, B.; Mair, A.; Schaller, G.; Koeberl, C.

2012-04-01

To attract future geoscientists in the classroom and share the passion for science, successful geoscience education needs to combine modern educational tools with applied science. Previous outreach efforts suggest that classroom-geoscience teaching tremendously benefits from structured, prepared lesson plans in combination with hands-on material. Building on our past experience, we have developed a classroom-teaching kit that implements interdisciplinary exercises and modern geoscientific application to attract high-school students. This "Mobile Phone Teaching Kit" analyzes the components of mobile phones, emphasizing the mineral compositions and geologic background of raw materials. Also, as geoscience is not an obligatory classroom topic in Austria, and university training for upcoming science teachers barely covers geoscience, teacher training is necessary to enhance understanding of the interdisciplinary geosciences in the classroom. During the past year, we have held teacher workshops to help implementing the topic in the classroom, and to provide professional training for non-geoscientists and demonstrate proper usage of the teaching kit. The material kit is designed for classroom teaching and comes with a lesson plan that covers background knowledge and provides worksheets and can easily be adapted to school curricula. The project was funded by kulturkontakt Austria; expenses covered 540 material kits, and we reached out to approximately 90 schools throughout Austria and held a workshop in each of the nine federal states in Austria. Teachers received the training, a set of the material kit, and the lesson plan free of charge. Feedback from teachers was highly appreciative. The request for further material kits is high and we plan to expand the project. Ultimately, we hope to enlighten teachers and students for the highly interdisciplinary variety of geosciences and a link to everyday life.

"Sleuthing through the Rock Cycle": An Online Guided Inquiry Tool for Middle and High School Geoscience Education

Science.gov (United States)

Schifman, Laura; Cardace, Dawn; Kortz, Karen; Saul, Karen; Gilfert, Amber; Veeger, Anne I.; Murray, Daniel P.

2013-01-01

The rock cycle is a key component of geoscience education at all levels. In this paper, we report on a new guided inquiry curricular module, "Sleuthing through the Rock Cycle," which has a blended online/offline constructivist design with comprehensive teaching notes and has been successful in pilot use in Rhode Island middle and high…

Development of a geoscience education book with schoolchildren from low STEM engagement areas

Science.gov (United States)

Boyd, Alex; McAuliffe, Fergus

2017-04-01

Crucial career-related concepts and attitudes are first formed in childhood though different phases: Fantasy (age 4-10 years), Interest (age (age 11-12 years) and Capacity (age 13-14 years). Parents are major influencers in high school subject choice and ultimately career choice. Despite bring aware of the importance of STEM, 68% of Irish parents feel uninformed with regards to advising on career choices for their children. In response to this, the Science Apprentice is a series of children's books, showcasing the importance of STEM in today's society. Developed by University College Dublin, and circulated with an Irish national newspaper, this series was directed at children in elementary school (7-12 year olds) and was written to inform the first conceptions of STEM career pathways through dynamic visuals, intriguing stories and creative expressions of knowledge that relates to STEM literacy. Furthermore, the Science Apprentice series was created to offer parents a level of confidence and understanding in STEM and STEM career opportunities. Despite outreach efforts by many geoscience academics and institutions, applied geoscience remains somewhat invisible in society, with most members of the public lacking any firm familiarity with the bedrock on which they live or the resources that it holds. Here we present an overview of the Science Apprentice book series, with particular emphasis on the Energy and Resources book edition. This edition was developed in conjunction with geoscientists from the Irish Centre for Research in Applied Geoscience (iCRAG), and covered a wide range of applied geoscience topics, such as renewable and non-renewable energy sources, raw materials, engineering and the career paths of young researchers working in the geosciences. A key target audience for this book was families in low STEM engagement areas and low internet broadband connectivity areas. In this presentation we will outline how the book was developed by working with schools

Professional Development Opportunities for Two-Year College Geoscience Faculty: Issues, Opportunities, and Successes

Science.gov (United States)

Baer, E. M.; Macdonald, H.; McDaris, J. R.; Granshaw, F. D.; Wenner, J. M.; Hodder, J.; van der Hoeven Kraft, K.; Filson, R. H.; Guertin, L. A.; Wiese, K.

2011-12-01

Two-year colleges (2YCs) play a critical role in geoscience education in the United States. Nearly half of the undergraduate students who take introductory geoscience do so at a 2YC. With awide reach and diverse student populations, 2YCs may be key to producing a well-trained, diverse and sufficiently large geoscience workforce. However, faculty at 2YCs often face many barriers to professional development including lack of financial resources, heavy and inflexible teaching loads, lack of awareness of opportunities, and few professional development resources/events targeted at their needs. As an example, at the 2009 GSA meeting in Portland, fewer than 80 of the 6500 attendees were from community colleges, although this was more than twice the 2YC faculty attendance the previous year. Other issues include the isolation described by many 2YC geoscience faculty who may be the only full time geoscientist on a campus and challenges faced by adjunct faculty who may have even fewer opportunities for professional development and networking with other geoscience faculty. Over the past three years we have convened several workshops and events for 2YC geoscience faculty including technical sessions and a workshop on funding opportunities for 2YC faculty at GSA annual meetings, a field trip and networking event at the fall AGU meeting, a planning workshop that examined the role of 2YCs in geoscience education and in broadening participation in the geosciences, two workshops supporting use of the 'Math You Need, When You Need It' educational materials that included a majority of 2YC faculty, and marine science summer institutes offered by COSEE-Pacific Partnerships for 2YC faculty. Our experience indicates that 2YC faculty desire professional development opportunities when the experience is tailored to the needs and character of their students, programs, and institutions. The content of the professional development opportunity must be useful to 2YC faculty -workshops and

Transforming Spatial Reasoning Skills in the Upper-Level Undergraduate Geoscience Classroom Through Curricular Materials Informed by Cognitive Science Research

Science.gov (United States)

Ormand, C. J.; Shipley, T. F.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T. A.; Tikoff, B.; Atit, K.; Gagnier, K. M.; Resnick, I.

2014-12-01

Spatial visualization is an essential skill in the STEM disciplines, including the geosciences. Undergraduate students, including geoscience majors in upper-level courses, bring a wide range of spatial skill levels to the classroom. Students with weak spatial skills may be unable to understand fundamental concepts and to solve geological problems with a spatial component. However, spatial thinking skills are malleable. As a group of geoscience faculty members and cognitive psychologists, we have developed a set of curricular materials for Mineralogy, Sedimentology & Stratigraphy, and Structural Geology courses. These materials are designed to improve students' spatial skills, and in particular to improve students' abilities to reason about spatially complex 3D geological concepts and problems. Teaching spatial thinking in the context of discipline-based exercises has the potential to transform undergraduate STEM education by removing one significant barrier to success in the STEM disciplines. The curricular materials we have developed are based on several promising teaching strategies that have emerged from cognitive science research on spatial thinking. These strategies include predictive sketching, making visual comparisons, gesturing, and the use of analogy. We have conducted a three-year study of the efficacy of these materials in strengthening the spatial skills of students in upper-level geoscience courses at three universities. Our methodology relies on a pre- and post-test study design, with several tests of spatial thinking skills administered at the beginning and end of each semester. In 2011-2012, we used a "business as usual" approach to gather baseline data, measuring how much students' spatial thinking skills improved in response to the existing curricula. In the two subsequent years we have incorporated our new curricular materials, which can be found on the project website: http://serc.carleton.edu/spatialworkbook/activities.html Structural Geology

An alternative path to improving university Earth science teaching and developing the geoscience workforce: Postdoctoral research faculty involvement in clinical teacher preparation

Science.gov (United States)

Zirakparvar, N. A.; Sessa, J.; Ustunisik, G. K.; Nadeau, P. A.; Flores, K. E.; Ebel, D. S.

2013-12-01

It is estimated that by the year 2020 relative to 2009, there will be 28% more Earth Science jobs paying ≥ $75,000/year1 in the U.S.A. These jobs will require advanced degrees, but compared to all arts and science advanced degrees, the number of physical science M.S. and Ph.D. awarded per year decreased from 2.5% in 1980 to 1.5% in 20092. This decline is reflected on a smaller scale and at a younger age: in the New York City school system only 36% of all 8th graders have basic proficiency in science 3. These figures indicate that the lack achievement in science starts at a young age and then extends into higher education. Research has shown that students in grades 7 - 12 4,5 and in university level courses 6 both respond positively to high quality science teaching. However, much attention is focused on improving science teaching in grades 7- 12, whereas at many universities lower level science courses are taught by junior research and contingent faculty who typically lack formal training, and sometimes interest, in effective teaching. The danger here is that students might enter university intending to pursue geoscience degrees, but then encounter ineffective instructors, causing them to lose interest in geoscience and thus pursue other disciplines. The crux of the matter becomes how to improve the quality of university-level geoscience teaching, without losing sight of the major benchmark of success for research faculty - scholarly publications reporting innovative research results. In most cases, it would not be feasible to sidetrack the research goals of early career scientists by placing them into a formal teacher preparation program. But what happens when postdoctoral research scientists take an active role in clinical teacher preparation as part of their research appointments? The American Museum of Natural History's Masters of Arts in Teaching (AMNH-MAT) urban residency pilot program utilizes a unique approach to grade 7 - 12 Earth Science teacher

Opportunities for Geoscience Research Onboard Virgin Galactic's SpaceShipTwo

Science.gov (United States)

Pomerantz, W.; Beerer, I.; Stephens, K.; Griffith, J.; Persall, W.; Tizard, J.

2012-12-01

Virgin Galactic has developed a reusable spaceplane, called SpaceShipTwo (SS2), designed to make routine voyages into suborbital space. SS2 is air-launched from a jet aircraft at an altitude of 50,000 ft. before igniting its rocket motor engine. The vehicle reaches a maximum apogee as high as 110 km before gliding to a conventional runway landing. With the ability to fly multiple times per week, SS2 will be capable of providing routine access to a rarely sampled and poorly understood region of the atmosphere and ionosphere, making it a valuable platform for geoscience research. With a payload capacity up to 1300 lbs., SS2 provides access to space and the upper atmosphere for substantially larger payloads than sounding rockets and at a dramatically lower cost than orbital satellites. The main cabin provides as much as 500 cubic ft. of useable volume in a shirt-sleeve environment and payload mounting interfaces that are compatible with standard architectures, such as Middeck Lockers, Cargo Transfer Bags, and server racks. A flight test engineer will be available on board to operate payloads during flight. In the future, SS2 will also offer a variety of external payload mounting locations, enabling researchers to make frequent in situ measurements in the mesosphere (50-90 km), lower thermosphere (above 80 km), and lower ionosphere (above 60 km). SS2 may also offer optical quality windows, allowing optical investigations from main cabin payloads. Researchers will have access to their payloads until just hours before flight and within three hours post-flight. While commercial operations will begin out of Spaceport America in New Mexico, SS2 may eventually be able to launch from a variety of geographic locations. Funding to develop and fly payloads for SS2 is currently available through many NASA programs including the Flight Opportunities Program and the Game Changing Development Program. Virgin Galactic expects the SS2 research platform to enable significant progress

Integrating Research and Education at the National Center for Atmospheric Research at the Interface of Formal and Informal Education

Science.gov (United States)

Johnson, R.; Foster, S.

2005-12-01

The National Center for Atmospheric Research (NCAR) in Boulder, Colorado, is a leading institution in scientific research, education and service associated with exploring and understanding our atmosphere and its interactions with the Sun, the oceans, the biosphere, and human society. NCAR draws thousands of public and scientific visitors from around the world to its Mesa Laboratory facility annually for educational as well as research purposes. Public visitors include adult visitors, clubs, and families on an informal visit to NCAR and its exhibits, as well as classroom and summer camp groups. Additionally, NCAR provides extensive computational and visualization services, which can be used not only for scientific, but also public informational purposes. As such, NCAR's audience provides an opportunity to address both formal and informal education through the programs that we offer. The University Corporation for Atmospheric Research (UCAR) Office of Education and Outreach works with NCAR to develop and implement a highly-integrated strategy for reaching both formal and informal audiences through programs that range from events and exhibits to professional development (for scientists and educators) and bilingual distance learning. The hallmarks of our program include close collaboration with scientists, multi-purposing resources where appropriate for maximum efficiency, and a commitment to engage populations historically underrepresented in science in the geosciences.

Geoscience research for the Canadian nuclear fuel waste management program

International Nuclear Information System (INIS)

Whitaker, S.H.

1987-01-01

The Canadian Nuclear Fuel Waste Management Program is assessing the concept of deep disposal of nuclear fuel waste in plutonic rock. As part of that assessment, a broad program of geoscience and geotechnical work has been undertaken to develop methods for characterizing sites, incorporating geotechnical data into disposal facility design, and incorporating geotechnical data into environmental and safety assessment of the disposal system. General field investigations are conducted throughout the Precambrian Shield, subsurface investigations are conducted at designated field research areas, and in situ rock mass experiments are being conducted in an Underground Research Laboratory. Samples from the field research areas and elsewhere are subjected to a wide range of tests and experiments in the laboratory to develop an understanding of the physical and chemical processes involved in ground-water-rock-waste interactions. Mathematical models to simulate these processes are developed, verified and validated. 114 refs.; 13 figs

Preparing for a Professional Career in the Geosciences with AEG

Science.gov (United States)

Barry, T.; Troost, K. G.

2012-12-01

The Association of Environmental and Engineering Geologists offers multiple resources to students and faculty about careers in the geosciences, such as description of what employers are looking for, career options, mentoring, and building your professional network. Our website provides easy access to these and other resources. Most of AEG's 3000 members found their first job through association with another AEG member and more than 75% of our membership is working in applied geoscience jobs. We know that employers are looking for the following qualities: passion for your career and the geosciences, an enthusiastic personality, flexibility, responsibility, ability to communicate well in oral and written modes, and the ability to work well in teams or independently. Employers want candidates with a strong well-rounded geoscience education and the following skills/experience: attendance at field camp, working knowledge of field methodologies, strong oral and written communication skills, basic to advanced computer skills, and the ability to conduct research. In addition, skill with GIS applications, computer modeling, and 40-hour OSHA training are desired. The most successful technique for finding a job is to have and use a network. Students can start building their network by attending regular AEG or other professional society monthly meetings, volunteering with the society, attending annual meetings, going on fieldtrips and participating in other events. Students should research what kind of job they want and build a list of potential preferred employers, then market themselves to people within those companies using networking opportunities. Word-of-mouth sharing of job openings is the most powerful tool for getting hired, and if students have name recognition established within their group of preferred employers, job interviews will occur at a faster rate than otherwise.

Communicating Geosciences with Policy-makers: a Grand Challenge for Academia

Science.gov (United States)

Harrison, W. J.; Walls, M. R.; Boland, M. A.

2015-12-01

Geoscientists interested in the broader societal impacts of their research can make a meaningful contribution to policy making in our changing world. Nevertheless, policy and public decision making are the least frequently cited Broader Impacts in proposals and funded projects within NSF's Geosciences Directorate. Academic institutions can play a lead role by introducing this societal dimension of our profession to beginning students, and by enabling interdisciplinary research and promoting communication pathways for experienced career geoscientists. Within the academic environment, the public interface of the geosciences can be presented through curriculum content and creative programs. These include undergraduate minors in economics or public policy designed for scientists and engineers, and internships with policy makers. Federal research institutions and other organizations provide valuable policy-relevant experiences for students. Academic institutions have the key freedom of mission to tackle interdisciplinary research challenges at the interface of geoscience and policy. They develop long-standing relationships with research partners, including national laboratories and state geological surveys, whose work may support policy development and analysis at local, state, regional, and national levels. CSM's Payne Institute for Earth Resources awards mini-grants for teams of researchers to develop collaborative research efforts between engineering/science and policy researchers. Current work in the areas of nuclear generation and the costs of climate policy and on policy alternatives for capturing fugitive methane emissions are examples of work at the interface between the geosciences and public policy. With academic engagement, geoscientists can steward their intellectual output when non-scientists translate geoscience information and concepts into action through public policies.

Geoscience on television: a review of science communication literature in the context of geosciences

Science.gov (United States)

Hut, Rolf; Land-Zandstra, Anne M.; Smeets, Ionica; Stoof, Cathelijne R.

2016-06-01

Geoscience communication is becoming increasingly important as climate change increases the occurrence of natural hazards around the world. Few geoscientists are trained in effective science communication, and awareness of the formal science communication literature is also low. This can be challenging when interacting with journalists on a powerful medium like TV. To provide geoscience communicators with background knowledge on effective science communication on television, we reviewed relevant theory in the context of geosciences and discuss six major themes: scientist motivation, target audience, narratives and storytelling, jargon and information transfer, relationship between scientists and journalists, and stereotypes of scientists on TV. We illustrate each theme with a case study of geosciences on TV and discuss relevant science communication literature. We then highlight how this literature applies to the geosciences and identify knowledge gaps related to science communication in the geosciences. As TV offers a unique opportunity to reach many viewers, we hope this review can not only positively contribute to effective geoscience communication but also to the wider geoscience debate in society.

A practical guide to ethical and effective delivery of geoscience for the service of society

Science.gov (United States)

Allington, Ruth

2017-04-01

Competence, integrity, accountability and high ethical standards - judged peer-to-peer - are the hallmarks of what it means to be a professional and part of a professional community. The geoscience profession is no different and professionalism is relevant in all of its constituent communities - academia, industry, government etc There are three propositions that illustrate the importance of professionalism in the delivery of geoscience across the board. The first: Without understanding the skills and expertise needed by 'industry', how can educators prepare students for the workplace? Most of those graduating in geoscience will not stay in universities - do we not owe it to them to develop a realistic idea of what a non-academic career might look like? This is done very well in some institutions and not at all in others and the author's impression is that the latter is the norm. The second: Without understanding societal needs, how can researchers design research which is truly relevant to those needs? A more connected geoscience community that is, in turn, more connected to the needs and wants of Society will develop research agendas that are truly relevant. And finally…… Without access to high quality graduates and excellent underpinning fundamental and applied research, how can geoscientists in 'industry' or public service deliver their expertise effectively? This contribution, which draws on ideas set out in the author's plenary speech at 35IGC, will consider the practical skills, experience, ethical and behavioural regulatory frameworks, codes and norms that underpin success in meeting these challenges.

Highlighting Successful Strategies for Engaging Minority Students in the Geosciences

Science.gov (United States)

Liou-Mark, J.; Blake, R.; Norouzi, H.; Vladutescu, D. V.; Yuen-Lau, L.

2017-12-01

Igniting interest and creativity in students for the geosciences oftentimes require innovation, bold `outside-the-box' thinking, and perseverance, particularly for minority students for whom the preparation for the discipline and its lucrative pathways to the geoscience workforce are regrettably unfamiliar and woefully inadequate. The enrollment, retention, participation, and graduation rates of minority students in STEM generally and in the geosciences particularly remain dismally low. However, a coupled, strategic geoscience model initiative at the New York City College of Technology (City Tech) of the City University of New York has been making steady in-roads of progress, and it offers practical solutions to improve minority student engagement in the geosciences. Aided by funding from the National Science Foundation (NSF), two geoscience-centric programs were created from NSF REU and NSF IUSE grants, and these programs have been successfully implemented and administered at City Tech. This presentation shares the hybrid geoscience research initiatives, the multi-tiered mentoring structures, the transformative geoscience workforce preparation, and a plethora of other vital bastions of support that made the overall program successful. Minority undergraduate scholars of the program have either moved on to graduate school, to the geoscience workforce, or they persist with greater levels of success in their STEM disciplines.

Canadian Geoscience Education Network (CGEN): Fostering Excellence in Earth Science Education and Outreach

Science.gov (United States)

Haidl, F. M.; Vodden, C.; Bates, J. L.; Morgan, A. V.

2009-05-01

CGEN, the outreach arm of the Canadian Federation of Earth Sciences, is a network of more than 270 individuals from all over Canada who work to promote geoscience education and public awareness of science. CGEN's priorities are threefold: to improve the quality of Earth science education delivered in our primary and secondary schools; to raise public awareness about the Earth sciences and their impact on everyday life; and to encourage student interest in the Earth sciences as a career option. These priorities are supported by CGEN's six core programs: 1) The national EdGEO program (www.edgeo.org), initiated in the 1970s, supports Earth science workshops for teachers. These workshops, organized by teams of local educators and geoscientists, provide teachers with "enhanced knowledge, classroom resources and increased confidence" to more effectively teach Earth science. In 2008, a record 521 teachers attended 14 EdGEO workshops. 2) EarthNet (www.earthnet-geonet.ca) is a virtual resource centre that provides support for teachers and for geoscientists involved in education and outreach. In 2008, EarthNet received a $11,500 grant from Encana Corporation to develop energy-related content. 3) The new Careers in Earth Science website (www.earthsciencescanada.com/careers), launched in October 2008, enhances CGEN's capacity to encourage students to pursue a career in the Earth sciences. This project exemplifies the value of collaboration with other organizations. Seven groups provided financial support for the project and many other organizations and individuals contributed in-kind support. 4) Geoscape Canada and Waterscape Canada, programs led by the Geological Survey of Canada, communicate practical Earth science information to teachers, students, and other members of communities across Canada through a series of electronic and hard-copy posters and other resources. Many of the resources created from 1998 to 2007 are available online (www.geoscape.nrcan.gc.ca). A northern

Expanding the Use of Online Remote Electron Microscopy in the Classroom to Transform Undergraduate Geoscience Education: Successes and Strategies for Increasing Student and Faculty Engagement

Science.gov (United States)

Hickey-Vargas, R.; Holbik, S. P.; Ryan, J. G.; MacDonald, J. H., Jr.; Beck, M.

2015-12-01

Geoscience faculty at the University of South Florida (USF), Florida Gulf Coast University (FCGU), Valencia College (VC) and Florida International University (FIU) have teamed to construct, test and disseminate geoscience curricula in which microbeam analytical instruments are operated by undergraduates, with data gathered in the classroom in real-time over the internet. Activities have been developed for courses Physical Geology, Oceanography, Earth Materials, Mineralogy/Petrology and Stratigraphy using the Scanning Electron Microscope (SEM) and Electron Probe Microanalyzer (EPMA) housed in the Florida Center for Analytical Electron Microscopy (FCAEM; https://fcaem.fiu.edu) at FIU. Students and faculty send research materials such as polished rock sections and microfossil mounts to FCAEM to be examined during their scheduled class and lab periods. Student control of both decision-making and selection of analytical targets is encouraged. The objective of these activities is to move students from passive learning to active, self-directed inquiry at an early stage in their undergraduate career, while providing access to advanced instruments that are not available at USF, FGCU and VC. These strategies strongly facilitate student interest in undergraduate research making use of these instruments and one positive outcome to date is an increased number of students undertaking independent research projects. Prior research by USF PI Jeff Ryan indicated that various barriers related to instrument access and use hindered interested geoscience faculty in making use of these tools and strategies. In the current project, post-doctoral researcher Dr. Sven Holbik acts as a facilitator, working directly with faculty from other institutions one-on-one to provide initial training and support, including on-site visits to field check classroom technology when needed. Several new educators and institutions will initiate classroom activities using FCAEM instrumentation this Fall.

Academic Research Library as Broker in Addressing Interoperability Challenges for the Geosciences

Science.gov (United States)

Smith, P., II

2015-12-01

Data capture is an important process in the research lifecycle. Complete descriptive and representative information of the data or database is necessary during data collection whether in the field or in the research lab. The National Science Foundation's (NSF) Public Access Plan (2015) mandates the need for federally funded projects to make their research data more openly available. Developing, implementing, and integrating metadata workflows into to the research process of the data lifecycle facilitates improved data access while also addressing interoperability challenges for the geosciences such as data description and representation. Lack of metadata or data curation can contribute to (1) semantic, (2) ontology, and (3) data integration issues within and across disciplinary domains and projects. Some researchers of EarthCube funded projects have identified these issues as gaps. These gaps can contribute to interoperability data access, discovery, and integration issues between domain-specific and general data repositories. Academic Research Libraries have expertise in providing long-term discovery and access through the use of metadata standards and provision of access to research data, datasets, and publications via institutional repositories. Metadata crosswalks, open archival information systems (OAIS), trusted-repositories, data seal of approval, persistent URL, linking data, objects, resources, and publications in institutional repositories and digital content management systems are common components in the library discipline. These components contribute to a library perspective on data access and discovery that can benefit the geosciences. The USGS Community for Data Integration (CDI) has developed the Science Support Framework (SSF) for data management and integration within its community of practice for contribution to improved understanding of the Earth's physical and biological systems. The USGS CDI SSF can be used as a reference model to map to Earth

Engaging Students to Learn through the Affective Domain: A New Framework for Teaching in the Geosciences

Science.gov (United States)

van der Hoeven Kraft, Katrien J.; Srogi, LeeAnn; Husman, Jenefer; Semken, Steven; Fuhrman, Miriam

2011-01-01

To motivate student learning, the affective domain--emotion, attitude, and motivation--must be engaged. We propose a model that is specific to the geosciences with theoretical components of motivation and emotion from the field of educational psychology, and a term we are proposing, "connections with Earth" based on research in the…

Geoscience Digital Data Resource and Repository Service

Science.gov (United States)

Mayernik, M. S.; Schuster, D.; Hou, C. Y.

2017-12-01

The open availability and wide accessibility of digital data sets is becoming the norm for geoscience research. The National Science Foundation (NSF) instituted a data management planning requirement in 2011, and many scientific publishers, including the American Geophysical Union and the American Meteorological Society, have recently implemented data archiving and citation policies. Many disciplinary data facilities exist around the community to provide a high level of technical support and expertise for archiving data of particular kinds, or for particular projects. However, a significant number of geoscience research projects do not have the same level of data facility support due to a combination of several factors, including the research project's size, funding limitations, or topic scope that does not have a clear facility match. These projects typically manage data on an ad hoc basis without limited long-term management and preservation procedures. The NSF is supporting a workshop to be held in Summer of 2018 to develop requirements and expectations for a Geoscience Digital Data Resource and Repository Service (GeoDaRRS). The vision for the prospective GeoDaRRS is to complement existing NSF-funded data facilities by providing: 1) data management planning support resources for the general community, and 2) repository services for researchers who have data that do not fit in any existing repository. Functionally, the GeoDaRRS would support NSF-funded researchers in meeting data archiving requirements set by the NSF and publishers for geosciences, thereby ensuring the availability of digital data for use and reuse in scientific research going forward. This presentation will engage the AGU community in discussion about the needs for a new digital data repository service, specifically to inform the forthcoming GeoDaRRS workshop.

The Best and the Brightest in Geosciences: Broadening Representation in the Field

Science.gov (United States)

Myles, L.

2017-12-01

Geoscience research in government agencies and universities across the US is anchored by data collection from field and lab experiments. In these settings, the composition and the culture of the environment can be less welcoming for individuals from groups that are traditionally underrepresented in the geosciences. Ongoing efforts to address diversity and inclusion in the field and lab include top-down approaches that provide support and training for established geoscience leaders and bottom-up approaches that offer research internships and fellowships for students. To achieve success, effective strategies for broadening representation in the field must be developed and shared across the geosciences community to advance scientific innovation and create opportunities for success.

Internet-accessible, near-real-time volcano monitoring data for geoscience education: the Volcanoes Exploration Project—Pu`u `O`o

Science.gov (United States)

Poland, M. P.; Teasdale, R.; Kraft, K.

2010-12-01

Internet-accessible real- and near-real-time Earth science datasets are an important resource for geoscience education, but relatively few comprehensive datasets are available, and background information to aid interpretation is often lacking. In response to this need, the U.S. Geological Survey’s (USGS) Hawaiian Volcano Observatory, in collaboration with the National Aeronautics and Space Administration and the University of Hawai‘i, Mānoa, established the Volcanoes Exploration Project: Pu‘u ‘O‘o (VEPP). The VEPP Web site provides access, in near-real time, to geodetic, seismic, and geologic data from the Pu‘u ‘O‘o eruptive vent on Kilauea Volcano, Hawai‘i. On the VEPP Web site, a time series query tool provides a means of interacting with continuous geophysical data. In addition, results from episodic kinematic GPS campaigns and lava flow field maps are posted as data are collected, and archived Webcam images from Pu‘u ‘O‘o crater are available as a tool for examining visual changes in volcanic activity over time. A variety of background information on volcano surveillance and the history of the 1983-present Pu‘u ‘O‘o-Kupaianaha eruption puts the available monitoring data in context. The primary goal of the VEPP Web site is to take advantage of high visibility monitoring data that are seldom suitably well-organized to constitute an established educational resource. In doing so, the VEPP project provides a geoscience education resource that demonstrates the dynamic nature of volcanoes and promotes excitement about the process of scientific discovery through hands-on learning. To support use of the VEPP Web site, a week-long workshop was held at Kilauea Volcano in July 2010, which included 25 participants from the United States and Canada. The participants represented a diverse cross-section of higher learning, from community colleges to research universities, and included faculty who teach both large introductory non-major classes

The Evolution of Building a Diverse Geosciences in the United States

Science.gov (United States)

Keane, Christopher; Houlton, Heather; Leahy, P. Patrick

2016-04-01

Since the 1960s, the United States has had numerous systematic efforts to support diversity in all parts of society. The American Geosciences Institute has had active ongoing research and diversity promotion programs in the geosciences since 1972. Over this time, the drivers and goals of promoting a diverse discipline have evolved, including in the scope and definition of diversity. The success of these efforts have been mixed, largely driven by wildly different responses by specific gender and racial subsets of the population. Some critical cultural barriers have been solidly identified and mitigation approaches promoted. For example, the use of field work in promotion of geoscience careers and education programs is viewed as a distinct negative by many African American and Hispanic communities as it equates geoscience as non-professional work. Similarly, efforts at improving gender diversity have had great success, especially in the private sector, as life-balance policies and mitigations of implicit biases have been addressed. Yet success in addressing some of these cultural and behavioral issues has also started to unveil other overarching factors, such as the role of socio-economic and geographic location. Recent critical changes in the definition of diversity that have been implemented will be discussed. These include dropping Asian races as underrepresented, the introduction of the multiracial definition, evolution of the nature of gender, and the increased awareness of persons with disabilities as a critical diverse population. This has been coupled with dramatic changes in the drivers for promoting diversity in the geosciences in the U.S. from a moral and ethical good to one of economic imperative and recognizing the way to access the best talent in the population as the U.S. rapidly approaches being a majority minority society. These changes are leading to new approaches and strategies, for which we will highlight specific programmatic efforts both by AGI

Towards a Conceptual Design of a Cross-Domain Integrative Information System for the Geosciences

Science.gov (United States)

Zaslavsky, I.; Richard, S. M.; Valentine, D. W.; Malik, T.; Gupta, A.

2013-12-01

As geoscientists increasingly focus on studying processes that span multiple research domains, there is an increased need for cross-domain interoperability solutions that can scale to the entire geosciences, bridging information and knowledge systems, models, software tools, as well as connecting researchers and organization. Creating a community-driven cyberinfrastructure (CI) to address the grand challenges of integrative Earth science research and education is the focus of EarthCube, a new research initiative of the U.S. National Science Foundation. We are approaching EarthCube design as a complex socio-technical system of systems, in which communication between various domain subsystems, people and organizations enables more comprehensive, data-intensive research designs and knowledge sharing. In particular, we focus on integrating 'traditional' layered CI components - including information sources, catalogs, vocabularies, services, analysis and modeling tools - with CI components supporting scholarly communication, self-organization and social networking (e.g. research profiles, Q&A systems, annotations), in a manner that follows and enhances existing patterns of data, information and knowledge exchange within and across geoscience domains. We describe an initial architecture design focused on enabling the CI to (a) provide an environment for scientifically sound information and software discovery and reuse; (b) evolve by factoring in the impact of maturing movements like linked data, 'big data', and social collaborations, as well as experience from work on large information systems in other domains; (c) handle the ever increasing volume, complexity and diversity of geoscience information; (d) incorporate new information and analytical requirements, tools, and techniques, and emerging types of earth observations and models; (e) accommodate different ideas and approaches to research and data stewardship; (f) be responsive to the existing and anticipated needs

Interdisciplinary cooperation and studies in geoscience in the Carpathian Basin

Directory of Open Access Journals (Sweden)

Marcel MINDRESCU

2012-06-01

Full Text Available An interdisciplinary approach to geoscience is particularly important in this vast research field, as the more innovative studies are increasingly crossing discipline boundaries and thus benefitting from multiple research methods and viewpoints. Grasping this concept has led us to encourage interdisciplinary cooperation by supporting and promoting the creation of “meeting places” able to provide a framework for researchers and scholars involved in geoscience research to find common grounds for discussion and collaboration. Most recently, this was achieved by organizing the 1st Workshop on “Interdisciplinarity in Geosciences in the Carpathian Basin” (IGCB held in the Department of Geography at the University of Suceava (Romania, between the 18th and 22nd October 2012. This event brought together both an international group of scientists and local researchers which created opportunities for collaboration in research topics such as geography, environment, geology and botany, biology and ecology in the Carpathian Basin.

The Digital Library for Earth System Education: A Community Integrator

Science.gov (United States)

Marlino, M. R.; Pandya, R. E.

2003-12-01

The rapid changes in the geoscience research environment have prompted educators to request support for their efforts to reform geoscience educational practices. DLESE, the Digital Library for Earth System Education, responds to this request by providing a single point of access to high-quality educational resources for teaching about the Earth as a system. DLESE is supported by the National Science Foundation and is an operational library used by tens of thousands of educators every month. DLESE resources include a variety of media formats, from text-based lesson plans to highly-sophisticated tools for interactive three-dimensional visualization of authentic scientific data. The DLESE community is particularly interested in partnering with scientific researchers to ensure that the tools of practicing scientists become widely available to geoscience educators. Two emerging large-scale scientific efforts, the GEON project and EarthScope, provide compelling illustrations of the potential of these partnerships. Both are cutting-edge, cross-disciplinary projects that use digital tools in a distributed environment to support scientific investigation. Both have also made a deep commitment to use these same tools to support geoscience education, and both are including DLESE as part of that commitment. Our interactive presentation will allow users to discover a variety of educational resources and communication services within the library. We will highlight those library resources and services that take particular advantage of the digital media to support new modes of learning and teaching. For example, annotation tools allow educators to add tips on the most effective way to use a specific resource. Data services will help educators find and use real-time data to illustrate geoscience phenomena. Multi-dimensional visualization tools allow students to interact with authentic student data in inquiry-based learning environment. DLESE will continue to actively collaborate

GeoMapApp Learning Activities: Enabling the democratisation of geoscience learning

Science.gov (United States)

Goodwillie, A. M.; Kluge, S.

2011-12-01

GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) are step-by-step guided inquiry geoscience education activities that enable students to dictate the pace of learning. They can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is minimised which allows students to spend increased time analysing and understanding a broad range of geoscience data, content and concepts. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; a teacher's edition annotated worksheet containing teaching tips, additional content and suggestions for further work; quizzes for use before and after the activity to assess learning; and a multimedia tutorial. The activities can be used by anyone at any time in any place with an internet connection. In essence, GeoMapApp Learning Activities provide students with cutting-edge technology, research-quality geoscience data sets, and inquiry-based learning in a virtual lab-like environment. Examples of activities so far created are student calculation and analysis of the rate of seafloor spreading, and present-day evidence on the seafloor for huge ancient landslides around the Hawaiian islands. The activities are designed primarily for students at the community college, high school and introductory undergraduate levels, exposing students to content and concepts typically found in those settings.

Earth Science Pipeline: Enhancing Diversity in the Geosciences Through Outreach and Research

Science.gov (United States)

McGill, S. F.; Fryxell, J. E.; Smith, A. L.; Leatham, W. B.; Brunkhorst, B. J.

2004-12-01

Our efforts to increase diversity in the geosciences have been directed towards pre-college students and their teachers as well as towards undergraduate students. We made presentations about the geosciences and careers in geosciences at local schools, and we invited school groups to visit our campus (located near the San Andreas fault) for hands-on activities related to Earth Science. We also led field trips for high school students to other areas of geologic interest in southern California. We hired undergraduate students, including several from under-represented groups, from both our introductory and upper-division geology courses to help with these outreach activities. During 2001-2004, we conducted 169 outreach sessions that involved over 12,000 contact hours with about 5700 students, mostly middle and high school students. The majority (about 74%) of the students participating in these activities were from ethnic groups that are under-represented in the geosciences. Ninety per cent of the students said they would like to go on another field trip like the one they took to our department. At many outreach events we conducted a pre- and post-survey in which we asked students to what extent they agreed with the statement: "It would be fun to be a geologist." The pre-surveys indicated that 42% of the students either agreed or strongly agreed with the statement before participating in the outreach event. After participating, 61% of the students agreed or strongly agreed with the statement. We have also offered summer field trips and research opportunities for high school teachers. In order to attract and retain undergraduate students to the geology major, we have recruited undergraduate students from under-represented groups (and high school teachers) to participate in various research projects. The two largest projects are (1) geologic mapping and monitoring of volcanoes on the island of Dominica, in the Lesser Antilles and (2) using the Global Positioning System

Critical Components of a Successful Undergraduate Research Experience in the Geosciences for Minority Students

Science.gov (United States)

Liou-Mark, J.; Blake, R.; Chukuigwe, C.

2013-12-01

For the past five years, the New York City College of Technology has administered a successful National Science Foundation (NSF) Research Experience for Undergraduates (REU) program. The program provides rich, substantive, academic and life-transformative STEM educational experiences for students who would otherwise not pursue STEM education altogether or would not pursue STEM education through to the graduate school level. The REU Scholars are provided with an opportunity to conduct intensive satellite and ground-based remote sensing research at the National Oceanic and Atmospheric Administration Cooperative Remote Sensing Science and Technology Center (NOAA-CREST). Candidates for the program are recruited from the City University of New York's twenty-three separate campuses. These students engage in a research experience that spans the summer and the fall and spring semesters. Eighty-four percent (84%) of the program participants are underrepresented minorities in STEM, and they are involved in a plethora of undergraduate research best practice activities that include: training courses in MATLAB programming, Geographic Information Systems, and Remote Sensing; workshops in Research Ethics, Scientific Writing, and Oral and Poster Research Presentations; national, regional, and local conference presentations; graduate school support; and geoscience exposure events at national laboratories, agencies, and research facilities. To enhance their success in the program, the REU Scholars are also provided with a comprehensive series of safety nets that include a multi-tiered mentoring design specifically to address critical issues faced by this diverse population. Since the inception of the REU program in 2008, a total of 61 undergraduate students have finished or are continuing with their research or are pursuing their STEM endeavors. All the REU Scholars conducted individual satellite and ground-based remote sensing research projects that ranged from the study of

Partnering with a Community College and Research University to attract Underrepresented Students to the Geosciences: The Student Experience

Science.gov (United States)

Wickham, J. S.; Saunders, D.; Smith, G.

2015-12-01

A NSF sponsored partnership between the University of Texas at Arlington and the Tarrant County College District aimed to attract underrepresented lower-division students interested in STEM to the geosciences. The program recruited 32 students over 3 years, developed an innovative field course, provided tutoring and mentoring programs, and offered research assistantships for students to work with the research university faculty on funded projects. Under-represented students were 66% of the group. The data was gathered via a web-based survey from April 2nd to April 17th, 2015, using both open ended and item-level responses. Out of 32 participants, the response rate was a significant 50%. Some of the survey results include: 1) Most students heard about the program from faulty who recruited them in introductory level classes; 2) Almost all agreed that the geosciences were interesting, fun, important and a good career path; 3) 92% of the community college respondents found transferring to a research university somewhat or not too difficult; 4) The most helpful parts of the program included faculty mentors, the field course, research assistant experiences and relationships with faculty. The least helpful parts included the tutoring services, relationships with other students, and the semester kickoff meetings; 5) over 60% of the students felt very confident in research skills, formulating research questions, lab skills, quantitative skills, time management, collaborating and working independently. They were less confident in planning research, graphing results, writing papers and making oral presentations; 6) most found the faculty very helpful in advising and mentoring, and 86% said they were comfortable asking at least one faculty member for a reference letter; 7) 93% said they were likely to pursue a geoscience career and 86% were confident or somewhat confident they would be successful.

Rocks, Landforms, and Landscapes vs. Words, Sentences, and Paragraphs: An Interdisciplinary Team Approach to Teaching the Tie Between Scientific Literacy and Inquiry-based Writing in a Community College's Geoscience Program and a University's' Geoscience Program

Science.gov (United States)

Thweatt, A. M.; Giardino, J. R.; Schroeder, C.

2014-12-01

Scientific literacy and inquiry-based writing go together like a hand and glove. Science literacy, defined by NRC in The NSF Standards, stresses the relationship between knowledge of science and skill in literacy so "a person can ask, find, or determine answers to questions derived from curiosity about everyday experiences. It means that a person has the ability to describe, explain, and predict natural phenomena. Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed." A growing body of research and practice in science instruction suggests language is essential in the practice of the geosciences. Writing and critical thinking are iterative processes. We use this approach to educate our geoscience students to learn, write, and think critically. One does not become an accomplished writer via one course. Proficiency is gained through continued exposure, guidance and tailored assignments. Inquiry-based geoscience makes students proficient in the tools of the geosciences and to develop explanations to questions about Earth events. We have scaffolded our courses from introductory geology, English composition, writing in the geosciences, introduction to field methods and report writing to do more critical thinking, research data gatherings, and in-depth analysis and synthesis. These learning experiences that encourage students to compare their reasoning models, communicate verbally, written and graphically. The English composition course sets the stage for creative assignments through formulation of original research questions, collection of primary data, analysis, and construction of written research papers. Proper use of language allows students to clarify

Creating Authentic Geoscience Research Experiences for Underrepresented Students in Two-Year Undergraduate Programs

Science.gov (United States)

Liou-Mark, J.; Blake, R.

2014-12-01

With community college and two-year program students playing pivotal roles in advancing the nation's STEM agenda now and throughout the remainder of this young millennia, it is incumbent on educators to devise innovative and sustainable STEM initiatives to attract, retain, graduate, and elevate these students to four-year programs and beyond. Involving these students in comprehensive, holistic research experiences is one approach that has paid tremendous dividends. The New York City College of Technology (City Tech) was recently awarded a National Science Foundation Research Experiences for Undergraduates (REU) supplemental grant to integrate a community college/two-year program component into its existing REU program. The program created an inviting and supportive community of scholars for these students, nurtured them through strong, dynamic mentoring, provided them with the support structures needed for successful scholarship, and challenged them to attain the same research prominence as their Bachelor degree program companions. Along with their colleagues, the community college/two-year program students were given an opportunity to conduct intensive satellite and ground-based remote sensing research at the National Oceanic and Atmospheric Administration Cooperative Remote Sensing Science and Technology Center (NOAA-CREST) at City College and its CREST Institute Center for Remote Sensing and Earth System Science (ReSESS) at City Tech. This presentation highlights the challenges, the rewards, and the lessons learned from this necessary and timely experiment. Preliminary results indicate that this paradigm for geoscience inclusion and high expectation has been remarkably successful. (The program is supported by NSF REU grant #1062934.)

AMIDST: Attracting Minorities to Geosciences Through Involved Digital Story Telling

Science.gov (United States)

Prakash, A.; Ohler, J.; Cooper, C.; McDermott, M.; Heinrich, J.; Johnson, R.; Leeper, L.; Polk, N.; Wimer, T.

2009-12-01

Attracting Minorities to Geosciences Through Involved Digital Story Telling (AMIDST) is a project funded by the Geoscience Directorate of the National Science Foundation through their program entitled Opportunities for Enhancing Diversity in Geosciences. This project centers around the idea of integrating place-based geoscience education with culturally sensitive digital story telling, to engage and attract Alaska’s native and rural children from grades 3 through 5 to geosciences. In Spring 2008 we brought together a team 2 native elders, a group of scientists and technicians, an evaluator, 2 teachers and their 24 third grade students from Fairbanks (interior Alaska) to create computer-based digital stories around the geoscience themes of permafrost, and forest fires. These two to four minutes digital narratives consisted of a series of images accompanied by music and a voice-over narration by the children. In Fall 2008 we worked with a similar group from Nome (coastal town in western Alaska). The geoscience themes were climate change, and gold in Alaska. This time the students used the same kind of “green screen” editing so prevalent in science fiction movies. Students enacted and recorded their stories in front of a green screen and in post-production replaced the green background with photos, drawings and scientific illustrations related to their stories. Evaluation involved pre and post project tests for all participants, mid-term individual interviews and exit-interviews of selected participants. Project final assessment results from an independent education evaluator showed that both students and teachers improved their geo science content knowledge about permafrost, forest fires, gold mining, and sea ice changes. Teachers and students went through a very steep learning curve and gained experience and new understanding in digital storytelling in the context of geologic phenomena of local interest. Children took pride in being creators, directors and

Translational Geoscience: Converting Geoscience Innovation into Societal Impacts

Science.gov (United States)

Schiffries, C. M.

2015-12-01

Translational geoscience — which involves the conversion of geoscience discovery into societal, economic, and environmental impacts — has significant potential to generate large benefits but has received little systematic attention or resources. In contrast, translational medicine — which focuses on the conversion of scientific discovery into health improvement — has grown enormously in the past decade and provides useful models for other fields. Elias Zerhouni [1] developed a "new vision" for translational science to "ensure that extraordinary scientific advances of the past decade will be rapidly captured, translated, and disseminated for the benefit of all Americans." According to Francis Collins, "Opportunities to advance the discipline of translational science have never been better. We must move forward now. Science and society cannot afford to do otherwise." On 9 July 2015, the White House issued a memorandum directing U.S. federal agencies to focus on translating research into broader impacts, including commercial products and decision-making frameworks [3]. Natural hazards mitigation is one of many geoscience topics that would benefit from advances in translational science. This paper demonstrates that natural hazards mitigation can benefit from advances in translational science that address such topics as improving emergency preparedness, communicating life-saving information to government officials and citizens, explaining false positives and false negatives, working with multiple stakeholders and organizations across all sectors of the economy and all levels of government, and collaborating across a broad range of disciplines. [1] Zerhouni, EA (2005) New England Journal of Medicine 353(15):1621-1623. [2] Collins, FS (2011) Science Translational Medicine 3(90):1-6. [3] Donovan, S and Holdren, JP (2015) Multi-agency science and technology priorities for the FY 2017 budget. Executive Office of the President of the United States, 5 pp.

LIME: 3D visualisation and interpretation of virtual geoscience models

Science.gov (United States)

Buckley, Simon; Ringdal, Kari; Dolva, Benjamin; Naumann, Nicole; Kurz, Tobias

2017-04-01

Three-dimensional and photorealistic acquisition of surface topography, using methods such as laser scanning and photogrammetry, has become widespread across the geosciences over the last decade. With recent innovations in photogrammetric processing software, robust and automated data capture hardware, and novel sensor platforms, including unmanned aerial vehicles, obtaining 3D representations of exposed topography has never been easier. In addition to 3D datasets, fusion of surface geometry with imaging sensors, such as multi/hyperspectral, thermal and ground-based InSAR, and geophysical methods, create novel and highly visual datasets that provide a fundamental spatial framework to address open geoscience research questions. Although data capture and processing routines are becoming well-established and widely reported in the scientific literature, challenges remain related to the analysis, co-visualisation and presentation of 3D photorealistic models, especially for new users (e.g. students and scientists new to geomatics methods). Interpretation and measurement is essential for quantitative analysis of 3D datasets, and qualitative methods are valuable for presentation purposes, for planning and in education. Motivated by this background, the current contribution presents LIME, a lightweight and high performance 3D software for interpreting and co-visualising 3D models and related image data in geoscience applications. The software focuses on novel data integration and visualisation of 3D topography with image sources such as hyperspectral imagery, logs and interpretation panels, geophysical datasets and georeferenced maps and images. High quality visual output can be generated for dissemination purposes, to aid researchers with communication of their research results. The background of the software is described and case studies from outcrop geology, in hyperspectral mineral mapping and geophysical-geospatial data integration are used to showcase the novel

The Other Kind of Rock: Diversifying Geosciences Outreach with some Tools from Rock n' Roll

Science.gov (United States)

Konecky, B. L.

2015-12-01

Music can communicate science at times when words and graphs fail. For this reason, earth scientists are increasingly using sounds and rhythms to capture the public's imagination while demonstrating technical concepts and sharing the societal impacts of their research. Musical approaches reach across the boundaries of perceptual learning style, age, gender, and life history. Music therefore makes science (and scientists) more approachable to a wide range of people. But in addition to its unique power for engaging diverse audiences, music-based outreach also sets an example for the geosciences' untapped potential as a public empowerment tool. Like many STEM fields, the music industry has long been criticized for poor inclusion of women and minorities. Rock n' roll camps for girls are answering this challenge by teaching music as a vessel for empowerment, with principles that can easily be adapted to geoscience outreach and education. The process of observing the planet is innately empowering; outreach programs that emphasize this in their design will take their impacts to the next level. Just as diversity in the scientific community benefits geoscience, geoscience also benefits diverse communities. This presentation will outline some principles and applications from the music world to achieving both of these aims.

The AAG's ALIGNED Toolkit: A Place-based Approach to Fostering Diversity in the Geosciences

Science.gov (United States)

Rodrigue, C. M.

2012-12-01

Where do we look to attract a more diverse group of students to academic programs in geography and the geosciences? What do we do once we find them? This presentation introduces the ALIGNED Toolkit developed by the Association of American Geographers, with funding from the NSF's Opportunities to Enhance Diversity in the Geosciences (OEDG) Program. ALIGNED (Addressing Locally-tailored Information Infrastructure and Geoscience Needs for Enhancing Diversity) seeks to align the needs of university departments and underrepresented students by drawing upon the intellectual wealth of geography and spatial science to provide better informed, knowledge-based action to enhance diversity in higher education and the geoscience workforce. The project seeks to inform and transform the ways in which departments and programs envision and realize their own goals to enhance diversity, promote inclusion, and broaden participation. We also seek to provide the data, information, knowledge, and best practices needed in order to enhance the recruitment and retention of underrepresented students. The ALIGNED Toolkit is currently in a beta release, available to 13 pilot departments and 50 testing departments of geography/geosciences. It consolidates a variety of data from departments, the U.S. Census Bureau, and the U.S. Department of Education's National Center for Education Statistics to provide interactive, GIS-based visualizations across multiple scales. It also incorporates a place-based, geographic perspective to support departments in their efforts to enhance diversity. A member of ALIGNED's senior personnel, who is also a representative of one of the pilot departments, will provide an overview and preview of the tool while sharing her department's experiences in progressing toward its diversity goals. A brief discussion on how geoscience departments might benefit from the ALIGNED approach and resources will follow. Undergraduate advisors, graduate program directors, department

International Convergence on Geoscience Cyberinfrastructure

Science.gov (United States)

Allison, M. L.; Atkinson, R.; Arctur, D. K.; Cox, S.; Jackson, I.; Nativi, S.; Wyborn, L. A.

2012-04-01

interoperability across scientific domains, 4) support the promulgation and institutionalization of agreed-upon standards, protocols, and practice, and 5) enhance knowledge transfer not only across the community, but into the domain sciences, 6) lower existing entry barriers for users and data producers, 7) build on the existing disciplinary infrastructures leveraging their service buses. . All of these objectives are required for establishing a permanent and sustainable cyber(e)-infrastructure for the geosciences. The rationale for this approach is well articulated in the AuScope mission statement: "Many of these problems can only be solved on a national, if not global scale. No single researcher, research institution, discipline or jurisdiction can provide the solutions. We increasingly need to embrace e-Research techniques and use the internet not only to access nationally distributed datasets, instruments and compute infrastructure, but also to build online, 'virtual' communities of globally dispersed researchers." Multidisciplinary interoperability can be successfully pursued by adopting a "system of systems" or a "Network of Networks" philosophy. This approach aims to: (a) supplement but not supplant systems mandates and governance arrangements; (b) keep the existing capacities as autonomous as possible; (c) lower entry barriers; (d) Build incrementally on existing infrastructures (information systems); (e) incorporate heterogeneous resources by introducing distribution and mediation functionalities. This approach has been adopted by the European INSPIRE (Infrastructure for Spatial Information in the European Community) initiative and by the international GEOSS (Global Earth Observation System of Systems) programme.

Social Technologies to Jump Start Geoscience Careers

Science.gov (United States)

Keane, Christopher; Martinez, Cynthia; Gonzales, Leila

2010-05-01

early career geoscientists to tune in what's going on in the geoscience community, to meet geoscience professionals, and to find innovative career ideas. Early analysis of the page's participants indicates that the network is reaching its intended audience, with more than two-thirds of "fans" participating in the page falling in the 18-34 age range. Twenty-seven percent of these are college-aged, or 18-24 years old. An additional 20% of the page's fans are over age 45, providing students with access to seasoned geoscientists working in a variety of professions. GeoConnection's YouTube Channel includes video resources for students on educational pathways and career choices. Videos on the channel have received more than 100,000 views collectively. In addition, the AGI Workforce program has been an active participant in the YES network, and facilitated the virtual participation of both speakers and attendees for the first YES Congress, held in October 2009 in Beijing. By integrating webinar technologies and other social media, the breadth of attendees and speakers at the Congress was greatly expanded. Challenges with technology represented the minor problem for this effort, but rather human factors required the greatest focus to ensure success. Likewise, the challenge for the GeoConnection Network is not so much technology implementation, but rather remaining responsive and relevant with the ever-changing landscape of online communications. Reports show that participation in social-networking media among young people ages 16-24 has dropped (eg. Istrategy Labs, 2009, Ofcom, 2009) however, internet use among younger generations is high. Geoscience organizations must identify and participate in new online communications trends in order to continue to reach students and young professionals, but also, these individuals must also communicate with geosciences organizations so that the appropriate technologies and venues can be provided to strengthen the interconnect between

The "Week Of Planet Earth" Italy Discovering Geosciences: a More Informed Society is a More Engaged Society.

Science.gov (United States)

Seno, S.; Coccioni, R.

2016-12-01

The "Week of Planet Earth" (www.settimanaterra.org) is a science festival that involves the whole of the Italian Regions: founded in 2012, it has become the largest event of Italian Geosciences and one of the biggest European science festivals. During a week in October several locations distributed throughout the Country are animated by events, called "Geoeventi", to disseminate geosciences to the masses and deliver science education by means of a wide range of activities: hiking, walking in city and town centers, open-door at museums and research centers, guided tours, exhibitions, educational and experimental workshops for children and young people, music and art performances, food and wine events, lectures, conferences, round tables. Universities and colleges, research centers, local Authorities, cultural and scientific associations, parks and museums, professionals organize the Geoeventi. The festival aims at bringing adults and young people to Geosciences, conveying enthusiasm for scientific research and discoveries, promoting sustainable cultural tourism, aware of environmental values and distributed all over Italy. The Geoeventi shed light both on the most spectacular and on the less known geological sites, which are often a stone's throw from home. The Week of Planet Earth is growing year after year: the 2016 edition proposes 310 Geoeventi, 70 more than in 2015. The number of places involved in the project also increased and rose from 180 in 2015 to 230 in 2016. This initiative, that is also becoming a significant economic driver for many small companies active in the field of science divulgation, is analyzed, evaluated and put in a transnational network perspective.

METALS (Minority Education Through Traveling and Learning in the Sciences) and the Value of Collaborative Field-centered Experiences in the Geosciences (Invited)

Science.gov (United States)

White, L. D.

2013-12-01

METALS (Minority Education Through Traveling and Learning in the Sciences) is a field-based, geoscience diversity program developed by a collaborative venture among San Francisco State University, the University of Texas at El Paso, the University of New Orleans, and Purdue University. Since 2010, this program has created meaningful geoscience experiences for underrepresented minorities by engaging 30 high school students in experiential learning opportunities each year. During METALS field trips, the primarily urban students observe natural landforms, measure water quality, conduct beach profiles, and interpret stratigraphic and structural features in locations that have included southern Utah, southern Louisiana, central Wyoming, and northern California. In these geological settings participants are also able to focus on societally relevant, community-related issues. Results from program evaluation suggest that student participants view METALS as: (1) opening up new opportunities for field-based science not normally available to them, (2) engaging in a valuable science-based field experience, (3) an inspirational, but often physically challenging, undertaking that combines high-interest geology content with an exciting outdoor adventure, and (4) a unique social experience that brings together people from various parts of the United States. Further evaluation findings from the four summer trips completed thus far demonstrate that active learning opportunities through direct interaction with the environment is an effective way to engage students in geoscience-related learning. Students also seem to benefit from teaching strategies that include thoughtful reflection, journaling, and teamwork, and mentors are positive about engaging with these approaches. Participants appear motivated to explore geoscience topics further and often discuss having new insights and new perspectives leading to career choices in geosciences. Additionally, students who had a prior and

Building Strong Geoscience Programs: Perspectives From Three New Programs

Science.gov (United States)

Flood, T. P.; Munk, L.; Anderson, S. W.

2005-12-01

During the past decade, at least sixteen geoscience departments in the U.S. that offer a B.S. degree or higher have been eliminated or dispersed. During that same time, three new geoscience departments with degree-granting programs have been developed. Each program has unique student demographics, affiliation (i.e. public institution versus private liberal arts college), geoscience curricula and reasons for initiation. Some of the common themes for each program include; 1) strong devotion to providing field experiences, 2) commitment to student-faculty collaborative research, 3) maintaining traditional geology program elements in the core curriculum and 4) placing students into high quality graduate programs and geoscience careers. Although the metrics for each school vary, each program can claim success in the area of maintaining solid enrollments. This metric is critical because programs are successful only if they have enough students, either in the major and/or general education courses, to convince administrators that continued support of faculty, including space and funding is warranted. Some perspectives gained through the establishment of these new programs may also be applicable to established programs. The success and personality of a program can be greatly affected by the personality of a single faculty member. Therefore, it may not be in the best interest of a program to distribute programmatic work equally among all faculty. For example, critical responsibilities such as teaching core and introductory courses should be the responsibility of faculty who are fully committed to these pursuits. However, if these responsibilities reduce scholarly output, well-articulated arguments should be developed in order to promote program quality and sustainability rather than individual productivity. Field and undergraduate research experiences should be valued as much as high-quality classroom and laboratory instruction. To gain the support of the administration

Early College STEM-focused High Schools: A Natural and Overlooked Recruitment Pool for the Geosciences

Science.gov (United States)

Freeman, R.; Bathon, J.; Fryar, A. E.; Lyon, E.; McGlue, M. M.

2017-12-01

As national awareness of the importance of STEM education has grown, so too has the number of high schools that specifically emphasize STEM education. Students at these schools outperform their peers and these institutions send students into the college STEM pipeline at twice the rate of the average high school or more. Another trend in secondary education is the "early college high school" (ECHS) model, which encourages students to prepare for and attend college while in high school. These high schools, particularly ECHS's that focus on STEM, represent a natural pool for recruitment into the geosciences, yet most efforts at linking high school STEM education to future careers focus on health sciences or engineering. Through the NSF GEOPATHS-IMPACT program, the University of Kentucky (UK) Department of Earth and Environmental Science and the STEAM Academy, a STEM-focused ECHS located in Lexington, KY, have partnered to expose students to geoscience content. This public ECHS admits students using a lottery system to ensure that the demographics of the high school match those of the surrounding community. The perennial problem for recruiting students into geosciences is the lack of awareness of it as a potential career, due to lack of exposure to the subject in high school. Although the STEAM Academy does not offer an explicitly-named geoscience course, students begin their first semester in 9th grade Integrated Science. This course aligns to the Next Generation Science Standards (NGSS), which include a variety of geoscience content. We are working with the teachers to build a project-based learning curriculum to include explicit mention and awareness of careers in geosciences. The second phase of our project involves taking advantage of the school's existing internship program, in which students develop professional skills and career awareness by spending either one day/week or one hour/day off campus. We hosted our second round of interns this year. Eventually we

Web-based Academic Roadmaps for Careers in the Geosciences

Science.gov (United States)

Murray, D. P.; Veeger, A. I.; Grossman-Garber, D.

2007-12-01

To a greater extent than most science programs, geology is underrepresented in K-12 curricula and the media. Thus potential majors have scant knowledge of academic requirements and career trajectories, and their idea of what geologists do--if they have one at all--is outdated. We have addressed these concerns by developing a dynamic, web-based academic roadmap for current and prospective students, their families, and others who are contemplating careers in the geosciences. The goals of this visually attractive "educational pathway" are to not only improve student recruitment and retention, but to empower student learning by creating better communication and advising tools that can render our undergraduate program transparent for learners and their families. Although we have developed academic roadmaps for four environmental and life science programs at the University of Rhode Island, we focus here on the roadmap for the geosciences, which illustrates educational pathways along the academic and early-career continuum for current and potential (i.e., high school) students who are considering the earth sciences. In essence, the Geosciences Academic Roadmap is a "one-stop'" portal to the discipline. It includes user- friendly information about our curriculum, outcomes (which at URI are tightly linked to performance in courses and the major), extracurricular activities (e.g., field camp, internships), careers, graduate programs, and training. In the presentation of this material extensive use is made of streaming video, interviews with students and earth scientists, and links to other relevant sites. Moreover, through the use of "Hot Topics", particular attention is made to insure that examples of geoscience activities are not only of relevance to today's students, but show geologists using the modern methods of the discipline in exciting ways. Although this is a "work-in-progress", evaluation of the sites, by high school through graduate students, has been strongly

Intersection of Hip-Hop and Geoscience: Changes in The Climate

Science.gov (United States)

López, R. D.; Heraldo, S. E.; Nawman, M. A.; Gerry, V. R.; Gerry, M. A.

2017-12-01

Professionals and educators in the science, technology, engineering, art, and mathematics (STEAM) field rely heavily on scientific communication to convey innovations, concepts, and evidence-based policy. The geosciences presents itself as a unique field to communicate respective scientific endeavors, as research efforts have direct impacts on the Earth's resources and understanding natural processes. Several of the authors have previously composed musical pieces that integrated Earth Sciences with music, utilizing this as mechanism to not only foster creativity, but to also establish more dynamic outreach efforts. Unfortunately, geoscience does not readily present itself as a field that is easily accessible to minorities - particularly women, people of color, and those from disadvantaged communities. However, music is somewhat of a universal form of communication that is accessible to everyone. It is through the intersection of hip-hop and geoscience, that topics can be introduced to communities in unique ways. Flows in Hydrogeology was a previous project that several of the authors produced as a means to connect with youth who identify with the hip-hop community, while encouraging inquiry in the STEAM fields. Several of the authors grew up and still reside in some of the most violent cities in the United States of America. The authors have utilized their respective backgrounds in both upbringing and career endeavors to help bridge the gap between science and disadvantaged communities. The musical piece, Changes in the Climate, illustrates the power of understanding the changes in one's life and surrounding world via delivery of concepts with hip-hop and rap. Therefore this musical composition not only integrates STEAM and music, but also serves as mechanism for outreach and encouraging diversity. Such actions could yield the success of accessing untapped potential, while fostering unique opportunities for future collaboration between professionals in geoscience

Geoscience is Important? Show Me Why

Science.gov (United States)

Boland, M. A.

2017-12-01

"The public" is not homogenous and no single message or form of messaging will connect the entire public with the geosciences. One approach to promoting trust in, and engagement with, the geosciences is to identify specific sectors of the public and then develop interactions and communication products that are immediately relevant to that sector's interests. If the content and delivery are appropriate, this approach empowers people to connect with the geosciences on their own terms and to understand the relevance of the geosciences to their own situation. Federal policy makers are a distinct and influential subgroup of the general public. In preparation for the 2016 presidential election, the American Geosciences Institute (AGI) in collaboration with its 51 member societies prepared Geoscience for America's Critical Needs: Invitation to a National Dialogue, a document that identified major geoscience policy issues that should be addressed in a national policy platform. Following the election, AGI worked with eight other geoscience societies to develop Geoscience Policy Recommendations for the New Administration and the 115th Congress, which outlines specific policy actions to address national issues. State and local decision makers are another important subgroup of the public. AGI has developed online content, factsheets, and case studies with different levels of technical complexity so people can explore societally-relevant geoscience topics at their level of technical proficiency. A related webinar series is attracting a growing worldwide audience from many employment sectors. Partnering with government agencies and other scientific and professional societies has increased the visibility and credibility of these information products with our target audience. Surveys and other feedback show that these products are raising awareness of the geosciences and helping to build reciprocal relationships between geoscientists and decision makers. The core message of all

Geosciences. Hearings before the Subcommittee on Energy Research and Development of the Committee on Science, Space, and Technology, House of Representatives, One Hundredth Congress, First Session, July 15, 16, 1987

International Nuclear Information System (INIS)

Anon.

1988-01-01

The hearing reviewed the Federal programs in geoscience research, particularly as they relate to the exploration, the characterization, the processing, and ultimately the extraction of our indigenous energy sources. The emphasis of the hearing is on oil and gas recovery, with special attention on the Energy Research Advisory Board's February report on DOE geoscience programs. The geoscience program also focuses on research and nuclear energy supply and research and management of radioactive non-nuclear waste. The US Geological Survey report on uranium supplies is discussed. The major focus of these two days of hearings is to identify ways to ensure availability of adequate supplies of hydrocarbon resources through development and use of advanced methods of characterization and extraction. Further, it looks at the adequacy of the federally funded geosciences efforts and the interaction of those efforts with national laboratories, universities, and the private sector. Testimony was heard from five panels: the US Department of Energy, National Laboratories, Universities, States, and Industry

Lessons Learned for Recruiting and Retaining Native Hawaiians in the Geosciences

Science.gov (United States)

Gibson, B. A.; Brock, L.; Levine, R.; Spencer, L.; Wai, B.; Puniwai, N.

2008-12-01

Many Native Hawaiian and Pacific Island (NHPI) college students are unaware of the majors or career possibilities within geoscience disciplines. This notably can be seen by the low number of NHPI students who graduate with a bachelor's degree in an ocean or Earth science-related field within the University of Hawaii (UH) System. To help address this disparity, the Ka'Imi'Ike Program, which is funded through the Opportunities for Enhancing Diversity in the Geosciences (OEDG) Program at NSF, was started at the University of Hawaii at Manoa to attract and support NHPI students in the geosciences. A key component of the program is the recruiting of NHPI students to disciplines in the geosciences through linking geoscience concepts with their culture and community. This includes a 3-week Explorations in the Geosciences summer institute that introduces incoming freshmen and current UH sophomores to the earth, weather, and ocean sciences via hands-on field and lab experiences. Ka'Imi'Ike also provides limited support for current geoscience majors through scholarships and internship opportunities. Results from student journals and pre- and post- questionnaires given to students during the summer institute have shown the program to be successful in increasing student interest and knowledge of the geoscience disciplines. Demonstrating the links between scientific thought and NHPI culture has been crucial to peaking the students' interest in the geosciences. The results also show that there is a need to include more specifics related to local career options, especially information that can be shared with the students' family and community as our data show that parents play a formidable role in the career path a student chooses. Moreover, in order to provide a more contiguous pipeline of support for NHPI students, Ka'Imi'Ike is beginning to network its students from the summer institute to other programs, such as the C-MORE Scholars Program, which offer undergraduate research

The FY1997 meeting for information exchange of geoscience research. Collection of literature

Energy Technology Data Exchange (ETDEWEB)

NONE

1997-09-01

The Tono Geoscience Center of PNC has been conducting research programs aiming at underground disposal of radioactive wastes. This document is the collection of summary papers presented to the meeting which was held at Toki, Gifu Prefecture on July 17 - 18, 1997. Total of 33 papers are given under two main themes: (1) research on long-term stability of geologic environment and (2) research on characteristics of geologic environment. The second theme is further divided into the four sub-themes: (a) investigation in the Tono Mine, (b) research of broad underground water flow, (c) in-situ test at Kamaishi and (d) development of survey techniques and equipment. Seven papers are contributed to the first theme and 21 papers to the second: five papers to (a), six to (b), seven to (c) and six to (d), including three of the poster session. (H. Yokoo)

Portrayal of the Geosciences in the New York Times

Science.gov (United States)

Wysession, M. E.; Lindstrom, A.

2017-12-01

An analysis of the portrayal of science, including the geosciences, in the New York Times shows that geoscience topics dominate front-page science coverage, appearing significantly more often than articles concerning biology, chemistry, or physics. This is significant because the geosciences are sometimes portrayed (in most high schools, for example) as being of less significance or importance than the other sciences, yet their portrayal in what is arguably the leading U.S. newspaper shows just the opposite - that the geosciences are the most relevant and newsworthy of the sciences. We analyzed NY Times front pages and Tuesday "Science Times" sections for 2012 - 2015, and looked at many parameters including science discipline, the kind of article (research, policy, human-interest, etc.), correlations to the "big ideas" of the Next Generation Science Standards, and for the geosciences, a break-down of sub-disciplines. For the front pages, we looked at both full articles and call-outs to articles on later pages. For front-page full articles, geoscience-related articles were more frequent (almost 60%) than biology, chemistry, and physics combined. Including call-outs to later articles, the geosciences still made the most front-page appearances (almost 40%), and this included the fact that 1/3 of front-page science articles were medicine-related, which accounted for nearly all of the biology and chemistry articles. Interestingly, what the NY Times perceived as "science" differed significantly: 60% of all Tuesday "Science Times" articles were medicine-related, and even removing these, biology (40%) edged the geosciences (35%) as the most frequent Science Times articles. Of the front-page geoscience articles, the topics were dominated each year by natural hazards, natural resources, and human impacts, with the percentage of human-impact-related articles almost doubling over the 4 years. The most significant 4-year trend was in the attention paid to climate change. For

Developing a Diverse Professoriate - Preliminary Outcomes from a Professional Development Workshop for Underrepresented Minorities in the Geosciences

Science.gov (United States)

Houlton, H. R.; Keane, C. M.; Seadler, A. R.; Wilson, C. E.

2012-12-01

A professional development workshop for underrepresented minority, future and early-career faculty in the geosciences was held in April of 2012. Twenty seven participants traveled to the Washington DC metro area and attended this 2.5 day workshop. Participants' career levels ranged from early PhD students to Assistant Professors, and they had research interests spanning atmospheric sciences, hydrology, solid earth geoscience and geoscience education. Race and ethnicity of the participants included primarily African American or Black individuals, as well as Hispanic, Native American, Native Pacific Islanders and Caucasians who work with underrepresented groups. The workshop consisted of three themed sessions led by prestigious faculty members within the geoscience community, who are also underrepresented minorities. These sessions included "Guidance from Professional Societies," "Instructional Guidance" and "Campus Leadership Advice." Each session lasted about 3 hours and included a mixture of presentational materials to provide context, hands-on activities and robust group discussions. Two additional sessions were devoted to learning about federal agencies. For the morning session, representatives from USGS and NOAA came to discuss opportunities within each agency and the importance of promoting geoscience literacy with our participants. The afternoon session gave the workshop attendees the fortunate opportunity to visit NSF headquarters. Participants were welcomed by NSF's Assistant Director for Geosciences and took part in small group meetings with program officers within the Geosciences Directorate. Participants indicated having positive experiences during this workshop. In our post-workshop evaluation, the majority of participants revealed that they thought the sessions were valuable, with many finding the sessions extremely valuable. The effectiveness of each session had similar responses. Preliminary results from 17 paired sample t-tests show increased

International Geoscience Workforce Trends: More Challenges for Federal Agencies

Science.gov (United States)

Groat, C. G.

2005-12-01

Concern about the decreasing number of students entering undergraduate geoscience programs has been chronic and, at times, acute over the past three decades. Despite dwindling populations of undergraduate majors, graduate programs have remained relatively robust, bolstered by international students. With Increasing competition for graduate students by universities in Europe, Japan, Australia, and some developing countries, and with procedural challenges faced by international students seeking entry into the United States and its universities, this supply source is threatened. For corporations operating on a global scale, the opportunity to employ students from and trained in the regions in which they operate is generally a plus. For U.S. universities that have traditionally supplied this workforce, the changing situation poses challenges, but also opportunities for creative international partnerships. Federal government science agencies face more challenges than opportunities in meeting workforce needs under both present and changing education conditions. Restrictions on hiring non-U.S. citizens into the permanent workforce have been a long-standing issue for federal agencies. Exceptions are granted only where they can document the absence of eligible U.S.-citizen candidates. The U.S. Geological Survey has been successful in doing this in its Mendenhall Postdoctoral Research Fellowship Program, but there has been no solution to the broader limitation. Under current and forecast workforce recruitment conditions, creativity, such as that evidenced by the Mendenhall program,will be necessary if federal agencies are to draw from the increasingly international geoscience talent pool. With fewer U.S. citizens in U.S. geoscience graduate programs and a growing number of advanced-degreed scientists coming from universities outside the U.S., the need for changes in federal hiring policies is heightened. The near-term liklihood of this is low and combined with the decline in

Generic and scientific constraints involving geoethics and geoeducation in planetary geosciences

Science.gov (United States)

Martínez-Frías, Jesús

2013-04-01

Geoscience education is a key factor in the academic, scientific and professional progress of any modern society. Geoethics is an interdisciplinary field, which involves Earth and Planetary Sciences as well as applied ethics, regarding the study of the abiotic world. These coss-cutting interactions linking scientific, societal and cultural aspects, consider our planet, in its modern approach, as a system and as a model. This new perspective is extremely important in the context of geoducation in planetary geosciences. In addition, Earth, our home planet, is the only planet in our solar system known to harbor life. This also makes it crucial to develop any scientific strategy and methodological technique (e.g. Raman spectroscopy) of searching for extraterrestrial life. In this context, it has been recently proposed [1-3] that the incorporation of the geoethical and geodiversity issues in planetary geology and astrobiology studies would enrich their methodological and conceptual character (mainly but not only in relation to planetary protection). Modern geoscience education must take into account that, in order to understand the origin and evolution of our planet, we need to be aware that the Earth is open to space, and that the study of meteorites, asteroids, the Moon and Mars is also essential for this purpose (Earth analogs are also unique sites to define planetary guidelines). Generic and scientific constraints involving geoethics and geoeducation should be incorporated into the teaching of all fundamental knowledge and skills for students and teachers. References: [1] Martinez-Frias, J. et al. (2009) 9th European Workshop on Astrobiology, EANA 09, 12-14 October 2009, Brussels, Belgiam. [2] Martinez-Frias, J., et al. (2010) 38th COSPAR Scientific Assembly. Protecting the Lunar and Martian Environments for Scientific Research, Bremen, Germany, 18-25 July. [3] Walsh et al. (2012) 43rd Lunar and Planetary Science Conference, 1910.pdf

Alternative Evaluation Designs for Data-Centered Technology-Based Geoscience Education Projects

Science.gov (United States)

Zalles, D. R.

2012-12-01

This paper will present different strategies for how to evaluate contrasting K-12 geoscience classroom-based interventions with different goals, leveraging the first author's experiences as principal investigator of four NSF and NASA-funded geoscience education projects. Results will also be reported. Each project had its own distinctive features but all had in common the broad goal of bringing to high school classrooms uses of real place-based geospatial data to study the relationships of Earth system phenomena to climate change and sustainability. The first project's goal was to produce templates and exemplars for curriculum and assessment designs around studying contrasting geoscience topics with different data sets and forms of data representation. The project produced a near transfer performance assessment task in which students who studied climate trends in Phoenix turned their attention to climate in Chicago. The evaluation looked at the technical quality of the assessment instrument as measured by inter-rater reliability. It then analyzed the assessment results against student responses to the instructional tasks about Phoenix. The evaluation proved useful in pinpointing areas of student strength and weakness on different inquiry tasks, from simple map interpretation to analysis of contrasting claims about what the data indicate. The goal of the second project was to produce an exemplar curriculum unit that bridges Western science and traditional American Indian ecological knowledge for student learning and skill building about local environmental sustainability issues. The evaluation looked at the extent to which Western and traditional perspectives were incorporated into the design of the curriculum. The curriculum was not constructed with a separate assessment, yet evidence centered design was utilized to extrapolate from the exemplar unit templates for future instructional and assessment tasks around other places, other sustainability problems, and

Beyond the Classroom: The Potential of After School Programs to Engage Diverse High School Students in the Geosciences

Science.gov (United States)

Pickering, J.; Briggs, D. E.; Alonzo, J.

2011-12-01

Over the last decade many influential reports on how to improve the state of STEM education in the United States have concluded that students need exciting science experiences that speak to their interests - beyond the classroom. High school students spend only about one third of their time in school. After school programs are an important opportunity to engage them in activities that enhance their understanding of complex scientific issues and allow them to explore their interests in more depth. For the last four years the Peabody Museum, in partnership with Yale faculty, other local universities and the New Haven Public Schools, has engaged a diverse group of New Haven teens in an after school program that provides them with multiple opportunities to explore the geosciences and related careers, together with access to the skills and support needed for college matriculation. The program exposes 100 students each year to the world of geoscience research; internships; the development of a Museum exhibition; field trips; opportunities for paid work interpreting geoscience exhibits; mentoring by successful college students; and an introduction to local higher education institutions. It is designed to address issues that particularly influence the college and career choices of students from communities traditionally underrepresented in STEM. Independent in-depth evaluation, using quantitative and qualitative methods, has shown that the program has enormous positive impact on the students. Results show that the program significantly improves students' knowledge and understanding of the geosciences and geoscience careers, together with college and college preparation. In the last two years 70% - 80% of respondents agreed that the program has changed the way they feel about science, and in 2010/11 over half of the students planned to pursue a science degree - a considerable increase from intentions voiced at the beginning of the program. The findings show that the

Learning about the Earth as a System. International Conference on Geoscience Education Conference Proceedings (2nd, Hilo, HI, July 28-31, 1997).

Science.gov (United States)

Fortner, Rosanne W., Ed.; Mayer, Victor J., Ed.

Learning about the earth as a system was the focus of the 1997 International Conference on Geoscience Education. This proceedings contains details on the organization of the conference as well as five general sessions by various participants. The interactive poster sessions are organized according to three themes: (1) Earth Systems/Science…

Role Models and Mentors in Mid-Pipeline Retention of Geoscience Students, Newark, NJ

Science.gov (United States)

Gates, A. E.; Kalczynski, M. J.

2012-12-01

Undergraduate minority students retained enthusiasm for majoring in the geosciences by a combination of working with advanced minority mentors and role models as well as serving as role models for middle and high school students in Geoscience Education programs in Newark, NJ. An academic year program to interest 8-10th grade students from the Newark Public schools in the Geosciences employs minority undergraduate students from Rutgers University and Essex Community College as assistants. There is an academic year program (Geoexplorers) and a science festival (Dinosaur Day) at the Newark Museum that employs Rutgers University students and a summer program that employs Rutgers and Essex Community College students. All students are members of the Garden State LSAMP and receive any needed academic support from that program. The students receive mentoring from minority graduate students, project personnel and participating Newark Public School teachers, many of whom are from minority groups. The main factor in success and retention, however, is their role as authorities and role models for the K-12 students. The assistants are respected and consulted by the K-12 students for their knowledge and authority in the geosciences. This positive feedback shows them that they can be regarded as geoscientists and reinforces their self-image and enthusiasm. It further reinforces their knowledge of Geoscience concepts. It also binds the assistants together into a self-supporting community that even extends to the non-participating minority students in the Rutgers program. Although the drop-out rate among minority Geoscience majors was high (up to 100%) prior to the initiation of the program, it has dropped to 0% over the past 3 years with 2 participants now in PhD programs and 2 others completing MS degrees this year. Current students are seriously considering graduate education. Prior to this program, only one minority graduate from the program continued to graduate school in the

Alaska Center for Unmanned Aircraft Systems Integration (ACUASI): Operational Support and Geoscience Research

Science.gov (United States)

Webley, P. W.; Cahill, C. F.; Rogers, M.; Hatfield, M. C.

2016-12-01

Unmanned Aircraft Systems (UAS) have enormous potential for use in geoscience research and supporting operational needs from natural hazard assessment to the mitigation of critical infrastructure failure. They provide a new tool for universities, local, state, federal, and military organizations to collect new measurements not readily available from other sensors. We will present on the UAS capabilities and research of the Alaska Center for Unmanned Aircraft Systems Integration (ACUASI, http://acuasi.alaska.edu/). Our UAS range from the Responder with its dual visible/infrared payload that can provide simultaneous data to our new SeaHunter UAS with 90 lb. payload and multiple hour flight time. ACUASI, as a designated US Federal Aviation Administration (FAA) test center, works closely with the FAA on integrating UAS into the national airspace. ACUASI covers all aspects of working with UAS from pilot training, airspace navigation, flight operations, and remote sensing analysis to payload design and integration engineers and policy experts. ACUASI's recent missions range from supporting the mapping of sea ice cover for safe passage of Alaskans across the hazardous winter ice to demonstrating how UAS can be used to provide support during oil spill response. Additionally, we will present on how ACUASI has worked with local authorities in Alaska to integrate UAS into search and rescue operations and with NASA and the FAA on their UAS Transport Management (UTM) project to fly UAS within the manned airspace. ACUASI is also working on developing new capabilities to sample volcanic plumes and clouds, map forest fire impacts and burn areas, and develop a new citizen network for monitoring snow extent and depth during Northern Hemisphere winters. We will demonstrate how UAS can be integrated in operational support systems and at the same time be used in geoscience research projects to provide high precision, accurate, and reliable observations.

Geoscience meets the four horsemen?: Tracking the rise of neocatastrophism

Science.gov (United States)

Marriner, Nick; Morhange, Christophe; Skrimshire, Stefan

2010-10-01

Although it is acknowledged that there has been an exponential growth in neocatastrophist geoscience inquiry, the extent, chronology and origin of this mode have not been precisely scrutinized. In this study, we use the bibliographic research tool Scopus to explore 'catastrophic' words replete in the earth and planetary science literature between 1950 and 2009, assessing when, where and why catastrophism has gained new currency amongst the geoscience community. First, we elucidate an exponential rise in neocatastrophist research from the 1980s onwards. We then argue that the neocatastrophist mode came to prominence in North America during the 1960s and 1970s before being more widely espoused in Europe, essentially after 1980. We compare these trends with the EM-DAT disaster database, a worldwide catalogue that compiles more than 11,000 natural disasters stretching back to 1900. The findings imply a clear link between anthropogenically forced global change and an increase in disaster research (r 2 = 0.73). Finally, we attempt to explain the rise of neocatastrophism by highlighting seven non-exhaustive factors: (1) the rise of applied geoscience; (2) inherited geological epistemology; (3) disciplinary interaction and the diffusion of ideas from the planetary to earth sciences; (4) the advent of radiometric dating techniques; (5) the communications revolution; (6) webometry and the quest for high-impact geoscience; and (7) popular cultural frameworks.

Diversifying the Geosciences: Examples from the Arctic

Science.gov (United States)

Holmes, R. M.

2017-12-01

Like other realms of the geosciences, the scientists who comprise the Arctic research community tends to be white and male. For example, a survey of grants awarded over a 5-year period beginning in 2010 by NSF's Arctic System Science and Arctic Natural Sciences programs showed that over 90% of PIs were white whereas African Americans, Hispanics, and Native Americans together accounted for only about 1% of PIs. Over 70% of the PIs were male. I will suggest that involving diverse upper-level undergraduate students in authentic field research experiences may be one of the shortest and surest routes to diversifying the Arctic research community, and by extension, the geoscientific research community overall. Upper-level undergraduate students are still open to multiple possibilities, but an immersive field research experience often helps solidify graduate school and career trajectories. Though an all-of-the-above strategy is needed, focusing on engaging a diverse cohort of upper-level undergraduate students may provide one of the most efficient means of diversifying the geosciences over the coming years and decades.

Native Geosciences: Strengthening the Future Through Tribal Traditions

Science.gov (United States)

Bolman, J. R.; Quigley, I.; Douville, V.; Hollow Horn Bear, D.

2008-12-01

communities and a return to traditional ways of supporting the development of our "story" or purpose for being. The opportunities include residential summer field experiences, interdisciplinary curriculums and development of Tribally-driven Native research experiences. The National Science Foundation, University of North Dakota's Northern Great Plains Center for People and the Environment, Upper Midwest Aerospace Consortium (UMAC), and Tribes have provided funding to support the development of Native geosciences. The presentation will focus on current projects: NSF OEDG "He Sapa Bloketu Woecun; Geosciences at the Heart of Everything That Is", NSF S-STEM "Scientific Leadership Scholars" and the NSF BPC "Coalition of American Indians in Computing". The expressed goal of future initiatives is to connect Tribal communities across the Midwest and West in developing a Native Geosciences Pathway. This pathway supports the identification and support of Tribal students with an interest or "story" connected to geosciences ensuring a future Native geosciences workforce.

Teaching Introductory Geoscience: A Cutting Edge Workshop Report

Science.gov (United States)

Manduca, C.; Tewksbury, B.; Egger, A.; MacDonald, H.; Kirk, K.

2008-12-01

Introductory undergraduate courses play a pivotal role in the geosciences. They serve as recruiting grounds for majors and future professionals, provide relevant experiences in geoscience for pre-service teachers, and offer opportunities to influence future policy makers, business people, professionals, and citizens. An introductory course is also typically the only course in geoscience that most of our students will ever take. Because the role of introductory courses is pivotal in geoscience education, a workshop on Teaching Introductory Courses in the 21st Century was held in July 2008 as part of the On the Cutting Edge faculty development program. A website was also developed in conjunction with the workshop. One of the central themes of the workshop was the importance of considering the long-term impact a course should have on students. Ideally, courses can be designed with this impact in mind. Approaches include using the local geology to focus the course and illustrate concepts; designing a course for particular audience (such as Geology for Engineers); creating course features that help students understand and interpret geoscience in the news; and developing capstone projects to teach critical thinking and problem solving skills in a geologic context. Workshop participants also explored strategies for designing engaging activities including exploring with Google Earth, using real-world scenarios, connecting with popular media, or making use of campus features on local field trips. In addition, introductory courses can emphasize broad skills such as teaching the process of science, using quantitative reasoning and developing communication skills. Materials from the workshop as well as descriptions of more than 150 introductory courses and 350 introductory-level activities are available on the website: http://serc.carleton.edu/NAGTWorkshops/intro/index.html.

The Geoscience Internet of Things

Science.gov (United States)

Lehnert, K.; Klump, J.

2012-04-01

Internet of Things is a term that refers to "uniquely identifiable objects (things) and their virtual representations in an Internet-like structure" (Wikipedia). We here use the term to describe new and innovative ways to integrate physical samples in the Earth Sciences into the emerging digital infrastructures that are developed to support research and education in the Geosciences. Many Earth Science data are acquired on solid earth samples through observations and experiments conducted in the field or in the lab. The application and long-term utility of sample-based data for science is critically dependent on (a) the availability of information (metadata) about the samples such as geographical location where the sample was collected, time of sampling, sampling method, etc. (b) links between the different data types available for individual samples that are dispersed in the literature and in digital data repositories, and (c) access to the samples themselves. Neither of these requirements could be achieved in the past due to incomplete documentation of samples in publications, use of ambiguous sample names, and the lack of a central catalog that allows researchers to find a sample's archiving location. New internet-based capabilities have been developed over the past few years for the registration and unique identification of samples that make it possible to overcome these problems. Services for the registration and unique identification of samples are provided by the System for Earth Sample Registration SESAR (www.geosamples.org). SESAR developed the International Geo Sample Number, or IGSN, as a unique identifier for samples and specimens collected from our natural environment. Since December 2011, the IGSN is governed by an international organization, the IGSN eV (www.igsn.org), which endorses and promotes an internationally unified approach for registration and discovery of physical specimens in the Geoscience community and is establishing a new modular and

Complementary Research on Student Geoscience Learning at Grand Canyon by Means of In-situ and Virtual Modalities

Science.gov (United States)

Semken, S. C.; Ruberto, T.; Mead, C.; Bruce, G.; Buxner, S.; Anbar, A. D.

2016-12-01

Education through exploration—typically in the field—is fundamental in geoscience. But not all students enjoy equal access to field-based learning, while technological advances afford ever more immersive, rich, and student-centered virtual field experiences. No virtual modalities yet conceived can supplant field-based learning, but logistical and financial contraints can render them the only practical option for enabling most students to explore pedagogically powerful but inaccessible places located across and even beyond Earth. We are producers of a growing portfolio of immersive virtual field trips (iVFTs) situated around the globe, and engaged in research on iVFT effectiveness. Our methods are more complementary than comparative, given that virtual and in-situ modalities have distinct advantages and disadvantages. In the case of iVFTs, these factors have not yet been well-studied. We conducted a mixed-methods complementary study in an introductory historical-geology class (n = 120) populated mostly by non-majors and representing the diversity of our large urban Southwestern research university. For the same course credit, students chose either an in-person field trip (ipFT) to Grand Canyon National Park (control group) or an online Grand Canyon iVFT (experimental group) to be done in the same time interval. We collected quantitative and qualitative data from both groups before, during, and after both interventions. Learning outcomes based on content elements of the Trail of Time Exhibition at Grand Canyon were assessed using pre/post concept sketching and formative inquiry exercises. Student attitudes and novelty-space factors were assessed pre- and post-intervention using the PANAS instrument of Watson and Clark and with questionnaires tailored to each modality. Coding and comparison of pre/post concept sketches showed improved conceptual knowledge in both groups, but more so in the experimental (iVFT) group. Emergent themes from the pre/post questionnaires

GeoX: A New Pre-college Program to Attract Underrepresented Minorities and First Generation Students to the Geosciences

Science.gov (United States)

Miller, K. C.; Garcia, S. J.; Houser, C.; GeoX Team

2011-12-01

An emerging challenge in science, technology, engineering and math (STEM) education is the recruitment of underrepresented groups in those areas of the workforce. This paper describes the structure and first-year results of the Geosciences Exploration Summer Program (GeoX) at Texas A&M University. Recent evidence suggest that pipeline programs should target junior and senior high school students who are beginning to seriously consider future career choices and appropriate college programs. GeoX is an overnight program that takes place during the summer at Texas A&M University. Over the course of a week, GeoX participants interact with faculty from the College of Geosciences, administrators, current students, and community leaders through participation in inquiry-based learning activities, field trips, and evening social events. The aim of this project is to foster a further interest in pursuing geosciences as an undergraduate major in college and thereby increase participation in the geosciences by underrepresented ethnic minority students. With funding from industry and private donors, high achieving rising junior and rising senior students, with strong interest in science and math, were invited to participate in the program. Students and their parents were interviewed before and after the program to determine if it was successful in introducing and enhancing awareness of the: 1) various sub-disciplines in the geosciences, 2) benefits of academia and research, 3) career opportunities in each of those fields and 4) college admission process including financial aid and scholarship opportunities. Results of the survey suggest that the students had a very narrow and stereotypical view of the geosciences that was almost identical to the views of their parents. Following the program, the students had a more expanded and positive view of the geosciences compared to the pre-program survey and compared to their parents. While it remains to be seen how many of those

Broadening Awareness and Participation in the Geosciences Among Underrepresented Minorities in STEM

Science.gov (United States)

Blake, R.; Liou-Mark, J.

2012-12-01

, effects, and prediction of natural disasters including earthquakes, volcanoes, tsunamis, landslides, subsidence, global climate change, severe weather, coastal erosion, floods, mass extinctions, wildfires, and meteoroid impacts. In addition to the brand new geoscience course offerings, City Tech students participate in geoscience - seminars, guest lectures, lecture series, and geoscience internship and fellowship workshops. The students also participate in geoscience exposure trips to NASA/GISS Columbia University, NOAA-CREST, and the Brookhaven National Laboratory. Moreover, the undergrads are provided opportunities for paid research internships via two NSF grants - NSF REU and NSF STEP. Geoscience projects are also integrated into course work, and students make geoscience group project presentations in class. Students also participate in geoscience career and graduate school workshops. The program also creates geoscience articulation agreements with the City College of New York so that students at City Tech may pursue Bachelor's and advanced degrees in the geosciences. This program is supported by NSF OEDG grant #1108281.

Leveraging High Resolution Topography for Education and Outreach: Updates to OpenTopography to make EarthScope and Other Lidar Datasets more Prominent in Geoscience Education

Science.gov (United States)

Kleber, E.; Crosby, C. J.; Arrowsmith, R.; Robinson, S.; Haddad, D. E.

2013-12-01

The use of Light Detection and Ranging (lidar) derived topography has become an indispensable tool in Earth science research. The collection of high-resolution lidar topography from an airborne or terrestrial platform allows landscapes and landforms to be represented at sub-meter resolution and in three dimensions. In addition to its high value for scientific research, lidar derived topography has tremendous potential as a tool for Earth science education. Recent science education initiatives and a community call for access to research-level data make the time ripe to expose lidar data and derived data products as a teaching tool. High resolution topographic data fosters several Disciplinary Core Ideas (DCIs) of the Next Generation Science Standards (NGS, 2013), presents respective Big Ideas of the new community-driven Earth Science Literacy Initiative (ESLI, 2009), teaches to a number National Science Education Standards (NSES, 1996), and Benchmarks for Science Literacy (AAAS, 1993) for science education for undergraduate physical and environmental earth science classes. The spatial context of lidar data complements concepts like visualization, place-based learning, inquiry based teaching and active learning essential to teaching in the geosciences. As official host to EarthScope lidar datasets for tectonically active areas in the western United States, the NSF-funded OpenTopography facility provides user-friendly access to a wealth of data that is easily incorporated into Earth science educational materials. OpenTopography (www.opentopography.org), in collaboration with EarthScope, has developed education and outreach activities to foster teacher, student and researcher utilization of lidar data. These educational resources use lidar data coupled with free tools such as Google Earth to provide a means for students and the interested public to visualize and explore Earth's surface in an interactive manner not possible with most other remotely sensed imagery. The

How Global Science has yet to Bridge Global Differences - A Status Report of the IUGS Taskforce on Global Geoscience Workforce

Science.gov (United States)

Keane, C. M.; Gonzales, L. M.

2010-12-01

global trends in geosciences education, both at the pre-college and university level and frame the state of health of geosciences education in the United States in a totally new light. But indicators are present that the developing world will likely overtake the developed world in the near future in the production of geoscientists, but a key question is will that fundamentally change the nature of the science given the social, cultural, and educational frameworks that the next global generation brings with them.

Examining the Professional Development Experiences and Non-Technical Skills Desired for Geoscience Employment

Science.gov (United States)

Houlton, H. R.; Ricci, J.; Wilson, C. E.; Keane, C.

2014-12-01

Professional development experiences, such as internships, research presentations and professional network building, are becoming increasingly important to enhance students' employability post-graduation. The practical, non-technical skills that are important for succeeding during these professional development experiences, such as public speaking, project management, ethical practices and writing, transition well and are imperative to the workplace. Thereby, graduates who have honed these skills are more competitive candidates for geoscience employment. Fortunately, the geoscience community recognizes the importance of these professional development opportunities and the skills required to successfully complete them, and are giving students the chance to practice non-technical skills while they are still enrolled in academic programs. The American Geosciences Institute has collected data regarding students' professional development experiences, including the preparation they receive in the corresponding non-technical skills. This talk will discuss the findings of two of AGI's survey efforts - the Geoscience Student Exit Survey and the Geoscience Careers Master's Preparation Survey (NSF: 1202707). Specifically, data highlighting the role played by internships, career opportunities and the complimentary non-technical skills will be discussed. As a practical guide, events informed by this research, such as AGI's professional development opportunities, networking luncheons and internships, will also be included.

AWG, Enhancing Professional Skills, Providing Resources and Assistance for Women in the Geosciences

Science.gov (United States)

Sundermann, C.; Cruse, A. M.; AssociationWomen Geoscientists

2011-12-01

The Association for Women Geoscientists (AWG) was founded in 1977. AWG is an international organization, with ten chapters, devoted to enhancing the quality and level of participation of women in geosciences, and introducing women and girls to geoscience careers. Our diverse interests and expertise cover the entire spectrum of geoscience disciplines and career paths, providing unexcelled networking and mentoring opportunities to develop leadership skills. Our membership is brought together by a common love of earth, atmospheric and ocean sciences, and the desire to ensure rewarding opportunities for women in the geosciences. AWG offers a variety of scholarships, including the Chrysalis scholarship for women who are returning to school after a life-changing interruption, and the Sands and Takken awards for students to make presentations at professional meetings. AWG promotes professional development through workshops, an online bi-monthly newsletter, more timely e-mailed newsletters, field trips, and opportunities to serve in an established professional organization. AWG recognizes the work of outstanding women geoscientists and of outstanding men supporters of women in the geosciences. The AWG Foundation funds ten scholarships, a Distinguished Lecture Program, the Geologist-in-the-Parks program, Science Fair awards, and numerous Girl Scout programs. Each year, AWG sends a contingent to Congressional Visits Day, to help educate lawmakers about the unique challenges that women scientists face in the geoscience workforce.

GOLD: Building capacity for broadening participation in the Geosciences

Science.gov (United States)

Adams, Amanda; Patino, Lina; Jones, Michael B.; Rom, Elizabeth

2017-04-01

The geosciences continue to lag other science, technology, engineering, and mathematics (STEM) disciplines in the engagement, recruitment and retention of traditionally underrepresented and underserved minorities, requiring more focused and strategic efforts to address this problem. Prior investments made by the National Science Foundation (NSF) related to broadening participation in STEM have identified many effective strategies and model programs for engaging, recruiting, and retaining underrepresented students in the geosciences. These investments also have documented clearly the importance of committed, knowledgeable, and persistent leadership for making local progress in broadening participation in STEM and the geosciences. Achieving diversity at larger and systemic scales requires a network of diversity "champions" who can catalyze widespread adoption of these evidence-based best practices and resources. Although many members of the geoscience community are committed to the ideals of broadening participation, the skills and competencies that empower people who wish to have an impact, and make them effective as leaders in that capacity for sustained periods of time, must be cultivated through professional development. The NSF GEO Opportunities for Leadership in Diversity (GOLD) program was implemented in 2016, as a funding opportunity utilizing the Ideas Lab mechanism. Ideas Labs are intensive workshops focused on finding innovative solutions to grand challenge problems. The ultimate aim of this Ideas Lab, organized by the NSF Directorate for Geosciences (GEO), was to facilitate the design, pilot implementation, and evaluation of innovative professional development curricula that can unleash the potential of geoscientists with interests in broadening participation to become impactful leaders within the community. The expectation is that mixing geoscientists with experts in broadening participation research, behavioral change, social psychology, institutional

Geoscience in Developing Countries of South Asia and International Cooperation

Science.gov (United States)

Gupta, K.

2007-12-01

subcritical. With this realization, it is suggested that there is a need for joint collaboration to undertake integrated geoscientific studies in the contiguous regions/ countries to understand the evolutionary and dynamical aspects, especially of Himalayan orogenic belt, monsoon variability and geodynamics of the Indian shield & adjoining regions. The focus of our future cooperation in geosciences education and research in developing countries of South Asia must have substantial inputs in the area of sound environmental management, climate change, natural hazards, risk evaluation, water resources, and interfacing of geological and agricultural sciences, etc. At the same time our long term activities around geological resources, particularly energy and mineral resources, need to be pursued in a synergetic mode. It is necessary to have a viable mechanism to identify areas of mutual collaboration in geosciences ( including manpower development, use of analytical instrumental facilities, IT & communication technologies ) to explore the possibility of inter-institutional linkages in Earth System Science in developing countries of South Asia. The issues related to effective international cooperation in geosciences in South Asian countries and the role of individuals, academic institutions, funding agencies, and scientific societies in consolidating and improving research and education have been discussed .

Creating an Integrated Community-Wide Effort to Enhance Diversity in the Geosciences

Science.gov (United States)

Manduca, C. A.; Weingroff, M.

2001-05-01

Supporting the development and sustenance of a diverse geoscience workforce and improving Earth system education for the full diversity of students are important goals for our community. There are numerous established programs and many new efforts beginning. However, these efforts can become more powerful if dissemination of opportunities, effective practices, and web-based resources enable synergies to develop throughout our community. The Digital Library for Earth System Education (DLESE; www.dlese.org) has developed a working group and a website to support these goals. The DLESE Diversity Working Group provides an open, virtual community for those interested in enhancing diversity in the geosciences. The working group has focused its initial effort on 1) creating a geoscience community engaged in supporting increased diversity that builds on and is integrated with work taking place in other venues; 2) developing a web resource designed to engage and support members of underrepresented groups in learning about the Earth; and 3) assisting in enhancing DLESE collections and services to better support learning experiences of students from underrepresented groups. You are invited to join the working group and participate in these efforts. The DLESE diversity website provides a mechanism for sharing information and resources. Serving as a community database, the website provides a structure in which community members can post announcements of opportunities, information on programs, and links to resources and services. Information currently available on the site includes links to professional society activities; mentoring opportunities; grant, fellowship, employment, and internship opportunities for students and educators; information on teaching students from underrepresented groups; and professional development opportunities of high interest to members of underrepresented groups. These tools provide a starting point for developing a community wide effort to enhance

Programming and Technology for Accessibility in Geoscience

Science.gov (United States)

Sevre, E.; Lee, S.

2013-12-01

Many people, students and professors alike, shy away from learning to program because it is often believed to be something scary or unattainable. However, integration of programming into geoscience education can be a valuable tool for increasing the accessibility of content for all who are interested. It is my goal to dispel these myths and convince people that: 1) Students with disabilities can use programming to increase their role in the classroom, 2) Everyone can learn to write programs to simplify daily tasks, 3) With a deep understanding of the task, anyone can write a program to do a complex task, 4) Technology can be combined with programming to create an inclusive environment for all students of geoscience, and 5) More advanced knowledge of programming and technology can lead geoscientists to create software to serve as assistive technology in the classroom. It is my goal to share my experiences using technology to enhance the classroom experience as a way of addressing the aforementioned issues. Through my experience, I have found that programming skills can be included and learned by all to enhance the content of courses without detracting from curriculum. I hope that, through this knowledge, geoscience courses can become more accessible for people with disabilities by including programming and technology to the benefit of all involved.

The Natural Science Program at the University of New Mexico: Geosciences Play a Central Role in Preservice Teacher Training

Science.gov (United States)

Nyman, M. W.; Ellwein, A. L.; Geissman, J. W.; McFadden, L. D.; Crossey, L. J.

2007-12-01

An important component for future directions of geoscience departments is public education. The role of geoscience departments in the preparation and professional development of K-12 teachers is particularly critical, and merges with other teaching missions within the University. The importance of geoscience content for teachers (and the general public) is evident in the numerous earth science related public policy issues that are the subject of ever-increasing attention (climate change, energy resources, water utilization, etc.). The earth and space sciences are not only included in both state and federal science content education standards but are also inherently interesting to students and therefore provide an important gateway to foster interest in science as well as other scientific disciplines. For over 10 years, the Department of Earth and Planetary Sciences (EPS) at the University of New Mexico (UNM) has housed and supported the Natural Science Program (NSP), which provides science content courses and numerous programs for K-12 pre- and in-service teachers. Classes and laboratories are integrated, and are capped at 21 students in the 200-level courses, assuring an active and supportive learning environment for students who are typically science-phobic with negative or no experiences with science. Enrollments are maintained at ~150 preservice teachers per semester. The program is staffed by two lecturers, who have advanced degrees in the geosciences as well as K-12 teaching experience, and several part time instructors, including graduate students who gain valuable teaching experience through teaching in the NSP. With continued support from the department, the NSP has expanded to develop robust and functional relationships related to science teacher professional development with Sandia National Laboratories and local school districts, initiated development of a graduate certificate in science teaching and, advanced a proposal for the development of an Energy

Status and Future of Lunar Geoscience.

Science.gov (United States)

1986

A review of the status, progress, and future direction of lunar research is presented in this report from the lunar geoscience working group of the National Aeronautics and Space Administration. Information is synthesized and presented in four major sections. These include: (1) an introduction (stating the reasons for lunar study and identifying…

Utilizing a MOOC as an education and outreach tool for geoscience: case study from Tokyo Tech's MOOC on "Deep Earth Science"

Science.gov (United States)

Tagawa, S.; Okuda, Y.; Hideki, M.; Cross, S. J.; Tazawa, K.; Hirose, K.

2016-12-01

Massive open online courses (MOOC or MOOCs) have attracted world-wide attention as a new digital educational tool. However, utilizing MOOCs for teaching geoscience and for outreach activity are limited so far. Mainly due to the fact that few MOOCs are available on this topic. The following questions are usually asked before undertaking MOOC development. How many students will potentially enroll in a course and what kind of background knowledge do they have? What is the best way to market the course and let them learn concepts easily? How will the instructor or staff manage discussion boards and answer questions? And, more simply, is a MOOC an effective educational or outreach tool? Recently, Tokyo Institute of Technology (Tokyo Tech) offered our first MOOC on "Deep Earth Science" on edX, which is one of the largest worldwide MOOC platforms. This brand new course was released in the Fall of 2015 and will re-open during the winter of 2016. This course contained materials such as structure of inside of the Earth, internal temperature of the earth and how it is estimated, chemical compositions and dynamics inside the earth. Although this course mainly dealt with pure scientific research content, over 5,000 students from 156 countries enrolled and 4 % of them earned a certificate of completion. In this presentation, we will share a case study based upon what we learned from offering "Deep Earth Science". At first, we will give brief introduction of our course. Then, we want to introduce tips to make a better MOOC by focusing on 1) students' motivation on studying, scientific literacy background, and completion rate, 2) offering engaging content and utilization of surveys, and 3) discussion board moderation. In the end, we will discuss advantages of utilizing a MOOC as an effective educational tool for geoscience. We welcome your ideas on MOOCs and suggestions on revising the course content.

DOE/OBES/Geosciences initiative on radioactive-waste isolation in mined repositories

International Nuclear Information System (INIS)

1983-05-01

The Geosciences Program within the Office of Basic Energy Sciences supports fundamental research of scientific importance and of technological relevance in the energy field. The present document describes an ongoing scientific effort on the geoscience aspects of the emplacement of radioactive waste in a mined repository. Basic research in geochemical transport, rock mechanics, geodynamics and hydrologic modelings is needed to improve understanding of geoscience processes influenced by the introduction of mechanical and thermal stresses and by the introduction of new chemical and radioactive species to the subsurface. Laboratory and in-situ data are required for scaling, modeling, and predicting parameters most relevant to locating, developing, constructing, and operating geologic radioactive waste repositories. Testing and development of high resolution surface and borehole geophysical methods are needed for subsurface characterization. Special emphasis is given to the role of fractures because they control flow and are sites for geochemical interactions

The AR Sandbox: Augmented Reality in Geoscience Education

Science.gov (United States)

Kreylos, O.; Kellogg, L. H.; Reed, S.; Hsi, S.; Yikilmaz, M. B.; Schladow, G.; Segale, H.; Chan, L.

2016-12-01

The AR Sandbox is a combination of a physical box full of sand, a 3D (depth) camera such as a Microsoft Kinect, a data projector, and a computer running open-source software, creating a responsive and interactive system to teach geoscience concepts in formal or informal contexts. As one or more users shape the sand surface to create planes, hills, or valleys, the 3D camera scans the surface in real-time, the software creates a dynamic topographic map including elevation color maps and contour lines, and the projector projects that map back onto the sand surface such that real and projected features match exactly. In addition, users can add virtual water to the sandbox, which realistically flows over the real surface driven by a real-time fluid flow simulation. The AR Sandbox can teach basic geographic and hydrologic skills and concepts such as reading topographic maps, interpreting contour lines, formation of watersheds, flooding, or surface wave propagation in a hands-on and explorative manner. AR Sandbox installations in more than 150 institutions have shown high audience engagement and long dwell times of often 20 minutes and more. In a more formal context, the AR Sandbox can be used in field trip preparation, and can teach advanced geoscience skills such as extrapolating 3D sub-surface shapes from surface expression, via advanced software features such as the ability to load digital models of real landscapes and guiding users towards recreating them in the sandbox. Blueprints, installation instructions, and the open-source AR Sandbox software package are available at http://arsandbox.org .

An Integrated Model for Improving Undergraduate Geoscience Workforce Readiness

Science.gov (United States)

Keane, C. M.; Houlton, H. R.

2017-12-01

Within STEM fields, employers are reporting a widening gap in the workforce readiness of new graduates. As departments continue to be squeezed with new requirements, chasing the latest technologies and scientific developments and constrained budgets, formal undergraduate programs struggle to fully prepare students for the workforce. One major mechanisms to address gaps within formal education is in life-long learning. Most technical and professional fields have life-long learning requirements, but it is not common in the geosciences, as licensing requirements remain limited. By introducing the concept of career self-management and life-long learning into the formal education experience of students, we can build voluntary engagement and shift some of the preparation burden from existing degree programs. The Geoscience Online Learning Initiative (GOLI) seeks to extend professional life-long learning into the formal education realm. By utilizing proven, effective means to capture expert knowledge, the GOLI program constructs courses in the OpenEdX platform, where the content authors and society staff continuously refine the material into effective one- to two-hour long asynchronous modules. The topical focus of these courses are outside of the usual scope of the academic curriculum, but are aligned with applied technical or professional issues. These courses are provided as open education resources, but also qualify for CEUs as the ongoing professional microcredential in the profession. This way, interested faculty can utilize these resources as focused modules in their own course offerings or students can engage in the courses independently and upon passing the assessments and paying of a nominal fee, be awarded CEUs which count towards their professional qualifications. Establishing a continuum of learning over one's career is a critical cultural change needed for students to succeed and be resilient through the duration of a career. We will examine how this

What can They do When we Give Them the Chance? Assessing the Impact of Data- Immersive Technology-Enabled Inquiry Projects on High School Students' Understanding of Geoscience

Science.gov (United States)

Zalles, D.; Quellmalz, E.; Gobert, J.; Pallant, A.

2006-12-01

The report "Bringing Research on Learning to the Geosciences" (Manduca, Mogk, & Stillings, 2002) proposed a new program of research to invigorate and expand geoscience education. The report recommended integrating best practices in learning science with the distinctive challenges posed by using geoscience data sets and visualizations in inquiry activities (e.g., working with geologic time-referenced concepts, observing complex natural systems, using integrative and synthetic approaches). Geoscience educators are challenged with how to take advantage of publicly available data and visualization technology to build in their students deeper understanding of key Earth system phenomena and, at the same time, greater ability to identify and generate appropriate inquiry strategies. Their challenge is made greater by the fact that the ways in which geoscientists design research studies and represent, interpret, and analyze data vary widely with the disparate Earth system phenomena they study. Data for example, that permit analysis of the relationships between plate boundaries and earthquakes have quite different representational requirements than weather data that support analyses of climate change. The data's spatial and temporal characteristics are also critical determinants of representational requirements. How can students be led to appreciate what is knowable and not knowable by specific data sets, and how can they become better at taking the best possible advantages of whatever data are available to them as they formulate research questions and confront authentic problems? These are the questions we are addressing in our NSF-funded project, Data Sets and Inquiry in Geoscience Education. We are investigating what greater understandings of epistemically-appropriate geoscientifc inquiry high school students are capable of demonstrating when provided with the opportunity. To do this, we are designing and testing data-immersive project-based units that supplement existing

AMS Online Weather Studies: The National Dissemination of a Distance Learning Course for Enhancing Diversity in the Geosciences

Science.gov (United States)

Weinbeck, R. S.; Geer, I. W.; Mills, E. W.; Porter, W. A.; Moran, J. M.

2004-12-01

and makes it available to colleges and universities as a user-friendly turnkey package with electronic and printed components. The AMS Geosciences Diversity Program, in cooperation with the National Weather Service (NWS), facilitates institutional participation in Online Weather Studies. Prior to an instructor's initial offering of the course, he or she is invited to attend a one-week course implementation workshop at the NWS Training Center at Kansas City, MO. Participants are encouraged to share best practices ideas in science content and teaching strategies related to their offering of Online Weather Studies. Through the course homepage, students are provided with information on further studies in the atmospheric sciences, opportunities for internships and summer research, and career counseling. Meteorologists-in-Charge at NWS Weather Forecast Offices across the nation have interacted with minority-serving institutions to encourage adoption of the AMS weather course. Also, participating faculty members are invited to the Educational Symposium of the AMS Annual Meeting where they will attend a special Diversity Session and are encouraged to present posters.

A new generation of cyberinfrastructure and data services for earth system science education and research

Science.gov (United States)

Ramamurthy, M. K.

2006-06-01

A revolution is underway in the role played by cyberinfrastructure and modern data services in the conduct of research and education. We live in an era of an unprecedented data volume from diverse sources, multidisciplinary analysis and synthesis, and active, learner-centered education emphasis. Complex environmental problems such as global change and water cycle transcend disciplinary and geographic boundaries, and their solution requires integrated earth system science approaches. Contemporary education strategies recommend adopting an Earth system science approach for teaching the geosciences, employing pedagogical techniques such as enquiry-based learning. The resulting transformation in geoscience education and research creates new opportunities for advancement and poses many challenges. The success of the scientific enterprise depends heavily on the availability of a state-of-the-art, robust, and flexible cyberinfrastructure, and on the timely access to quality data, products, and tools to process, manage, analyze, integrate, publish, and visualize those data. Concomittantly, rapid advances in computing, communication, and information technologies have revolutionized the provision and use of data, tools and services. The profound consequences of Moore's Law and the explosive growth of the Internet are well known. On the other hand, how other technological trends have shaped the development of data services is less well understood. For example, the advent of digital libraries, web services, open standards and protocols have been important factors in shaping a new generation of cyberinfrastructure for solving key scientific and educational problems. This paper presents a broad overview of these issues, along with a survey of key information technology trends, and discuses how those trends are enabling new approaches to applying data services for solving geoscientific problems.

A new generation of cyberinfrastructure and data services for earth system science education and research

Directory of Open Access Journals (Sweden)

M. K. Ramamurthy

2006-01-01

Full Text Available A revolution is underway in the role played by cyberinfrastructure and modern data services in the conduct of research and education. We live in an era of an unprecedented data volume from diverse sources, multidisciplinary analysis and synthesis, and active, learner-centered education emphasis. Complex environmental problems such as global change and water cycle transcend disciplinary and geographic boundaries, and their solution requires integrated earth system science approaches. Contemporary education strategies recommend adopting an Earth system science approach for teaching the geosciences, employing pedagogical techniques such as enquiry-based learning. The resulting transformation in geoscience education and research creates new opportunities for advancement and poses many challenges. The success of the scientific enterprise depends heavily on the availability of a state-of-the-art, robust, and flexible cyberinfrastructure, and on the timely access to quality data, products, and tools to process, manage, analyze, integrate, publish, and visualize those data. Concomittantly, rapid advances in computing, communication, and information technologies have revolutionized the provision and use of data, tools and services. The profound consequences of Moore's Law and the explosive growth of the Internet are well known. On the other hand, how other technological trends have shaped the development of data services is less well understood. For example, the advent of digital libraries, web services, open standards and protocols have been important factors in shaping a new generation of cyberinfrastructure for solving key scientific and educational problems. This paper presents a broad overview of these issues, along with a survey of key information technology trends, and discuses how those trends are enabling new approaches to applying data services for solving geoscientific problems.

Building Strong Geoscience Departments Through the Visiting Workshop Program

Science.gov (United States)

Ormand, C. J.; Manduca, C. A.; Macdonald, H.; Bralower, T. J.; Clemens-Knott, D.; Doser, D. I.; Feiss, P. G.; Rhodes, D. D.; Richardson, R. M.; Savina, M. E.

2011-12-01

points. Workshops resulted in changes in faculty attitudes and planned changes in programming. Participants wrote that they felt a greater ownership of their curricula and had a deeper understanding of the importance of general education offerings; they recognized a need for improvement; and they recognized a need to communicate the value of the geosciences to their institutions. Planned programmatic changes focused on curriculum revision, program assessment, student recruitment, and interactions with the institutional administration and the public. Leaders noted that the most effective workshops were those where the faculty cancelled all other activities for the duration of the workshop to focus on workshop goals.

Leveraging biology interest to broaden participation in the geosciences

Science.gov (United States)

Perin, S.; Conner, L.; Oxtoby, L.

2017-12-01

It has been well documented that female participation in the geoscience workforce is low. By contrast, the biology workforce has largely reached gender parity. These trends are rooted in patterns of interest among youth. Specifically, girls tend to like biology and value social and societal connections to science (Brotman & Moore 2008). Our NSF-funded project, "BRIGHT Girls," offers two-week summer academies to high school-aged girls, in which the connections between the geosciences and biology are made explicit. We are conducting qualitative research to trace the girls' identity work during this intervention. Using team-based video interaction analysis, we are finding that the fabric of the academy allows girls to "try on" new possible selves in science. Our results imply that real-world, interdisciplinary programs that include opportunities for agency and authentic science practice may be a fruitful approach for broadening participation in the geosciences.

Building a Community for Art and Geoscience

Science.gov (United States)

Eriksson, S. C.; Ellins, K. K.

2014-12-01

Several new avenues are in place for building and supporting a community of people interested in the art and geoscience connections. Although sessions advocating for art in teaching geoscience have been scattered through geoscience professional meetings for several decades, there is now a sustained presence of artists and geoscientists with their research and projects at the annual meeting of the American Geophysical Union. In 2011, 13 abstracts were submitted and, in 2013, 20 talks and posters were presented at the annual meeting. Participants have requested more ways to connect with each other as well as advocate for this movement of art and science to others. Several words can describe new initiatives to do this: Social, Collaborative, Connected, Informed, Networked, and Included. Social activities of informal dinners, lunches, and happy hour for interested people in the past year have provided opportunity for presenters at AGU to spend time getting to know one another. This has resulted in at least two new collaborative projects. The nascent Bella Roca and more established Geology in Art websites and their associated blogs at www.bellaroca.org and http://geologyinart.blogspot.com, respectively are dedicated to highlighting the work of artists inspired by the geosciences, connecting people and informing the community of exhibits and opportunities for collaboration. Bella Roca with its social media of Facebook (Bella Roca) and Twitter (@BellRocaGeo), is a direct outgrowth of the recent 2012 and 2013 AGU sessions and, hopefully, can be grown and sustained for this community. Articles in professional journals will also help inform the broader geoscience community of the benefit of engaging with artists and designers for both improved science knowledge and communication. Organizations such as Leonardo, the International Society for the Arts, Sciences and Technology, the Art Science Gallery in Austin, Texas also promote networking among artists and scientists with

MS PHD'S: A Successful Model Promoting Inclusion, Preparation and Engagement of Underrepresented Minorities within the Geosciences Workforce

Science.gov (United States)

Padilla, E.; Scott, O.; Strickland, J. T.; Ricciardi, L.; Guzman, W. I.; Braxton, L.; Williamson, V.; Johnson, A.

2015-12-01

According to 2014 findings of the National Research Council, geoscience and related industries indicate an anticipated 48,000 blue-collar, scientific, and managerial positions to be filled by underrepresented minority (URM) workers in the next 15 years. An Information Handling Services (IHS) report prepared for the American Petroleum Institute forecasts even greater numbers estimating upward of 408,000 opportunities for URM workers related to growth in accelerated development of oil, gas and petroleum industries. However, many URM students lack the training in both the hard sciences and craft skills necessary to fill these positions. The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) Professional Development Program uses integrative and holistic strategies to better prepare URM students for entry into all levels of the geoscience workforce. Through a three-phase program of mentoring, community building, networking and professional development activities, MS PHD'S promotes collaboration, critical thinking, and soft skills development for participants. Program activities expose URM students to education, training and real-life geoscience workforce experiences while maintaining a continuity of supportive mentoring and training networks via an active virtual community. MS PHD'S participants report increased self-confidence and self-efficacy in pursuing geoscience workforce goals. To date, the program supports 223 participants of who 57, 21 and 16 have received Doctorate, Masters and Baccalaureate degrees respectively and are currently employed within the geoscience and related industries workforce. The remaining 129 participants are enrolled in undergraduate and graduate programs throughout the U.S. Geographic representation of participants includes 35 states, the District of Columbia, Puerto Rico and two international postdoctoral appointments - one in Saudi Arabia and the other in France.

Meeting the Challenges for Gender Diversity in the Geosciences

Science.gov (United States)

Bell, R. E.; Cane, M. A.; Kastens, K. A.; Miller, R. B.; Mutter, J. C.; Pfirman, S. L.

2003-12-01

Women are now routinely chief scientists on major cruises, lead field parties to all continents, and have risen to leadership positions in professional organizations, academic departments and government agencies including major funding agencies. They teach at all levels, advise research students, make research discoveries and receive honors in recognition of their achievements. Despite these advances, women continue to be under-represented in the earth, ocean, and atmospheric sciences. As of 1997 women received only 29% of the doctorates in the earth, atmospheric, and oceanographic sciences and accounted for only 13% of employed Ph.D.s in these fields. Women's salaries also lag: the median annual salary for all Ph.D. geoscientists was \\60,000; for women the figure is \\47,000. Solving the problem of gender imbalance in the geosciences requires understanding of the particular obstacles women face in our field. The problem of under-representation of women requires that earth science departments, universities and research centers, funding agencies, and professional organizations like AGU take constructive action to recognize the root causes of the evident imbalance, and enact corrective policies. We have identified opportunities and challenges for each of these groups. A systematic study of the flux of women at Columbia University enabled a targeted strategy towards improving gender diversity based on the observed trends. The challenge for academic institutions is to document the flux of scientists and develop an appropriate strategy to balance the geoscience demographics. Based on the MIT study, an additional challenge faces universities and research centers. To enhance gender diversity these institutions need to develop transparency in promotion processes and open distribution of institutional resources. The challenge for granting agencies is to implement policies that ease the burden of extensive fieldwork on parents. Many fields of science require long work hours

Social Learning Theories--An Important Design Consideration for Geoscience Fieldwork

Science.gov (United States)

Streule, M. J.; Craig, L. E.

2016-01-01

The nature of field trips in geoscience lends them to the application of social learning theories for three key reasons. First, they provide opportunity for meaningful practical experience and promote effective learning afforded by no other educational vehicle in the subject. Second, they are integral for students creating a strong but changing…

Understanding the Factors that Support the Use of Active Learning Teaching in STEM Undergraduate Courses: Case Studies in the Field of Geoscience

Science.gov (United States)

Iverson, Ellen A. Roscoe

The purpose of this study was to understand the factors that support the adoption of active learning teaching strategies in undergraduate courses by faculty members, specifically in the STEM disciplines related to geoscience. The focus of the study centered on the context of the department which was identified as a gap in evaluation and educational research studies of STEM faculty development. The study used a mixed-method case study methodology to investigate the influences of departmental context on faculty members' adoption of active-learning teaching practices. The study compared and contrasted the influence of two faculty development strategies initiated in the field of geoscience. Six university geoscience departments were selected that had participated in two national geoscience professional development programs. Data were generated from 19 faculty interviews, 5 key informant interviews, and documents related to departmental and institutional context. The study concluded that two main factors influenced the degree to which faculty who participated in geoscience faculty development reported adoption of active learning pedagogies. These conclusions are a) the opportunity to engage in informal, regular conversations with departmental colleagues about teaching promoted adoption of new teaching approaches and ideas and b) institutional practices regarding the ways in which teaching practices were typically measured, valued, and incentivized tended to inhibit risk taking in teaching. The conclusions have implications related to institutional policy, faculty development, and the role of evaluation.

Geoscience communication in Namibia: YES Network Namibia spreading the message to young scientists

Science.gov (United States)

Mhopjeni, Kombada

2015-04-01

The Young Earth Scientists (YES) Network is an international association for early-career geoscientists under the age of 35 years that was formed as a result of the International Year of Planet Earth (IYPE) in 2007. YES Network aims to establish an interdisciplinary global network of early-career geoscientists to solve societal issues/challenges using geosciences, promote scientific research and interdisciplinary networking, and support professional development of early-career geoscientists. The Network has several National Chapters including one in Namibia. YES Network Namibia (YNN) was formed in 2009, at the closing ceremony of IYPE in Portugal and YNN was consolidated in 2013 with the current set-up. YNN supports the activities and goals of the main YES Network at national level providing a platform for young Namibian scientists with a passion to network, information on geoscience opportunities and promoting earth sciences. Currently most of the members are geoscientists from the Geological Survey of Namibia (GSN) and University of Namibia. In 2015, YNN plans to carry out two workshops on career guidance, establish a mentorship program involving alumni and experienced industry experts, and increase involvement in outreach activities, mainly targeting high school pupils. Network members will participate in a range of educational activities such as school career and science fairs communicating geoscience to the general public, learners and students. The community outreach programmes are carried out to increase awareness of the role geosciences play in society. In addition, YNN will continue to promote interactive collaboration between the University of Namibia, Geological Survey of Namibia (GSN) and Geological Society of Namibia. Despite the numerous potential opportunities YNN offers young scientists in Namibia and its presence on all major social media platforms, the Network faces several challenges. One notable challenge the Network faces is indifference among

Accessible Earth: An accessible study abroad capstone for the geoscience curriculum

Science.gov (United States)

Bennett, R. A.; Lamb, D. A.

2017-12-01

International capstone field courses offer geoscience-students opportunities to reflect upon their knowledge, develop intercultural competence, appreciate diversity, and recognize themselves as geoscientists on a global scale. Such experiences are often described as pivotal to a geoscientist's education, a right of passage. However, field-based experiences present insurmountable barriers to many students, undermining the goal of inclusive excellence. Nevertheless, there remains a widespread belief that successful geoscientists are those able to traverse inaccessible terrain. One path forward from this apparent dilemma is emerging as we take steps to address a parallel challenge: as we move into the 21st century the geoscience workforce will require an ever increasing range of skills, including analysis, modeling, communication, and computational proficiency. Computer programing, laboratory experimentation, numerical simulation, etc, are inherently more accessible than fieldwork, yet equally valuable. Students interested in pursuing such avenues may be better served by capstone experiences that align more closely with their career goals. Moreover, many of the desirable learning outcomes attributed to field-based education are not unique to immersion in remote inaccessible locations. Affective and cognitive gains may also result from social bonding through extended time with peers and mentors, creative synthesis of knowledge, project-based learning, and intercultural experience. Developing an inclusive course for the geoscience curriculum requires considering all learners, including different genders, ages, physical abilities, familial dynamics, and a multitude of other attributes. The Accessible Earth Study Abroad Program endeavors to provide geoscience students an inclusive capstone experience focusing on modern geophysical observation systems (satellite based observations and permanent networks of ground-based instruments), computational thinking and methods of

Professional Development for Researchers in Solid Earth Science Evolved to Include Scientific and Educational Content

Science.gov (United States)

Eriksson, S. C.; Arrowsmith, R.; Olds, S. E.

2011-12-01

Integrated measures of crustal deformation provide valuable insight about tectonic and human-induced processes for scientists and educators alike. UNAVCO in conjunction with EarthScope initiated a series of short courses for researchers to learn the processing and interpretation of data from new technologies such as high precision GPS, Strainmeter, InSar and LiDAR that provide deformation information relevant to many geoscience sub-disciplines. Intensive short courses of a few days and the widespread availability of processed data through large projects such as EarthScope and GEON enable more geoscientists to incorporate these data into diverse projects. Characteristics of the UNAVCO Short Course Series, reaching over 400 participants since 2005, include having short course faculty who have pioneered development of each technology; open web-access to course materials; processing software installed on class-ready computers; no course fees; scholarships for students, post-doctoral fellows, and emerging faculty when needed; formative evaluation of the courses; community-based decisions on topics; and recruitment of participants across relevant geoscience disciplines. In 2009, when EarthScope airborne LiDAR data became available to the public through OpenTopographhy, teaching materials were provided to these researchers to incorporate the latest technologies into teaching. Multiple data sets across technologies have been developed with instructions on how to access the various data sets and incorporate them into geological problem sets. Courses in GPS, airborne LiDAR, strainmeter, and InSAR concentrate on data processing with examples of various geoscience applications. Ground-based LiDAR courses also include data acquisition. Google Earth is used to integrate various forms of data in educational applications. Various types of EarthScope data can now be used by a variety of geoscientists, and the number of scientists who have the skills and tools to use these various

Mutualistic Symbiosis between Researchers and Educators: the Case of Two Education Officers on the Joides Resolution

Science.gov (United States)

Cicconi, Alessia; Burgio, Marion; Cooper, Sharon

2017-04-01

Geoscience education from the primary school through the high school level is highly effected by the way teachers themselves deal with the teaching of science. Many studies on science education in general have found that teachers who lack research experience are less confident in teaching science with an inquiry methodology - the way that reflects how science really works and is found the most effective regarding students' achievement in science and their confidence in addressing STEM careers. The International Ocean Discovery Program (IODP) has carried out for years an education and outreach program that involves educators and teachers, with the position of Education Officer, in the expeditions on board the JOIDES Resolution (JR), an oceanographic vessel specialized in drilling ocean sediment cores for research purposes. This immersive experience gives teachers the opportunity to be part of the research process with the aim, among many others, to fill the gap that sometimes exists between how science is explained in textbooks and the real practice of scientific research. Using a scientific parallel, having teachers working with researchers could be considered a mutualistic symbiosis: on one hand researchers have a job, usually difficult to understand for the public and made simple by the teacher; on the other hand the teacher, working with researchers as a researcher will gain more confidence using an inquiry methodology in teaching science. In this oral presentation we want to present the outcomes of the outreach projects of two Education Officers, the first one who participated in Expedition 360 and the second one that will take part in the Expedition 367, in terms of 1) their perception and opinion of this immersive experience seen as professional development; 2) perceptions and opinions of teachers involved from shore, with or without their classes. This exploratory study has carried out with qualitative and quantitative methodology using questionnaires and

Impacts and Feedbacks in a Warming Arctic: Engaging Diverse Learners in Geoscience Education and Research

Science.gov (United States)

Sparrow, Elena; Spellman, Katie; Fabbri, Cindy; Verbyla, David; Yoshikawa, Kenji; Fochesatto, Gilberto; Comiso, Josefino; Chase, Malinda; Jones, Debra; Bacsujlaky, Mara

2016-04-01

students, home-schooled students, pre-service teachers, undergraduate students, and community members as citizen scientists. Those served will include groups historically under-represented in STEM fields (e.g. Alaska Natives). Learners will be engaged using face-to-face, online, and mobile technologies. Formative and summative assessments as well as outcome-based metrics will be developed to evaluate the success of program efforts. To accomplish objectives and leverage efforts, this project brings together subject matter experts, educational professionals, and practitioners in a teaming arrangement as well as leveraged partnerships that include the GLOBE Program, NASA Langley Education Program, NASA Goddard Space Flight Center, International Arctic Research Institute, School of Education, School of Natural Resources and Extension, Geophysical Institute, Institute of Arctic Biology, University of Alaska Fairbanks, Association of Interior Native Educators, Kenaitze Tribe Environmental Education Program, Urban and Rural School Districts, 4-H Program, Goldstream Group, Inc., National Science Foundation (NSF) Alaska Experimental Program to Stimulate Competitive Research, NSF Bonanza Creek Long Term Ecological Research and the NSF Polar Learning and Responding Climate Change Education Partnership.

Nurturing a growing field: Computers & Geosciences

Science.gov (United States)

Mariethoz, Gregoire; Pebesma, Edzer

2017-10-01

Computational issues are becoming increasingly critical for virtually all fields of geoscience. This includes the development of improved algorithms and models, strategies for implementing high-performance computing, or the management and visualization of the large datasets provided by an ever-growing number of environmental sensors. Such issues are central to scientific fields as diverse as geological modeling, Earth observation, geophysics or climatology, to name just a few. Related computational advances, across a range of geoscience disciplines, are the core focus of Computers & Geosciences, which is thus a truly multidisciplinary journal.

A Best Practices Approach to Working with Undergraduate Women in the Geosciences

Science.gov (United States)

Godfrey, E. S.; Clinton, S. M.; Adams, A. S.; Pollack, I. B.; Barnes, R.; Bloodhart, B.; Bowker, C.; Burt, M. A.; Henderson, H.; Hernandez, P. R.; Maertens, J.; Sample McMeeking, L. B.; Sayers, J.; Fischer, E. V.

2017-12-01

Many projects and programs aim to increase female participation in STEM fields, but there is little existing literature about the best practices for implementing such programs. An NSF-sponsored project, PROmoting Geoscience Research, Education & SuccesS (PROGRESS), aims to assess the effectiveness of a professional development and peer-mentoring program on undergraduate students' interest and persistence in geoscience-related fields and on self-perceptions as a scientist. We held workshops in off-campus locations in the Carolinas and the Colorado/Wyoming Front Range in 2015 (2016) for students at seven (nine) universities. Recruiting 1st and 2nd year female STEM students, however, proved challenging, even though all transportation and expenses were provided at no cost to participants. The initial acceptance rate to attend the workshop was surprisingly low (less than 30%) and was further impacted by a high number of cancellations ( 1/3 of acceptees) in the days leading up to each workshop. However, 88% of students who completed an online strength assessment beforehand attended the workshop. Thus, an activity that requires student effort in advance can be used to gauge the likelihood of participation. The PROGRESS model is proving to be effective and beneficial for undergraduate students. Post-workshop evaluations revealed that nearly all participants would recommend the workshop to others. Students found it successful in both establishing a support system in the geosciences and increasing their knowledge of geoscience opportunities. Participant surveys show that panel discussions on career paths and the mentoring experiences of working geoscientists were the most favorably-viewed workshop components. It's not enough to offer excellent programs, however; interventions are required to recruit and incentivize participants and to help students recognize the value of a mentoring program. A successful program will devote significant time toward maintaining frequent

Establishing MICHCARB, a geological carbon sequestration research and education center for Michigan, implemented through the Michigan Geological Repository for Research and Education, part of the Department of Geosciences at Western Michigan University

Energy Technology Data Exchange (ETDEWEB)

Barnes, David A. [Western Michigan Univ., Kalamazoo MI (United States); Harrison, William B. [Western Michigan Univ., Kalamazoo MI (United States)

2014-01-28

The Michigan Geological Repository for Research and Education (MGRRE), part of the Department of Geosciences at Western Michigan University (WMU) at Kalamazoo, Michigan, established MichCarb—a geological carbon sequestration resource center by: • Archiving and maintaining a current reference collection of carbon sequestration published literature • Developing statewide and site-specific digital research databases for Michigan’s deep geological formations relevant to CO2 storage, containment and potential for enhanced oil recovery • Producing maps and tables of physical properties as components of these databases • Compiling all information into a digital atlas • Conducting geologic and fluid flow modeling to address specific predictive uses of CO2 storage and enhanced oil recovery, including compiling data for geological and fluid flow models, formulating models, integrating data, and running the models; applying models to specific predictive uses of CO2 storage and enhanced oil recovery • Conducting technical research on CO2 sequestration and enhanced oil recovery through basic and applied research of characterizing Michigan oil and gas and saline reservoirs for CO2 storage potential volume, injectivity and containment. Based on our research, we have concluded that the Michigan Basin has excellent saline aquifer (residual entrapment) and CO2/Enhanced oil recovery related (CO2/EOR; buoyant entrapment) geological carbon sequestration potential with substantial, associated incremental oil production potential. These storage reservoirs possess at least satisfactory injectivity and reliable, permanent containment resulting from associated, thick, low permeability confining layers. Saline aquifer storage resource estimates in the two major residual entrapment, reservoir target zones (Lower Paleozoic Sandstone and Middle Paleozoic carbonate and sandstone reservoirs) are in excess of 70-80 Gmt (at an overall 10% storage efficiency factor; an approximately

Automatic User Interface Generation for Visualizing Big Geoscience Data

Science.gov (United States)

Yu, H.; Wu, J.; Zhou, Y.; Tang, Z.; Kuo, K. S.

2016-12-01

Along with advanced computing and observation technologies, geoscience and its related fields have been generating a large amount of data at an unprecedented growth rate. Visualization becomes an increasingly attractive and feasible means for researchers to effectively and efficiently access and explore data to gain new understandings and discoveries. However, visualization has been challenging due to a lack of effective data models and visual representations to tackle the heterogeneity of geoscience data. We propose a new geoscience data visualization framework by leveraging the interface automata theory to automatically generate user interface (UI). Our study has the following three main contributions. First, geoscience data has its unique hierarchy data structure and complex formats, and therefore it is relatively easy for users to get lost or confused during their exploration of the data. By applying interface automata model to the UI design, users can be clearly guided to find the exact visualization and analysis that they want. In addition, from a development perspective, interface automaton is also easier to understand than conditional statements, which can simplify the development process. Second, it is common that geoscience data has discontinuity in its hierarchy structure. The application of interface automata can prevent users from suffering automation surprises, and enhance user experience. Third, for supporting a variety of different data visualization and analysis, our design with interface automata could also make applications become extendable in that a new visualization function or a new data group could be easily added to an existing application, which reduces the overhead of maintenance significantly. We demonstrate the effectiveness of our framework using real-world applications.

Expedition Earth and Beyond: Using NASA Data Resources and Integrated Educational Strategies to Promote Authentic Research in the Classroom

Science.gov (United States)

Graffi, Paige Valderrama; Stefanov, William; Willis, Kim; Runco, Sue

2009-01-01

Teachers in today s classrooms are bound by state required skills, education standards, and high stakes testing. How can they gain skills and confidence to replace units or individual activities with curriculum that incorporates project and inquiry-based learning and promotes authentic research in the classroom? The key to promoting classroom authentic research experiences lies in educator professional development that is structured around teacher needs. The Expedition Earth and Beyond Program is a new geosciences program based at the NASA Johnson Space Center designed to engage, inspire and educate teachers and students in grades 5-14. The program promotes authentic research experiences for classrooms and uses strategies that will help NASA reach its education goals while still allowing educators to teach required standards. Teachers will have access to experts in terrestrial and planetary remote sensing and geoscience; this will enhance their use of content, structure, and relevant experiences to gain the confidence and skills they need to actively engage students in authentic research experiences. Integrated and powerful educational strategies are used to build skills and confidence in teachers. The strategies are as follows: 1) creating Standards-aligned, inquiry-based curricular resources as ready-to-use materials that can be modified by teachers to fit their unique classroom situation; 2) providing ongoing professional development opportunities that focus on active experiences using curricular materials, inquiry-based techniques and expanding content knowledge; 3) connecting science experts to classrooms to deepen content knowledge and provide relevance to classroom activities and real world applications; 4) facilitating students sharing research with their peers and scientists reinforcing their active participation and contributions to research. These components of the Expedition Earth and Beyond Education Program will be enhanced by providing exciting and

BCube: Building a Geoscience Brokering Framework

Science.gov (United States)

Jodha Khalsa, Siri; Nativi, Stefano; Duerr, Ruth; Pearlman, Jay

2014-05-01

BCube is addressing the need for effective and efficient multi-disciplinary collaboration and interoperability through the advancement of brokering technologies. As a prototype "building block" for NSF's EarthCube cyberinfrastructure initiative, BCube is demonstrating how a broker can serve as an intermediary between information systems that implement well-defined interfaces, thereby providing a bridge between communities that employ different specifications. Building on the GEOSS Discover and Access Broker (DAB), BCube will develop new modules and services including: • Expanded semantic brokering capabilities • Business Model support for work flows • Automated metadata generation • Automated linking to services discovered via web crawling • Credential passing for seamless access to data • Ranking of search results from brokered catalogs Because facilitating cross-discipline research involves cultural and well as technical challenges, BCube is also addressing the sociological and educational components of infrastructure development. We are working, initially, with four geoscience disciplines: hydrology, oceans, polar and weather, with an emphasis on connecting existing domain infrastructure elements to facilitate cross-domain communications.

Enhancing Diversity in the Geosciences through National Dissemination of the AMS Online Weather Studies Distance Learning Course

Science.gov (United States)

Weinbeck, R. S.; Geer, I. W.; Mills, E. W.; Porter, W. A.; Moran, J. M.

2002-12-01

Our nation faces a serious challenge in attracting young people to science and science-related careers (including teaching). This is particularly true for members of groups underrepresented in science, mathematics, engineering, and technology and is especially acute in the number of minority college students majoring in the geosciences. A formidable obstacle in attracting undergraduates to the geosciences is lack of access, that is, no opportunity to enroll in an introductory geoscience course simply because none is offered at their college or university. Often introductory or survey courses are a student's first exposure to the geosciences. To help alleviate this problem, the American Meteorological Society (AMS) through its Education Program developed and implemented nationally an introductory weather and climate course, Online Weather Studies, which can be added to an institution's menu of general education course offerings. This highly successful course will be offered at 130 colleges and universities nationwide, including 30 minority-serving institutions, 20 of which have joined the AMS Online Weather Studies Diversity Program during 2002. The AMS encourages course adoption by more institutions serving large numbers of minority students through support from the National Science Foundation (NSF) Opportunities for Enhancing Diversity in the Geosciences (OEDG) and Course, Curriculum and Laboratory Improvement-National Dissemination (CCLI-ND) programs. Online Weather Studies is an innovative, 12- to 15-week introductory college-level, online distance-learning course on the fundamentals of atmospheric science. Learner-formatted current weather data are delivered via the Internet and coordinated with investigations keyed to the day's weather. The principal innovation of Online Weather Studies is that students learn about weather as it happens in near real-time-a highly motivational learning experience. The AMS Education Program designed and services this course and

Promoting Original Scientific Research and Teacher Training Through a High School Science Research Program: A Five Year Retrospective and Analysis of the Impact on Mentored 8th Grade Geoscience Students and the Mentors Themselves

Science.gov (United States)

Danch, J. M.

2015-12-01

In 2010 a group of 8th grade geoscience students participated in an extracurricular activity allowing them to conduct original scientific research while being mentored by students enrolled in a 3 - year high school Science Research program. Upon entering high school the mentored students themselves enrolled in the Science Research program and continued for 4 years, culminating with their participation in Science Research 4. This allowed them to continue conducting original scientific research, act as mentors to 8th grade geoscience students and to provide teacher training for both middle and high school teachers conducting inquiry-based science lessons. Of the 7 Science Research 4 students participating since 2010, 100% plan on majoring or minoring in a STEM - related field in college and their individual research projects have been been granted over 70 different awards and honors in science fair and symposia including a 3rd and 4th place category awards at two different international science fairs - the International Sustainable Energy Engineering and Environment Project (iSWEEP) and the International Science and Engineering Fair (ISEF). Science Research 4 students developed and conducted a Society for Science and the Public affiliated science fair for middle school students enrolled in an 8th grade honors geoscience program allowing over 100 students from 5 middle schools to present their research and be judged by STEM professionals. Students with research judged in the top 10% were nominated for participation in the National Broadcom MASTERS program which they successfully entered upon further mentoring from the Science Research 4 students. 8th grade enrollment in the Science Research program for 2015 increased by almost 50% with feedback from students, parents and teachers indicating that the mentorship and participation in the 8th grade science fair were factors in increasing interest in continuing authentic scientific research in high school.

The Geosciences Division of the Council on Undergraduate Research (GeoCUR): Supporting Faculty that Mentor Undergraduate Researchers

Science.gov (United States)

Fox, L. K.; Guertin, L. A.; Manley, P. L.; Fortner, S. K.

2012-12-01

Undergraduate research is a proven effective pedagogy that has a number of benefits including: enhancing student learning through mentoring relationships with faculty; increasing retention; increasing enrollment in graduate programs; developing critical thinking, creativity, problem solving and intellectual independence; and, developing an understanding of research methodology. Undergraduate research also has been demonstrated in preparing students for careers. In addition to developing disciplinary and technical expertise, participation in undergraduate research helps students improve communication skills (written, oral, and graphical) and time management. Early involvement in undergraduate research improves retention and, for those engaged at the 2YC level, helps students successfully transfers to 4YC. The Geosciences Division of the Council on Undergraduate Research (GeoCUR) supports faculty in their development of undergraduate research programs at all levels. GeoCUR leads workshops for new and future faculty covering all aspects of undergraduate research including incorporating research into coursework, project design, mentoring students, sustaining programs, and funding sources. GeoCUR members support new faculty by providing a range of services including: peer-review of grant proposals; advice on establishing an undergraduate research program; balancing teaching and research demands; and networking with other geoscientist. GeoCUR has also developed web resources that support faculty and departments in development of undergraduate research programs (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). This presentation will describe the services provided by GeoCUR and highlight examples of programs and resources available to geoscientists in all career stages for effective undergraduate research mentoring and development.

Open Geoscience Database

Science.gov (United States)

Bashev, A.

2012-04-01

Currently there is an enormous amount of various geoscience databases. Unfortunately the only users of the majority of the databases are their elaborators. There are several reasons for that: incompaitability, specificity of tasks and objects and so on. However the main obstacles for wide usage of geoscience databases are complexity for elaborators and complication for users. The complexity of architecture leads to high costs that block the public access. The complication prevents users from understanding when and how to use the database. Only databases, associated with GoogleMaps don't have these drawbacks, but they could be hardly named "geoscience" Nevertheless, open and simple geoscience database is necessary at least for educational purposes (see our abstract for ESSI20/EOS12). We developed a database and web interface to work with them and now it is accessible at maps.sch192.ru. In this database a result is a value of a parameter (no matter which) in a station with a certain position, associated with metadata: the date when the result was obtained; the type of a station (lake, soil etc); the contributor that sent the result. Each contributor has its own profile, that allows to estimate the reliability of the data. The results can be represented on GoogleMaps space image as a point in a certain position, coloured according to the value of the parameter. There are default colour scales and each registered user can create the own scale. The results can be also extracted in *.csv file. For both types of representation one could select the data by date, object type, parameter type, area and contributor. The data are uploaded in *.csv format: Name of the station; Lattitude(dd.dddddd); Longitude(ddd.dddddd); Station type; Parameter type; Parameter value; Date(yyyy-mm-dd). The contributor is recognised while entering. This is the minimal set of features that is required to connect a value of a parameter with a position and see the results. All the complicated data

Unidata: A geoscience e-infrastructure for International Data Sharing

Science.gov (United States)

Ramamurthy, Mohan

2017-04-01

The Internet and its myriad manifestations, including the World Wide Web, have amply demonstrated the compounding benefits of a global cyberinfrastructure and the power of networked communities as institutions and people exchange knowledge, ideas, and resources. The Unidata Program recognizes those benefits, and over the past several years it has developed a growing portfolio of international data distribution activities, conducted in close collaboration with academic, research and operational institutions on several continents, to advance earth system science education and research. The portfolio includes provision of data, tools, support and training as well as outreach activities that bring various stakeholders together to address important issues, all toward the goals of building a community with a shared vision. The overarching goals of Unidata's international data sharing activities include: • democratization of access-to and use-of data that describe the dynamic earth system by facilitating data access to a broad spectrum of observations and forecasts • building capacity and empowering geoscientists and educators worldwide by building encouraging local communities where data, tools, and best practices in education and research are shared • strengthening international science partnerships for exchanging knowledge and expertise • Supporting faculty and students at research and educational institutions in the use of Unidata systems building regional and global communities around specific geoscientific themes. In this presentation, I will present Unidata's ongoing data sharing activities in Latin America, Europe, Africa and Antarctica that are enabling linkages to existing and emergent e-infrastructures and operational networks, including recent advances to develop interoperable data systems, tools, and services that benefit the geosciences. Particular emphasis in the presentation will be made to describe the examples of the use of Unidata

Post-graduation survey of the impact of geoscience service-learning courses at Wesleyan University

Science.gov (United States)

OConnell, S.; Ptacek, S.; Diver, K.; Ku, T. C.; Resor, P. G.; Royer, D. L.

2016-12-01

The benefits of service-learning courses are extolled in numerous papers and include increases in student: engagement with the material and the world, self-efficacy, and awareness of personal values. This approach to education allows students to develop skills that may not be part of many lecture-style or even laboratory class formats, such as problem solving, scientific communication, group work and reflection. Service learning requires students to move to the upper level of Bloom's taxonomy of cognitive skills: analyzing, evaluating, and creating. In a broader context, service learning offers two distinct benefits for the geosciences. First, service learning offers an opportunity for both the students and community to see the utility of geoscience in their lives and what geoscientists do. Considering the general lack of knowledge about geosciences this is an important public relations opportunity. Second, some studies have shown that the benefits of a service-learning approach to education results in higher performance by underrepresented minority students, students that the geosciences need to attract in an increasingly diverse society. Since 2006, four different service-learning courses have been offered by the Department of Earth & Environmental Sciences at Wesleyan University to both majors and non-majors. They are Environmental Geochemistry (core course), Geographic Information Systems (elective), Science on the Radio (first-year seminar), and Soils (elective). Almost 250 graduates have taken these courses. Graduates were surveyed to discover what they gained by taking a service-learning course and if, and how, they use the skills they learned in the course in their post-college careers.

Integrating geoscience and Native American experiences through a multi-state geoscience field trip for high school students

Science.gov (United States)

Kelso, P. R.; Brown, L. M.; Spencer, M.; Sabatine, S.; Goetz, E. R.

2012-12-01

Lake Superior State University (LSSU) developed the GRANITE (Geological Reasoning And Natives Investigating The Earth) to engage high school students in the geosciences. The GRANITE program's target audience is Native American high school students and other populations underrepresented in the geosciences. Through the GRANITE program students undertake a variety of field and laboratory geosciences activities that culminates in a two week summer geoscience field experience during which they travel from Michigan to Wyoming. The sites students visit were selected because of their interesting and diverse geologic features and because in many cases they have special significance to Native American communities. Examples of the processes and localities studied by GRANITE students include igneous processes at Bear Butte, SD (Mato Paha) and Devil's Tower, WY (Mato Tipila); sedimentary processes in the Badlands, SD (Mako Sica) and Black Hills, SD (Paha Sapa); karst processes at Wind Cave, SD (Wasun Niye) and Vore Buffalo Jump; structural processes at Van Hise rock, WI and Dillon normal fault Badlands, SD; hydrologic and laucustrine processes along the Great Lakes and at the Fond du Lac Reservation, MN; fluvial processes along the Mississippi and Missouri rivers; geologic resources at the Homestake Mine, SD and Champion Mine, MI; and metamorphic processes at Pipestone, MN and Baraboo, WI. Through the GRANITE experience students develop an understanding of how geoscience is an important part of their lives, their communities and the world around them. The GRANITE program also promotes each student's growth and confidence to attend college and stresses the importance of taking challenging math and science courses in high school. Geoscience career opportunities are discussed at specific geologic localities and through general discussions. GRANITE students learn geosciences concepts and their application to Native communities and society in general through activities and

Visualizer: 3D Gridded Data Visualization Software for Geoscience Education and Research

Science.gov (United States)

Harwood, C.; Billen, M. I.; Kreylos, O.; Jadamec, M.; Sumner, D. Y.; Kellogg, L. H.; Hamann, B.

2008-12-01

In both research and education learning is an interactive and iterative process of exploring and analyzing data or model results. However, visualization software often presents challenges on the path to learning because it assumes the user already knows the locations and types of features of interest, instead of enabling flexible and intuitive examination of results. We present examples of research and teaching using the software, Visualizer, specifically designed to create an effective and intuitive environment for interactive, scientific analysis of 3D gridded data. Visualizer runs in a range of 3D virtual reality environments (e.g., GeoWall, ImmersaDesk, or CAVE), but also provides a similar level of real-time interactivity on a desktop computer. When using Visualizer in a 3D-enabled environment, the software allows the user to interact with the data images as real objects, grabbing, rotating or walking around the data to gain insight and perspective. On the desktop, simple features, such as a set of cross-bars marking the plane of the screen, provide extra 3D spatial cues that allow the user to more quickly understand geometric relationships within the data. This platform portability allows the user to more easily integrate research results into classroom demonstrations and exercises, while the interactivity provides an engaging environment for self-directed and inquiry-based learning by students. Visualizer software is freely available for download (www.keckcaves.org) and runs on Mac OSX and Linux platforms.

Forensic geoscience: applications of geology, geomorphology and geophysics to criminal investigations

Science.gov (United States)

Ruffell, Alastair; McKinley, Jennifer

2005-03-01

One hundred years ago Georg Popp became the first scientist to present in court a case where the geological makeup of soils was used to secure a criminal conviction. Subsequently there have been significant advances in the theory and practice of forensic geoscience: many of them subsequent to the seminal publication of "Forensic Geology" by Murray and Tedrow [Murray, R., Tedrow, J.C.F. 1975 (republished 1986). Forensic Geology: Earth Sciences and Criminal Investigation. Rutgers University Press, New York, 240 pp.]. Our review places historical development in the modern context of how the allied disciplines of geology (mineralogy, sedimentology, microscopy), geophysics, soil science, microbiology, anthropology and geomorphology have been used as tool to aid forensic (domestic, serious, terrorist and international) crime investigations. The latter half of this paper uses the concept of scales of investigation, from large-scale landforms through to microscopic particles as a method of categorising the large number of geoscience applications to criminal investigation. Forensic geoscience has traditionally used established non-forensic techniques: 100 years after Popp's seminal work, research into forensic geoscience is beginning to lead, as opposed to follow other scientific disciplines.

Entering a New ERA: Education Resources and AGU

Science.gov (United States)

Karsten, J. L.; Johnson, R. M.

2001-12-01

Professional societies play a unique role in the on-going battle to improve public education in the Earth and space sciences. With guidance from its Committee on Education and Human Resources (CEHR), AGU has traditionally sponsored strong programs that provide mechanisms for linking its research membership with the formal/informal science education communities. Among the most successful of these are tutorials for K-12 teachers taught by AGU members during national meetings (e.g., GIFT - Geophysical Information For Teachers) and internships that allow teachers to experience geophysical science research first-hand (e.g., STaRS - Science Teacher and Research Scientist). AGU also co-sponsors major symposia to discuss and develop strategies for Earth science education reform (e.g., the NSF-sponsored Shaping the Future workshop) and provides an annual forum for the Heads and Chairs of undergraduate geoscience departments to discuss common problems and share solutions. In the fall of 2001, AGU expects to unveil a major new education and outreach website that will provide enhanced opportunities for communicating to students, teachers and the public about AGU members' research and new directions in geophysical science education. The most important contribution that AGU makes, however, is to validate and prominently endorse the education and outreach efforts of its members, both by sponsoring well-attended, education-related special sessions at AGU national meetings and by annually honoring individuals or groups with the Excellence in Geoscience Education award. Recent staff changes at AGU headquarters have brought new opportunities to expand upon these successful existing programs and move in other directions that capitalize on the strengths of the organization. Among new initiatives being considered are programs that partner education efforts with those being developed as part of several large research programs, curriculum modules that will promote teaching earth sciences

The American Geological Institute Minority Participation Program (MPP): Thirty Years of Improving Access to Opportunities in the Geosciences Through Undergraduate and Graduate Scholarships for Underrepresented Minorities

Science.gov (United States)

Callahan, C. N.; Byerly, G. R.; Smith, M. J.

2001-05-01

Since 1971, the American Geological Institute (AGI) Minority Participation Program (MPP) has supported scholarships for underrepresented minorities in the geosciences at the undergraduate and graduate levels. Some of our MPP scholars have gone on to hugely successful careers in the geosciences. MPP scholars include corporate leaders, university professors, a NASA scientist-astronaut and a National Science Foundation (NSF) CAREER awardee. Yet as ethnic minorities continue to be underrepresented in the geosciences, AGI plans to expand its efforts beyond its traditional undergraduate and graduate scholarships to include diversity programs for secondary school geoscience teacher internships, undergraduate research travel support, and doctoral research fellowships. AGI promotes its MPP efforts primarily through its web pages, which are very successful in attracting visitors; through its publications, especially Geotimes; and through its Corporate Associates and Member Societies. Funding for the MPP has come from multiple sources over the past 30 years. Industry, non-profit organizations, and individuals have been the primary source of funding for graduate scholarships. The NSF has regularly funded the undergraduate scholarships. AGI Corporate Associates have contributed to both scholarship programs. The MPP Advisory Committee selects scholarship recipients based upon student academic performance, financial need, and potential for success as a geoscience professional. AGI currently has 29 MPP scholars, including 11 undergraduate and 18 graduate students. Undergraduate scholarships range from \\1000 to \\5000, with an average award of approximately \\2500. Graduate scholarships range from \\500 to \\4000, with an average award of approximately \\1300. In addition to financial assistance, every MPP scholar is assigned a professional geoscientist as a mentor. The mentor is responsible for regular personal contacts with MPP scholars, and with writing evaluation reports that

Geoscience Diversity Enhancement Project: Student Responses.

Science.gov (United States)

Rodrigue, Christine M.; Wechsler, Suzanne P.; Whitney, David J.; Ambos, Elizabeth L.; Ramirez-Herrera, Maria Teresa; Behl, Richard; Francis, Robert D.; Larson, Daniel O.; Hazen, Crisanne

This paper describes an interdisciplinary project at California State University (Long Beach) designed to increase the attractiveness of the geosciences to underrepresented groups. The project is called the Geoscience Diversity Enhancement Project (GDEP). It is a 3-year program which began in the fall of 2001 with funding from the National Science…

Geoscientist/Educator Partnerships at the University of Colorado: Strategies and Examples

Science.gov (United States)

Buhr, S. M.; Hare, J.; Healy, G.

2005-05-01

According to a study about the factors that engage and hinder scientists' involvement in education and outreach (Andrews et.al., 2005), the presence of a dedicated outreach coordinator who can provide a point of contact and lessen the burden on scientists is one of the keys to success. For the past nine years, research scientists at the Cooperative Institute for Research in Environmental Sciences (CIRES) have worked in partnership with just such a coordinating team, the CIRES Education and Outreach group. As funding agency emphasis on education and social impacts has increased, so have the opportunities to develop educational projects intrinsically linked to current geoscience research. One such effort is Ocean Interactions, a project which began as a ship-shore student communication opportunity at the initiation of the researcher. The roles of each contributor to the partnership will be described, along with the framework through which CIRES supports scientist/educator partnerships of this sort. Andrews, Elisabeth, Alexandra Weaver, Daniel Hanley, Jeff Hovermill, Ginger Melton. 2005. "Scientists and Public Outreach: Participation, Motivations and Impediments." Journal of Geoscience Education in press May 2005.

Visual Analytics for Heterogeneous Geoscience Data

Science.gov (United States)

Pan, Y.; Yu, L.; Zhu, F.; Rilee, M. L.; Kuo, K. S.; Jiang, H.; Yu, H.

2017-12-01

Geoscience data obtained from diverse sources have been routinely leveraged by scientists to study various phenomena. The principal data sources include observations and model simulation outputs. These data are characterized by spatiotemporal heterogeneity originated from different instrument design specifications and/or computational model requirements used in data generation processes. Such inherent heterogeneity poses several challenges in exploring and analyzing geoscience data. First, scientists often wish to identify features or patterns co-located among multiple data sources to derive and validate certain hypotheses. Heterogeneous data make it a tedious task to search such features in dissimilar datasets. Second, features of geoscience data are typically multivariate. It is challenging to tackle the high dimensionality of geoscience data and explore the relations among multiple variables in a scalable fashion. Third, there is a lack of transparency in traditional automated approaches, such as feature detection or clustering, in that scientists cannot intuitively interact with their analysis processes and interpret results. To address these issues, we present a new scalable approach that can assist scientists in analyzing voluminous and diverse geoscience data. We expose a high-level query interface that allows users to easily express their customized queries to search features of interest across multiple heterogeneous datasets. For identified features, we develop a visualization interface that enables interactive exploration and analytics in a linked-view manner. Specific visualization techniques such as scatter plots to parallel coordinates are employed in each view to allow users to explore various aspects of features. Different views are linked and refreshed according to user interactions in any individual view. In such a manner, a user can interactively and iteratively gain understanding into the data through a variety of visual analytics operations. We

Creating and maintaining a successful geoscience pathway from 2YC to 4YC for Native Hawaiian Students: First Steps

Science.gov (United States)

Guidry, M.; Eschenberg, A.; McCoy, F. W.; McManus, M. A.; Lee, K.; DeLay, J. K.; Taylor, S. V.; Dire, J.; Krupp, D.

2017-12-01

In the Fall of 2015, the two four year (4YC) institutions within the University of Hawaii (UH) system offering baccalaureate degrees in geosciences enrolled only six Native Hawaiian (NH) students out of a total of 194 students in geoscience degree programs. This percentage (3%) of NH students enrolled in geosciences is far lower than the percentage of NH students enrolled at any single institution in the UH system, which ranges from 14 to 42%. At the same time, only six (3%) of the 194 students enrolled in geoscience baccalaureate programs were transfer students from the UH community colleges. Of these six transfer students, three were NH. This reflects the need for increased transfer of NH in the geosciences from two year (2YC) to 4YC. In the Fall of 2015, UH Manoa's (UHM) School of Ocean and Earth Science and Technology (SOEST) accounted for only 0.14% of transfer students from UH community colleges. This compares to 5% in the UHM School of Engineering and 27% in the UHM College of Arts and Sciences. As part of the first year of a multi-institutional five-year NSF TCUP-PAGE (Tribal Colleges and Universities Program - PArtnerships for Geoscience Education) award, we review our first steps and strategies for building a successful and sustainable geoscience transfer pathway for Native Hawaiian and community college students into the three undergraduate geoscience programs (Atmospheric Sciences, Environmental Sciences, and Geology & Geophysics) within SOEST.

Personalized, Shareable Geoscience Dataspaces For Simplifying Data Management and Improving Reproducibility

Science.gov (United States)

Malik, T.; Foster, I.; Goodall, J. L.; Peckham, S. D.; Baker, J. B. H.; Gurnis, M.

2015-12-01

Research activities are iterative, collaborative, and now data- and compute-intensive. Such research activities mean that even the many researchers who work in small laboratories must often create, acquire, manage, and manipulate much diverse data and keep track of complex software. They face difficult data and software management challenges, and data sharing and reproducibility are neglected. There is signficant federal investment in powerful cyberinfrastructure, in part to lesson the burden associated with modern data- and compute-intensive research. Similarly, geoscience communities are establishing research repositories to facilitate data preservation. Yet we observe a large fraction of the geoscience community continues to struggle with data and software management. The reason, studies suggest, is not lack of awareness but rather that tools do not adequately support time-consuming data life cycle activities. Through NSF/EarthCube-funded GeoDataspace project, we are building personalized, shareable dataspaces that help scientists connect their individual or research group efforts with the community at large. The dataspaces provide a light-weight multiplatform research data management system with tools for recording research activities in what we call geounits, so that a geoscientist can at any time snapshot and preserve, both for their own use and to share with the community, all data and code required to understand and reproduce a study. A software-as-a-service (SaaS) deployment model enhances usability of core components, and integration with widely used software systems. In this talk we will present the open-source GeoDataspace project and demonstrate how it is enabling reproducibility across geoscience domains of hydrology, space science, and modeling toolkits.

Developing and Delivering a Geoscience MOOC -- What's Involved, and What Works (Invited)

Science.gov (United States)

Marshak, S.; Tomkin, J. H.

2013-12-01

Efforts to develop free Massive Open Online Courses (MOOCs) have exploded in the last year, and geoscience education is part of this boom. Developing and delivering a MOOC is a major undertaking, and the proliferation of MOOCs can potentially be disruptive to more traditional forms of education, so it's worth asking: What role can/should/will MOOCs play in future geoscience education? Our experience in developing and delivering two MOOCs--Introduction to Sustainability (the first geoscience-related MOOC ever delivered), and Planet Earth . . . and You--provide insight into the impact that a MOOC can have, and into approaches that can work to yield a pedagogically sound experience. Both of these courses cover content similar to that of lower-division college classes, but MOOCs have very different participants than do equivalent, for-credit (i.e., for-fee) university courses. Examination of statistics that characterize student performance, along with interpretations of exit surveys, indicate that MOOC participants are older, are more likely to be working, are not enrolled in a college, and have different educational backgrounds than do traditional students. Significantly, MOOC participants are international (more than100 different nationalities were represented in our MOOCs) and come from both western and non-western traditions. This situation not only leads to ESL challenges, but also enables cross-cultural discussions and global ("crowd sourcing") data collection, beyond what is possible in traditional classes. Peak participant performance is very high (better than the performance of students in campus courses), but drop-out rates are also very high (typically, less than 20% of participants complete all assignments). Active MOOC participants perform as well in online assessments as do either traditional on-campus or traditional (small class, for-credit) online students. MOOC development can improve on-campus instruction, partly through technology transfer and partly

The HR factor: codes of conduct and gender issues as levers of innovation in geosciences

Science.gov (United States)

Rubbia, Giuliana

2014-05-01

Professional geosciences organizations which support governments, industry and academic institutions in setting standards for communication, responsible use of geosciences information and continuing professional development do have codes of professional conduct, binding their members. "The geologist is responsible for the impression he gives of his profession in the opinion of those around him and of the public at large" reads one principle of the Code of Professional Conduct of the European Federation of Geologists. Several higher education institutions and public research bodies inspire their regulations to the European Charter of Researchers. In strengthening the relationships of professional organizations with industry, society and academy, it becomes interesting to highlight similarities and fruitful points of contacts between codes of professional ethics and the Charter of Researchers. Ethical principles, professional responsibility and attitude, accountability, dissemination and exploitation of results, public engagement, continuing professional development are some of the remarkable principles. Gender issues are also vital, as starting point to rethink processes in the knowledge society. Structural changes in institutions to improve excellence in research need more women in decision-making bodies, practices of work-family balance and codes of conduct which prevent hidden discriminations. In communication of natural hazards that have societal impact, the diversity management of both target public and communicators can make the difference between a generic communication and an effective one which is more tailored to information needs of women and men acting in the society.

Quarries as educational resources - a research with students of a secondary school of Portugal

Science.gov (United States)

Filipe, Fernanda; Henriques, Maria Helena

2015-04-01

This work describes the results obtained in a research on science education involving 18 students of Biology and Geology of the 10th grade (15 years old) of the Secondary School of Figueiró dos Vinhos (Central Portugal). Framed on the curricular topic "Earth, a very special planet", the research included the conception, implementation and evaluation of an educational intervention aiming to answer the question: "How to stimulate meaningful and relevant learning about sustainable exploitation of geological resources, namely limestone?" The intervention occurred along 8 classes of 90 minutes each, which included practical work developed in small groups (3 students/each), and several activities both in the field and in the classroom (prior and after the fieldtrip). From the methodological point of view, this research is qualitative in nature, a study-case type, with data resulting from direct observation and content analysis of the answers presented by students to questionnaires (diagnostic and intervention assessment) and to worksheets, expressly created for the research. The main goal of the intervention was that the students, by developing practical activities centered upon a field trip to an abandoned limestone quarry located close to their homes, could learn to recognize the geological impacts arising from the exploitation of geological resources and acquire skills for collecting and processing relevant information about existing rules that control the operations in quarries, in order to develop critical thinking about the nature of exploitation of these types of resources, which may hinder the promotion of sustainable development. Concerning the intervention assessment, results reinforced the idea that quarries can provide an educational resource of great value for promoting substantive knowledge on geosciences, urgently needed and consistent with the development of critical and intervenient citizens, able to decide, at the right moment, how to behave

Geoscience Information for Teachers (GIFT) Workshops of the European Geoscience Union General Assembly

Science.gov (United States)

Arnold, Eve; Barnikel, Friedrich; Berenguer, Jean-Luc; Cifelli, Francesca; Funiciello, Francesca; King, Chris; Laj, Carlo; Macko, Stephen; Schwarz, Annegret; Smith, Phil; Summesberger, Herbert

2017-04-01

GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly in Vienna, and also elsewhere in the world usually associated with large geoscience conferences. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "The solar system and beyond", "Mineral Resources", "Our changing Planet", "Natural Hazards", "Water" and "Evolution and Biodiversity". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 800 teachers from more than 25 nations. At all

Beyond the Data: Effective Methods for Communicating the Value of Geoscience Research

Science.gov (United States)

Lees, J. M.; Parker, M. L.

2017-12-01

The health of Earth Science departments depends critically on effective campus outreach and communication. Where competing narratives across a broad spectrum of intellectual pursuits draws the attention of administrators for resources, geological sciences are positioned, in a unique way, to make a big impact in both public relations within the institution and outward to the community at large. Researchers, by themselves, often make poor advocates for their exciting discoveries, especially when dealing with colleagues who have little or no appreciation for the interdisciplinary nature of Earth Science. Our communication efforts at the University of North Carolina—Chapel Hill have represented the Department of Geological Sciences with spectacular visual content and riveting storytelling. Long-form features, photos, and videos published in science-oriented campus publications (Endeavors), alumni outreach (Carolina Alumni Review) and more general issues (Arts & Sciences magazine) offer glimpses into geophysical research areas such as coastal evolution, active volcanoes, and stratospheric acoustics. A well crafted story can go a long way towards raising the stature of a small department, and increase the exposure of critical environmental issues on campus. This presentation will include the key elements for crafting a compelling geoscience research story, common issues that can arise in science communication, and best practices for utilizing storytelling methods for outreach in both academic and industry settings.

Engaging secondary students in geoscience investigations through the use of low-cost instrumentation

Science.gov (United States)

Dunn, A. L.; Hansen, W.; Healy, S.

2010-12-01

to the geosciences, such as solar and wind power, water and soil quality, and assessing land-use change through remote sensing and geospatial tools. The goal of the workshop was to give the teachers tools to engage students in investigating these concepts in the classroom, thereby stimulating an interest in geosciences that would carry over into undergraduate education. As part of the workshop, we provided a low-cost set of tools to give to the teachers for hands-on use in the classroom. We developed a compact, rugged system for measuring solar insolation and temperature, and combined it with a datalogger to collect a continuous timeseries of data. We also built a standalone anemometer for measuring wind speed. These instruments offer entry points for multiple types of classroom investigations into weather, climate, and renewable energy potential. They also provide a platform for practicing mathematical and computer skills such as timeseries graphing, data analysis, spreadsheet use, etc. The cost of the pyranometer, datalogger, and anemometer setup was $229 per user. Feedback from workshop participants was very positive, and the teachers were confident that the instrumentation would give them a new way to engage students in geoscience topics.

Bringing Grand Canyon to the College Campus: Assessment of Student Learning in the Geosciences Through Virtual Field Trip Games for Mobile Smart-Devices

Science.gov (United States)

Bursztyn, N.; Walker, A.; Shelton, B.; Pederson, J. L.

2015-12-01

Geoscience educators have long considered field trips to be the most effective way of attracting students into the discipline. A solution for bringing student-driven, engaging, kinesthetic field experiences to a broader audience lies in ongoing advances in mobile-communication technology. This NSF-TUES funded project developed three virtual field trip experiences for smartphones and tablets (on geologic time, geologic structures, and hydrologic processes), and then tested their performance in terms of student interest in geoscience as well as gains in learning. The virtual field trips utilize the GPS capabilities of smartphones and tablets, requiring the students to navigate outdoors in the real world while following a map on their smart device. This research, involving 873 students at five different college campuses, used analysis of covariance (ANCOVA) and multiple regression for statistical methods. Gains in learning across all participants are minor, and not statistically different between intervention and control groups. Predictors of gains in content comprehension for all three modules are the students' initial interest in the subject and their base level knowledge. For the Geologic Time and Structures modules, being a STEM major is an important predictor of student success. Most pertinent for this research, for Geologic Time and Hydrologic Processes, gains in student learning can be predicted by having completed those particular virtual field trips. Gender and race had no statistical impact, indicating that the virtual field trip modules have broad reach across student demographics. In related research, these modules have been shown to increase student interest in the geosciences more definitively than the learning gains here. Thus, future work should focus on improving the educational impact of mobile-device field trips, as their eventual incorporation into curricula is inevitable.

UNAVCO's Education and Community Engagement Program: Evaluating Five years of Geoscience Education and Community Outreach

Science.gov (United States)

Charlevoix, D. J.; Dutilly, E.

2017-12-01

In 2013, UNAVCO, a facility co-sponsored by the NSF and NASA, received a five-year award from the NSF: Geodesy Advancing Geosciences and EarthScope (GAGE). Under GAGE, UNAVCO's Education and Community Engagement (ECE) program conducts outreach and education activities, in essence broader impacts for the scientific community and public. One major challenge of this evaluation was the breadth and depth of the dozens of projects conducted by the ECE program under the GAGE award. To efficiently solve this problem of a large-scale program evaluation, we adopted a deliberative democratic (DD) approach that afforded UNAVCO ECE staff a prominent voice in the process. The evaluator directed staff members to chose the projects they wished to highlight as case studies of their finest broader impacts work. The DD approach prizes inclusion, dialogue, and deliberation. The evaluator invited ECE staff to articulate qualities of great programs and develop a case study of their most valuable broader impacts work. To anchor the staff's opinion in more objectivity than opinion, the evaluator asked each staff member to articulate exemplary qualities of their chosen project, discuss how these qualities fit their case study, and helped staff to develop data collection systems that lead to an evidence-based argument in support of their project's unique value. The results of this evaluation show that the individual ECE work areas specialized in certain kinds of projects. However, when viewed at the aggregate level, ECE projects spanned almost the entire gamut of NSF broader impacts categories. Longitudinal analyses show that since the beginning of the GAGE award, many projects grew in impact from year 1 to year 5. While roughly half of the ECE projects were prior work projects, by year five at least 33% of projects were newly developed under GAGE. All selected case studies exemplified how education and outreach work can be productively tied to UNAVCO's core mission of promoting geodesy.

Helping Educators Find Visualizations and Teaching Materials Just-in-Time

Science.gov (United States)

McDaris, J.; Manduca, C. A.; MacDonald, R. H.

2005-12-01

Major events and natural disasters like hurricanes and tsunamis provide geoscience educators with powerful teachable moments to engage their students with class content. In order to take advantage of these opportunities, educators need quality topical resources related to current earth science events. The web has become an excellent vehicle for disseminating this type of resource. In response to the 2004 Indian Ocean Earthquake and to Hurricane Katrina's devastating impact on the US Gulf Coast, the On the Cutting Edge professional development program developed collections of visualizations for use in teaching. (serc.carleton.edu/NAGTWorkshops/visualization/collections/ tsunami.html,serc.carleton.edu/NAGTWorkshops/visualization/ collections/hurricanes.html). These sites are collections of links to visualizations and other materials that can support the efforts of faculty, teachers, and those engaged in public outreach. They bring together resources created by researchers, government agencies and respected media sources and organize them for easy use by educators. Links are selected to provide a variety of different types of visualizations (e.g photographic images, animations, satellite imagery) and to assist educators in teaching about the geologic event reported in the news, associated Earth science concepts, and related topics of high interest. The cited links are selected from quality sources and are reviewed by SERC staff before being included on the page. Geoscience educators are encouraged to recommend links and supporting materials and to comment on the available resources. In this way the collection becomes more complete and its quality is enhanced.. These sites have received substantial use (Tsunami - 77,000 visitors in the first 3 months, Hurricanes - 2500 visitors in the first week) indicating that in addition to use by educators, they are being used by the general public seeking information about the events. Thus they provide an effective mechanism for

Diversity, Geosciences, and Societal Impact: Perspectives From a Geoscientist, Workforce Development Specialist, and Former Congressional Science Fellow

Science.gov (United States)

Morris, A. R.

2014-12-01

In order for the United States to remain competitive in the STEM fields, all available interested citizens must be engaged, prepared, and retained in the geoscience workforce. The misperception that the geosciences do little to support the local community and give back to fellow citizens contributes to the lack of diversity in the field. Another challenge is that the assumptions of career paths for someone trained in geosciences are often limited to field work, perpetuated by visuals found in media, popular culture and recruiting materials and university websites. In order to combat these views it is critical that geoscientists make visible both the diverse career opportunities for those trained in geoscience and the relevance of the field to societal issues. In order to make a substantive change in the number of underrepresented minorities pursuing and working in geosciences we must rethink how we describe our work, its impacts and its relevance to society. At UNAVCO, we have undertaken this charge to change they way the future generation of geoscientists views opportunities in our field. This presentation will include reflections of a trained geoscientist taking a non-field/research career path and the opportunities it has afforded as well as the challenges encountered. The presentation will also highlight how experience managing a STEM program for middle school girls, serving as a Congressional Science Fellow, and managing an undergraduate research internship program is aiding in shaping the Geoscience Workforce Initiative at UNAVCO.

Exploring deliberate mentoring approaches aimed at improving the recruitment and persistence of undergraduate women in the geosciences

Science.gov (United States)

Pollack, I. B.; Adams, A. S.; Barnes, R. T.; Burt, M. A.; Clinton, S. M.; Godfrey, E.; Hernandez, P.; Bloodhart, B.; Donaldson, L.; Henderson, H.; Sayers, J.; Sample McMeeking, L. B.; Bowker, C.; Fischer, E. V.

2015-12-01

In the United States, men outnumber women in many science and engineering fields by nearly 3 to 1. In fields like physics or the geosciences, the gender gap can be even wider. Previous studies have identified the early college years as a critical point where many women exit STEM disciplines. An interdisciplinary team including experts in the geosciences, psychology, education, and STEM persistence have recently begun a 5-year project focused on understanding whether mentoring can increase the interest, persistence, and achievement of undergraduate women in the geosciences. The program focuses on mentoring first and second year female undergraduate students from three universities in Colorado and Wyoming and four universities in North and South Carolina. The mentoring program includes a weekend workshop, access to professional women across geoscience fields and both in-person and virtual peer networks. The first weekend workshops will be held in October 2015. We will present an overview of the major components and lessons learned from these workshops and showcase the web center, including the online peer-networking forum.

Geoscience on television

NARCIS (Netherlands)

Hut, Rolf; Land-Zandstra, Anne M.; Smeets, Ionica; Stoof, Cathelijne R.

2016-01-01

Geoscience communication is becoming increasingly important as climate change increases the occurrence of natural hazards around the world. Few geoscientists are trained in effective science communication, and awareness of the formal science communication literature is also low. This can be

Starting Point: Linking Methods and Materials for Introductory Geoscience Courses

Science.gov (United States)

Manduca, C. A.; MacDonald, R. H.; Merritts, D.; Savina, M.

2004-12-01

Introductory courses are one of the most challenging teaching environments for geoscience faculty. Courses are often large, students have a wide variety of background and skills, and student motivation can include completing a geoscience major, preparing for a career as teacher, fulfilling a distribution requirement, and general interest. The Starting Point site (http://serc.carleton.edu/introgeo/index.html) provides help for faculty teaching introductory courses by linking together examples of different teaching methods that have been used in entry-level courses with information about how to use the methods and relevant references from the geoscience and education literature. Examples span the content of geoscience courses including the atmosphere, biosphere, climate, Earth surface, energy/material cycles, human dimensions/resources, hydrosphere/cryosphere, ocean, solar system, solid earth and geologic time/earth history. Methods include interactive lecture (e.g think-pair-share, concepTests, and in-class activities and problems), investigative cases, peer review, role playing, Socratic questioning, games, and field labs. A special section of the site devoted to using an Earth System approach provides resources with content information about the various aspects of the Earth system linked to examples of teaching this content. Examples of courses incorporating Earth systems content, and strategies for designing an Earth system course are also included. A similar section on Teaching with an Earth History approach explores geologic history as a vehicle for teaching geoscience concepts and as a framework for course design. The Starting Point site has been authored and reviewed by faculty around the country. Evaluation indicates that faculty find the examples particularly helpful both for direct implementation in their classes and for sparking ideas. The help provided for using different teaching methods makes the examples particularly useful. Examples are chosen from

GIRAF 2009 - Taking action on geoscience information across Africa

Science.gov (United States)

Asch, Kristine

2010-05-01

A workshop in Windhoek Between 16 and 20 March 2009 97 participants from 26 African nations, plus four European countries, and representatives from UNESCO, ICSU and IUGS-CGI, held a workshop at the Namibian Geological Survey in Windhoek. The workshop - GIRAF 2009 - Geoscience InfoRmation In Africa - was organised by the Federal Institute for Geosciences and Natural Resources (BGR) and the Geological Survey of Namibia (GSN) at the Namibian Ministry for Mines and Energy and was mainly financed by the German Federal Ministry for Economic Cooperation and Development (BMZ), supported by the IUGS Commission for the Management and Application of Geoscience Information (CGI). The participants came to Namibia to discuss one of the most topical issues in the geological domain - geoscience information and informatics. A prime objective was to set up a pan-African network for exchanging knowledge about geoscience information. GIRAF 2009 builds on the results of a preparatory workshop organised by the CGI and funded by the IUGS, which was held in June 2006 in Maputo at the 21st Colloquium on African Geology - CAG21. This preparatory workshop concentrated on identifying general problems and needs of African geological institutions in discussion with representatives of African geological surveys, universities, private companies and non-governmental organisations. The GIRAF 2009 workshop used the results of this discussion to plan and design its programme Aims In detail the five aims of the GIRAF2009 workshop were: to bring together relevant African authorities, national experts and stakeholders in geoscience information; to initiate the building of a pan-African geoscience information knowledge network to exchange and share geoscience information knowledge and best practice; to integrate the authorities, national experts and experts across Africa into global geoinformation initiatives; to develop a strategic plan for Africa's future in geoscience information; to make Africa a

Literacy and students' interest on Geosciences - Findings and results of GEOschools project

Science.gov (United States)

Fermeli, Georgia; Steininger, Fritz; Dermitzakis, Michael; Meléndez, Guillermo; Page, Kevin

2014-05-01

GEOschools is a European project supported by the Lifelong Learning Programme. Among the main aims of the project were to investigate the interest secondary school students have on geosciences and the teaching strategies used. Also, the development of a guide for Geosciences Literacy at a European level (Fermeli et al., 2011). GEOschools' literacy framework proposal is based on a comparative analysis of geoscience curricula in the partner countries (Austria, Greece, Italy, Spain and Portugal). Results of an "Interest Research" survey involved around 1750 students and 60 teachers from partner countries, combined with specific proposals by the project partners (Calonge et al., 2011). Results of the GEOschools "Interest research" survey evidence students show a higher interest in those topics which have a potentially higher social impact, such as mass extinctions, dinosaurs, geological hazards and disasters and origin and evolution of life (including human evolution). These results provide an evidence base to justify why curriculum content and teaching strategies can be made more effective through focusing mainly on such "interest topics", instead of trying to follow an excessively rigid, or academic, development of teaching programs (Fermeli et al., 2013). GEOschools literacy framework is summarized in 14 separate chapters, each including a brief description of the main themes of each subject, the intended learning outcomes as well as keywords and a bibliography. More particularly, the chapters of the framework describe what students should know and do, and how they should relate, as European citizens, to the geosciences. To face the challenges of the present and the future, modern citizens should be literate in natural sciences and, within the context of the geosciences, be able to: • Demonstrate a knowledge and understanding of basic principles, models, laws and terminology of Geosciences. • Know how and where to find and access scientifically reliable

Integrating Opportunities: Applied Interdisciplinary Research in Undergraduate Geography and Geology Education

Science.gov (United States)

Viertel, David C.; Burns, Diane M.

2012-01-01

Unique integrative learning approaches represent a fundamental opportunity for undergraduate students and faculty alike to combine interdisciplinary methods with applied spatial research. Geography and geoscience-related disciplines are particularly well-suited to adapt multiple methods within a holistic and reflective mentored research paradigm.…

How would you decide? Helping geoscience students consider ethical dimensions in a gescience context

Science.gov (United States)

Bank, C. G.; Ryan, A. M.

2017-12-01

This presentation shows an example of infusing ethics into geoscience teaching, and a preliminary analysis of student answers to an exam question to establish whether this example can be used in an effective way. We presented a case study on floods in two distribution geoscience courses, and provided students with criteria to come to an ethical decision. One course was taught in winter 2016 and the other in summer 2016 with a total of 358 students. Pre- and post-questionnaires allow only limited conclusions because just 33 students answered both. In the exam we asked students if they would evacuate a small aboriginal settlement to prevent flooding in a large city. We coded their answers according to the criteria (stakeholders, contributions by geoscientists, alternative options, and assumptions) they were provided in class. While students did well listing stakeholders and recalling contributions by geoscientists they struggled to provide alternative options. Still, many of them verbalized assumptions inherent in their thoughts and nearly half of students recognized that this is a complex problem. We posit that a case study is a valid way to encourage students to link ethics to a geoscience issue, and propose that our framework may empower geoscience educators who do not necessarily feel comfortable teaching ethics to add this element to their teaching toolkit.

Global Geoscience Initiatives From Windows to the Universe

Science.gov (United States)

Russell, R. M.; Johnson, R.; Gardiner, L.; Lagrave, M.; Genyuk, J.; Bergman, J.; Foster, S. Q.

2006-12-01

The Windows to the Universe (www.windows.ucar.edu) Earth and space science educational program and web site has an extensive international presence. The web site reaches a vast user audience, having served more than 124 million page views across approximately 14 million user sessions in the past year. About 44% of these user sessions originated from domains outside of the United States. The site, which contains roughly 7,000 pages originally offered in English, is being translated into Spanish. This effort, begun in 2003, is now approximately 80% complete. Availability in a second major language has dramatically increased use of the site both in the U.S.A. and abroad; about 29% (4.1 million) of the annual user sessions visit Spanish-language portions of the site. In September 2005 we began distributing a monthly electronic newsletter for teachers that highlights features on the web site as well as other geoscience programs and events of relevance to educators. We currently have more than 4,400 subscribers, 33.6% of whom are outside of the United States. We are actively seeking news and information about other programs of relevance to this audience to distribute via our newsletter. We have also begun to solicit information (tips, anecdotes, lesson plans, etc.) from geoscience teachers around the world to share via this newsletter. Finally, Windows to the Universe participated in the Education and Outreach efforts of the MILAGRO scientific field campaign in Mexico in March of 2006. MILAGRO was a collaborative, multi-agency, international campaign to conduct a coordinated study of the extent and effects of pollutants emitted by a "mega-city" (in this case Mexico City) in order to understand the impacts of vast urban environments on global climate modeling. We enlisted several scientists involved with MILAGRO to write "Postcards from the Field" about their ongoing research during the project; these electronic "postcards" were distributed, in English and Spanish, via

Why did you decide to become a Geoscience Major: A Critical Incident Study for the Development of Recruiting Programs for Inspiring Interests in the Geosciences Amongst Pre-College Students

Science.gov (United States)

Carrick, T. L.; Miller, K. C.; Levine, R.; Martinez-Sussmann, C.; Velasco, A. A.

2011-12-01

Anecdotally, it is often stated that the majority of students that enter the geosciences usually do so sometime after their initial entrance into college. With the objective of providing concrete and useful information for individuals developing programs for inspiring interest in the Geosciences amongst pre-college students and trying to increase the number of freshman Geoscience majors, we conducted a critical incident study. Twenty-two students, who were undergraduate or graduate Geoscience majors, were asked, "Why did you decide to major in the Geosciences?" in a series of interviews. Their responses were then used to identify over 100 critical incidents, each of which described a specific behavior that was causally responsible for a student's choice to major in Geoscience. Using these critical incidents, we developed a preliminary taxonomy that is comprised of three major categories: Informal Exposure to the Geosciences (e.g., outdoor experiences, family involvement), Formal Exposure to the Geosciences (e.g., academic experiences, program participation) and a Combined Informal and Formal Exposure (e.g., media exposure). Within these three main categories we identified thirteen subcategories. These categories and subcategories, describe, classify, and provide concrete examples of strategies that were responsible for geosciences career choices. As a whole, the taxonomy is valuable as a new, data-based guide for designing geosciences recruitment programs for the pre-college student population.

Catalyzing Cross-Disciplinary Research and Education Within and Beyond the Environmental and Geosciences to Address Emerging, Societally-Relevant Issues

Science.gov (United States)

Cak, A. D.; Vigdor, L. J.; Vorosmarty, C. J.; Giebel, B. M.; Santistevan, C.; Chasteau, C.

2017-12-01

Tackling emergent, societally-relevant problems in the environmental sciences is hardly confined to a single research discipline, but rather requires collaborations that bridge diverse domains and perspectives. While new technologies (e.g., Skype) can in theory unite otherwise geographically distributed participation in collaborative research, physical distance nevertheless raises the bar on intellectual dialogue. Such barriers may reveal perceptions of or real differences across disciplines, reflecting particular traditions in their histories and academic cultures. Individual disciplines are self-defined by their scientific, epistemologic, methodologic, or philosophical traditions (e.g., difficulties in understanding processes occurring at different scales, insufficient research funding for interdisciplinary work), or cultural and discursive hurdles (e.g., navigating a new field's jargon). Coupled with these challenges is a considerable deficiency in educating the next generation of scientists to help them develop a sufficient comfort level with thinking critically across multiple disciplinary domains and conceptual frameworks. To address these issues, the City University of New York (CUNY), the largest public urban university in the U.S., made a significant investment in advancing cross-disciplinary research and education, culminating in the opening of the CUNY Advanced Science Research Center (ASRC) in New York City (NYC) in late 2014. We report here on our experiences incubating new collaborative efforts to address environmental science-related research as it is interwoven with the ASRC's five research initiatives (Environmental Sciences, Neuroscience, Structural Biology, Photonics, and Nanoscience). We describe the ASRC's overall structure and function as both a stand-alone interdisciplinary center and one that collaborates more broadly with CUNY's network of twenty-four campuses distributed across NYC's five boroughs. We identify challenges we have faced so

Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS) in the Kansas City Metropolitan Area

Science.gov (United States)

Niemi, T. M.; Adegoke, J.; Stoddard, E.; Odom, L.; Ketchum, D.

2007-12-01

The GEOPATHS project is a partnership between the University of Missouri Kansas City (UMKC) and the Kansas City Missouri School District (KCMSD). The goal of GEOPATHS is to raise enrollment in the Geosciences, especially among populations that are traditionally underrepresented in the discipline. We are addressing this goal by expanding dual-credit and Advanced Placement (AP) opportunities for high school students and also by serving teachers through enhancing their understanding of geoscience content and inquiry teaching methods using GLOBE resources and protocols. Our focus in the first two years of the project is to increase the number of teachers that are certified to teach AP Environmental Science by offering specially designed professional development workshops for high school teachers in the Kansas City Metropolitan Area. The structure of the workshop for each year is divided into two weeks of content knowledge exploration using the learning cycle and concept mapping, and one week of inquiry-based experiments, field projects, and exercises. We are also supporting teachers in their use of these best-practice methods by providing materials and supplies along with lesson plans for inquiry investigations for their classes. The lesson plans include activities and experiments that are inquiry-based. The last two years of the project will include direct engagement/recruiting of promising minority high school students via paid summer research internships and scholarship offers.

Radon applications in geosciences - Progress & perspectives

Science.gov (United States)

Barbosa, S. M.; Donner, R. V.; Steinitz, G.

2015-05-01

During the last decades, the radioactive noble gas radon has found a variety of geoscientific applications, ranging from its utilization as a potential earthquake precursor and proxy of tectonic stress over its specific role in volcanic environments to a wide range of applications as a tracer in marine and hydrological settings. This topical issue summarizes the current state of research as exemplified by some original research articles covering the aforementioned as well as other closely related aspects and points to some important future directions of radon application in geosciences. This editorial provides a more detailed overview of the contents of this volume, a brief summary of the rationale underlying the diverse applications, and outlines some important perspectives.

Using Web 2.0 technologies to recruit the next generation of talent to the geoscience workforce

Science.gov (United States)

Martinez, C. M.; Keane, C. M.

2009-12-01

The GeoConnection Network is an integrated set of social networking, media sharing and communication Web 2.0 applications designed to engage students in thinking about careers in the geosciences. Developed by the American Geological Institute (AGI), GeoConnection links practicing and prospective geoscientists in an informal setting to share information about the geoscience profession, including student and career opportunities, current events, and future trends in the geosciences. The network includes a Facebook fan page, YouTube Channel, Twitter account and GeoSpectrum blog, with the goal of helping science organizations and departments recruit future talent to the geoscience workforce. On the social-networking platform, Facebook, the GeoConnection page is a forum for students and early career geoscientists to tune in what's going on in the geoscience community, to meet geoscience professionals, and to find innovative career ideas. Early analysis of the page’s participants indicates that the network is reaching its intended audience, with more than two thirds of “fans” participating in the page falling in the 18-34 age range. Twenty-seven percent of these are college-aged, or 18-24 years old. An additional 20% of the page’s fans are over age 45, providing students with access to seasoned geoscientists working in a variety of professions. GeoConnection’s YouTube Channel includes video resources for students on educational pathways and career choices. Videos on the channel have received more than 60,000 views collectively. AGI is currently evaluating its use of the GeoConnection Network and Web 2.0-based student engagement strategies through direct surveys to students and university departments, in order to improve its offerings and to maximize its use of resources. The challenge for the GeoConnection Network in its quest to attract the best and brightest new talent to the geosciences is staying current within the ever-changing landscape of online

Lessons learnt from Volcanoes' Night I-II-III - a Marie Curie Researchers' Night project series dedicated to geosciences

Science.gov (United States)

Cseko, Adrienn; Bodo, Balazs; Ortega Rodriguez, Ariadna

2017-04-01

European Researchers' Nights (ERNs) are a pan-European series of events funded by the European Commission, organised on the last Friday of every September since 2005. ERNs mobilise scientific, academic and research organisations with the aim of giving the public the opportunity to meet researchers in an informal setting. The overall objective of ERNs is to achieve better awareness among the general public concerning the importance of science in everyday life and to combat stereotypes about researchers. The longer-term strategic objective of ERNs is to encourage young people to embark on a scientific career. Volcanoes' Night I-II-III has been an ERN project series funded by the EC FP7 and H2020 programmes between 2012-2015 (EC contract No. 316558, 610050, 633310, www.nochedevolcanes.es). The concept of Volcanoes' Night was created by researchers from the Canary Islands, Spain, where both the researchers and the public live in the close vicinity of volcanoes. The objective of the project was to use volcanoes as a background against which the role of geoscientists could be explained to the public. The scope of Volcanoes' Night was exclusively dedicated to geoscience, and in this respect it stands out among all other ERN projects, which are always more general in scope. During its four years of EC funding, the geographical coverage of Volcanoes' Night expanded substantially from a single location in 2012 (Fuencaliente de La Palma, Spain) to a dozen locations in 2015, mobilising multiple scientific organisations, researchers, and public authorities for engagement with the public. The last EC-funded project, Volcanoes' Night III, which was organised in 2014 and 2015, engaged approximately 21,000 visitors through its outreach activities, which included experiments, science cafés, volcano movies, My Day presentations, excursions, science workshops and more. The impact of the project was carefully assessed via surveys and social studies during its lifetime, and an Impact

D Geological Framework Models as a Teaching Aid for Geoscience

Science.gov (United States)

Kessler, H.; Ward, E.; Geological ModelsTeaching Project Team

2010-12-01

3D geological models have great potential as a resource for universities when teaching foundation geological concepts as it allows the student to visualise and interrogate UK geology. They are especially useful when dealing with the conversion of 2D field, map and GIS outputs into three dimensional geological units, which is a common problem for all students of geology. Today’s earth science students use a variety of skills and processes during their learning experience including the application of schema’s, spatial thinking, image construction, detecting patterns, memorising figures, mental manipulation and interpretation, making predictions and deducing the orientation of themselves and the rocks. 3D geological models can reinforce spatial thinking strategies and encourage students to think about processes and properties, in turn helping the student to recognise pre-learnt geological principles in the field and to convert what they see at the surface into a picture of what is going on at depth. Learning issues faced by students may also be encountered by experts, policy managers, and stakeholders when dealing with environmental problems. Therefore educational research of student learning in earth science may also improve environmental decision making. 3D geological framework models enhance the learning of Geosciences because they: ● enable a student to observe, manipulate and interpret geology; in particular the models instantly convert two-dimensional geology (maps, boreholes and cross-sections) into three dimensions which is a notoriously difficult geospatial skill to acquire. ● can be orientated to whatever the user finds comfortable and most aids recognition and interpretation. ● can be used either to teach geosciences to complete beginners or add to experienced students body of knowledge (whatever point that may be at). Models could therefore be packaged as a complete educational journey or students and tutor can select certain areas of the model

Augmented Reality Sandbox and Constructivist Approach for Geoscience Teaching and Learning

OpenAIRE

Muhammad Nawaz; Sandeep N. Kundu; Farha Sattar

2017-01-01

Augmented reality sandbox adds new dimensions to education and learning process. It can be a core component of geoscience teaching and learning to understand the geographic contexts and landform processes. Augmented reality sandbox is a useful tool not only to create an interactive learning environment through spatial visualization but also it can provide an active learning experience to students and enhances the cognition process of learning. Augmented reality sandbox can be used as an inter...

Natural Hazards Education in the Himalayan Region of Ladakh, India

Science.gov (United States)

Gill, Joel; Tostevin, Rosalie

2015-04-01

Here we present a review of a geohazards education and engagement project in the Indian region of Ladakh. Located in the Indian Himalaya, Ladakh is home to historically-disadvantaged and endangered indigenous groups. It is also an area of extreme topography, climate and vulnerability, with a growing tourist industry. This combination of factors makes it an important region to improve geohazards understanding and observe the complex interactions between nature, society, and culture. This project: (i) delivered a geoscience education programme, in conjunction with a range of local and international partners, to multiple schools in the region; (ii) utilised interactive demonstrations to teach students about the key physical dynamics of landslides and earthquakes; and (iii) integrated aspects of physical and social science within the teaching, to give students a holistic understanding of natural hazards and disaster risk reduction. In total three programmes were delivered, to a range of different ethnic and socio-economic backgrounds. This presentation will particularly highlight (i) the importance of delivering material in a culturally appropriate way, (ii) challenges regarding the sustainability of delivering high quality geoscience education projects, and (iii) ways in which geoscience education outreach can be mainstreamed into overseas research visits.

Immersive Virtual Reality Field Trips in the Geosciences: Integrating Geodetic Data in Undergraduate Geoscience Courses

Science.gov (United States)

La Femina, P. C.; Klippel, A.; Zhao, J.; Walgruen, J. O.; Stubbs, C.; Jackson, K. L.; Wetzel, R.

2017-12-01

High-quality geodetic data and data products, including GPS-GNSS, InSAR, LiDAR, and Structure from Motion (SfM) are opening the doors to visualizing, quantifying, and modeling geologic, tectonic, geomorphic, and geodynamic processes. The integration of these data sets with other geophysical, geochemical and geologic data is providing opportunities for the development of immersive Virtual Reality (iVR) field trips in the geosciences. iVR fieldtrips increase accessibility in the geosciences, by providing experiences that allow for: 1) exploration of field locations that might not be tenable for introductory or majors courses; 2) accessibility to outcrops for students with physical disabilities; and 3) the development of online geosciences courses. We have developed a workflow for producing iVR fieldtrips and tools to make quantitative observations (e.g., distance, area, and volume) within the iVR environment. We use a combination of terrestrial LiDAR and SfM data, 360° photos and videos, and other geophysical, geochemical and geologic data to develop realistic experiences for students to be exposed to the geosciences from sedimentary geology to physical volcanology. We present two of our iVR field trips: 1) Inside the Volcano: Exploring monogenetic volcanism at Thrihnukagigar Iceland; and 2) Changes in Depositional Environment in a Sedimentary Sequence: The Reedsville and Bald Eagle Formations, Pennsylvania. The Thrihnukagigar experience provides the opportunity to investigate monogenetic volcanism through the exploration of the upper 125 m of a fissure-cinder cone eruptive system. Students start at the plate boundary scale, then zoom into a single volcano where they can view the 3D geometry from either terrestrial LiDAR or SfM point clouds, view geochemical data and petrologic thins sections of rock samples, and a presentation of data collection and analysis, results and interpretation. Our sedimentary geology experience is based on a field lab from our

The Geoscience Communication School (GCS): an interactive approach for sharing science

Science.gov (United States)

Biondi, Riccardo; Nogherotto, Rita

2017-04-01

In 2016 we have organized the first international Geoscience Communication School (GSC) with the purpose of promoting communication skills in scientists: communication not only meant for education but also designed to reach scientific objectives. We strongly believe that, in science communication, the practice and interaction are more important than frontal lectures so we facilitated the creation of a heterogeneous group. We supported the hotel room sharing between researchers with different backgrounds and we organized a social dinner the day before starting the school. The school was divided in 2 different modules: the first 4 days with general topics open to researchers of different disciplines and the last 2 days focusing on geosciences. We thought that having participants with different knowledge and background (in this school: biology, medicine, environment, remote sensing, meteorology, volcanology, seismology) would benefit the students to practice full time their communication skills since they all spent the school period together during the "lectures" and during the free time. All the lectures were accompanied by laboratories and the students experienced concrete activities and were able to practice what they just learnt getting feedbacks directly from the lecturers and the general public. Some innovative laboratories were implemented for the first time during this school: - with the "Poster Lab" each student presented a poster at the beginning of the school and the posters were corrected and improved at the end of the school by using scissors, white papers and colors; - with the "Pick the victim Lab" the local people with different backgrounds and different education level, not involved in scientific activities were invited to the school to interpret the being "victims" of the school participants. It was requested to the victims to listen a quick students` activity presentations and to be honest and frank telling them if they were using difficult terms

The Arctic Climate Modeling Program: K-12 Geoscience Professional Development for Rural Educators

Science.gov (United States)

Bertram, K. B.

2009-12-01

Helping teachers and students connect with scientists is the heart of the Arctic Climate Modeling Program (ACMP), funded from 2005-09 by the National Science Foundation’s Innovative Technology Experience for Students and Teachers. ACMP offered progressive yearlong science, technology and math (STM) professional development that prepared teachers to train youth in workforce technologies used in Arctic research. ACMP was created for the Bering Strait School District, a geographically isolated area with low standardized test scores, high dropout rates, and poverty. Scientists from around the globe have converged in this region and other areas of the Arctic to observe and measure changes in climate that are significant, accelerating, and unlike any in recorded history. Climate literacy (the ability to understand Earth system science and to make scientifically informed decisions about climate changes) has become essential for this population. Program resources were designed in collaboration with scientists to mimic the processes used to study Arctic climate. Because the Bering Strait School District serves a 98 percent Alaska Native student population, ACMP focused on best practices shown to increase the success of minority students. Significant research indicates that Alaska Native students succeed academically at higher rates when instruction addresses topics of local interest, links education to the students’ physical and cultural environment, uses local knowledge and culture in the curriculum, and incorporates hands-on, inquiry-based lessons in the classroom. A seven-partner consortium of research institutes and Alaska Native corporations created ACMP to help teachers understand their role in nurturing STM talent and motivating students to explore geoscience careers. Research underscores the importance of increasing school emphasis in content areas, such as climate, that facilitate global awareness and civic responsibility, and that foster critical thinking and

InTeGrate's model for developing innovative, adaptable, interdisciplinary curricular materials that reach beyond the geosciences

Science.gov (United States)

Egger, A. E.; Baldassari, C.; Bruckner, M. Z.; Iverson, E. A.; Manduca, C. A.; Mcconnell, D. A.; Steer, D. N.

2013-12-01

InTeGrate is NSF's STEP Center in the geosciences. A major goal of the project is to develop curricula that will increase the geoscience literacy of all students such that they are better positioned to make sustainable decisions in their lives and as part of the broader society. This population includes the large majority of students that do not major in the geosciences, those historically under-represented in the geosciences, and future K-12 teachers. To achieve this goal, we established a model for the development of curricular materials that draws on the distributed expertise of the undergraduate teaching community. Our model seeks proposals from across the higher education community for courses and modules that meet InTeGrate's overarching goals. From these proposals, we select teams of 3-5 instructors from three or more different institutions (and institution types) and pair them with assessment and web experts. Their communication and development process is supported by a robust, web-based content management system (CMS). Over two years, this team develops materials that explicitly address a geoscience-related societal challenge, build interdisciplinary problem-solving skills, make use of real geoscience data, and incorporate geoscientific and systems thinking. Materials are reviewed with the InTeGrate design rubric and then tested by the authors in their own courses, where student learning is assessed. Results are reviewed by the authors and our assessment team to guide revisions. Several student audiences are targeted: students in general education and introductory geoscience courses, pre-service K-12 teachers, students in other science and engineering majors, as well as those in the humanities and social sciences. Curriculum development team members from beyond the geosciences are critical to producing materials that can be adopted for all of these audiences, and we have been successful in engaging faculty from biology, economics, engineering, sociology

Virtual Reality as a Story Telling Platform for Geoscience Communication

Science.gov (United States)

Lazar, K.; Moysey, S. M.

2017-12-01

Capturing the attention of students and the public is a critical step for increasing societal interest and literacy in earth science issues. Virtual reality (VR) provides a means for geoscience engagement that is well suited to place-based learning through exciting and immersive experiences. One approach is to create fully-immersive virtual gaming environments where players interact with physical objects, such as rock samples and outcrops, to pursue geoscience learning goals. Developing an experience like this, however, can require substantial programming expertise and resources. At the other end of the development spectrum, it is possible for anyone to create immersive virtual experiences with 360-degree imagery, which can be made interactive using easy to use VR editing software to embed videos, audio, images, and other content within the 360-degree image. Accessible editing tools like these make the creation of VR experiences something that anyone can tackle. Using the VR editor ThingLink and imagery from Google Maps, for example, we were able to create an interactive tour of the Grand Canyon, complete with embedded assessments, in a matter of hours. The true power of such platforms, however, comes from the potential to engage students as content authors to create and share stories of place that explore geoscience issues from their personal perspective. For example, we have used combinations of 360-degree images with interactive mapping and web platforms to enable students with no programming experience to create complex web apps as highly engaging story telling platforms. We highlight here examples of how we have implemented such story telling approaches with students to assess learning in courses, to share geoscience research outcomes, and to communicate issues of societal importance.

The Challenges for Persistence with Two-Year College Student Transfers and How One Survey Attempts to Identify Pathways of Success for Geoscience Students

Science.gov (United States)

Wilson, C. E.; Van Der Hoeven Kraft, K.; Wolfe, B.

2014-12-01

With the rapid growth in enrollments at two-year colleges (2YCs), these institutions provide a rich talent pool for future science, technology, engineering, and math (STEM) graduates at four-year universities, particularly students from underrepresented groups (American Geosciences Institute [AGI], 2014). This is particularly true for the geosciences because over 25% of recent geoscience graduates with a bachelor's degree attended a 2YC for at least one semester (AGI, 2013). However, it is difficult to successfully track 2YC transfers because many 2YC students do not complete an associate's degree and very few institutions offer a geoscience-specific associate's degree. In order to recruit future geoscientists from this pool of students, researchers need to better understand the barriers these students face when trying to transfer and how they are able to successfully navigate these barriers. During spring 2014 graduation, AGI surveyed students completing their bachelor's, master's, and doctoral degrees about their educational background, experiences and future plans after graduation. Those graduates who attended a 2YC for at least one semester provided insight into their enrollment decisions as they transferred into a four-year university. The sample from this survey represents 154 responses from a total of 596 responses. General demographics reveal an older population (average age: 30, median: 27), a higher percent of male students (54% male, 40% female) and Caucasians (76%, 10% non Caucasian) than a traditional 2YC student. Students attending 2YC nationally are on average 28 years old (median: 24), are 57% women, and are 51% Caucasian (AACC Fast Facts, 2014). In addition, responses indicated some of the factors that influenced their ability to successfully transfer into 4-year geoscience programs including personal motivation and successful transfer of credits.

Successful recruiting strategies for geoscience degrees and careers at the two-year college: An example from Metropolitan Community College - Kansas City

Science.gov (United States)

Wolfe, B.

2012-12-01

The overwhelming majority of students at 2-year colleges take geoscience courses (e.g. physical geology or physical geography) to fulfill part of the general education requirements of the Associates in Arts degree or General Education certificates for transfer to a 4-year school. It is common in community college earth science programs to have a relatively small number of students continuing on to major in geoscience programs at their transfer 4-year institution. To increase interest and retention in geosciences courses, we have developed a two prong approach - one aimed at students looking to transfer to a 4-year institution and the other aimed at students in the often overlooked career and technical education (CTE) programs. In the case of transfer students, we employ a "high touch" approach in introductory Physical Geology courses. This includes raising awareness of geoscience related careers combined with faculty mentor and advisor activities for students who express interest in science on their admission forms or in discussions of potential careers in science in first-year experience courses. Faculty mentorships have been very effective, not only in recruiting students to consider careers in geology, but also in advising a curriculum for students necessary to be successful upon transfer to a 4-year institution (such as completing college level chemistry, physics, and calculus courses prior to transfer). The second approach focuses on students pursuing certificates and degrees in CTE energy-related programs (such as HVAC, industrial engineering technology, electrician, and utility linemen). To increase awareness of vocational related geoscience careers, many of which require a good foundation in the vocational training students are currently pursing, we developed a foundation energy course - Energy and the Environment - which fulfills both the science general education component of the AA degree for students looking to transfer as well as CTE students. The

The Quantitative Preparation of Future Geoscience Graduate Students

Science.gov (United States)

Manduca, C. A.; Hancock, G. S.

2006-12-01

Modern geoscience is a highly quantitative science. In February, a small group of faculty and graduate students from across the country met to discuss the quantitative preparation of geoscience majors for graduate school. The group included ten faculty supervising graduate students in quantitative areas spanning the earth, atmosphere, and ocean sciences; five current graduate students in these areas; and five faculty teaching undergraduate students in the spectrum of institutions preparing students for graduate work. Discussion focused in four key ares: Are incoming graduate students adequately prepared for the quantitative aspects of graduate geoscience programs? What are the essential quantitative skills are that are required for success in graduate school? What are perceived as the important courses to prepare students for the quantitative aspects of graduate school? What programs/resources would be valuable in helping faculty/departments improve the quantitative preparation of students? The participants concluded that strengthening the quantitative preparation of undergraduate geoscience majors would increase their opportunities in graduate school. While specifics differed amongst disciplines, a special importance was placed on developing the ability to use quantitative skills to solve geoscience problems. This requires the ability to pose problems so they can be addressed quantitatively, understand the relationship between quantitative concepts and physical representations, visualize mathematics, test the reasonableness of quantitative results, creatively move forward from existing models/techniques/approaches, and move between quantitative and verbal descriptions. A list of important quantitative competencies desirable in incoming graduate students includes mechanical skills in basic mathematics, functions, multi-variate analysis, statistics and calculus, as well as skills in logical analysis and the ability to learn independently in quantitative ways

Sustaining a Global Geoscience Workforce-The Case for International Collaboration

Science.gov (United States)

Leahy, P. P.; Keane, C. M.

2013-05-01

with the caveat that the definition of what constitutes a geoscientist does vary from country to country and region to region. Second, the flow of geoscience talent is both complex and dynamic as there are distinct sources and sinks for talent, but as economic conditions and resource demands vary, the migratory paths appear to change rapidly. Finally, the issue of a nationality of a geoscientist is a much more complex concept than it might appear. With the educational centers not always mapping to where demand is, coupled with a truly global geoscience economic enterprise, tracking geoscientists is problematic. As global demand for geoscience continues, measuring the supply and demand globally will become even more critical for geoscientists, their employers, their schools, and their societies to understand to support a healthy profession. However, in the data collection efforts, specific gaps of data are persistent, especially in Latin America where efforts have never been able to be carried beyond initial consultations, and concerns about reported numbers from less open countries expressed by ex-pats regarding what has been reported by those institutions. A truly global and open collaboration is key for the health of the profession in the 21st Century.

National Geoscience Data Repository System: Phase 2 final report

Energy Technology Data Exchange (ETDEWEB)

NONE

1997-07-01

The American Geological Institute (AGI) has completed Phase 2 of a project to establish a National Geoscience Data Repository System (NGDRS). The project`s primary objectives are to preserve geoscience data in jeopardy of being destroyed and to make that data available to those who have a need to use it in future investigations. These data are available for donation to the public as a result of the downsizing that has occurred in the major petroleum and mining companies in the US for the past decade. In recent years, these companies have consolidated domestic operations, sold many of their domestic properties and relinquished many of their leases. The scientific data associated with those properties are no longer considered to be useful assets and are consequently in danger of being lost forever. The national repository project will make many of these data available to the geoscience community for the first time. Phase 2 encompasses the establishment of standards for indexing and cataloging of geoscience data and determination of the costs of transferring data from the private sector to public-sector data repositories. Pilot projects evaluated the feasibility of the project for transfer of different data types and creation of a Web-based metadata supercatalog and browser. Also as part of the project, a national directory of geoscience data repositories was compiled to assess what data are currently available in existing facilities. The next step, Phase 3, will focus on the initiation of transfer of geoscience data from the private sector to the public domain and development of the web-based Geotrek metadata supercatalog.

Increasing student success in STEM through geosciences based GIS curriculum, interdisciplinary project based learning, and specialized STEM student services

Science.gov (United States)

Cheung, W.

2012-12-01

Under the auspices of the National Science Foundation's Advanced Technological Education Grant and the Department of Education's Title V/HSI Grant, Palomar College students from a variety of disciplines have not only been exposed to the high growth field of geospatial technologies, but have also been exposed to the geosciences and regional environmental issues in their GIS courses. By integrating introductory Physical Geography topics such as liquefaction, subsidence, ozone depletion, plate tectonics, and coastal processes in the introductory GIS curriculum, GIS students from fields ranging from Archaeology to Zoology were exposed to basic geosciences theories in a series of hands-on interactive exercises, while gaining competency in geospatial technologies. Additionally, as students undertake interdisciplinary service learning projects under the supervision of experts in the private, governmental, and nonprofit sectors, students were introduced to the STEM workplace, forged invaluable professional connections, applied their classroom knowledge to advance research (e.g. analyzing migration patterns of cephalopod), and analyzed regional environmental issues (e.g. distribution of invasive plants in state natural preserves). In order to further the retention and completion of students in GIS, Earth Science, and other STEM courses, a STEM Student Learning Center was constructed, whereby students can receive services such as supplemental instruction, walk-in tutoring, STEM counseling and transfer advising, as well as faculty and peer mentoring.

NanTroSEIZE in 3-D: Creating a Virtual Research Experience in Undergraduate Geoscience Courses

Science.gov (United States)

Reed, D. L.; Bangs, N. L.; Moore, G. F.; Tobin, H.

2009-12-01

Marine research programs, both large and small, have increasingly added a web-based component to facilitate outreach to K-12 and the public, in general. These efforts have included, among other activities, information-rich websites, ship-to-shore communication with scientists during expeditions, blogs at sea, clips on YouTube, and information about daily shipboard activities. Our objective was to leverage a portion of the vast collection of data acquired through the NSF-MARGINS program to create a learning tool with a long lifespan for use in undergraduate geoscience courses. We have developed a web-based virtual expedition, NanTroSEIZE in 3-D, based on a seismic survey associated with the NanTroSEIZE program of NSF-MARGINS and IODP to study the properties of the plate boundary fault system in the upper limit of the seismogenic zone off Japan. The virtual voyage can be used in undergraduate classes at anytime, since it is not directly tied to the finite duration of a specific seagoing project. The website combines text, graphics, audio and video to place learning in an experiential framework as students participate on the expedition and carry out research. Students learn about the scientific background of the program, especially the critical role of international collaboration, and meet the chief scientists before joining the sea-going expedition. Students are presented with the principles of 3-D seismic imaging, data processing and interpretation while mapping and identifying the active faults that were the likely sources of devastating earthquakes and tsunamis in Japan in 1944 and 1948. They also learn about IODP drilling that began in 2007 and will extend through much of the next decade. The website is being tested in undergraduate classes in fall 2009 and will be distributed through the NSF-MARGINS website (http://www.nsf-margins.org/) and the MARGINS Mini-lesson section of the Science Education Resource Center (SERC) (http

A MEDL Collection Showcase: A Collection of Hands-on Physical Analog Models and Demonstrations From the Department of Geosciences MEDL at Virginia Tech

Science.gov (United States)

Glesener, G. B.

2017-12-01

The Geosciences Modeling and Educational Demonstrations Laboratory (MEDL) will present a suite of hands-on physical analog models from our curriculum materials collection used to teach about a wide range of geoscience processes. Many of the models will be equipped with Vernier data collection sensors, which visitors will be encouraged to explore on-site. Our goal is to spark interest and discussion around the affordances of these kinds of curriculum materials. Important topics to discuss will include: (1) How can having a collection of hands-on physical analog models be used to effectively produce successful broader impacts activities for research proposals? (2) What kinds of learning outcomes have instructors observed when teaching about temporally and spatially challenging concepts using physical analog models? (3) What does it take for an institution to develop their own MEDL collection? and (4) How can we develop a community of individuals who provide on-the-ground support for instructors who use physical analog models in their classroom.

GeoMapApp Learning Activities: A Virtual Lab Environment for Student-Centred Engagement with Geoscience Data

Science.gov (United States)

Kluge, S.; Goodwillie, A. M.

2012-12-01

As STEM learning requirements enter the mainstream, there is benefit to providing the tools necessary for students to engage with research-quality geoscience data in a cutting-edge, easy-to-use map-based interface. Funded with an NSF GeoEd award, GeoMapApp Learning Activities ( http://serc.carleton.edu/geomapapp/collection.html ) are being created to help in that endeavour. GeoMapApp Learning Activities offer step-by-step instructions within a guided inquiry approach that enables students to dictate the pace of learning. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; an educator's annotated worksheet containing teaching tips, additional content and suggestions for further work; and, quizzes for use before and after the activity to assess learning. Examples of activities so far created involve calculation and analysis of the rate of seafloor spreading; compilation of present-day evidence for huge ancient landslides on the seafloor around the Hawaiian islands; a study of radiometrically-dated volcanic rocks to help understand the concept of hotspots; and, the optimisation of contours as a means to aid visualisation of 3-D data sets on a computer screen. The activities are designed for students at the introductory undergraduate, community college and high school levels, and present a virtual lab-like environment to expose students to content and concepts typically found in those educational settings. The activities can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is reduced thus allowing students to spend more time analysing and understanding geoscience data, content and concepts. Each activity is freely available through the SERC-Carleton web site.

Geoscience Diversity Experiential Simulations (GeoDES) Workshop Report

Science.gov (United States)

Houlton, H. R.; Chen, J.; Brown, B.; Samuels, D.; Brinkworth, C.

2017-12-01

The geosciences have to solve increasingly complex problems relating to earth and society, as resources become limited, natural hazards and changes in climate impact larger communities, and as people interacting with Earth become more interconnected. However, the profession has dismally low representation from geoscientists who are from diverse racial, ethnic, or socioeconomic backgrounds, as well as women in leadership roles. This underrepresentation also includes individuals whose gender identity/expression is non-binary or gender-conforming, or those who have physical, cognitive, or emotional disabilities. This lack of diversity ultimately impacts our profession's ability to produce our best science and work with the communities that we strive to protect and serve as stewards of the earth. As part of the NSF GOLD solicitation, we developed a project (Geoscience Diversity Experiential Simulations) to train 30 faculty and administrators to be "champions for diversity" and combat the hostile climates in geoscience departments. We hosted a 3-day workshop in November that used virtual simulations to give participants experience in building the skills to react to situations regarding bias, discrimination, microaggressions, or bullying often cited in geoscience culture. Participants interacted with avatars on screen, who responded to participants' actions and choices, given certain scenarios. The scenarios are framed within a geoscience perspective; we integrated qualitative interview data from informants who experienced inequitable judgement, bias, discrimination, or harassment during their geoscience careers. The simulations gave learners a safe environment to practice and build self-efficacy in how to professionally and productively engage peers in difficult conversations. In addition, we obtained pre-workshop survey data about participants' understanding regarding Diversity, Equity, and Inclusion practices, as well as observation data of participants' responses

National uses and needs for separated stable isotopes in physics, chemistry, and geoscience research

International Nuclear Information System (INIS)

Zisman, M.S.

1982-01-01

Present uses of separated stable isotopes in the fields of physics, chemistry, and the geosciences have been surveyed to identify current supply problems and to determine future needs. Demand for separated isotopes remains strong, with 220 different nuclides having been used in the past three years. The largest needs, in terms of both quantity and variety of isotopes, are found in nuclear physics research. Current problems include a lack of availability of many nuclides, unsatisfactory enrichment of rare species, and prohibitively high costs for certain important isotopes. It is expected that demands for separated isotopes will remain roughly at present levels, although there will be a shift toward more requests for highly enriched rare isotopes. Significantly greater use will be made of neutron-rich nuclides below A = 100 for producing exotic ion beams at various accelerators. Use of transition metal nuclei for nuclear magnetic resonance spectroscopy will expand. In addition, calibration standards will be required for the newer techniques of radiological dating, such as the Sm/Nd and Lu/Hf methods, but in relatively small quantities. Most members of the research community would be willing to pay considerably more than they do now to maintain adequate supplies of stable isotopes

National uses and needs for separated stable isotopes in physics, chemistry, and geoscience research

Energy Technology Data Exchange (ETDEWEB)

Zisman, M.S.

1982-01-01

Present uses of separated stable isotopes in the fields of physics, chemistry, and the geosciences have been surveyed to identify current supply problems and to determine future needs. Demand for separated isotopes remains strong, with 220 different nuclides having been used in the past three years. The largest needs, in terms of both quantity and variety of isotopes, are found in nuclear physics research. Current problems include a lack of availability of many nuclides, unsatisfactory enrichment of rare species, and prohibitively high costs for certain important isotopes. It is expected that demands for separated isotopes will remain roughly at present levels, although there will be a shift toward more requests for highly enriched rare isotopes. Significantly greater use will be made of neutron-rich nuclides below A = 100 for producing exotic ion beams at various accelerators. Use of transition metal nuclei for nuclear magnetic resonance spectroscopy will expand. In addition, calibration standards will be required for the newer techniques of radiological dating, such as the Sm/Nd and Lu/Hf methods, but in relatively small quantities. Most members of the research community would be willing to pay considerably more than they do now to maintain adequate supplies of stable isotopes.

Science Education Research vs. Physics Education Research: A Structural Comparison

Science.gov (United States)

Akarsu, Bayram

2010-01-01

The main goal of this article is to introduce physics education research (PER) to researchers in other fields. Topics include discussion of differences between science education research (SER) and physics education research (PER), physics educators, research design and methodology in physics education research and current research traditions and…

Workshop Results: Teaching Geoscience to K-12 Teachers

Science.gov (United States)

Nahm, A.; Villalobos, J. I.; White, J.; Smith-Konter, B. R.

2012-12-01

A workshop for high school and middle school Earth and Space Science (ESS) teachers was held this summer (2012) as part of an ongoing collaboration between the University of Texas at El Paso (UTEP) and El Paso Community College (EPCC) Departments of Geological Sciences. This collaborative effort aims to build local Earth science literacy and educational support for the geosciences. Sixteen teachers from three school districts from El Paso and southern New Mexico area participated in the workshop, consisting of middle school, high school, early college high school, and dual credit faculty. The majority of the teachers had little to no experience teaching geoscience, thus this workshop provided an introduction to basic geologic concepts to teachers with broad backgrounds, which will result in the introduction of geoscience to many new students each year. The workshop's goal was to provide hands-on activities illustrating basic geologic and scientific concepts currently used in introductory geology labs/lectures at both EPCC and UTEP to help engage pre-college students. Activities chosen for the workshop were an introduction to Google Earth for use in the classroom, relative age dating and stratigraphy using volcanoes, plate tectonics utilizing the jigsaw pedagogy, and the scientific method as a think-pair-share activity. All activities where designed to be low cost and materials were provided for instructors to take back to their institutions. A list of online resources for teaching materials was also distributed. Before each activity, a short pre-test was given to the participants to gauge their level of knowledge on the subjects. At the end of the workshop, participants were given a post-test, which tested the knowledge gain made by participating in the workshop. In all cases, more correct answers were chosen in the post-test than the individual activity pre-tests, indicating that knowledge of the subjects was gained. The participants enjoyed participating in these

How to make progress in geosciences towards UN Sustainable Development Goal N°5?

Science.gov (United States)

Garçon, Véronique

2017-04-01

Gender equality is not only a fundamental human right, but a necessary foundation for a peaceful, prosperous and sustainable world. Providing women and girls with equal access to education, decent work, and representation in institutional, scientific research, political and economic decision-making processes will fuel sustainable economies and benefit societies and humanity at large. With a stand-alone goal SDG 5, awareness has been raised about the need for high quality gender data statistics. What is the state of the art in public research institutions? I will present the four main areas of action of the "Mission for the Place of Women at CNRS" namely fostering gender equality within CNRS, promoting gender(ed) research, outreach to young women, female role models, profile raising, and developing networks and partnerships. I will compare data statistics with other research institutions and present the strong partnership that CNRS has developed at national, European and international levels. Belonging to the 27% of women senior scientists at CNRS in geosciences, I will, based on my personal life experience, provide vision on how, in the laboratories world, to promote equality in our disciplines.

Using Q Methodology to Investigate Undergraduate Students' Attitudes toward the Geosciences

Science.gov (United States)

Young, Julia M.; Shepardson, Daniel P.

2018-01-01

Undergraduate students have different attitudes toward the geosciences, but few studies have investigated these attitudes using Q methodology. Q methodology allows the researcher to identify more detailed reasons for students' attitudes toward geology than Likert methodology. Thus this study used Q methodology to investigate the attitudes that 15…

Research-based Curricula in the Context of 21st Century Data Science

Science.gov (United States)

Fox, P. A.

2017-12-01

When the Informatics revolution began again a little more than 10 years ago (longer for bio-informatics) geosciences (or Earth and Space Sciences) was paying attention via international attention from the Electronic Geophysical Year (eGY) and related endeavours (IPY, IYPE, IHY). The research agenda was in the spotlight, or moreso what Earth and Space Science informatics, cast in emergent escience or cyber-infrastructures, could benefit from was the main focus of attention and funding. At the time almost all "Xinformatics" efforts were novel in their discipline or traditionally defined. However, a broader research and education agenda was clearly needed. At the same time, a much more cross-disciplinary field; data science emerged. In this presentation, we relate the development, delivery and assessment of research oriented informatics, data science and their specializations into geoscience education in generak and as undertaken at RPI over the last nine years. We conclude with a longitudinal view of the impacts on career paths in the 21st century

GOLD (GEO Opportunities for Leadership in Diversity): Building capacity for broadening participation in the Geosciences

Science.gov (United States)

Jones, B.; Patino, L. C.; Rom, E. L.; Adams, A.

2017-12-01

The geosciences continue to lag other science, technology, engineering, and mathematics (STEM) disciplines in the engagement, recruitment and retention of traditionally underrepresented and underserved groups, requiring more focused and strategic efforts to address this problem. Prior investments made by the National Science Foundation (NSF) related to broadening participation in STEM have identified many effective strategies and model programs for engaging, recruiting, and retaining underrepresented students in the geosciences. These investments also have documented clearly the importance of committed, knowledgeable, and persistent leadership for making local progress in this area. Achieving diversity at larger and systemic scales requires a network of diversity "champions" who can catalyze widespread adoption of these evidence-based best practices and resources. Although many members of the geoscience community are committed to the ideals of broadening participation, the skills and competencies to achieve success must be developed. The NSF GEO Opportunities for Leadership in Diversity (GOLD) program was implemented in 2016, as a funding opportunity utilizing the Ideas Lab mechanism. Ideas Labs are intensive workshops focused on finding innovative solutions to grand challenge problems. The ultimate aim of this Ideas Lab, organized by the NSF Directorate for Geosciences (GEO), was to facilitate the design, pilot implementation, and evaluation of innovative professional development curricula that can unleash the potential of geoscientists with interests in broadening participation to become impactful leaders within the community. The expectation is that mixing geoscientists with experts in broadening participation research, behavioral change, social psychology, institutional change management, leadership development research, and pedagogies for professional development will not only engender fresh thinking and innovative approaches for preparing and empowering

Visualizing Geoscience Concepts Through Textbook Art (Invited)

Science.gov (United States)

Marshak, S.

2013-12-01

Many, if not most, college students taking an introductory geoscience course purchase, borrow, download, or rent one of several commercial textbooks currently available. Art used in such books has evolved significantly over the past three decades. Concepts once conveyed only by black-and-white line drawings, drawn by hand in ink, have gradually been replaced by full-color images produced digitally. Multiple high-end graphics programs, when used in combination, can yield images with super-realistic textures and palettes so that, in effect, anything that a book author wants to be drawn can be drawn. Because of the time and skill level involved in producing the art, the process commonly involves professional artists. In order to produce high-quality geoscience art that can help students (who are, by definition, non-experts) understand concepts, develop geoscience intuition, and hone their spatial-visualization skills, an author must address two problems. First, design a figure which can convey complex concepts through visual elements that resonate with students. Second, communicate the concepts to a professional artist who does not necessarily have personal expertise in geoscience, so that the figure rendered is both technically correct and visually engaging. The ultimate goal of geoscience art in textbooks is to produce an image that avoids unnecessary complexity that could distract from the art's theme, includes sufficient realism for a non-expert to relate the image to the real world, provides a personal context in which to interpret the figure, and has a layout that conveys relationships among multiple components of the art so that the art tells a coherent story. To accomplish this goal, a chain of choices--about perspective, sizes, colors, texture, labeling, captioning, line widths, and fonts--must be made in collaboration between the author and artist. In the new world of computer-aided learning, figures must also be able to work both on the computer screen and

DAGIK: A data-showcase system of geoscience in KML

Science.gov (United States)

Yoshida, D.; Saito, A.

2009-12-01

We are developing a system to display geoscience data of various databases on virtual globe. This system is designed to be a showcase of databases. Users can browse various types of data of databases on this system. When they find data of interest, they can follow the network link to the WWW-based database and study it in detail. This system is served as a portal to geoscience databases. We call this system DAGIK (DAta-showcase system of Geoscience In Kml). It uses Google Earth as a browser. The reason to use Google Earth is that it has 1) four-dimensional data presentation capability, 2) scalability in time and space, 3) network capability. Virtual globe can show the data in intuitive way. It is a very powerful tool to show the characteristics of data for those who are not familiar with the data. DAGIK started in 2007 for geospace data, and was expanded to cover the geoscience in 2009. The sequence of usage of DAGIK is as follows: 1) user downloads the start up file, dagik.kml, from the DAGIK server (http://www-step.kugi.kyoto-u.ac.jp/dagik/) with a WWW browser, 2) it can be opened with Google Earth, 3) user select year, month and day, 4) for the selected date, the data list file will be downloaded from the DAGIK server, 5) user can select the data type from the data list, 6) and the KML/KMZ plot files will be downloaded from the DAGIK server or the other KML/KMZ server to display on Google Earth. There are several databases that provide their data plots in KML/KMZ format for DAGIK. DAGIK, a data-showcase system of geoscience, can bridge the gap between databases and novice users of the geoscience data.

Fostering Under-represented Minority Student Success and Interest in the Geosciences: Outcomes of the UNC-Chapel Hill Increasing Diversity and Enhancing Academia (IDEA) Program

Science.gov (United States)

Hughes, M. H.; Gray, K.; Drostin, M.

2016-12-01

For under-represented minority (URM) students, opportunities to meaningfully participate in academic communities and develop supportive relationships with faculty and peers influence persistence in STEM majors (Figueroa, Hurtado, & Wilkins, 2015; PCAST, 2012; Tsui, 2007). Creating such opportunities is even more important in the geosciences, where a lower percentage of post-secondary degrees are awarded to URM students than in other STEM fields (NSF, 2015; O'Connell & Holmes, 2011; NSF, 2011). Since 2011, Increasing Diversity and Enhancing Academia (IDEA), a program of the UNC-Chapel Hill Institute for the Environment (UNC-IE), has provided 39 undergraduates (predominantly URM and female students) with career-relevant research experiences and professional development opportunities, including a culminating experience of presenting their research at a campus-wide research symposium. External evaluation data have helped to characterize the effectiveness of the IDEA program. These data included pre- and post-surveys assessing students' interest in geosciences, knowledge of career pathways, and perceptions of their abilities related to a specific set of scientific research skills. Additionally, progress towards degrees and dissemination outcomes were tracked. In this presentation, we will share quantitative and qualitative data that demonstrate that participation in the IDEA program has influenced students' interest and persistence in geosciences research and careers. These data range from self-reported competencies in a variety of scientific skills (such as organizing and interpreting data and reading and interpreting science literature) to documentation of student participation in geoscience study and professions. About 69% of participants continued research begun during their internships beyond the internship; and about 38% pursued graduate degrees and secured jobs in geoscience and other STEM fields. (Nearly half are still in school.) Overall, these evaluation data

Strategies for Broadening Participation in the Geosciences: Lessons Learned From the UCAR-SOARSr Program

Science.gov (United States)

Pandya, R. E.

2004-12-01

Broadening participation in the geosciences will advance our research, enhance our education and training, and improve our ability to meet societal needs. By attracting more diverse students, we will be better postioned to provide all our students the increasingly necessary and relevant experience of working in diverse teams. Because some traditionally underrepresented groups, particularly Latinos & Hispanics, are growing much faster than the population as a whole, broader participation will enlarge the pool of talented individuals contributing to the next generation of research. Finally the geosciences will be more effective and credible when the diversity of our nation is reflected in our workforce, especially as civic discourse includes more and more complex decisions about society's interactions with the Earth and its resources. The Significant Opportunities in Atmospheric Research and Science (SOARS) seeks to broaden participation in geosciences by helping undergraduate students successfully transition to graduate programs in the atmospheric and related sciences. SOARS combines multiple research experiences, multifaceted mentoring, an encouraging community, and financial support to help students enter and succeed in graduate school. A central feature of the SOARS program is a ten-week summer immersion program in which protégés (SOARS participants) conduct scientific research at the National Center for Atmospheric Research (NCAR) or at laboratories of SOARS sponsors. During this summer research experience, SOARS protégés are supported by up to four mentors: a science research mentor, a writing mentor, a community mentor, and a peer mentor. SOARS protégés collaborate with their mentors to perform original research, prepare scientific papers, and present their research at a colloquium. SOARS also provides extensive leadership and communication training; support for conference presentations and for graduate school; and a strong scholarly community that

Association for Women Geoscientists: enhancing gender diversity in the geosciences.

Science.gov (United States)

Holmes, M.; O'Connell, S.; Foos, A.

2001-12-01

The Association for Women Geoscientists (AWG) has been working to increase the representation and advancement of women in geoscience careers since its founding in 1977. We promote the professional development of our members and encourage women to become geoscientists by gathering and providing data on the status of women in the field, providing publications to train women in professional skills, encouraging networking, publicizing mentoring opportunities, organizing and hosting workshops, funding programs to encourage women to enter the field of geosciences, and providing scholarships, particularly to non-traditional students. We promote women geoscientists' visibility through our Phillips Petroleum Speaker's List, by recognizing an Outstanding Educator at our annual breakfast at the Geological Society of America meetings, and by putting qualified women's names forward for awards given by other geo-societies. Our paper and electronic newsletters inform our members of job and funding opportunities. These newsletters provide the geoscience community with a means of reaching a large pool of women (nearly 1000 members). Our outreach is funded by the AWG Foundation and carried out by individual members and association chapters. We provide a variety of programs, from half-day "Fossil Safaris" to two-week field excursions such as the Lincoln Chapter/Homestead Girl Scouts Council Wider Opportunity, "Nebraska Rocks!!". Our programs emphasize the field experience as the most effective "hook" for young people. We have found that women continue to be under-represented in academia in the geosciences. Data from 1995 indicate we hold only 11 percent of academic positions and 9 percent of tenure-track positions, while our enrollment at the undergraduate level has risen from 25 to 34 percent over the last ten years. The proportion of women in Master's degree programs is nearly identical with our proportions in undergraduate programs, but falls off in doctoral programs. Between 1986

Research Problems in Data Curation: Outcomes from the Data Curation Education in Research Centers Program

Science.gov (United States)

Palmer, C. L.; Mayernik, M. S.; Weber, N.; Baker, K. S.; Kelly, K.; Marlino, M. R.; Thompson, C. A.

2013-12-01

The need for data curation is being recognized in numerous institutional settings as national research funding agencies extend data archiving mandates to cover more types of research grants. Data curation, however, is not only a practical challenge. It presents many conceptual and theoretical challenges that must be investigated to design appropriate technical systems, social practices and institutions, policies, and services. This presentation reports on outcomes from an investigation of research problems in data curation conducted as part of the Data Curation Education in Research Centers (DCERC) program. DCERC is developing a new model for educating data professionals to contribute to scientific research. The program is organized around foundational courses and field experiences in research and data centers for both master's and doctoral students. The initiative is led by the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign, in collaboration with the School of Information Sciences at the University of Tennessee, and library and data professionals at the National Center for Atmospheric Research (NCAR). At the doctoral level DCERC is educating future faculty and researchers in data curation and establishing a research agenda to advance the field. The doctoral seminar, Research Problems in Data Curation, was developed and taught in 2012 by the DCERC principal investigator and two doctoral fellows at the University of Illinois. It was designed to define the problem space of data curation, examine relevant concepts and theories related to both technical and social perspectives, and articulate research questions that are either unexplored or under theorized in the current literature. There was a particular emphasis on the Earth and environmental sciences, with guest speakers brought in from NCAR, National Snow and Ice Data Center (NSIDC), and Rensselaer Polytechnic Institute. Through the assignments, students

Design and study of geosciences data share platform :platform framework, data interoperability, share approach

Science.gov (United States)

Lu, H.; Yi, D.

2010-12-01

The Deep Exploration is one of the important approaches to the Geoscience research. Since 1980s we had started it and achieved a lot of data. Researchers usually integrate both data of space exploration and deep exploration to study geological structures and represent the Earth’s subsurface, and analyze and explain on the base of integrated data. Due to the different exploration approach it results the heterogeneity of data, and therefore the data achievement is always of the import issue to make the researchers confused. The problem of data share and interaction has to be solved during the development of the SinoProbe research project. Through the research of domestic and overseas well-known exploration project and geosciences data platform, the subject explores the solution of data share and interaction. Based on SOA we present the deep exploration data share framework which comprises three level: data level is used for the solution of data store and the integration of the heterogeneous data; medial level provides the data service of geophysics, geochemistry, etc. by the means of Web service, and carry out kinds of application combination by the use of GIS middleware and Eclipse RCP; interaction level provides professional and non-professional customer the access to different accuracy data. The framework adopts GeoSciML data interaction approach. GeoSciML is a geosciences information markup language, as an application of the OpenGIS Consortium’s (OGC) Geography Markup Language (GML). It transfers heterogeneous data into one earth frame and implements inter-operation. We dissertate in this article the solution how to integrate the heterogeneous data and share the data in the project of SinoProbe.

Collaboration and Perspectives on Identity Management and Access from two Geoscience Cyberinfrastructure Programs

Science.gov (United States)

Ramamurthy, M. K.

2016-12-01

Increasingly, the conduct of science requires close international collaborations to share data, information, knowledge, expertise, and other resources. This is particularly true in the geosciences where the highly connected nature of the Earth system and the need to understand global environmental processes have heightened the importance of scientific partnerships. As geoscience studies become a team effort involving networked scientists and data providers, it is crucial that there is open and reliable access to earth system data of all types, software, tools, models, and other assets. That environment demands close attention to security-related matters, including the creation of trustworthy cyberinfrastructure to facilitate the efficient use of available resources and support the conduct of science. Unidata and EarthCube, both of which are NSF-funded and community-driven programs, recognize the importance of collaborations and the value of networked communities. Unidata, a cornerstone cyberinfrastructure facility for the geosciences, includes users in nearly 180 countries. The EarthCube initiative is aimed at transforming the conduct of geosciences research by creating a well-connected and facile environment for sharing data and in an open, transparent, and inclusive manner and to accelerate our ability to understand and predict the Earth system. We will present the Unidata and EarthCube community perspectives on the approaches to balancing an environment that promotes open and collaborative eScience with the needs for security and communication, including what works, what is needed, the challenges, and opportunities to advance science.

Using GeoMapApp As a Virtual Lab to Enrich Geoscience Education

Science.gov (United States)

Goodwillie, A. M.

2014-12-01

Student engagement increases when they take ownership of data. GeoMapApp (http://www.geomapapp.org) is a free, map-based data discovery and visualisation tool that enables students to manipulate and examine a wide range of geoscience data in a variety of ways. Additionally, a new Save Session function allows educators to preserve a pre-loaded state of GeoMapApp. When shared with a class, the saved file allows every student to open GeoMapApp at exactly the same starting point from which to begin their data explorations. Built-in data sets include those related to land and ocean topography, seafloor spreading and plate tectonics, polar sea ice cover and ocean temperature, geological maps, and sea-level rise. An intuitive user interface allows students to interrogate the research-grade data using simple techniques to help gain meaning from the data. For example, students can readily layer data sets for easy comparison, display tabular data sets in ways that facilitate visual pattern recognition, and shade and contour elevation data to help delineate features on land and the seafloor. Using a simple profiling tool, cross-sections can be generated instantly and saved for future use. In the attached image, high-resolution elevation data for Mount St. Helens reveals the dramatic relief of this famous volcano - the gap in the northern flank is clearly seen in both the map view and the 3-D perspective image, and the cross-section shows the steep flanks forming the crater rim. An import function allows students to quickly bring their own data sets into GeoMapApp. Once imported, all of the same analytical and visualisation functionality that applies to built-in data sets can be used on the students' own data. A number of guided-inquiry learning modules developed with GeoMapApp are available and help students grapple with fundamental concepts in earth sciences. Examples include a module in which students calculate seafloor spreading rates in different ocean basins using their

Engaging teachers & students in geosciences by exploring local geoheritage sites

Science.gov (United States)

Gochis, E. E.; Gierke, J. S.

2014-12-01

Understanding geoscience concepts and the interactions of Earth system processes in one's own community has the potential to foster sound decision making for environmental, economic and social wellbeing. School-age children are an appropriate target audience for improving Earth Science literacy and attitudes towards scientific practices. However, many teachers charged with geoscience instruction lack awareness of local geological significant examples or the pedagogical ability to integrate place-based examples into their classroom practice. This situation is further complicated because many teachers of Earth science lack a firm background in geoscience course work. Strategies for effective K-12 teacher professional development programs that promote Earth Science literacy by integrating inquiry-based investigations of local and regional geoheritage sites into standards based curriculum were developed and tested with teachers at a rural school on the Hannahville Indian Reservation located in Michigan's Upper Peninsula. The workshops initiated long-term partnerships between classroom teachers and geoscience experts. We hypothesize that this model of professional development, where teachers of school-age children are prepared to teach local examples of earth system science, will lead to increased engagement in Earth Science content and increased awareness of local geoscience examples by K-12 students and the public.

GeoSegmenter: A statistically learned Chinese word segmenter for the geoscience domain

Science.gov (United States)

Huang, Lan; Du, Youfu; Chen, Gongyang

2015-03-01

Unlike English, the Chinese language has no space between words. Segmenting texts into words, known as the Chinese word segmentation (CWS) problem, thus becomes a fundamental issue for processing Chinese documents and the first step in many text mining applications, including information retrieval, machine translation and knowledge acquisition. However, for the geoscience subject domain, the CWS problem remains unsolved. Although a generic segmenter can be applied to process geoscience documents, they lack the domain specific knowledge and consequently their segmentation accuracy drops dramatically. This motivated us to develop a segmenter specifically for the geoscience subject domain: the GeoSegmenter. We first proposed a generic two-step framework for domain specific CWS. Following this framework, we built GeoSegmenter using conditional random fields, a principled statistical framework for sequence learning. Specifically, GeoSegmenter first identifies general terms by using a generic baseline segmenter. Then it recognises geoscience terms by learning and applying a model that can transform the initial segmentation into the goal segmentation. Empirical experimental results on geoscience documents and benchmark datasets showed that GeoSegmenter could effectively recognise both geoscience terms and general terms.

Enhancing Diversity In The Geosciences; Intensive Field Experience In USA And Mexico For Middle And High School Teachers Serving Large Hispanic Populations.

Science.gov (United States)

Leal-Bautista, R. M.; Kitts, K. B.; Velazquez Oliman, G.; Perry, E. C.

2008-12-01

To encourage Hispanic participation and enrolment in the geosciences and ultimately enhance diversity within the discipline, we recruited ten middle and high school science teachers serving large Hispanic populations (60-97%) for a paid three-week field experience supported by an NSF Opportunities for Enhancing Diversity in the Geosciences grant. In 2006, the field experiences focused on volcanic events and the water problems of the Central part of Mexico. In 2008, the field experiences focused on karstic and hydrogeological conditions of the Yucatan Peninsula. In addition to the geological aspects of the fieldwork experience, the trip to Mexico exposed the teachers to a social environment outside of their community where they interacted with a diverse group of scientists from the Universidad National Autonoma de Mexico (UNAM), Centro de Investigacion Cientifica de Yucatan (CICY) and Centro Nacional de Desastres (CENAPRED). A key part of this project was the encounter between American and Mexican teachers that included a day of presentations, panel discussion and some class-room activities. Direct interaction between the cooperating teachers and the American and Mexican geoscientists provided actual scientific research experiences to educate and to help dispel misconceptions the teachers themselves may have had about who geoscientists really are and what they do. Teachers of the 2006 group produced educational materials from their field experiences and presented these materials at professional conferences. We measured the efficacy of these activities quantitatively via pre- and post-tests assessing confidence levels, preconceptions and biases, NIU staff observations of participants in their home institutions, and evaluations of participants' field books and pedagogical materials. We present these data here and identify specific activities that are both effective and efficient in changing teacher behaviours and attitudes enabling them to better connect with their

Recruiting first generation college students into the Geosciences: Alaska's EDGE project

Science.gov (United States)

Prakash, A.; Connor, C.

2008-12-01

Funded in 2005-2008, by the National Science Foundation's Geoscience Education Division, the Experiential Discoveries in Geoscience Education (EDGE) project was designed to use glacier and watershed field experiences as venues for geospatial data collected by Alaska's grade 6-12 middle and high school teachers and their students. EDGE participants were trained in GIS and learned to analyze geospatial data to answer questions about the warming Alaska environment and to determine rates of ongoing glacier recession. Important emphasis of the program was the recruitment of Alaska Native students of Inupiat, Yup'ik, Athabascan, and Tlingit populations, living in both rural and urban areas around the state. Twelve of Alaska's 55 school districts have participated in the EDGE program. To engage EDGE students in the practice of scientific inquiry, each was required to carry out a semester scale research project using georeferenced data, guided by their EDGE teacher and mentor. Across Alaska students investigated several Earth systems processes including freezing conditions of lake ice; the changes in water quality in storm drains after rainfall events; movements of moose, bears, and bison across Alaskan landscapes; changes in permafrost depth in western Alaska; and the response of migrating waterfowl to these permafrost changes. Students correlated the substrate beneath their schools with known earthquake intensities; measured cutbank and coastal erosion on northern rivers and southeastern shorelines; tracked salmon infiltration of flooded logging roads; noted the changing behavior of eagles during late winter salmon runs; located good areas for the use of tidal power for energy production; tracked the extent and range of invasive plant species with warming; and the change of forests following deglaciation. Each cohort of EDGE students and teachers finished the program by attended a 3-day EDGE symposium at which students presented their research projects first in a

Strong Geoscience Departments in Research-Intensive Universities: How do you Know you are One and how Much Planning is Needed to Stay One?

Science.gov (United States)

Richardson, R. M.; Beck, S. L.

2003-12-01

How do you know your geoscience department is strong? Can it stay that way without conscious planning, relying instead primarily upon day-to-day decisions? The University of Arizona is a member of the American Association of Universities (AAU), a self-selected group of 63 of the most research-intensive public and private institutions in the United States. We will present results of a concentrated look at our own department from both the perspective of the department head (SLB) and a newly reunited member of the department (RMR), returning from an extended stint in administration. In addition, we will present the results of a survey of selected geoscience departments at other AAU institutions. The survey will include demographic data on these departments in terms of numbers of faculty and students, and grant dollars if available, as well as what department heads see as the largest threats and opportunities for their departments in the next five years. We will also seek information on departmental efforts to recruit and retain both faculty and students, and efforts to integrate/balance research and education within the department and the institution. Finally, we will ask departments the extent to which they rely upon, or value, departmental planning efforts. As a beginning, the Department of Geosciences at the University currently has 27 tenure/tenure eligible faculty, 84 graduate students, and 68 undergraduate majors. Approximate annual grant dollars are on the order of \\$4M. The department head (SLB) feels that faculty retention and lack of space are among the largest threats to the department. Faculty retention is critical in an environment where funding is chronically short, and budget cuts have been significant over the last two years. Retention efforts typically involve collaborative efforts with the dean and/or provost. Among the opportunities for the department are the ability to extend and diversify funding within and beyond the NSF, typically multi- and

Outdoor Experiential Learning to Increase Student Interest in Geoscience Careers

Science.gov (United States)

Lazar, K.; Moysey, S. M.

2017-12-01

Outdoor-focused experiential learning opportunities are uncommon for students in large introductory geology courses, despite evidence that field experiences are a significant pathway for students to enter the geoscience pipeline. We address this deficiency by creating an extracurricular program for geology service courses that allows students to engage with classmates to foster a positive affective environment in which they are able to explore their geoscience interests, encouraged to visualize themselves as potential geoscientists, and emboldened to continue on a geoscience/geoscience-adjacent career path. Students in introductory-level geology courses were given pre- and post-semester surveys to assess the impact of these experiential learning experiences on student attitudes towards geoscience careers and willingness to pursue a major/minor in geology. Initial results indicate that high achieving students overall increase their interest in pursuing geology as a major regardless of their participation in extracurricular activities, while low achieving students only demonstrate increased interest in a geology major if they did not participate in extra credit activities. Conversely, high achieving, non-participant students showed no change in interest of pursuing a geology minor, while high achieving participants were much more likely to demonstrate interest in a minor at the end of the course. Similar to the trends of interest in a geology major, low achieving students only show increased interest in a minor if they were non-participants. These initial results indicate that these activities may be more effective in channeling students towards geology minors rather than majors, and could increase the number of students pursuing geoscience-related career paths. There also seem to be several competing factors at play affecting the different student populations, from an increased interest due to experience or a displeasure that geology is not simply `rocks for jocks

Cloud-Hosted Real-time Data Services for the Geosciences (CHORDS)

Science.gov (United States)

Daniels, M. D.; Graves, S. J.; Vernon, F.; Kerkez, B.; Chandra, C. V.; Keiser, K.; Martin, C.

2014-12-01

Cloud-Hosted Real-time Data Services for the Geosciences (CHORDS) Access, utilization and management of real-time data continue to be challenging for decision makers, as well as researchers in several scientific fields. This presentation will highlight infrastructure aimed at addressing some of the gaps in handling real-time data, particularly in increasing accessibility of these data to the scientific community through cloud services. The Cloud-Hosted Real-time Data Services for the Geosciences (CHORDS) system addresses the ever-increasing importance of real-time scientific data, particularly in mission critical scenarios, where informed decisions must be made rapidly. Advances in the distribution of real-time data are leading many new transient phenomena in space-time to be observed, however real-time decision-making is infeasible in many cases that require streaming scientific data as these data are locked down and sent only to proprietary in-house tools or displays. This lack of accessibility to the broader scientific community prohibits algorithm development and workflows initiated by these data streams. As part of NSF's EarthCube initiative, CHORDS proposes to make real-time data available to the academic community via cloud services. The CHORDS infrastructure will enhance the role of real-time data within the geosciences, specifically expanding the potential of streaming data sources in enabling adaptive experimentation and real-time hypothesis testing. Adherence to community data and metadata standards will promote the integration of CHORDS real-time data with existing standards-compliant analysis, visualization and modeling tools.

Resources for Designing, Selecting and Teaching with Visualizations in the Geoscience Classroom

Science.gov (United States)

Kirk, K. B.; Manduca, C. A.; Ormand, C. J.; McDaris, J. R.

2009-12-01

Geoscience is a highly visual field, and effective use of visualizations can enhance student learning, appeal to students’ emotions and help them acquire skills for interpreting visual information. The On the Cutting Edge website, “Teaching Geoscience with Visualizations” presents information of interest to faculty who are teaching with visualizations, as well as those who are designing visualizations. The website contains best practices for effective visualizations, drawn from the educational literature and from experts in the field. For example, a case is made for careful selection of visualizations so that faculty can align the correct visualization with their teaching goals and audience level. Appropriate visualizations will contain the desired geoscience content without adding extraneous information that may distract or confuse students. Features such as labels, arrows and contextual information can help guide students through imagery and help to explain the relevant concepts. Because students learn by constructing their own mental image of processes, it is helpful to select visualizations that reflect the same type of mental picture that students should create. A host of recommended readings and presentations from the On the Cutting Edge visualization workshops can provide further grounding for the educational uses of visualizations. Several different collections of visualizations, datasets with visualizations and visualization tools are available on the website. Examples include animations of tsunamis, El Nino conditions, braided stream formation and mountain uplift. These collections are grouped by topic and range from simple animations to interactive models. A series of example activities that incorporate visualizations into classroom and laboratory activities illustrate various tactics for using these materials in different types of settings. Activities cover topics such as ocean circulation, land use changes, earthquake simulations and the use of

Piloting a Geoscience Literacy Exam for Assessing Students' Understanding of Earth, Climate, Atmospheric and Ocean Science Concepts

Science.gov (United States)

Steer, D. N.; Iverson, E. A.; Manduca, C. A.

2013-12-01

This research seeks to develop valid and reliable questions that faculty can use to assess geoscience literacy across the curriculum. We are particularly interested on effects of curricula developed to teach Earth, Climate, Atmospheric, and Ocean Science concepts in the context of societal issues across the disciplines. This effort is part of the InTeGrate project designed to create a population of college graduates who are poised to use geoscience knowledge in developing solutions to current and future environmental and resource challenges. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The Geoscience Literacy Exam (GLE) under development presently includes 90 questions. Each big idea from each literacy document can be probed using one or more of three independent questions: 1) a single answer, multiple choice question aimed at basic understanding or application of key concepts, 2) a multiple correct answer, multiple choice question targeting the analyzing to analysis levels and 3) a short essay question that tests analysis or evaluation cognitive levels. We anticipate multiple-choice scores and the detail and sophistication of essay responses will increase as students engage with the curriculum. As part of the field testing of InTeGrate curricula, faculty collected student responses from classes that involved over 700 students. These responses included eight pre- and post-test multiple-choice questions that covered various concepts across the four literacies. Discrimination indices calculated from the data suggest that the eight tested questions provide a valid measure of literacy within the scope of the concepts covered. Student normalized gains across an academic term with limited InTeGrate exposure (typically two or fewer weeks of InTeGrate curriculum out of 14 weeks) were found to average 16% gain. A small set of control data (250 students in classes from one institution where no InTeGrate curricula were used) was

CINERGI: Community Inventory of EarthCube Resources for Geoscience Interoperability

Science.gov (United States)

Zaslavsky, Ilya; Bermudez, Luis; Grethe, Jeffrey; Gupta, Amarnath; Hsu, Leslie; Lehnert, Kerstin; Malik, Tanu; Richard, Stephen; Valentine, David; Whitenack, Thomas

2014-05-01

Organizing geoscience data resources to support cross-disciplinary data discovery, interpretation, analysis and integration is challenging because of different information models, semantic frameworks, metadata profiles, catalogs, and services used in different geoscience domains, not to mention different research paradigms and methodologies. The central goal of CINERGI, a new project supported by the US National Science Foundation through its EarthCube Building Blocks program, is to create a methodology and assemble a large inventory of high-quality information resources capable of supporting data discovery needs of researchers in a wide range of geoscience domains. The key characteristics of the inventory are: 1) collaboration with and integration of metadata resources from a number of large data facilities; 2) reliance on international metadata and catalog service standards; 3) assessment of resource "interoperability-readiness"; 4) ability to cross-link and navigate data resources, projects, models, researcher directories, publications, usage information, etc.; 5) efficient inclusion of "long-tail" data, which are not appearing in existing domain repositories; 6) data registration at feature level where appropriate, in addition to common dataset-level registration, and 7) integration with parallel EarthCube efforts, in particular focused on EarthCube governance, information brokering, service-oriented architecture design and management of semantic information. We discuss challenges associated with accomplishing CINERGI goals, including defining the inventory scope; managing different granularity levels of resource registration; interaction with search systems of domain repositories; explicating domain semantics; metadata brokering, harvesting and pruning; managing provenance of the harvested metadata; and cross-linking resources based on the linked open data (LOD) approaches. At the higher level of the inventory, we register domain-wide resources such as domain

Recruitment Strategies for Geoscience Majors: Conceptual Framework and Practical Suggestions

Science.gov (United States)

Richardson, R. M.; Eyles, C.; Ormand, C. J.

2009-12-01

One characteristic of strong geoscience departments is that they recruit and retain quality students. In a survey to over 900 geoscience departments in the US and Canada several years ago nearly 90% of respondents indicated that recruiting and retaining students was important. Two years ago we offered a pre-GSA workshop on recruiting and retaining students that attracted over 30 participants from over 20 different institutions, from liberal arts colleges to state universities to research intensive universities. Since then we have sought additional feedback from a presentation to the AGU Heads & Chairs at a Fall AGU meeting, and most recently from a workshop on strengthening geoscience programs in June 2009. In all of these settings, a number of themes and concrete strategies have emerged. Key themes included strategies internal to the department/institution; strategies that reach beyond the department/institution; determining how scalable/transferable strategies that work in one setting are to your own setting; identifying measures of success; and developing or improving on an existing action plan specific to your departmental/institutional setting. The full results of all of these efforts to distill best practices in recruiting students will be shared at the Fall AGU meeting, but some of the best practices for strategies local to the department/institution include: 1) focusing on introductory classes (having the faculty who are most successful in that setting teach them, having one faculty member make a common presentation to all classes about what one can do with a geoscience major, offering topical seminars, etc.); 2) informing students of career opportunities (inviting alumni back to talk to students, using AGI resources, etc.,); 3) creating common space for students to work, study, and be a community; 4) inviting all students earning an ‘A’ (or ‘B’) in introductory classes to a departmental event just for them; and 5) creating a field trip for incoming

Information extraction and knowledge graph construction from geoscience literature

Science.gov (United States)

Wang, Chengbin; Ma, Xiaogang; Chen, Jianguo; Chen, Jingwen

2018-03-01

Geoscience literature published online is an important part of open data, and brings both challenges and opportunities for data analysis. Compared with studies of numerical geoscience data, there are limited works on information extraction and knowledge discovery from textual geoscience data. This paper presents a workflow and a few empirical case studies for that topic, with a focus on documents written in Chinese. First, we set up a hybrid corpus combining the generic and geology terms from geology dictionaries to train Chinese word segmentation rules of the Conditional Random Fields model. Second, we used the word segmentation rules to parse documents into individual words, and removed the stop-words from the segmentation results to get a corpus constituted of content-words. Third, we used a statistical method to analyze the semantic links between content-words, and we selected the chord and bigram graphs to visualize the content-words and their links as nodes and edges in a knowledge graph, respectively. The resulting graph presents a clear overview of key information in an unstructured document. This study proves the usefulness of the designed workflow, and shows the potential of leveraging natural language processing and knowledge graph technologies for geoscience.

GeoMod 2014 - Modelling in geoscience

Science.gov (United States)

Leever, Karen; Oncken, Onno

2016-08-01

GeoMod is a biennial conference to review and discuss latest developments in analogue and numerical modelling of lithospheric and mantle deformation. GeoMod2014 took place at the GFZ German Research Centre for Geosciences in Potsdam, Germany. Its focus was on rheology and deformation at a wide range of temporal and spatial scales: from earthquakes to long-term deformation, from micro-structures to orogens and subduction systems. It also addressed volcanotectonics and the interaction between tectonics and surface processes (Elger et al., 2014). The conference was followed by a 2-day short course on "Constitutive Laws: from Observation to Implementation in Models" and a 1-day hands-on tutorial on the ASPECT numerical modelling software.

Workshop initial report: Expanding the geoscience pipeline by connecting educators with early career IODP scientists

Science.gov (United States)

Lewis, J. C.; Cooper, S. K.; Hovan, S. A.; Leckie, R. M.; White, L. D.

2017-12-01

The U.S. is facing challenges in attracting, retaining and diversifying the workforce in the geosciences. A likely contributing factor is the homogeneity of the pool of mentors/role models available both within the workforce and in the U.S. professoriate. Another probable factor is "exposure gaps" among U.S. student populations; i.e., differing access to engaging facets of science, technology, engineering and mathematics (STEM). In response, we organized an 18-day School of Rock workshop onboard the International Ocean Discovery Program (IODP) drilling vessel JOIDES Resolution during a July 2017 transit in the western Pacific. Our objectives were diversity driven, focusing on measures to broaden participation at all levels (i.e., K-12, undergraduate and beyond) in innovative ways (e.g., from place-base curriculum to longitudinal peer mentoring through extracurricular STEM communities). To accomplish this, we designed a recruiting scheme to attract pairs of participants, specifically a teacher from a diverse community and a nearby early-career scientist with an interest in IODP science. By partnering in this way we sought to foster connections that might not naturally emerge, and therein to establish new mechanisms for increased engagement, broader recruitment, enhanced support, and improved retention of students from underrepresented communities in STEM education. We report on initial workshop outcomes that include new curriculum proposals, nascent funding proposals, and innovative connections among secondary educators and early-career scientists. Survey results of our participants gauge the expected impacts of the workshop on perceptions and on plans for future actions aimed at broadening participation.

Diversity and Innovation for Geosciences (dig) Texas Earth and Space Science Instructional Blueprints

Science.gov (United States)

Ellins, K. K.; Bohls-Graham, E.; Riggs, E. M.; Serpa, L. F.; Jacobs, B. E.; Martinez, A. O.; Fox, S.; Kent, M.; Stocks, E.; Pennington, D. D.

2014-12-01

The NSF-sponsored DIG Texas Instructional Blueprint project supports the development of online instructional blueprints for a yearlong high school-level Earth science course. Each blueprint stitches together three-week units that contain curated educational resources aligned with the Texas state standards for Earth and Space Science and the Earth Science Literacy Principles. Units focus on specific geoscience content, place-based concerns, features or ideas, or other specific conceptual threads. Five regional teams composed of geoscientists, pedagogy specialists, and practicing science teachers chose unit themes and resources for twenty-two units during three workshops. In summer 2014 three Education Interns (Earth science teachers) spent six weeks refining the content of the units and aligning them with the Next Generation Science Standards. They also assembled units into example blueprints. The cross-disciplinary collaboration among blueprint team members allowed them to develop knowledge in new areas and to share their own discipline-based knowledge and perspectives. Team members and Education Interns learned where to find and how to evaluate high quality geoscience educational resources, using a web-based resource review tool developed by the Science Education Resource Center (SERC). SERC is the repository for the DIG Texas blueprint web pages. Work is underway to develop automated tools to allow educators to compile resources into customized instructional blueprints by reshuffling units within an existing blueprint, by mixing units from other blueprints, or creating new units and blueprints. These innovations will enhance the use of the units by secondary Earth science educators beyond Texas. This presentation provides an overview of the project, shows examples of blueprints and units, reports on the preliminary results of classroom implementation by Earth science teachers, and considers challenges encountered in developing and testing the blueprints. The

The Two-Year Colleges' Role in Building the Future Geoscience Technical Workforce

Science.gov (United States)

Wolfe, B.

2014-12-01

Careers in energy science related fields represent significant job growth in the U.S. Yet post-secondary career and technical programs have not kept pace with demand and energy science curriculum, including fundamental concepts of energy generation and environmental impact, lacks a firm position among general or career and technical education courses. Many of these emerging energy related jobs are skilled labor and entry level technical positions requiring less than a bachelor's degree. These include jobs such as solar/photovoltaic design and installation, solar water and space heating installation, energy management, efficiency and conservation auditor, environmental technician, etc. These energy related career pathways fit naturally within the geosciences discipline. Many of these jobs can be filled by individuals from HVAC, Industrial technology, welding, and electrical degree programs needing some additional specialized training and curriculum focused on fundamental concepts of energy, fossil fuel exploration and use, atmospheric pollution, energy generation, alternative energy sources, and energy conservation. Two-year colleges (2ycs) are uniquely positioned to train and fill these workforce needs as they already have existing career and technical programs and attract both recent high school graduates, as well as non-traditional students including displaced workers and returning veterans. We have established geoscience related workforce certificate programs that individuals completing the traditional industrial career and technical degrees can obtain to meet these emerging workforce needs. This presentation will discuss the role of geosciences programs at 2ycs in training these new workers, developing curriculum, and building a career/technical program that is on the forefront of this evolving industry.

Why They Stay - Retention Strategies for Students from Diverse Backgrounds in the Geosciences

Science.gov (United States)

Haacker, R.

2014-12-01

The geosciences have had a chronic problem of underrepresentation of students from diverse ethnic, cultural, and socio-economic backgrounds. While many programs and efforts focus on the recruitment of minorities, a strategic approach to increase retention is equally important for a student's success. Students from diverse backgrounds often face isolation in majority schools, and lack role models and guidance as they navigate through the academic system. Research has shown that continuous and individualized support can greatly strengthen a student's performance and chance of staying in the field. Successful strategies include a strong mentoring system, early involvement in research, cohort building, and creating a welcoming campus climate. At the SOARS Center for Undergraduate Research, we have found that offering students research topics that allow them to give back to society increases engagement and retention significantly. All interventions need to be applied early, often and on a continuous basis in a student's college experience. A long-term mentor assigned to the student beyond a class or a summer research experience can provide follow-up and champion the student's progress. This presentation will share successful approaches of retaining diverse students in the geosciences and discuss how we can support each other in the community to provide such resources.

Deep Time Framework: A Preliminary Study of U.K. Primary Teachers' Conceptions of Geological Time and Perceptions of Geoscience.

Science.gov (United States)

Trend, Roger David

2001-01-01

Studies (n=51) inservice school teachers with regard to their orientations toward geoscience phenomena in general and deep time in particular. Aims to identify the nature of idiosyncratic conceptions of deep time and propose a curricular Deep Time Framework for teacher education. (Contains 29 references.) (Author/YDS)

76 FR 11765 - Education Research and Special Education Research Grant Programs; Institute of Education Sciences...

Science.gov (United States)

2011-03-03

... DEPARTMENT OF EDUCATION Education Research and Special Education Research Grant Programs; Institute of Education Sciences; Overview Information; Education Research and Special Education Research.... SUMMARY: The Director of the Institute of Education Sciences (Institute) announces the Institute's FY 2012...

Geology in the Movies: Using Hollywood Films as a Teaching Tool in Introductory Geosciences Courses

Science.gov (United States)

Lawrence, K. T.; Malinconico, L. L.

2008-12-01

A common challenge in introductory Geoscience courses is engaging students who often do not have a long- standing interest in science. In recent years Hollywood has produced a number of geoscience-themed films (Dante's Peak, Deep Impact, Day After Tomorrow, Inconvenient Truth), most of which contain kernels of scientific truth as well as gross misrepresentations of scientific reality. In our introductory courses (Geological Disasters: Agents of Chaos and Earth's Climate: Past Present and Future) we have had great success using these films as a way of both engaging students and accomplishing many of our course goals. Even though most of the students in these courses will not become geoscience majors, it is important for them to realize that they can make informed judgments about concepts portrayed in the popular media. We have incorporated short written movie critiques into our suite of introductory course laboratory exercises. Through these movie-critique labs, students have an opportunity to apply their new geoscience expertise to examining the validity of the scientific concepts presented in the film. Along the way, students start to see the relevance of course materials to their everyday lives, think more critically about how science is portrayed by non-scientists, synthesize what they have learned by applying their knowledge to a new problem, and improve their ability to communicate what they have learned. Despite the fact that these movie-critique labs require significantly more out-of-lab effort that our other introductory lab assignments, in our course evaluations many students rate the movie critiques as not only one of the most interesting lab exercises of the semester, but also the lab exercise containing the most educational value.

The role of karst in engineering and environmental geosciences

Directory of Open Access Journals (Sweden)

H. C. Ho

2011-08-01

Full Text Available Karst is a unique landform developed by soluble rock. It usually relates to the groundwater drainage system, and provides important water resources. Current researches indicate that karst is closely related to the Earth system and environmental protection, and it can also create potential natural hazards such as sinkhole flooding and land subsidence in urban area. Its relationship with hydrogeology has also been an important factor for studying water pollution and nutrient cycles in engineering geosciences and agricultural geology.

Gender in the Geosciences: Factors Supporting the Recruitment and Retention of Women in the Undergraduate Major

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Riggs, E. M.; Sexton, J. M.; Pugh, K.; Bergstrom, C.; Parmley, R.; Phillips, M.

2014-12-01

The proportion of women earning undergraduate geoscience degrees has remained about 40% for over a decade. Little research has investigated why women select and persist in a geoscience major. This study addresses why students major in the geosciences and why some programs are more successful at recruiting and retaining female students. We collected interview and survey data from faculty and students at six public US universities. Four sites had a low proportion of female degree recipients ( 48%). 408 students (64% female) completed surveys. Interviews were conducted with 49 faculty members and 151 students. Survey data analysis showed that interest/identity and transformative experiences were significant predictors of students' decision to major in geoscience. Institutional barriers and supports were significant predictors of confidence in the major while connection to instructor predicted students' intent to major. Analysis of pre- and post-course surveys show that students with a greater connection to instructors and students whose instructors expressed more passion for the content also reported higher levels of transformative experiences. This effect was especially pronounced for women and was a significant predictor of persistence in the major. Qualitative data show differences in departmental practices and climate between low and high female graduation sites. High sites used many student-centered approaches to teaching, had extensive opportunities for and a high number of undergraduate students involved in research, and had many opportunities for faculty-student interaction outside of class. Low sites had few of these practices. Qualitative data also showed differences in the gendered equity climate between high and low sites. High sites had more positive gender equity climates and low sites had more negative gender equity climates. At this time, we do not fully understand the causal relationships among all of these findings and higher female graduation rates

English version: Research education for diversity in educational research

Directory of Open Access Journals (Sweden)

Andrew Brown

2008-06-01

Full Text Available Concern expressed by government and other funding agencies and consumers of research, about the quality and relevance of research in the field of education affects not only the kind of research is conducted but also the way in which we educate researchers. The economic imperative for ‘value for money’ from research and researchers has, for instance, led to the education of research students to be seen increasingly in terms of training in a range of generic skills that can be applied to the investigation of a range of forms of research problem in a variety of contexts. Whilst breadth in the education of researchers has clear advantages, both for the careers of individual researchers and the wider research community, there is some tension between this approach and the more established view of a research degree as an induction into a narrow domain of knowledge and the production of a highly specialised academic identity. There are further developments that erode this notion of specialisation, for instance the growth of mixed method research, which has the potential to challenge the polarisation of qualitative and quantitative research, and shifts in the sites and agents of educational research signified by the growth of professional doctorates, which could further challenge the university as a dominant institution in the production of educational knowledge. In this paper I will explore what these developments mean for the teaching of research and consider how we can work collaboratively to develop both professional researchers and researching professionals, and reconcile the acquisition of skills with induction into specialised knowledge domains. This will involve exploration of both an overarching framework for thinking about the processes of doing research and specific examples of practice. Underlying the approach taken is a general commitment to research education, rather than to training and the teaching of methods, and the desire to ensure

OneGeology- A Global Geoscience Data Platform

Science.gov (United States)

Harrison, M.; Komac, M.; Duffy, T.; Robida, F.; Allison, M. L.

2014-12-01

OneGeology (1G) is an initiative of Geological Survey Organisations (GSOs) around the globe that dates back to 2007. Since then, OneGeology has been a leader in developing geological online map data using GeoSciML- an international interoperability standard for the exchange of geological data. Increased use of this new standard allows geological data to be shared and integrated across the planet among organisations. One of the goals of OneGeology is an exchange of know-how with the developing world, shortening the digital learning curve. In autumn 2013 OneGeology was transformed into a Consortium with a clearly defined governance structure, making it more transparent, its operation more sustainable and its membership more open where in addition to GSOs, other types of organisations that create and use geoscience data can join and contribute. The next stage of the OneGeology initiative is focused on increasing the openness and richness of that data from individual countries to create a multi-thematic global geological data resource about the rocks beneath our feet. Authoritative geoscience information will help to mitigate natural disasters, explore for resources (water, minerals and energy) and identify risks to human health on a planetary scale with the aim of 1G to increase awareness of the geosciences and their relevance among professionals and general public- to be part of the solution. We live in a digital world that enables prompt access to vast amounts of open access data. Understanding our world, the geology beneath our feet and environmental challenges related to geology calls for accessibility of geoscience data and the OneGeology Portal (portal.onegeology.org) is the place to find them.

GeoMapApp Learning Activities: Grab-and-go inquiry-based geoscience activities that bring cutting-edge technology to the classroom

Science.gov (United States)

Goodwillie, A. M.; Kluge, S.

2011-12-01

NSF-funded GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) provide self-contained learning opportunities that are centred around the principles of guided inquiry. The activities allow students to interact with and analyse research-quality geoscience data to explore and enhance student understanding of underlying geoscience content and concepts. Each activity offers ready-to-use step-by-step student instructions and answer sheets that can be downloaded from the web page. Also provided are annotated teacher versions of the worksheets that include teaching tips, additional content and suggestions for further work. Downloadable pre- and post- quizzes tied to each activity help educators gauge the learning progression of their students. Short multimedia tutorials and details on content alignment with state and national teaching standards round out the package of material that comprises each "grab-and-go" activity. GeoMapApp Learning Activities expose students to content and concepts typically found at the community college, high school and introductory undergraduate levels. The activities are based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool that allows students to access a wide range of geoscience data sets in a virtual lab-like environment. Activities that have so far been created under this project include student exploration of seafloor spreading rates, a study of mass wasting as revealed through geomorphological evidence, and an analysis of plate motion and hotspot traces. The step-by-step instructions and guided inquiry approach lead students through each activity, thus reducing the need for teacher intervention whilst also boosting the time that students can spend on productive exploration and learning. The activities can be used, for example, in a classroom lab with the educator present and as self-paced assignments in an out-of-class setting. GeoMapApp Learning Activities

Infusing Geoethics One Geoscience Course at a Time

Science.gov (United States)

Cronin, V. S.

2016-12-01

Positive change is sometimes difficult to accomplish within a university. While it might be easy to get faculty members and administrators to agree that facilitating the development of students as ethical geoscientists is a desirable goal in the abstract, formally proposing concrete plans to achieve that goal might generate negative responses and even roadblocks. For example, it might be a challenge to pass a course in geoethics through a college curriculum committee, because ethics is a topic usually taught by the philosophy faculty. Although there are recognized subfields in engineering, medical, business, and legal ethics that are commonly taught by faculty members in those respective departments, geoethics is not yet recognized in this way. A more productive approach might be to begin with change that can be accomplished simply, within existing courses. Faculty members are usually granted broad discretionary authority to decide how material is to be presented in geoscience courses, including required core courses. My suggestion is to structure a course that presents all of the material normally expected under that course title, but in such a way that the ethical dimensions are intentionally and consistently highlighted. As with any change in the way we present course material, there is a startup cost to be borne by the teacher. One cost is the time needed to deepen our understanding of applied professional and scientific ethics; however, this is more of a personal and professional benefit than a cost in the long run. Infusing a course with an awareness of ethical issues also takes prior thought and planning to be successful. But, of course, that is no different from any other improvement in science education. Impressions from a semester's effort to include geoethics in a required core course in structural geology to about 25 students will be shared. The main course topic is not particularly relevant, because there are a number of ethical questions that students

Accessible Earth: Enhancing diversity in the Geosciences through accessible course design

Science.gov (United States)

Bennett, R. A.; Lamb, D. A.

2017-12-01

The tradition of field-based instruction in the geoscience curriculum, which culminates in a capstone geological field camp, presents an insurmountable barrier to many disabled students who might otherwise choose to pursue geoscience careers. There is a widespread perception that success as a practicing geoscientist requires direct access to outcrops and vantage points available only to those able to traverse inaccessible terrain. Yet many modern geoscience activities are based on remotely sensed geophysical data, data analysis, and computation that take place entirely from within the laboratory. To challenge the perception of geoscience as a career option only for the non-disabled, we have created the capstone Accessible Earth Study Abroad Program, an alternative to geologic field camp for all students, with a focus on modern geophysical observation systems, computational thinking, data science, and professional development.In this presentation, we will review common pedagogical approaches in geosciences and current efforts to make the field more inclusive. We will review curricular access and inclusivity relative to a wide range of learners and provide examples of accessible course design based on our experiences in teaching a study abroad course in central Italy, and our plans for ongoing assessment, refinement, and dissemination of the effectiveness of our efforts.

Translational Educational Research